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The Effectiveness Of The Hypothetical Learning Model In Improving Students’ Abilities In Fiqh Subject At Ma Al-Ishlahiyah Binjai Sintia, Sintia; Satriyadi, Satriyadi
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 1 (2026)
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i1.679

Abstrak Penelitian ini bertujuan untuk menguji efektivitas model Hypothetical Learning terhadap peningkatan kemampuan siswa pada mata pelajaran Fiqih di MA Al-Ishlahiyah Binjai, mengingat pembelajaran Fiqih masih cenderung menekankan hafalan dan kurang mengembangkan penalaran siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain quasi eksperimen yang melibatkan dua kelompok, yaitu kelas eksperimen dan kelas kontrol, masing-masing berjumlah 30 siswa. Kelas eksperimen menggunakan model Hypothetical Learning, sedangkan kelas kontrol menggunakan pembelajaran konvensional. Pengumpulan data dilakukan melalui tes hasil belajar dalam bentuk pretest dan posttest yang telah diuji validitas dan reliabilitasnya. Data dianalisis menggunakan statistik deskriptif dan inferensial, meliputi uji normalitas, homogenitas, dan uji t. Hasil penelitian menunjukkan bahwa nilai rata-rata posttest kelas eksperimen sebesar 81,25 lebih tinggi dibandingkan kelas kontrol sebesar 72,10, dengan nilai signifikansi 0,001 (<0,05). Temuan ini menunjukkan bahwa model Hypothetical Learning efektif meningkatkan kemampuan siswa. Novelty penelitian ini terletak pada penerapan model Hypothetical Learning dalam pembelajaran Fiqih yang menekankan penalaran hipotesis dan pemahaman konseptual siswa. Kata Kunci: Hypothetical Learning, Hasil Belajar, Pembelajaran Fiqih, Quasi Eksperimen Abstract This study aims to examine the effectiveness of the Hypothetical Learning model in improving students’ abilities in Fiqh subjects at MA Al-Ishlahiyah Binjai, considering that Fiqh learning still tends to emphasize memorization and provides limited opportunities for the development of students’ reasoning skills. This research employed a quantitative approach with a quasi-experimental design involving two groups, namely an experimental group and a control group, each consisting of 30 students. The experimental group was taught using the Hypothetical Learning model, while the control group received conventional instruction. Data were collected through achievement tests in the form of pretests and posttests that had been validated and tested for reliability. Data analysis was conducted using descriptive and inferential statistics, including normality and homogeneity tests, followed by hypothesis testing using an independent samples t-test. The results showed that the mean posttest score of the experimental group (81.25) was higher than that of the control group (72.10), with a significance value of 0.001 (p < 0.05). These findings indicate that the Hypothetical Learning model is effective in improving students’ abilities. The novelty of this study lies in the application of the Hypothetical Learning model in Fiqh instruction, emphasizing the development of hypothetical reasoning and students’ conceptual understanding. Keywords: Hypothetical Learning, learning outcomes, Fiqh learning, quasi-experimental design

Transforming Character Education Through Integrated Islamic School Culture: Evidence From SMP It An-Naas Binjai Naomira, Dinda; Hemawati, Hemawati
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 2 (2026)
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i2.680

Abstrak Di tengah pesatnya perkembangan teknologi digital, fenomena krisis moralitas remaja semakin mencuat sebagai tantangan nyata dalam pendidikan. Pendidikan karakter berbasis nilai-nilai agama Islam menjadi solusi yang signifikan dalam mengatasi masalah tersebut. Namun, meskipun banyak penelitian yang mengkaji pendidikan karakter, masih terdapat kekurangan dalam hal pemahaman mengenai bagaimana budaya organisasi di sekolah Islam terpadu dapat berperan sistemik dalam membentuk karakter religius siswa. Penelitian ini bertujuan untuk menganalisis mekanisme implementasi budaya sekolah berbasis nilai Islam dalam pembentukan karakter religius siswa di SMP IT An-Naas Binjai, Sumatera Utara. Menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan 18 informan, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa budaya sekolah yang berbasis nilai Islam, melalui mekanisme manajemen program Bina Pribadi Islam (BPI), habituasi ritual keagamaan, serta internalisasi nilai-nilai multikultural Islam, berkontribusi signifikan dalam pembentukan karakter siswa. Secara teoretis, penelitian ini memperkaya model pendidikan karakter Islam yang mengintegrasikan konsep Ta'dib, teori habituasi Lickona, dan multikulturalisme Islam dalam satu sistem budaya kelembagaan yang koheren. Kata Kunci: Pendidikan Karakter, Budaya Sekolah Islam, Pendidikan Islam, Multikulturalisme Islam, Pembentukan Karakter Religius. Abstract The moral decline among adolescents, exacerbated by the pervasive influence of digital technology, poses a significant challenge for educational institutions to transform beyond mere knowledge transmission. While religiously grounded character education has been widely explored, there remains a substantial gap in understanding how the organizational culture of integrated Islamic schools functions systemically as a character-forming ecosystem at the junior secondary level. This study aims to analyze the implementation mechanisms of an Islamic value-based school culture in shaping the religious character of students at SMP IT An-Naas Binjai, North Sumatra. Employing a descriptive-analytical qualitative approach, data were collected through participatory observation, in-depth interviews with 18 informants, and documentary analysis. The findings reveal that the school’s culture, through mechanisms such as the management of the Bina Pribadi Islam (BPI) program, the habituation of daily religious rituals, and the internalization of multicultural Islamic values, significantly contributes to character formation. Theoretically, this study enriches the integrated Islamic character education model by merging the concept of Ta'dib, Lickona's habituation theory, and Islamic multiculturalism into a coherent institutional culture system. Keywords: Character education, Islamic school culture, Islamic education, Islamic multiculturalism, Religious character development.

Implementation of Punishment in the Formation of Student Attitudes in Madrasah Tsanawiyah: a Case Study of a Tourism-Based Community in North Sumatra Indonesia Arsih, Nurul; Hemawati, Hemawati
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 1 (2026)
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i1.681

Abstract Praktik hukuman edukatif dalam pendidikan Islam terus menjadi isu penting karena madrasah dituntut menegakkan disiplin tanpa mengabaikan martabat dan perkembangan psikologis peserta didik. Persoalan ini menjadi semakin kompleks di Madrasah Tsanawiyah Bukit Lawang, Kabupaten Langkat, Sumatera Utara, yang berada di kawasan ekowisata internasional dengan paparan nilai sosial dan budaya yang sangat beragam. Penelitian ini bertujuan menganalisis implementasi hukuman dalam pembentukan sikap siswa, menelaah pengaruh lingkungan pariwisata terhadap pergeseran nilai, serta mengevaluasi efektivitas hukuman berdasarkan prinsip pedagogi Islam. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi partisipatif, wawancara semi-terstruktur, dan dokumentasi yang melibatkan kepala madrasah, guru bimbingan dan konseling, guru pendidikan agama Islam, dan siswa dari beberapa tingkat kelas. Analisis data menggunakan model interaktif Miles dan Huberman melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa hukuman diterapkan secara bertahap mengikuti tujuh tahapan pedagogis Abdullah Nasih Ulwan, mulai dari nasihat, teguran, isyarat nonverbal, hingga sanksi edukatif dan keagamaan. Hukuman yang dilaksanakan secara adil, penuh kasih sayang, dan konsisten terbukti memperkuat kesadaran normatif, rasa tanggung jawab, serta perubahan perilaku siswa, sehingga berfungsi sebagai instrumen kontrol moral dan sosial yang efektif dalam menjaga identitas keagamaan madrasah. Kata kunci: Punishment; Sikap Siswa; Pendidikan Islam; Madrasah; Komunitas Pariwisata Abstract Educational punishment in Islamic schooling remains a critical issue because madrasahs are expected to enforce discipline without undermining students’ dignity and psychological development. This challenge becomes more complex at Madrasah Tsanawiyah Bukit Lawang, Langkat Regency, North Sumatra, which is located in an international ecotourism area marked by intensive exposure to diverse social and cultural values. This study aims to analyze the implementation of punishment in shaping student attitudes, examine the influence of the tourism environment on value shifts, and evaluate the effectiveness of punishment through the lens of Islamic pedagogy. The study employed a qualitative case study design. Data were collected through participant observation, semi-structured interviews, and documentation involving the madrasah principal, guidance and counseling teachers, Islamic education teachers, and students from several grade levels. Data were analyzed using Miles and Huberman’s interactive model through data reduction, data display, and conclusion drawing and verification. The findings reveal that punishment is implemented in stages according to Abdullah Nasih Ulwan’s seven pedagogical phases, ranging from advice, reprimands, and nonverbal cues to educative and religious sanctions. When administered with justice, compassion, and consistency, punishment strengthens students’ normative awareness, sense of responsibility, and behavioral change, allowing it to function as an effective instrument of moral and social control while preserving the madrasah’s religious identity. Keywords: Punishment; Student Attitudes; Islamic Pedagogy; Madrasah; Tourism Community

The Effect of the Explain, Do, Evaluate Model on Critical Thinking Skills in Islamic Education at Madrasah Aliyah Al-Ishlahiyah Binjai Mulia, Kanaya Maisa; Putra, San
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 1 (2026)
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i1.682

Abstrak Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Jelaskan, Lakukan, Evaluasi (JLE) terhadap keterampilan berpikir kritis peserta didik pada mata pelajaran Pendidikan Agama Islam di MA Al-Ishlahiyah Binjai. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain one group pretest–posttest. Populasi sekaligus sampel penelitian berjumlah 30 peserta didik yang ditentukan melalui teknik total sampling. Instrumen penelitian berupa tes keterampilan berpikir kritis yang dianalisis menggunakan statistik deskriptif dan inferensial melalui uji t berpasangan. Hasil penelitian menunjukkan adanya peningkatan nilai rata-rata dari 62,40 pada pretest menjadi 78,90 pada posttest dengan selisih 16,50 poin. Hasil uji t menunjukkan nilai signifikansi 0,000 (p < 0,05), yang menandakan adanya pengaruh signifikan model JLE terhadap keterampilan berpikir kritis peserta didik. Kebaruan (novelty) penelitian ini terletak pada penerapan model Jelaskan, Lakukan, Evaluasi secara sistematis dalam pembelajaran PAI untuk mengembangkan keterampilan berpikir kritis, yang masih jarang dikaji secara kuantitatif di lingkungan madrasah aliyah. Kata Kunci: Model Jelaskan Lakukan Evaluasi, Berpikir Kritis, Pembelajaran PAI, Madrasah Aliyah, Model Pembelajaran Abstract This study aims to analyze the effect of the Explain, Do, Evaluate (EDE) learning model on students’ critical thinking skills in Islamic Education at MA Al-Ishlahiyah Binjai. The research employed a quantitative approach using a quasi-experimental method with a one-group pretest–posttest design. The population and sample consisted of 30 students selected through total sampling. Data were collected using a critical thinking skills test and analyzed through descriptive and inferential statistics using a paired sample t-test. The results indicated an increase in the mean score from 62.40 in the pretest to 78.90 in the posttest, with a mean difference of 16.50 points. The t-test results showed a significance value of 0.000 (p < 0.05), indicating a significant effect of the EDE learning model on students’ critical thinking skills. The novelty of this study lies in the systematic application of the Explain, Do, Evaluate model in Islamic Education learning to enhance critical thinking skills, which has been rarely examined quantitatively in senior Islamic secondary schools. Keywords: Explain Do Evaluate Model, Critical Thinking Skills, Islamic Education Learning, Islamic Senior High School, Learning Model

Implementation of the Visual Auditory Kinesthetic Model in Islamic Education Learning Ameylia, Putri; Putra, San
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 1 (2026)
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i1.683

Abstrak Penelitian ini bertujuan untuk mendeskripsikan implementasi Model Visual Auditory Kinesthetic (VAK) dalam pembelajaran Pendidikan Agama Islam (PAI) dan dampaknya terhadap pengalaman belajar siswa. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek guru PAI, siswa, dan kepala madrasah. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, serta dianalisis melalui reduksi, penyajian, dan penarikan kesimpulan dengan triangulasi untuk menjamin keabsahan data. Hasil penelitian menunjukkan bahwa penerapan model VAK menciptakan pembelajaran PAI yang aktif, interaktif, dan bermakna dengan mengintegrasikan modalitas visual, auditory, dan kinestetik. Model ini meningkatkan keaktifan siswa, pemahaman materi, dan internalisasi nilai-nilai keislaman. Novelty penelitian ini terletak pada kajian kualitatif tentang implementasi VAK dalam PAI yang menekankan proses, pengalaman, dan makna pembelajaran serta integrasi gaya belajar dengan nilai-nilai Al-Qur’an, sebagai rujukan pengembangan pembelajaran PAI yang inovatif dan berpusat pada siswa. Kata Kunci: Model VAK, Pendidikan Agama Islam, Pembelajaran Kualitatif, Gaya Belajar Abstract This study aims to describe the implementation of the Visual Auditory Kinesthetic (VAK) model in Islamic Religious Education (IRE) and its impact on students’ learning experiences. This qualitative descriptive study involved IRE teachers, students, and the madrasa principal. Data were collected through observation, interviews, and documentation, and analyzed using reduction, data display, and conclusion drawing with triangulation to ensure validity. The results show that VAK implementation creates active, interactive, and meaningful learning by integrating visual, auditory, and kinesthetic modalities. The model enhances student participation, comprehension, and internalization of Islamic values. The novelty lies in its qualitative exploration of VAK implementation in IRE, emphasizing learning processes, experiences, and meanings, as well as integrating learning styles with Qur’anic values, providing a reference for innovative and student-centered IRE learning development. Keywords: VAK Model, Islamic Religious Education, Qualitative Learning, Learning Styles

The Implementation of Islamic Teaching Values in Improving Students’ Social Behavior at Madrasah Tsanawiyah Maura El Mumtaz Binjai Selian, Fitri Ramadani; Pohan, Indra Satia
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 1 (2026)
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i1.691

Abstrak Penelitian ini dilatarbelakangi oleh pentingnya penerapan nilai-nilai ajaran Islam dalam membentuk dan meningkatkan perilaku sosial siswa di lingkungan madrasah. Permasalahan yang muncul adalah masih ditemukannya perilaku sosial siswa yang belum sepenuhnya mencerminkan nilai-nilai Islami, seperti kurangnya kepedulian sosial dan sikap saling menghormati. Penelitian ini bertujuan untuk mendeskripsikan penerapan nilai-nilai ajaran Islam serta menganalisis pengaruhnya terhadap perilaku sosial siswa di Madrasah Tsanawiyah Maura El Mumtaz Binjai. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif kualitatif. Informan penelitian terdiri dari kepala madrasah, guru, dan siswa yang dipilih secara purposive. Teknik pengumpulan data meliputi observasi, wawancara mendalam, dan dokumentasi, sedangkan analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa penerapan nilai-nilai ajaran Islam melalui pembelajaran, keteladanan guru, kegiatan keagamaan, dan budaya sekolah berkontribusi positif terhadap peningkatan perilaku sosial siswa, seperti sikap sopan, tanggung jawab, dan kepedulian sosial. Novelty penelitian ini terletak pada pengungkapan model penerapan nilai-nilai ajaran Islam yang terintegrasi antara pembelajaran formal dan budaya madrasah sebagai strategi efektif dalam pembinaan perilaku sosial siswa. Kata Kunci: Nilai Ajaran Islam, Perilaku Sosial, Pendidikan Islam, Madrasah Tsanawiyah Abstract This study is motivated by the importance of implementing Islamic values in shaping and improving students’ social behavior in madrasah settings. The problem addressed in this research is the persistence of students’ social behavior that does not fully reflect Islamic values, such as low social awareness and mutual respect. This study aims to describe the implementation of Islamic values and analyze their influence on students’ social behavior at Madrasah Tsanawiyah Maura El Mumtaz Binjai. This research employed a qualitative approach with a descriptive qualitative design. The research informants consisted of the principal, teachers, and students selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, while data analysis was conducted through data reduction, data display, and conclusion drawing. The results indicate that the implementation of Islamic values through learning activities, teachers’ role modeling, religious routines, and school culture has a positive impact on improving students’ social behavior, including politeness, responsibility, and social care. The novelty of this study lies in identifying an integrated model of Islamic values implementation that combines formal instruction and madrasah culture as an effective approach to developing students’ social behavior. Keywords: Islamic Values, Social Behavior, Islamic Education, Madrasah

The Influence of Parenting Styles on Students’ Learning Independence in Grade IX At Mts Al-Washliyah Medan Krio Alfalisa, Ulfa Yus; Gunawan, Hadi
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 1 (2026)
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i1.694

Abstrak Penelitian ini dilatarbelakangi oleh pentingnya peran pola asuh dalam membentuk kemandirian belajar siswa. Kemandirian belajar merupakan salah satu faktor penting dalam menunjang keberhasilan proses pembelajaran, yang dipengaruhi oleh pola pengasuhan orang tua di lingkungan keluarga. Penelitian ini bertujuan untuk menganalisis pengaruh pola asuh terhadap kemandirian belajar siswa. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan desain penelitian asosiatif. Populasi dalam penelitian ini berjumlah 30 responden, dan seluruh populasi dijadikan sampel penelitian dengan teknik total sampling. Pengumpulan data dilakukan melalui penyebaran kuesioner, sedangkan analisis data menggunakan regresi linier sederhana. Hasil penelitian menunjukkan bahwa pola asuh berpengaruh positif dan signifikan terhadap kemandirian belajar siswa. Nilai koefisien determinasi (R Square) sebesar 0,541 menunjukkan bahwa pola asuh memberikan kontribusi sebesar 54,1% terhadap kemandirian belajar siswa, sementara sisanya sebesar 45,9% dipengaruhi oleh faktor lain di luar penelitian. Uji t menunjukkan nilai signifikansi di bawah 0,05 sehingga hipotesis penelitian diterima. Kesimpulan dari penelitian ini adalah bahwa pola asuh memiliki peran penting dalam meningkatkan kemandirian belajar siswa, sehingga diperlukan perhatian dan keterlibatan orang tua dalam menerapkan pola pengasuhan yang mendukung perkembangan belajar anak. Kata Kunci: Pola Asuh, Kemandirian Belajar, Siswa Kelas IX, Madrasah Tsanawiyah Abstract This study is motivated by the importance of parenting styles in fostering students’ learning independence, which plays a crucial role in supporting students’ academic success. The purpose of this study was to analyze the influence of parenting styles on students’ learning independence in Grade IX at MTs Al-Washliyah Medan Krio. This research employed a quantitative approach with an associative research design. The population of this study consisted of 30 Grade IX students, and all members of the population were used as the research sample through a total sampling technique. Data were collected using questionnaires, while data analysis was conducted using simple linear regression. The results of the study indicate that parenting styles have a positive and significant effect on students’ learning independence. The coefficient of determination (R Square) value of 0.541 shows that parenting styles contribute 54.1% to students’ learning independence, while the remaining 45.9% is influenced by other factors outside this study. The t-test results show a significance value below 0.05, indicating that the research hypothesis is accepted. In conclusion, parenting styles play an important role in enhancing students’ learning independence; therefore, parental involvement and appropriate parenting practices are essential in supporting students’ independent learning. Keywords: Parenting Styles, Learning Independence, Islamic Junior High School

The Effectiveness of Arabic Language Learning in Optimizing Students' Memorization Abilities at the Tahfidzh Kawan M77 House Sarah, Sarah Riza M; Robin Sirait; Muhammad Najari; Surya Bakti
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 1 (2026)
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i1.698

Abstrak Penelitian ini menganalisis efektivitas integrasi pembelajaran bahasa Arab dalam mengoptimalkan keterampilan hafalan Al-Qur'an di Rumah Tahfizh Kawan M77. Kesenjangan penelitian ini didasarkan pada fenomena umum di lembaga pendidikan nonformal yang sering memisahkan kurikulum bahasa Arab dari kurikulum tahfizh, sehingga siswa cenderung menghafal teks secara mekanis tanpa pemahaman linguistik yang mumpuni. Dengan menggunakan metode deskriptif kualitatif melalui observasi peserta, dokumentasi, dan wawancara mendalam, penelitian ini mengumpulkan kontribusi komponen Nahwu, Sharaf, dan Qiraatul Kutub dalam meningkatkan daya ingat siswa. Implikasi teoretis dari temuan ini memperkuat paradigma kognitivisme dan konstruktivisme dalam pendidikan Islam, yang menegaskan bahwa memahami semantik sumber bahasa memungkinkan pemrosesan mendalam, yang secara linier meningkatkan retensi memori jangka panjang. Sebagai kontribusi praktis untuk pedagogi bahasa Arab, penelitian ini menawarkan model integrasi kurikulum yang menggabungkan penguasaan aturan bahasa dengan hafalan yang dipercepat. Hasil penelitian menegaskan bahwa keberhasilan program tahfizh tidak hanya bergantung pada intensitas kontribusi, tetapi pada sinergi antara kompetensi guru dalam menjelaskan makna linguistik, motivasi intrinsik siswa, dan terciptanya lingkungan bahasa yang mendukung ekosistem pembelajaran di lembaga pendidikan Islam. Kata kunci: Integrasi pembelajaran bahasa Arab, Menghafal Al-Qur'an (tahfizh, Konstruktivisme kognitif, pemahaman linguistik. Abstract This study analyzes the effectiveness of integrated Arabic language learning in optimizing Quran memorization skills at Rumah Tahfizh Kawan M77. This research gap stems from a common phenomenon in non-formal educational institutions, where the Arabic language curriculum is often separated from the tahfizh program, resulting in students mechanically memorizing texts without adequate linguistic understanding. Using a qualitative descriptive approach through participant observation, documentation, and in-depth interviews, this study evaluates the contribution of Nahwu, Sharaf, and Qiraatul Kutub in supporting students' memory retention. The theoretical implications of the findings reinforce the cognitivist and constructivist paradigms in Islamic education, emphasizing that understanding the semantics of the source language enables in-depth information processing, which in turn enhances long-term memory retention. In terms of practical contributions to Arabic language pedagogy, this study proposes an integrated curriculum model that combines mastery of linguistic rules with accelerated memorization. The results highlight that the success of a tahfizh program depends not only on the intensity of memorization practice but also on the synergy between teacher competence in explaining linguistic meanings, students' intrinsic motivation, and the creation of a language-rich environment that supports a sustainable learning ecosystem in Islamic educational institutions. Keywords: Integration of Arabic Language Learning, Memorizing the Qur'an (Tahfizh), Cognitive Constructivism, Linguistic Understanding.

Analysis of the Implementation of the 2013 Curriculum and Merdeka Curriculum at SMAN 1 Kuala Langkat Rohayu, Siti; Syahrin Pasaribu
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 1 (2026)
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i1.700

Abstrak Penelitian ini menganalisis implementasi Kurikulum 2013 (K13) dan Kurikulum Merdeka di SMAN 1 Kuala, Kabupaten Langkat, dengan fokus pada perencanaan pembelajaran, pelaksanaan pengajaran, dan evaluasi pembelajaran. Hal ini penting dilakukan karena perubahan kurikulum tidak hanya mempengaruhi perangkat pembelajaran, tetapi juga strategi mengajar, sistem penilaian, serta peran guru dalam proses pembelajaran. Penelitian ini menggunakan pendekatan kualitatif deskriptif, dengan pengumpulan data melalui observasi, wawancara, dan dokumentasi yang melibatkan informan utama: wakil kepala sekolah bidang kurikulum dan guru yang terlibat dalam implementasi kedua kurikulum. Analisis data dilakukan melalui tiga tahapan: reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi Kurikulum 2013 di SMAN 1 Kuala cenderung lebih terstruktur, terutama dalam penyusunan Rencana Pelaksanaan Pembelajaran (RPP) dan penyampaian materi, sementara Kurikulum Merdeka menawarkan fleksibilitas yang lebih besar, dengan penekanan pada pembelajaran berpusat pada siswa, penilaian adaptif, dan penguatan karakter melalui proyek seperti Profil Pelajar Pancasila (P5). Penelitian ini menyimpulkan bahwa kedua kurikulum memiliki keunggulan masing-masing, dengan Kurikulum 2013 unggul dalam manajemen pembelajaran yang sistematis, sedangkan Kurikulum Merdeka lebih adaptif terhadap kebutuhan belajar individu. Kata Kunci: Implementasi Kurikulum, Kurikulum 2013, Kurikulum Merdeka, Strategi Pengajaran, Sekolah Menengah Abstract This study analyzes the implementation of the 2013 Curriculum (K13) and the Merdeka Curriculum at SMAN 1 Kuala, Langkat Regency, focusing on lesson planning, instructional execution, and learning evaluation. The significance of this research lies in the fact that curriculum changes impact not only teaching materials but also teaching strategies, assessment systems, and the roles of teachers. The study uses a descriptive qualitative approach, collecting data through observations, interviews, and document analysis involving key informants: the vice principal for curriculum affairs and teachers involved in the implementation of both curricula. Data analysis is carried out in three stages: data reduction, data display, and conclusion drawing. The findings suggest that the 2013 Curriculum at SMAN 1 Kuala is more structured, particularly in lesson planning and content delivery, while the Merdeka Curriculum offers greater flexibility, emphasizing student-centered learning, adaptive assessments, and character strengthening through projects such as the Pancasila Student Profile (P5). The study concludes that both curricula have their strengths, with the 2013 Curriculum excelling in systematic learning management, while the Merdeka Curriculum is more adaptable to individual learning needs. Keywords: curriculum implementation, 2013 Curriculum, Merdeka Curriculum, teaching strategies, high school

School Counselors and Disciplinary Behavior of Seventh-Grade Students at MTsS Al-Washliyah Stabat Andi Syaputra; Muhammad Yusuf
International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Vol 8 No 1 (2026)
Publisher : The Islamic Education and Multiculturalism Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/ijierm.v8i1.703

Permasalahan disiplin siswa masih menjadi tantangan yang sering dihadapi di lingkungan sekolah, khususnya pada jenjang kelas VII yang berada pada fase transisi perkembangan. Guru Bimbingan dan Konseling (BK) memiliki peran strategis dalam membantu siswa mengatasi permasalahan disiplin guna membentuk perilaku disiplin yang berkelanjutan. Penelitian ini bertujuan untuk mendeskripsikan peran guru BK dalam mengupayakan strategi penanganan permasalahan disiplin siswa kelas VII di MTSS Al-Washliyah Stabat. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan dokumentasi. Informan penelitian meliputi guru BK, wali kelas, dan siswa kelas VII. Hasil penelitian menunjukkan bahwa guru BK berperan aktif melalui layanan konseling individual, konseling kelompok, pemberian layanan bimbingan klasikal, kerja sama dengan wali kelas dan orang tua, serta penerapan pendekatan preventif dan kuratif dalam menangani pelanggaran disiplin siswa. Strategi tersebut terbukti mampu meningkatkan kesadaran siswa terhadap pentingnya disiplin serta membentuk perilaku disiplin yang lebih positif di lingkungan sekolah. Kesimpulan penelitian ini menunjukkan bahwa peran guru BK sangat penting dan efektif dalam membentuk perilaku disiplin siswa melalui strategi penanganan yang terencana, kolaboratif, dan berkesinambungan.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Fridiyanto

Contact Email
ijierm19@gmail.com

Phone
+6282277629282

Journal Mail Official
ijierm19@gmail.com

Editorial Address
Jl. Rambutan, Caru Hamlet, Pendem Village, District Junrejo, Postal Code 65321, Batu City, East Java, Indonesia

Location
Kota batu,

Jawa timur

INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Fridiyanto

Contact Email ijierm19@gmail.com

Phone +6282277629282

Journal Mail Official ijierm19@gmail.com

Editorial Address Jl. Rambutan, Caru Hamlet, Pendem Village, District Junrejo, Postal Code 65321, Batu City, East Java, Indonesia

Location Kota batu, Jawa timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Fridiyanto

Contact Email
ijierm19@gmail.com

Phone
+6282277629282

Journal Mail Official
ijierm19@gmail.com

Editorial Address
Jl. Rambutan, Caru Hamlet, Pendem Village, District Junrejo, Postal Code 65321, Batu City, East Java, Indonesia

Location
Kota batu,

Jawa timur

INDONESIA