Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Socio-Economic and Humanistic Aspects for Township and Industry
Indra Satia Pohan
Unknown Affiliation
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Peningkatan Hasil Belajar PAI dengan Menggunakan Model Pembelajaran Kooperatif Learning Type STAD Berbasis Alat Peraga Visual di SMA Muhammadiyah 12 Binjai Melly Gunawan; Indra Satia Pohan
EDU SOCIETY: JURNAL PENDIDIKAN, ILMU SOSIAL DAN PENGABDIAN KEPADA MASYARAKAT Vol. 5 No. 1 (2025): Februari-Mei 2025
Publisher : Association of Islamic Education Managers (Permapendis) Indonesia, North Sumatra Province

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56832/edu.v5i1.788

Abstract

Penelitian ini bertujuan untuk menganalisis dan mendeskripsikan penggunaan model pembelajaran kooperatif learning type STAD berbasis alat peraga visual untuk peningkatan hasil belajar PAI di SMA Muhammadiyah 12 Binjai, penerapan model pembelajaran menjadi hal utama untuk meningkatkan hasil belajar peserta didik. Penelitian ini menggunakan penelitian kualitatif dengan jenis penelitian studi kasus melalui teknik pengumpulan data dengan melakukan observasi, wawancara, dan dokumentasi. Dari hasil penelitian ini, ditemukan bahwa model pembelajaran kooperatif learning tipe STAD berbasis alat peraga visual mampu membantu pendidik untuk meningkatkan hasil belajar peserta didik pada pembelajaran PAI, dengan adanya proses belajar yang menarik dengan penggunaan model pembelajaran tersebut pesertadidik merasa memiliki motivasi untuk belajar lebih maka dengan hal ini peningkatan hasil belajar peserta didik menjadi lebih baik. Pemilihan model pembelajaran sangat penting bagi seorang pendidik.
Teaching Beyond the Classroom: A Phenomenological Study of Fiqh Teachers’ Strategies to Foster Duha Prayer Awareness in a Junior Islamic School Amalia Ramadhan; Hemawati Hemawati; Indra Satia Pohan
Socio-Economic and Humanistic Aspects for Township and Industry Vol. 3 No. 3 (2025): Socio-Economic and Humanistic Aspects for Township and Industry
Publisher : Tinta Emas Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59535/sehati.v3i3.565

Abstract

In Islamic schooling, the sunnah Duha prayer is often promoted as a vehicle for spiritual growth and character formation, yet students’ awareness and regular practice vary widely. This study explores how fiqh teachers translate doctrine into daily habit by nurturing students’ awareness of the Duha prayer within a junior Islamic school setting. Using a qualitative phenomenological approach at MTs Al-Ishlahiyah Binjai, data were gathered through classroom and prayer-time observations, semi-structured interviews with fiqh teachers and students (Grades VII–IX), and document analysis (lesson plans, school worship schedules, attendance logs). Iterative coding and thematic analysis were used to develop an explanatory model of teacher roles. The analysis identifies an actionable 3M+R role set—Modeling (teacher exemplarity and congregational presence), Motivation (spiritual meaning-making, goal-setting, and encouragement), Monitoring (routine checks, gentle reminders, and supportive supervision), and Reinforcement (feedback, recognition, and reflective discussions). These practices work best when embedded in school routines (fixed Duha times, shared spaces, clear expectations) and supported by consistent communication with parents. Students reported clearer understanding of the Duha prayer’s benefits (discipline, focus, emotional calm), increased readiness to participate, and greater regularity of practice. Fiqh teachers can effectively raise students’ awareness and participation in the Duha prayer when pedagogical exemplarity, structured routines, and supportive reinforcement are aligned. The 3M+R framework offers a practical guide for Islamic schools to systematize worship habituation while strengthening students’ spiritual literacy and character.
Co-Authors Amalia Ramadhan Hemawati Hemawati Melly Gunawan