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All Journal Ta'diban: Journal of Islamic Education Tadribuna: Journal of Islamic Management Education
Hikmatul Hidayah
Sekolah Tinggi Ilmu Tarbiyah (STIT) Mumtaz
Religion Education Mathematics Social Sciences Other

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Pengembangan Evaluasi Ranah Psikomotorik pada Pembelajaran Pendidikan Agama Islam dan Budi Pekerti di Madrasah Ibtidaiyah Negeri Lissafrina Lissafrina; Hikmatul Hidayah
TA'DIBAN Vol 5 No 1 (2024): Juli-Desember
Publisher : Institut Agama Islam Hidayatullah Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61456/tjie.v5i1.223

Abstract

Tujuan penelitian ini untuk menganilis kemudian mendeskripsikan Proses Evaluasi Pembelajaran pada Ranah Psikomotorik pada pembelajaran Pendidikan Agama Islam dan Budi Pekerti. Metode yang digunakan dalam penelitian dengan jenis penelitian kualitatif deskriptif. Hasil penelitian Pada penilaian pembelajaran Pendidikan Agama Islam dan Budi Pekerti pada ranah psikomotorik Di MIN 13 Aceh Timur meliputi (analysis, development, implementation, dan evaluation) serta penilaian program komprehensif. Sedangkan itu metode yang bisa digunakan merupakan metode uji serta metode non uji. Beberapa tes yang dapat dihunakan untuk mengevaluasi ranaha psikomotorik yaitu: Meniru, manipulasi, ketepatan, artipulasi, dan alamiah. Ranah psikomotorik pada taksonomi Bloom lebih dominan aplikasinya pada proses tingkah laku dan pelaksanaan, sebagaimana fungsinya untuk meneruskan nilai-niai yang terdapat pada kognitif dan diteruskan melalui afektif sehingga dapat di aplikasikan secara nyata pada ranah psikomotorik.
Tinjauan Strategis Pendidikan Islam Moderat Dalam Bingkai Kearifan Lokal Budaya Melayu Ahmad Yani; Sufi Nisa Athahirah; Hikmatul Hidayah
TADRIBUNA: Journal of Islamic Education Management Vol. 6 No. 1 (2025): Juli-Desember
Publisher : Institut Agama Islam Hidayatullah Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61456/tjiec.v6i1.319

Abstract

This study examines the Strategic Review of Moderate Islamic Education within the framework of local Malay cultural wisdom. The research method used is library research with a descriptive qualitative approach, where data is analyzed conceptually to illustrate the relationship between moderate Islamic values and elements of Malay culture. The results show that the Malay cultural values inherited through Tunjuk Ajar Melayu are very much in line with moderate Islamic teachings. These values reflect Islamic moral and social teachings that prioritize harmony, justice, and respect for others. Furthermore, Malay culture has also long taught the importance of good manners in interactions, etiquette, and a collective spirit that aligns with the principle of moderation in Islamic education. The integration of moderate Islamic education with local Malay cultural wisdom can produce a contextual and applicable educational model. This model is not only able to instill inclusive and anti-extremist Islamic values but also strengthens love for local culture that is increasingly eroded by the current of modernity.
Manajemen Kepemimpinan Kepala Madrasah Sebagai Supervisor Dalam Meningkatkan Kinerja Guru Di Madrasah Ibtidaiyah Negeri 2 Karimun Sumarno Sumarno; Azrizanudi Azrizanudi; Hikmatul Hidayah
TADRIBUNA: Journal of Islamic Education Management Vol. 6 No. 2 (2026): Januari-Juni
Publisher : Institut Agama Islam Hidayatullah Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61456/tjiec.v6i2.349

Abstract

This study aims to analyze the leadership management of the school principal as supervisor in improving teacher performance at Madrasah Ibtidaiyah Negeri (MIN) 2 Karimun, Riau Islands Province, Indonesia. Employing a descriptive qualitative approach with a single-case study design, data were collected through in-depth semi-structured interviews, classroom observations, and document analysis involving the principal and four purposively selected teacher informants during the 2024/2025 academic year. Thematic analysis reveals that the principal implements four structured supervision stages: (1) systematic and participatory program planning involving senior teachers; (2) supervision through classroom visits with a collegial-humanistic approach; (3) reflective individual evaluation based on written observation records; and (4) multi-programmatic follow-up activities including MGMP sessions, question-item training, motivation seminars, and digital literacy webinars. Supporting factors include adequate school facilities, teacher enthusiasm, and a strong collegial culture, while constraining factors involve the principal's dense administrative schedule, limited budget allocation, and supervision frequency of only once per year. These findings affirm the critical need to increase supervision frequency and integrate digital-based supervision to optimize madrasah teacher performance in the 21st-century education era.
Co-Authors Ahmad Yani Azrizanudi Azrizanudi Lissafrina Lissafrina Sufi Nisa Athahirah Sumarno Sumarno