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All Journal JIMAD : Jurnal Ilmiah Mutiara Pendidikan Jurnal Ilmu Pendidikan (JIP)
Sisfiana Ajeng Anggraeni
Institut Agama Islam Nahdlatul Ulama Tuban
Religion Education Engineering Mathematics Other

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ANALISIS MODEL PEMBELAJARAN AQIDAH AKHLAK DALAM PENGEMBANGAN KEMAMPUAN ANALITIS SISWA KELAS VII DI MTS SUMBERSARI KOWANG Sisfiana Ajeng Anggraeni; Dwi Ertina Wati
JIP: Jurnal Ilmu Pendidikan Vol. 3 No. 8 (2026): Jurnal Ilmu Pendidikan (JIP)
Publisher : CV. Adiba Aisha Amira

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Abstract

The development of analytical ability is an essential aspect of higher-order thinking skills that must be fostered through Islamic education, particularly in Aqidah Akhlak learning. However, learning practices in many madrasahs remain dominated by conventional methods emphasizing memorization rather than analytical reasoning. This study aims to analyze the Aqidah Akhlak learning model and its role in developing the analytical abilities of seventh-grade students at MTs Sumbersari Kowang. This research employed a qualitative descriptive approach. Data were collected through in-depth interviews, participatory observation, and documentation involving teachers, students, and the school principal. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing. The findings indicate that the implementation of case-based learning combined with group discussions and role-playing effectively enhances students’ analytical abilities. Students demonstrated improved skills in identifying moral problems, analyzing Islamic textual evidence, constructing logical arguments, and making ethical decisions. Classroom participation increased from 50% to 80%, while students’ essay scores improved from an average of 70 to 85. This study concludes that the Aqidah Akhlak learning model is effective and relevant for developing students’ analytical abilities in madrasah contexts, particularly in rural areas.
Resiliensi Guru PAI dalam Mengembangkan Kemampuan Adaptif pada Era Society 5.0 di SMP Asy-Syafi’iyah Lohgung Brondong Sisfiana Ajeng Anggraeni; Fathul Amin
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.525

Abstract

The development of education in the Society 5.0 era has introduced new challenges for Islamic Religious Education (PAI) teachers through the integration of digital technology, changes in students’ characteristics, and increasing demands for innovative and adaptive learning, particularly in schools with limited facilities. This study aims to analyze PAI teachers’ understanding of resilience, the forms of resilience they develop, and its relevance to adaptive learning competencies at SMP Asy-Syafi’iyah Lohgung Brondong. The study employed a phenomenological qualitative approach with a case study design. Data were collected through observation, semi-structured interviews, and documentation involving PAI teachers, the school principal, and curriculum personnel selected purposively. The findings reveal that PAI teachers perceive resilience as the ability to endure, adapt, and remain productive in responding to digital educational changes through emotional, spiritual, social, and professional strengths. Resilience is manifested through the use of digital media, individualized learning assistance, and collaboration with schools and students’ families. The study concludes that resilience plays a crucial role in strengthening teachers’ adaptive capacities by fostering innovation, openness to change, and more communicative learning practices. The novelty of this research lies in the finding that the resilience of PAI teachers in coastal schools functions not merely as a coping mechanism against educational pressures but also as the primary foundation for developing adaptive learning in the Society 5.0 era. These findings underscore the necessity of strengthening resilience through continuous professional development, institutional support, and digital literacy to ensure that PAI learning remains relevant and adaptive.
Co-Authors Dwi Ertina Wati Fathul Amin