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Al Hikmah: Journal of Education
Published by Lembaga Pendidikan Hikmatun Najah
ISSN : 27230058     EISSN : 27753697     DOI : https://doi.org/10.54168/ahje
Core Subject : Religion, Education, Social,
Religion Social Sciences Other
The aim of the Al Hikmah: Journal of Education, (P ISSN: 2723-0058, E ISSN: 2775-3697) is to provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 119 Documents
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Scaffolding Learning Strategy on Students' Problem Solving Abilities Material on Lines and Series Rif'ah, Hafidlotul; Suprihatin, Suprihatin; Purwati, Heni; Muhtarom, Muhtarom
Al Hikmah: Journal of Education Vol 5, No 1 (2024): Al Hikmah: Journal of Education
Publisher : Lembaga Pendidikan Hikmatun Najah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54168/ahje.v5i1.270

Abstract

Problem solving is an ability that students need to master in learning mathematics. Each student has different problem solving abilities. Student errors in problem solving mean that students do not understand the material well. One of the supports that teachers can provide is through scaffolding (assistance). Scaffolding is provided according to student needs related to students' problem solving abilities. The purpose of this article is to describe scaffolding as an effort to help students in solving mathematical problems regarding sequences and series. This research is a qualitative descriptive study which aims to describe scaffolding as an effort to help students in solving mathematical problems regarding sequences and series. The students involved in this research were class Meanwhile, the research subjects were 2 students taken from the understanding mapping group who needed assistance, namely AD and ZA. Data collection techniques through tests and interviews. The data analysis technique follows the Miles and Huberman model by testing the validity of the triangulation data technique. The research results show that there are errors in the problem solving process. Therefore, the scaffolding provided with the explaining, reviewing, and restructuring stages can help students in solving mathematical problems. Based on research, providing scaffolding can be used as a solution for students to overcome errors in solving problems
The Utilization of Interactive Digital Media to Increase Learning Interest of Elementary School Students in Merdeka Curriculum Era Firdausia, Afni; Nasol, Maulida Fikria
Al Hikmah: Journal of Education Vol 6, No 2 (2025): Al Hikmah: Journal of Education
Publisher : Lembaga Pendidikan Hikmatun Najah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54168/ahje.v6i2.447

Abstract

This study aims to examine the effectiveness of interactive digital media on student learning interest, the suitability of interactive digital media with the principles of differentiated learning in the Merdeka Curriculum, and the obstacles to implementation and its implications in learning practices in elementary schools. This study is a systematic review, conducted by comparing and analyzing articles retrieved from the Google Scholar digital database using the Publish and Perish application. Articles were searched using predetermined keywords, then excluded according to set parameters, resulting in eight reference articles. The results of the study indicate that the various uses of digital learning media in differentiated learning can increase student interest, participation, independence, and understanding; there is a need for interactive digital media to be appropriate in terms of selection and design, taking into account the characteristics of elementary school levels. However, the effectiveness of interactive digital media implementation still faces obstacles such as infrastructure limitations, limited digital skills of teachers, internet access gaps, student ability to use the digital media, and media is not aligned with learning objectives. This study recommends increasing teacher capacity and providing supporting facilities and collaborative efforts from various parties, including teachers, schools, and so that the use of interactive digital media is more optimal.
Integrating Eco-Pedagogy Environmental Literacy Boards in Teaching Descriptive Writing Sofiyah, Siti; Nofitasari, Nofitasari; Silmia, Ami; Mubarok, Husni
Al Hikmah: Journal of Education Vol 6, No 2 (2025): Al Hikmah: Journal of Education
Publisher : Lembaga Pendidikan Hikmatun Najah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54168/ahje.v6i2.468

Abstract

Environmental education has become increasingly important in fostering students’ awareness, responsibility, and sustainable behavior. However, in many elementary schools, writing instruction particularly descriptive writing remains less engaging due to low student motivation and the limited use of contextual learning media. In response to these challenges, this study aims to describe the effectiveness of eco-pedagogy based environmental literacy boards in improving descriptive writing skills among fourth-grade students at MI Raudlatut Tholibin Sambung. Using a qualitative case study design, data were collected through observation, interviews, and documentation involving 25 students. The findings reveal a significant improvement in descriptive writing performance, with an average increase of 100% across content completeness, diction accuracy, and paragraph coherence. The environmental literacy boards provided visual and contextual stimuli that encouraged students to write more expressively and cohesively. Moreover, the media enhanced students’ ecological awareness and sense of responsibility through reflective writing activities. Integrating eco-pedagogy into language instruction proved effective in fostering literacy competence and environmental empathy, aligning with the Profil Pelajar Pancasila vision of critical, creative, and ethical learners.
Islamic Education Model in Poverty Alleviation A Case Study at Joglo Alit Islamic Boarding School Klaten Fauzi, Ahmad
Al Hikmah: Journal of Education Vol 6, No 2 (2025): Al Hikmah: Journal of Education
Publisher : Lembaga Pendidikan Hikmatun Najah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54168/ahje.v6i2.480

Abstract

This study aims to analyse the patterns and models of Islamic education in poverty alleviation at the Joglo Alit Islamic Boarding School, Klaten. Using a descriptive qualitative method and a case study approach, this study explores how the boarding school implements Islamic education integrated with community empowerment. Data were obtained through observation, interviews, and documentation, then analysed using the Miles and Huberman model and enriched with Malcolm Knowles' andragogy theory perspective. The results show that the educational pattern at the Joglo Alit Islamic Boarding School is integrative, participatory, communal, and experience-based, where religious education is combined with socio-economic activities such as animal husbandry, agriculture, and entrepreneurship. This study also identified four main educational models applied at Joglo Alit, namely: the double track education model, the community-based education model, the functional education model, and the collaborative education model. These four models are in line with the principles of andragogy, which emphasises learning through experience, relevance to needs, and real-world problem solving. The implications of this study suggest that experience-based and empowerment-based Islamic education models such as those at Joglo Alit can be effective strategies for improving community economic independence.
English Teacher's Modeling and Deep Learning in Overcoming Students' Vocabulary and Speaking Confidence Issues Telaumbanua, Yasminar Amaerita; Gulo, Anjelita; Gea, Fersi; Ndruru, Ricar Ilfans; Maulana, Cristian Akbar
Al Hikmah: Journal of Education Vol 6, No 2 (2025): Al Hikmah: Journal of Education
Publisher : Lembaga Pendidikan Hikmatun Najah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54168/ahje.v6i2.493

Abstract

This study looks at how modeling and deep learning methods are used in teaching English and how they affect vocabulary knowledge and speaking confidence among fifth graders at Tandrawana Public Elementary School 074039. The research used a qualitative approach, involving one English teacher and 20 students. Data were collected through classroom observations, semi-structured interviews with the teacher, and document analysis of the ATP (Flow of Learning Objectives) and observation sheets. The data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. To ensure credibility and trustworthiness, triangulation was applied by cross-checking findings from observations, interviews, and documents. This study contributes to existing literature by integrating modeling and deep learning in a real elementary EFL classroom and demonstrating that deep learning activities need to be pedagogically adapted to match primary students’ cognitive and linguistic development. The results showed that the teacher often used modeling by practicing pronunciation, using simple sentences, and having students repeat dialogues. Deep learning was used through visual aids, group work, and exercises that helped students understand and think about vocabulary more deeply. The study found that these methods helped improve students' vocabulary and speaking confidence. However, some activities, like role-playing, were not used as effectively because the students had limited analytical abilities. Overall, using both modeling and deep learning helps students develop their vocabulary and speaking skills, but the way these methods are applied should match the thinking level of elementary school students.
The Dialectics of Islamic Religious Education Learning and the Formation of Students’ Personality from the Perspective of Islamic Tarbiyah Basuki, Basuki; Ilham, Dede; Mujahid, Ahd.
Al Hikmah: Journal of Education Vol 6, No 2 (2025): Al Hikmah: Journal of Education
Publisher : Lembaga Pendidikan Hikmatun Najah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54168/ahje.v6i2.499

Abstract

This article examines the dialectical relationship between Islamic Religious Education (PAI) learning and the formation of students’ personality from the perspective of Tarbiyah Islamiyah. The scope of the study focuses on the dynamic interaction between learning objectives, pedagogical strategies, the internalization of Islamic values, and the development of students’ Islamic personality. The study aims to analyze how PAI learning functions as an interactive educational process that goes beyond the transmission of religious knowledge to shape students’ attitudes, behaviors, and character in a sustainable manner. This study employs a qualitative literature-based approach. Data analysis is conducted using thematic analysis by reviewing, categorizing, and synthesizing key findings from relevant literature to identify patterns, concepts, and perspectives related to Islamic Religious Education, students’ personality development, and Tarbiyah Islamiyah. Literature sources are selected based on several criteria, including peer-reviewed scholarly articles published within the last five years, relevance to the research focus, and a predominance of journal articles (at least 80%), including national and international journals as well as articles from the Al-Hikmah Journal of Education. The findings indicate that PAI learning within the Tarbiyah Islamiyah framework demonstrates a dialectical nature that positions students as active subjects of education through the integration of faith (iman), knowledge (ilm), and practice (amal). Learning processes grounded in role modeling, habituation, and contextualization of values play a significant role in fostering students’ moral character, responsibility, and religious awareness. This study contributes theoretically to the discourse on Islamic education by reinforcing the strategic role of PAI in developing students’ holistic personality within the Islamic educational paradigm.
The Effectiveness of Islamic Group Guidance in Developing the Religious Values of BKPI IAIN Kudus Students Fithriyana, Arina
Al Hikmah: Journal of Education Vol 4, No 1 (2023): Al Hikmah: Journal of Education
Publisher : Lembaga Pendidikan Hikmatun Najah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54168/ahje.v4i1.510

Abstract

The development of technology and globalization has contributed to a decline in students’ internalization of religious values, including students of the Islamic Educational Guidance and Counseling Program (BKPI) at IAIN Kudus, who are prepared to become counselors grounded in Islamic values. This condition necessitates the provision of personal development services capable of comprehensively internalizing religious values. This study aims to examine the effectiveness of Islamic group guidance in developing the religious values of BKPI students. The study employed a quantitative approach using a pre-experimental one-group pretest–posttest design. The research subjects consisted of six students selected through purposive sampling based on low levels of religiosity. Data were collected using a Likert-scale questionnaire and analyzed using the Wilcoxon Signed Rank Test. The pretest results showed an average score of 69, while the posttest average score increased to 125.8. This indicates a significant increase of 56.8 points in students’ religious values after participating in Islamic group guidance services. These findings demonstrate that Islamic group guidance is effective as a strategy for strengthening students’ religious character in Islamic higher education institutions.
Teacher Mastery of Thematic Learning in Lower Grades at Madrasah Ibtidaiyah Hidayah, Siti Nur
Al Hikmah: Journal of Education Vol 6, No 2 (2025): Al Hikmah: Journal of Education
Publisher : Lembaga Pendidikan Hikmatun Najah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54168/ahje.v6i2.476

Abstract

This study aims to: (1) examine teacher mastery of thematic learning in lower grades at MI Salafiyah Kutukan; (2) identify the obstacles faced by teachers in the process of thematic learning in lower grades at MI Salafiyah Kutukan; and (3) describe the efforts made by teachers to improve the thematic learning process in lower grades at MI Salafiyah Kutukan. This research is a descriptive qualitative study with data sources consisting of lower-grade thematic teachers at MI Salafiyah Kutukan. Data were collected through observation, interviews, and documentation techniques. The research instruments used were observation guidelines, in-depth interview guidelines, and documentation guidelines. Data analysis was conducted through three stages: data reduction, data presentation, and drawing conclusions. The results of the qualitative descriptive analysis indicate that teacher mastery of thematic learning has not been well mastered and implemented by teachers at the school. The obstacles faced by teachers in the thematic learning process include a lack of ability to integrate subjects thematically, limited variation in learning methods, and insufficient classroom management skills. The efforts made by teachers to improve the thematic learning process include providing learning media and teaching aids, as well as participating in thematic learning training organized by the education office and socialization activities conducted by the school principal.
Implementation of Intercultural Competence Through Arabic Language Learning for Students at Islamic Higher Education Institutions (PTKI) Alfian, Muhammad Ivan; Huda, Miftahul
Al Hikmah: Journal of Education Vol 4, No 2 (2023): Al Hikmah: Journal of Education
Publisher : Lembaga Pendidikan Hikmatun Najah Blora

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54168/ahje.v4i2.511

Abstract

This study aims to describe the model, implementation, and evaluation of Arabic language learning reviewed from the perspective of intercultural competence at Islamic Higher Education Institutions, in this case IAIN Kudus and UIN Malang. The research approach used is a qualitative approach with a field study type that compares the implementation of Arabic language learning. Meanwhile, the data collected consisted of information from the administrators of the Arabic language institutions as well as documents on learning activities and observations of Arabic language learning. The results of this study are that 1) the model used in Arabic language learning at IAIN Kudus and UIN Malang is to organize intensive learning grouped according to ability, but there are differences in the weight of credits and the development of textbooks that reflect intercultural competence based on national policies and local wisdom, 2) the implementation of Arabic language learning at IAIN Kudus and UIN Malang is carried out simultaneously for all new students while still holding several supporting activities to achieve learning targets that continue to pay attention to intercultural competence in each stage of learning, and 3) the evaluation of Arabic language learning at IAIN Kudus and UIN Malang requires students to obtain a minimum score as a prerequisite for taking the final exam.

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