cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Umi Salamah
Contact Email
umisalamah393@gmail.cpm
Phone
-
Journal Mail Official
umisalamah393@gmail.com
Editorial Address
-
Location
Kota malang,
Jawa timur
INDONESIA
Journal AL-MUDARRIS
Published by STAI Ma'had Aly Al-Hikam Malang
ISSN : 26205831     EISSN : 26204355     DOI : -
Core Subject : Science, Education, Social,
Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences
AL-MUDARRIS: adalah jurnal ilmiah yang berkala dan diterbitkan oleh Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) (ISSN online 2620-4355 dan print ISSN 2620-5831) Sekolah Tinggi Agama Islam (STAI) Ma'had Aly Al-Hikam Malang. Jurnal ini dikhususkan untuk mengkaji strategi pembelajaran, gagasan konseptual, teori dan praktik pendidikan, kajian dan aplikasi teori, pengembangan dan desain pembelajaran, profesionalisme guru, pemikiran kritis tentang pendidikan, hasil penelitian pendidikan dan pengajarannya untuk dipublikasikan dan disebarluaskan melalui mekanisme seleksi naskah, telaah dan penyuntingan. Seluruh artikel yang dipublikasikan merupakan pandangan dan gagasan yang bersifat individu dari para penulis tidak mewakili jurnal ini ataupun lembaga afiliasi penulis.
Arjuna Subject : -
Articles 137 Documents
 10   11   12   13   14 
STRENGTHENING ELEMENTARY SCHOOL STUDENTS’ RELIGIOUS CHARACTER THROUGH A CONTEXTUAL-BASED ISLAMIC RELIGIOUS EDUCATION MODEL Nasution, Aida Rahmi; Syarfuni, Syarfuni; Muhammad Husein; Jumiatun, Jumiatun
Al-Mudarris: Journal Of Education Vol. 8 No. 2 (2025): edisi OKTOBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/mgaqcp85

Abstract

Religious character is an essential aspect that must be considered in the learning process because strong religious values can serve as a safeguard against anarchic attitudes, moral decline, and various criminal behaviors commonly found in primary education. Therefore, this study focuses on: (1) how a contextual‑based Islamic Religious Education (PAI) learning model is implemented to strengthen the religious character of elementary school students; (2) the strategies used by PAI teachers to develop and reinforce students’ religious character through contextual learning; and (3) the implications of applying the contextual PAI model on strengthening students’ religious character. Islamic Religious Education as a problem‑solving approach cannot be effective if taught merely textually; it needs to be presented contextually. This research employs a qualitative approach with observation, interviews, and documentation as data collection methods, and uses Miles and Huberman’s data analysis techniques, including data grouping, data processing, data verification, and conclusion drawing. The results of the study produced: (1) a contextual‑based PAI learning model for forming students’ religious character; (2) teacher strategies in shaping students’ religious character; and (3) the implications of the contextual PAI model for strengthening students’ religious character.
INOVASI SISTEM FULL DAY SCHOOL DI MADRASAH IBTIDAIYAH DAERAH PEDESAAN Aldi, Aldi; Barsihanor, Barsihanor; Ansari, Muhammad Iqbal
Al-Mudarris: Journal Of Education Vol. 8 No. 2 (2025): edisi OKTOBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/s31yj256

Abstract

This study aims to explain the implementation of Full Day School at MIN 4 Tapin and identify the supporting and inhibiting factors. This study uses a qualitative case study approach. Data collection was carried out using observation, interviews, and document studies. Data analysis was conducted through data reduction, data presentation, and conclusion drawing and verification. Data validity was ensured through triangulation of techniques and sources. The results of the study show that the Full Day School Planning Process at MIN 4 Tapin has been approved by 11 out of 12 teachers and 75% of parents. In its implementation, extracurricular and cocurricular activities have been carried out in accordance with the applicable curriculum. However, extracurricular activities have not been implemented, which has resulted in inconsistencies in the learning hours applied. This has become a subject of evaluation for the school for the coming academic year. Factors supporting the implementation of Full Day School at MIN 4 Tapin are adequate facilities and infrastructure, the condition of the teachers and parents, and a supportive social environment. The inhibiting factor is the occurrence of culture shock among students.
EVALUATION OF THE MERDEKA CURRICULUM IN ISLAMIC EDUCATION USING GOAL-FREE EVALUATION: AN ANALYSIS OF INSTRUCTIONAL AND NON-INSTRUCTIONAL IMPACTS ON STUDENTS’ DEVELOPMENT Islamiati, Febriani Suci; Asrori, Asrori; Bakhruddin, Mukhammad
Al-Mudarris: Journal Of Education Vol. 8 No. 2 (2025): edisi OKTOBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/epw0cn83

Abstract

This study examines the implementation of the merdeka curriculum in Islamic education at SD Muhammadiyah 21 Surabaya within the context of Indonesia’s ongoing educational reform. The research aims to evaluate both instructional and non-instructional impacts of the curriculum on students’ holistic development. The study was conducted in response to limitations of previous evaluations that relied heavily on goal-oriented models and tended to overlook unintended learning outcomes, particularly in moral and spiritual domains. A qualitative evaluative approach employing a Goal-Free Evaluation (GFE) model was used to identify actual outcomes experienced by students without reference to predefined curriculum objectives. Data were collected through in-depth interviews, classroom and school-wide observations, and document analysis. The findings reveal that the merdeka curriculum fosters increased learning engagement, deeper religious understanding, and enhanced ethical reasoning at the instructional level. Additionally, significant non-instructional impacts emerged, including character formation, spiritual awareness, discipline, and social competence, largely shaped by school culture, religious habituation, and co-curricular activities.
THE INFLUENCE OF LEARNING CLIMATE AND LEARNING STYLES ON CREATIVITY IN PRIMARY ISLAMIC EDUCATION Mustofa Tohari; Syaiful, Syaiful; Mukminin, Moh. Amiril; Dauda, Rafat B
Al-Mudarris: Journal Of Education Vol. 8 No. 2 (2025): edisi OKTOBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/85vpp785

Abstract

This study aims to analyze the influence of learning climate and learning styles on students' creativity in Islamic Education. Employing a quantitative approach with a correlational design, the research involved 42 respondents selected through purposive sampling. Data were collected using questionnaires to measure learning climate, learning styles, and student creativity, and subsequently analyzed using multiple linear regression. The findings indicate a significant positive influence of both learning climate and learning styles on students' creativity. Specifically, the regression analysis yielded coefficients of 0.240 for learning climate and 0.269 for learning styles, confirming that both variables contribute significantly to the outcome. The Adjusted R Square value of 0.148 reveals that learning climate and learning styles explain 14.8% of the variance in student creativity, while the remaining 85.2% is attributed to other factors outside the scope of this study. These results suggest that optimizing the classroom environment and accommodating diverse learning preferences are essential, though not exclusive, strategies for fostering creativity.
STRENGTHENING TOLERANCE BASED ON RELIGIOUS EDUCATION THROUGH MULTICULTURAL COMMUNICATION IN PRIMARY SCHOOLS Afandi; Siri, Abu; Bhattacharya, Shilpi
Al-Mudarris: Journal Of Education Vol. 8 No. 2 (2025): edisi OKTOBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/e5d8yq41

Abstract

This research aims to analyze and develop a strategy for strengthening tolerance based on religious education through a multicultural communication approach in  Primary Schools. In the context of Indonesia's diverse society, religious education plays a crucial role in fostering mutual respect and reinforcing the values of togetherness among students. This study employs a mixed-methods approach, combining qualitative and quantitative methods, to explore the relationship between religious instruction, tolerance, and intercultural communication in schools. Quantitative data were obtained through student surveys to measure their level of tolerance, while qualitative data were collected through in-depth interviews with teachers and students to understand the dynamics of multicultural communication in religious teaching. The research findings indicate that the integration of tolerance values into religious subject matter, supported by effective multicultural communication, can enhance students' understanding and acceptance of cultural diversity within the school environment. Furthermore, this study also reveals that inclusive communication strategies and multicultural-based teaching materials have a positive impact on students' attitudes towards differences. These findings are expected to serve as a reference for developing religious education programs that not only build students' spiritual depth but also strengthen harmony and social solidarity in a pluralistic society.
DETERMINANTS OF TEACHER PERFORMANCE AND EDUCATIONAL QUALITY IN MADRASAH IBTIDAIYAH: A PLS-SEM ANALYSIS Rohman , Muhammad Amin Jakfar; Rahman, Baitur; Abidin, Zainal; Abdurakhmonovich, Yuldashev Azim; Holil , M.
Al-Mudarris: Journal Of Education Vol. 8 No. 2 (2025): edisi OKTOBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/edvjbs75

Abstract

This study investigates the structural determinants of teacher performance and educational quality within Islamic elementary schools (Madrasah Ibtidaiyah) in Surabaya, Indonesia. It specifically examines the impact of principal managerial skills, charismatic leadership, and organizational culture on these outcomes. Adopting a quantitative approach, data were collected from 150 respondents, comprising teachers and principals selected through purposive sampling. The study utilized Partial Least Square Structural Equation Modeling (PLS-SEM) to test the hypothesized relationships and evaluate the predictive power of the model. The results reveal that principal managerial skills (beta=0.45) have the strongest direct influence on teacher performance, followed by organizational culture (beta=0.42 Primary School) and charismatic leadership (beta=0.38). Furthermore, teacher performance serves as a critical mediator, significantly impacting educational quality (beta=0.52). The model explains 63% of the variance in teacher performance (R2=0.63) and 58% in educational quality (R2=0.58). The findings suggest that enhancing educational quality in Islamic institutions requires a synergistic approach. Administrators should prioritize professional managerial training and foster a collaborative, value-based organizational culture to optimize teacher engagement and student outcomes. This research bridges a gap in educational management literature by applying PLS-SEM to model the simultaneous interactions between leadership styles, cultural values, and performance metrics specifically within the context of Islamic education.
STRATEGI PEDAGOGI KREATIF DALAM MENGHADAPI ZERO ATTENTION SPAN PADA SISWA PENGGUNA TIKTOK DAN REELS: KAJIAN LITERATUR TERHADAP PENDEKATAN PEMBELAJARAN ERA DIGITAL Itsna, Itsna Rusydiana
Al-Mudarris: Journal Of Education Vol. 8 No. 2 (2025): edisi OKTOBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/r3pr4a81

Abstract

The rapid evolution of digital technologies has significantly influenced the way students engage with information, particularly with the widespread use of short video applications such as TikTok and Instagram Reels. These platforms, while offering entertainment and easily digestible content, also contribute to the phenomenon of "zero attention span," wherein students' ability to concentrate on lengthy, complex educational tasks diminishes. This literature review explores the pedagogical strategies that can be employed to address the challenges posed by this phenomenon in the context of modern education. By examining the intersection of digital media consumption and learning behaviors, the study identifies the potential benefits and drawbacks of integrating platforms like TikTok and Instagram Reels into educational practices. The research highlights the importance of utilizing interactive and visually appealing elements within educational content to maintain student engagement and foster deeper learning. Moreover, the review stresses the need for educators to develop curricula that are both adaptive to the digital-native learning style and capable of enhancing cognitive focus and critical thinking. Strategies such as gamification, multimedia use, and interactive videos are proposed as effective tools to capture students' attention while ensuring academic rigor. The findings underscore the necessity of balancing entertainment with educational depth in the digital learning environment. Ultimately, this study provides valuable insights for educators seeking to navigate the complexities of modern attention spans and utilize technology in a manner that enhances, rather than detracts from, educational outcomes.

Page 14 of 14 | Total Record : 137

 10   11   12   13   14 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue Vol. 8 No. 2 (2025): edisi OKTOBER Vol. 8 No. 1 (2025): edisi APRIL Vol. 7 No. 2 (2024): edisi OKTOBER Vol. 7 No. 1 (2024): edisi APRIL Vol. 6 No. 2 (2023): edisi OKTOBER Vol 6, No 2 (2023): edisi OKTOBER Vol. 6 No. 1 (2023): edisi APRIL Vol 6, No 1 (2023): edisi APRIL Vol. 5 No. 2 (2022): edisi OKTOBER Vol 5, No 2 (2022): edisi OKTOBER Vol. 5 No. 1 (2022): edisi APRIL Vol 5, No 1 (2022): edisi APRIL Vol. 4 No. 2 (2021): edisi OKTOBER Vol 4, No 2 (2021): edisi OKTOBER Vol. 4 No. 1 (2021): edisi APRIL Vol 4, No 1 (2021): edisi APRIL Vol. 3 No. 2 (2020): edisi OKTOBER Vol 3, No 2 (2020): edisi OKTOBER Vol 3, No 1 (2020): edisi APRIL Vol. 3 No. 1 (2020): edisi APRIL Vol 2, No 2 (2019): edisi OKTOBER Vol. 2 No. 1 (2019): edisi APRIL Vol 2, No 1 (2019): edisi APRIL Vol 1, No 2 (2018): edisi OKTOBER Vol. 1 No. 2 (2018): edisi OKTOBER Vol. 1 No. 1 (2018): edisi APRIL Vol 1, No 1 (2018): edisi APRIL More Issue