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All Journal Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Maskur
Sekolah Tinggi Agama Islam Walisembilan Semarang, Indonesia
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; Triana Hermawati; 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
The correlation between creativity and learning styles with quran memorization achievement among 5c grade female students at salafiyah ula Ahmad Fadlur Rahman Bayuny; Amalia Sabila; Maskur; Inas Umniyah; Inayatul Farihah; Belina Hendri Saputri
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.v4i2.449

Abstract

This research aims to determine the relationship between the level of creativity and learning style on the achievement of memorizing the Al-Quran in class 5C students at the Salafiyah Ula Islamic Center Bin Baz Yogyakarta in the 2023/2024 academic year. The subjects of this research were students of class 5C Salafiyah Ula Putri Islamic Center Bin Baz, with a total sample of 20 students. The sampling technique used in this research is a saturated sampling technique. The measuring instruments used are the creativity level scale and the learning style scale. Data were analyzed using Pearson product moment and multiple correlation tests. The level of correlation coefficient between the variables of creativity level and learning style on Al-Quran memorization achievement shows an F change of 0.808 > 0.05, so it can be concluded that the variables of creativity level ( ) and learning style ( ) do not have a significant relationship with the memorization achievement variable. Al-Quran (Y) simultaneously The results of the hypothesis test based on the T test results table on variable The results of the hypothesis test based on the T test results table on variable The results of the correlation between the three variables are 25% and the remaining 75% is distributed by other variables.
Co-Authors Ahmad Fadlur Rahman Bayuny Ahmad Mustafidin Aliwan Amalia Sabila Anzar Aquil Belina Hendri Saputri Inas Umniyah Inayatul Farihah Kunfuaidah Latifah Santi Ratnawati Triana Hermawati