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An-Nuha : Jurnal Pendidikan Islam
Published by Universitas Negeri Padang
ISSN : 27757226     EISSN : 27757617     DOI : https://doi.org/10.24036/annuha.v1i3.46
Core Subject : Religion, Education, Social,
Religion Social Sciences Other
Teaching Education Development Islamic Education Material Learning Models and Strategies Curriculum Philosophy of Islamic Education Politics of Islamic Education History of Islamic Education Educators and Students
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 324 Documents
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The Effect of Problem-Based Learning on Aqidah Akhlak Learning Outcomes among Grade VIII Students Elfi Putra; Duski Samad; Hidayati Hidayati; Ahmad Sabri; Rivdya Eliza; Juliana Batubara
An-Nuha Vol 6 No 3 (2026): Islamic Education
Publisher : Prodi Pendidikan Keagamaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/annuha.v6i3.1045

Abstract

This study was motivated by the low cognitive and affective learning outcomes of Grade VIII students in the Aqidah Akhlak subject, which were associated with teacher-centred and expository learning practices that tended to make students passive. This study aimed to examine the effect of the Problem-Based Learning (PBL) model on the cognitive and affective learning outcomes of Grade VIII students at MTsN 3 Padang City. A quantitative approach with a quasi-experimental method using a Nonequivalent Control Group Design was employed. The sample consisted of 48 students, comprising 26 students in the experimental class (VIII.3) who received PBL and 22 students in the control class (VIII.4) who received direct instruction. Data were collected using a validated cognitive achievement test and an affective questionnaire, supported by systematic classroom observations. Instrument validity was established through expert judgment and empirical testing, while reliability was assessed prior to implementation. Data were analysed using normality and homogeneity tests, followed by an independent-samples t-test. The results showed that the cognitive posttest mean of the experimental class was 89.31, higher than that of the control class at 72.41, with a significance value of 0.000 (< 0.05). Similarly, the affective posttest mean of the experimental class was 88.19, compared with 78.50 in the control class. These findings indicate that the PBL model was more effective than direct instruction in improving both cognitive and affective learning outcomes in Aqidah Akhlak among Grade VIII students. The findings support the use of PBL as an alternative student-centred learning model for strengthening students' academic achievement and affective development.
Peran Guru Pendidikan Agama Islam dalam Kegiatan Sosial Keagamaan di Masyarakat: Diferensiasi dan Negosiasi Peran dalam Perspektif Role Theory Wirdati Wirdati; Muhammad Ikhsan; Roza Susanti
An-Nuha Vol 6 No 3 (2026): Islamic Education
Publisher : Prodi Pendidikan Keagamaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/annuha.v6i3.1049

Abstract

This study aims to analyze the role of Islamic Religious Education (PAI) teachers in the socio-religious activities of the community in West Payakumbuh District and to explain the social factors influencing variations in the enactment of these roles. The study employs a qualitative approach, with data gathered through observation, interviews with nine PAI teachers, and documentation. Data were analyzed interactively through data reduction, data presentation, and conclusion drawing. The results indicate that PAI teachers fulfill roles as correctors, inspirers, informants, organizers, motivators, initiators, guides, demonstrators, and mediators. However, the enactment of these nine roles is not uniform. Applying Role Theory, the study finds that the status of PAI teachers generates social expectations, while community trust provides the legitimacy enabling role enactment. Role differentiation is influenced by social proximity, community trust, the teacher's position within the socio-religious structure, community needs, personal motivation, as well as time constraints and other role demands. The role of PAI teachers in the community is not merely an extension of their teaching function from the school; rather, it is a social process negotiated among role expectations, social legitimacy, teacher capacity, and the community context. This study broadens the understanding of Islamic education as a process that unfolds not only within the classroom but also through the teacher's interaction with the community
The Transformation of Islamic Education and Counseling Services in the Era of New Media Firman Mansir
An-Nuha Vol 6 No 3 (2026): Islamic Education
Publisher : Prodi Pendidikan Keagamaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/annuha.v6i3.1050

Abstract

This research explores Islamic Education and counseling strategies through digital media as an effort to respond to mental health challenges and moral crises among Generation Z. The main issue addressed in this study is the high level of dependence of young people on technology, which potentially triggers anxiety, spiritual alienation, and exposure to religious misinformation. The method employed in this article is a literature review using a descriptive qualitative approach to analyze the integration of Islamic values within digital platforms. The findings indicate that the integration of Islamic values through creative, visual, and interactive content is highly effective in developing the spiritual awareness of Generation Z. Islamic counselors play a vital role as digital navigators by implementing digital empathy strategies and digital literacy to mitigate the risks of cyberbullying and moral degradation. The conclusion of this study emphasizes that the success of Islamic counseling in digital media depends on the harmonization between technological advancement and the Islamic personality of counselors. The transformation of adaptive and innovative counseling techniques becomes a key factor in creating a healthy and solution-oriented digital ecosystem capable of strengthening the religious identity of younger generations amidst the complexities of globalization
Pengaruh Strategi Pembelajaran Active Knowledge Sharing Terhadap Hasil Belajar Materi PAI Fatihatus Sya'adah; Faprilisya Heldhika Fani
An-Nuha Vol 6 No 3 (2026): Islamic Education
Publisher : Prodi Pendidikan Keagamaan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/annuha.v6i3.1051

Abstract

This study was motivated by the teacher-centered and monotonous learning conditions in Islamic Religious Education (PAI) at SMP Islamiyyah Widodaren, Ngawi, which led seventh-grade students to become passive, easily bored, and to achieve suboptimal learning outcomes. This research aimed to examine the effect of the Active Knowledge Sharing (AKS) learning strategy on students' PAI learning outcomes on the topic of purification (thaharah) in Islam. A quantitative approach was employed through a true experimental design using a pretest-posttest control group design, involving two classes of 33 students each as the experimental and control groups. Data were collected through interviews, tests, documentation, and observation, then analyzed descriptively and tested for normality, homogeneity, and hypothesis using the Mann-Whitney test via SPSS 26. The findings revealed that the experimental class, which applied AKS, obtained a mean posttest score of 6.00, markedly higher than the control class at 2.40, with an Asymp. Sig. (2-tailed) value of 0.034 (< 0.05), indicating a statistically significant difference. It is concluded that AKS effectively enhances PAI learning outcomes and is recommended as an alternative active-learning strategy for educators, with further studies suggested to broaden the sample and subject matter.

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