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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Innovasi : Jurnal Inovasi Pendidikan
Emilia Nurwati
Institut Ahmad Dahlan Probolinggo
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengaruh Penerapan Tasmi’ Terhadap Motivasi Menghafal Al-Qur’an Di Pondok Pesantren Ar Rohmah masnuatul khoiriyah khoiriyah; Hasnun Umar; Emilia Nurwati; Annisa Maryam Nurrohmah; Benny Prasetiya
JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN Vol. 12 No. 3 (2025): NOVEMBER (JURNAL PENELITIAN DAN EVALUASI PENDIDIKAN)
Publisher : Educational Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/

Abstract

Penelitian ini menganalisis pengaruh metode Tasmi’ terhadap motivasi menghafal Al-Qur’an pada santri Pondok Pesantren Ar Rohmah Bades. Rendahnya motivasi santri dalam menjaga hafalan mendorong perlunya metode yang menumbuhkan motivasi intrinsik. Metode Tasmi’, yaitu memperdengarkan hafalan di hadapan guru atau teman sejawat, diyakini dapat meningkatkan semangat melalui umpan balik langsung dan pengakuan sosial. Penelitian menggunakan pendekatan kuantitatif dengan desain asosiatif-eksplanatori. Data diperoleh dari 68 santri melalui angket skala Likert dengan reliabilitas tinggi (Cronbach’s Alpha = 0,835). Hasil analisis menunjukkan Tasmi’ berpengaruh signifikan terhadap motivasi menghafal (β = 0,986; p = 0,002), sedangkan dukungan sosial tidak signifikan (β = 0,073; p = 0,197). Nilai R² sebesar 0,186 menunjukkan model menjelaskan 18,6% variasi motivasi. Temuan ini menegaskan bahwa penerapan Tasmi’ yang terstruktur dan berorientasi pada umpan balik positif efektif meningkatkan motivasi intrinsik santri dalam menghafal Al-Qur’an.
Kontribusi Pemikiran Ibnu Rusyd terhadap Paradigma Pendidikan Islam Berbasis Intelektual dan Rasional Annisa Maryam Nurrohmah; Masnu’atul Khoiriyah; Hasnun Umar; Emilia Nurwati; Febry Suprapto
INNOVASI : JURNAL INOVASI PENDIDIKAN Vol. 11 No. 3 (2025): Desember
Publisher : Education Riset Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64540/k6e45605

Abstract

This study aims to analyze the biography, intellectual thought, and Islamic educational paradigm of Ibn Rushd (Averroes) and to examine its relevance to contemporary Islamic education, which continues to struggle with normative-dogmatic tendencies and the limited development of critical rationality. This research employed a qualitative approach with a case study design. Data were collected through content analysis of Ibn Rushd’s major works, including Tahāfut al-Tahāfut and Faṣl al-Maqāl, supported by secondary sources such as academic books and peer-reviewed journal articles, as well as interviews with Islamic education scholars and practitioners. The data were analyzed using interpretative and discourse analysis techniques, complemented by source triangulation to ensure validity. The findings reveal that Ibn Rushd positioned reason and revelation as complementary epistemological foundations in Islamic education. Intellectuality, in his perspective, encompasses rational, moral, and spiritual dimensions, aiming at the perfection of the human soul. Furthermore, Ibn Rushd’s educational paradigm emphasizes critical thinking, dialogical learning, and the integration of religious and empirical sciences, while rejecting rigid dogmatism. This study concludes that Ibn Rushd’s rational-integrative framework remains relevant as an alternative conceptual foundation for reforming contemporary Islamic education toward a balanced integration of faith, knowledge, and rationality.
Co-Authors Annisa Maryam Nurrohmah Benny Prasetiya Febry Suprapto Hasnun Umar masnuatul khoiriyah khoiriyah Masnu’atul Khoiriyah