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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Kunfuaidah Latifah
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Religion Humanities Library & Information Science Social Sciences

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Motivation of students with learning disorders in memorizing alfiyah ibn malik at imadutthulabah islamic boarding school Anzar Aquil; Aliwan; Ahmad Mustafidin; Santi Ratnawati; Kunfuaidah Latifah; Maskur
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 4 No. 2 Mei 2025: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v4i2.434

Abstract

This research examines the motivation of students with learning disorders in memorizing the Alfiyah Ibnu Malik book verses at Pondok Pesantren Imadutthulabah. The study aims to understand both intrinsic and extrinsic motivation, as well as the supporting and inhibiting factors faced by these students. Using a phenomenological approach and descriptive qualitative method, this research collected data through interviews with the head of the boarding school, the Alfiyah book verse listeners, Nahwu Shorof subject teachers, and students with learning disorders. Data analysis was conducted through data reduction, data presentation, and drawing conclusions, with data validity checks using source triangulation and method triangulation. Intrinsic motivation, such as personal satisfaction, a sense of achievement, personal development, and responsibility, plays a crucial role in supporting students. This motivation comes from an internal drive to understand and master knowledge, encouraging students to keep trying even though it requires more effort and time. Extrinsic motivation is also important, including external support like praise, expectations from others, and rewards, which encourage students to be more enthusiastic and persistent in their learning. The inhibiting factors faced include genetic, neurobiological, and environmental factors. This study reveals that despite the challenges, students with learning disorders demonstrate resilience and adaptability through various coping strategies. The findings highlight the need for tailored educational interventions and continuous support systems to maximize the students’ potential in Islamic boarding school environments.
Punishment and reward in islamic education: Implementation at ma hidayatus subban Anzar Aquil; Hermawati, Triana; Ahmad Mustafidin; Santi Ratnawati; Kunfuaidah Latifah; Maskur
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 4 No. 1 Februari 2025: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v4i1.437

Abstract

This research is motivated by a discrepancy between the ideal principles of Islam and field practices, where rewards and punishments are often applied mechanistically, ineducatively, and without considering students' psychological contexts. Using a descriptive qualitative approach and a case study method, data were collected through in-depth interviews, participatory observation, and documentation. The findings show that the implementation of reward and punishment at MA Hidayatus Subban is carried out regularly and relatively systematically. Rewards are given in both material and symbolic-spiritual forms, such as praise, certificates, and prayers, which have proven effective in enhancing motivation and fostering positive student behavior. Punishments, on the other hand, are applied in an educative manner, including advice, reflective assignments, and familial approaches aimed at developing moral awareness. However, the study also found inconsistencies among teachers in applying reward and punishment, leading to perceptions of injustice among students. The study concludes that the effectiveness of reward and punishment in Islamic education is greatly influenced by teachers’ understanding of spiritual values, sensitivity to students’ psychological conditions, and strong institutional support from the school principal and parental involvement. Rewards and punishments should not be treated merely as technical instruments of classroom management but must be grounded in an educational awareness rooted in Islamic values such as justice, compassion, responsibility, and self-awareness. When applied fairly, proportionally, and contextually—in alignment with the goals of Islamic education within the framework of maqashid al-shariah—educational institutions are expected to shape students who are not only behaviorally compliant but also possess strong moral and spiritual consciousness. Proper implementation of these methods impacts not only student discipline but also serves as a fundamental
Co-Authors Ahmad Mustafidin Aliwan Anzar Aquil Hermawati, Triana Maskur MASKUR Maskur Maskur Santi Ratnawati