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All Journal Didaktika: Jurnal Kependidikan Profetika: Jurnal Studi Islam
Muhammad Isa Anshory
Institut Islam Mamba’ul ‘Ulum Surakarta
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Strategi Belajar Berdasarkan Myers-Briggs Type Indicator (MBTI) pada Santriwati Berprestasi di Pondok Pesantren Imam Bukhari Futiha Alambarra Amaan Ahmada; Muhammad Isa Anshory
Didaktika: Jurnal Kependidikan Vol. 14 No. 1 Februari (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1815

Abstract

Tipe kepribadian merupakan salah satu faktor utama yang mempengaruhi perilaku individu untuk menentukan gaya dan strategi dalam meningkatkan proses belajar demi tercapainya keberhasilan belajar. Adanya teori belajar MBTI (Myers-Briggs Type Indicator) menjadi peluang terbukanya pemahaman terkait gaya dan strategi belajar individu yang secara khusus dikaitkan dengan tipe kepribadian. Penelitian ini bermaksud untuk mengeksplorasi strategi belajar melalui teori gaya belajar berdasarkan MBTI yang digunakan oleh peserta didik berprestasi khususnya yang berada di lembaga pendidikan berbasis pondok pesantren. Dengan menggunakan pendekatan deskriptif kualitatif, penelitian ini menggunakan triangulasi metode dalam pengumpulan data yakni wawancara, observasi, dan studi dokumen. Dari hasil analsis data diperoleh temuan berupa penjelasan dan penjabaran yang bersifat deskriptif. Hasil penelitian menunjukkan bahwa terdapat sembilan tipe gaya belajar MBTI pada santriwati berprestasi pondok pesantren Imam Bukhari, diantaranya INTJ, INTP, ISTJ, ISFJ, ISFP, ENFJ, ENFP, ESTJ, dan ESFP. Dari sembilan gaya belajar yang ditemukan, gaya belajar yang dominan pada santriwati berprestasi adalah tipe yang ideal bagi pembelajar di pondok pesantren, yakni introvert dominan sensing. Lebih lanjut, rumusan strategi belajar yang dihasilkan berdasarkan gaya belajar MBTI pada santriwati berprestasi ini secara khusus dapat memberikan gambaran yang diperlukan untuk menunjang keefektifan dan hasil belajar peserta didik meskipun pada hakekatnya strategi ini tidak dapat dijadikan acuan secara pasti.
The Impact of the Independent Curriculum on Islamic Education Learning Outcomes: Evidence from Grade VII Students at SMP Negeri 6 Surakarta Iftitah Amin Suryani; Muhammad Isa Anshory; Meti Fatimah; Muhammad Rehan Sabir; Abdam Yusif
Profetika: Jurnal Studi Islam Vol. 25 No. 03 (2024): Profetika Jurnal Studi Islam 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/profetika.v25i03.18544

Abstract

Objective: This study aims to determine the implementation of the Merdeka Curriculum among class students and to determine the extent of its influence on the learning outcomes of class VII A students in SMP Negeri 6 Surakarta in the 2024/2025 academic year. Theoretical framework: This theory is based on theoretical concepts and previous findings related to the educational curriculum, especially the Merdeka Curriculum, learning outcomes, specifically Islamic religious education, and active student participation in learning. Literature review: There is a considerable amount of research on the Merdeka Curriculum, but that related to learning outcomes in Islamic religious education is still limited. Method: This study used a quantitative method by distributing questionnaires. The data were analysed using descriptive statistics techniques and processed using SPSS for Windows. Results: The study revealed two key findings. First, the Merdeka Curriculum in Islamic Religious Education contributes to the development of students who are not only academically proficient but also exhibit noble character and morals, in line with the Pancasila Student Profile. Second, the implementation of the Independent Curriculum significantly improved students' learning outcomes in Islamic Religious Education. It enhanced their understanding of religious concepts, promoted active participation in the learning process, and reinforced key character values such as tolerance, cooperation, and responsibility, in alignment with SDG 4.7 (education for sustainable development and global citizenship). Implications: The Independent Curriculum serves as a crucial factor in improving learning outcomes in Islamic Religious Education. Its emphasis on character-building and student-centred learning supports the broader goals of SDG 4 (inclusive and quality education). Novelty: This study examines the implementation of the Independent Curriculum in Islamic Religious Education, which has distinct material characteristics and learning approaches due to its emphasis on moral, spiritual, and character-building values.
Co-Authors Abdam Yusif Futiha Alambarra Amaan Ahmada Iftitah Amin Suryani Meti Fatimah Muhammad Rehan Sabir