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IMPLEMENTASI PROYEK PENGUATAN PROFIL PELAJAR PANCASILA DAN RAHMATAN LIL'ALAAMIN DALAM PEMBELAJARAN: STUDI KAJIAN DI SMA 3 KOTA JAMBI Oktarina, Yulia; Sururudin
Jurnal Muara Pendidikan Vol. 10 No. 2 (2025): Jurnal Muara Pendidikan, Vol 10 Issue 2, Desember 2025
Publisher : LPPM Universitas Muhammadiyah Muara Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/mp.v10i2.2990

The implementation of P5RA in Islamic Religious Education (PAI) and Character Education at SMA Negeri 3 Jambi City is still in the adaptation stage and requires a more structured strategy to achieve holistic educational goals in line with the Merdeka Curriculum. This study employed a qualitative approach with a descriptive method, conducted at SMA Negeri 3 Jambi City. The research subjects consisted of the principal, homeroom teachers, Islamic Religious Education and Character Education teachers, as well as students. Data were collected through interviews, observations, and documentation, and analyzed using qualitative techniques, including data reduction, data presentation, and conclusion drawing. The findings indicate that: (1) the planning of P5RA in PAI learning emphasizes the integration of Pancasila values and Islamic teachings into students’ daily lives. Teachers designed activities that encourage the practice of values such as cooperation, tolerance, empathy, justice, and environmental awareness through both theoretical and practical approaches; (2) the implementation of P5RA is carried out by embedding Pancasila values and Islamic teachings into daily learning activities using collaborative and socially oriented methods; and (3) the evaluation of P5RA implementation is comprehensive, employing various models such as formative, summative, self-assessment, and portfolio evaluations. These results highlight the need for continuous commitment from all school stakeholders to refine the implementation of P5RA in PAI learning at SMA Negeri 3 Jambi City.

IMPLEMENTASI PEMBELAJARAN MAKHARIJUL HURUF DALAM MENINGKATKAN KEMAMPUAN MEMBACA AL-QUR’AN SANTRIWATI DI PONDOK PESANTREN MASKANUL MUTTAQIN JAMBI Maulina, Nurul; Sururudin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40404

This study focuses on the implementation of makharijul huruf learning in improving the Qur’anic reading ability of female students (santriwati) at Maskanul Muttaqin Islamic Boarding School, Jambi, as well as identifying the supporting and inhibiting factors in its implementation. Makharijul huruf learning plays an important role in shaping accurate pronunciation of the Arabic (Hijaiyah) letters in accordance with the rules of tajwid, thereby producing correct and proper Qur’anic recitation. Accurate Qur’anic reading ability is not only related to the technical aspects of pronunciation, but also influences the understanding of meaning and the level of devotion in reciting the Qur’an. Therefore, makharijul huruf learning needs to be implemented in a planned, systematic, and sustainable manner. This research employs a qualitative approach using a descriptive method. The research subjects include the mudir (head of the boarding school), ustadzah (female teachers), and santriwati of Maskanul Muttaqin Islamic Boarding School who are directly involved in the makharijul huruf learning process. Data were collected through observation of the learning process, in-depth interviews with informants, and documentation related to learning activities. Data analysis techniques consisted of data reduction, data presentation, and drawing conclusions to obtain a comprehensive description of the implementation of makharijul huruf learning. Data validity was ensured through source triangulation and technique triangulation. The results of the study are expected to show that the implementation of makharijul huruf learning at Maskanul Muttaqin Islamic Boarding School, Jambi, is carried out in a structured manner through the delivery of theoretical and practical materials on a regular basis, accompanied by direct guidance from teachers. The learning process emphasizes the accuracy of makhraj and the characteristics of letters, as well as repeated Qur’anic reading exercises to improve the students’ reading ability. Supporting factors include a well-organized learning schedule, intensive guidance from educators, and a conducive and religious boarding school environment. Meanwhile, inhibiting factors include differences in students’ educational backgrounds, lack of discipline and independent practice, limited learning time, and facilities and infrastructure that are not yet fully optimal.

IMPLEMENTASI METODE AS-TSAWAB WA AL-IQAB DALAM MENANAMKAN KEDISIPLINAN SISWA PADA PEMBELAJARAN AKIDAH AKHLAK DI MTS JAUHARUL IMAN DESA SENAUNG KECAMATAN JALUKO Muhammad Hariz Majid; Sururudin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46067

This study aims to analyze the implementation of the as-tsawāb wa al-‘iqāb method in fostering student discipline in the learning of Akidah Akhlak at Madrasah Tsanawiyah Jauharul Iman Senaung Village, while identifying factors that support and hinder its implementation. The study uses a qualitative approach with a type of field research, through data collection techniques in the form of interviews, observations, and documentation involving the principal, teachers, and students. The research findings show that the method is implemented gradually and adjusted to learning conditions, with forms of rewards such as praise, applause, additional marks, and simple gifts as reinforcement of positive behavior. Meanwhile, punishment is given educationally through reprimands, coaching, additional assignments, and adjustments to attitude assessments. Supporting factors include teacher competence, the existence of class rules, and class structures that play a role in assisting supervision. Inhibiting factors include limited learning time, inconsistent application of the method in other subjects, and the influence of a family environment that does not support the formation of discipline.Keywords: learning approach, Qur'an learning, slow learners.

Diagnosing Qur'anic Reading Difficulties and Adaptive Islamic Education Strategies in an Indonesian Public Senior High School Aisya Rismatul Saputri; Sururudin
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 3 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i3.30593

This study analyzes factors contributing to Qur'anic reading difficulties among eleventh-grade students at Indonesian public senior high school (Sekolah Menengah Atas/SMA), specifically State Senior High School 1 in Sarolangun Regency, and describes Islamic Religious Education (Pendidikan Agama Islam/PAI) teacher responses. Using a descriptive qualitative design, data were collected through classroom observation, in-depth interviews, and documentation. The findings indicate that students' difficulties are concentrated in Arabic articulation points (makharijul huruf), especially pharyngeal and emphatic letters, and in tajwid rules, particularly vowel-length regulation (mad), nasalization (ghunnah), and fluent pausing (waqaf). These technical difficulties interact with psychological barriers such as nervousness when reading aloud. The determinants include low intrinsic motivation, weak foundational religious learning, limited parental guidance, intensive gadget use that reduces murajaah or repetition time, and insufficient PAI lesson hours for individualized correction. Teachers responded through diagnostic screening, differentiated private tutoring, visual media-assisted quantum learning principles, routine recitation habits, theological encouragement, and progress-based academic reinforcement. The study argues that Qur'anic literacy support in public secondary schools requires an integrated humanistic-clinical pedagogy that combines technical remediation, affective support, and school-family collaboration.

IMPLEMENTASI NILAI-NILAI KARAKTER ISLAM OLEH GURU AKIDAH AKHLAK DALAM MENANGKAL PERILAKU MENYIMPANG SISWA MADRASAH TSANAWIYAH MAZNIYAH KOTA JAMBI Atiqoh Dianti; Sururudin
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.65026

This research was motivated by the gap between the role of Akidah Akhlak teachers in instilling Islamic character values and the reality of deviant behavior still found among students at MTs Mazniyah Kota Jambi. This study aimed to describe the implementation of Islamic character values by Akidah Akhlak teachers, identify the forms of students' deviant behavior, and analyze the supporting and inhibiting factors. This research employed a qualitative approach with a descriptive design. The subjects consisted of the Akidah Akhlak teacher as the main informant, along with the head of madrasah, homeroom teacher, guidance counselor, and students as supporting informants, selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, then analyzed inductively through data reduction, data display, and conclusion drawing, and validated through triangulation. The findings show that the implementation of Islamic character values-religiosity, honesty, discipline, responsibility, and social care-was carried out through learning, habituation, exemplary conduct, and religious activities such as Qur'an recitation and congregational prayers. The Akidah Akhlak teacher functioned as educator, mentor, motivator, and role model (uswatun hasanah). Supporting factors included the head of madrasah's leadership and a structured religious culture, while inhibiting factors stemmed from negative peer influence, uncontrolled social media use, and insufficient family supervision.

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