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PENGARUH PRESTASI PENDIDIKAN KETERAMPILAN DAN TINGKAT PENDAPATAN KELUARGA TERHADAP MOTIVASI BERWIRAUSAHA SISWA BALAI LATIHAN KERJA SITI NUR ZANNAH
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v4i4.4041

This study aims to analyze the influence of vocational education achievement and family income levels on students' entrepreneurial motivation. The method employed involves data collection through questionnaires administered to 63 students from a Vocational Training Center. Data analysis was conducted using multiple linear regression tests, along with normality, homogeneity, and variable independence tests. The results indicate that vocational education has a significant positive effect on entrepreneurial motivation, while family income levels have a negative impact. These findings highlight the importance of vocational education in enhancing students' interest and capability in entrepreneurship. ABSTRAKPenelitian ini bertujuan untuk menganalisis pengaruh prestasi pendidikan keterampilan dan tingkat pendapatan keluarga terhadap motivasi berwirausaha siswa. Metode yang digunakan melibatkan pengumpulan data melalui angket/kuesioner dengan responden sebanyak 63 siswa dari Balai Latihan Kerja. Analisis data dilakukan menggunakan uji regresi linear ganda, uji normalitas, homogenitas, serta uji independensi variabel. Hasil penelitian menunjukkan bahwa pendidikan keterampilan memiliki pengaruh positif yang signifikan terhadap motivasi berwirausaha, sementara tingkat pendapatan keluarga memiliki pengaruh negatif. Temuan ini mengindikasikan pentingnya pendidikan keterampilan dalam meningkatkan minat dan kemampuan berwirausaha pada siswa.

STRATEGI PEMBELAJARAN BERDIFERENSIASI DENGAN MEDIA CLASSPOINT AINAUL MARDLIYAH; SUPARDI U.S
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v4i4.4043

This study aims to analyze and develop a differentiated learning strategy by utilizing ClassPoint media in the learning process. The differentiated learning approach aims to meet the diverse learning needs of students by adjusting the methods, content, and learning media based on the level of ability, interests, and learning styles of students. ClassPoint media is used as an interactive tool that supports student engagement in learning and provides direct feedback to teachers. The results of the study indicate that the implementation of a differentiated learning strategy with ClassPoint media can increase student participation, facilitate more personalized learning, and provide effectiveness in learning evaluation. This study provides recommendations for educators to integrate interactive technology such as ClassPoint into learning strategies, in order to create an inclusive and adaptive teaching and learning process. ABSTRAKPenelitian ini bertujuan untuk menganalisis dan mengembangkan strategi pembelajaran berdiferensiasi dengan memanfaatkan media ClassPoint dalam proses pembelajaran. Pendekatan pembelajaran berdiferensiasi bertujuan untuk memenuhi kebutuhan belajar siswa yang beragam dengan menyesuaikan metode, konten, dan media pembelajaran berdasarkan tingkat kemampuan, minat, serta gaya belajar siswa. Media ClassPoint digunakan sebagai alat interaktif yang mendukung keterlibatan siswa dalam pembelajaran serta memberikan umpan balik langsung kepada guru. Hasil penelitian menunjukkan bahwa penerapan strategi pembelajaran berdiferensiasi dengan media ClassPoint dapat meningkatkan partisipasi siswa, memfasilitasi pembelajaran yang lebih personal, dan memberikan efektivitas dalam evaluasi pembelajaran. Penelitian ini memberikan rekomendasi bagi pendidik untuk mengintegrasikan teknologi interaktif seperti ClassPoint dalam strategi pembelajaran, guna menciptakan proses belajar-mengajar yang inklusif dan adaptif.

ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA KELAS XI SMKS BARUNAWATI PADA MATERI TRANSFORMASI GEOMETRI ASMIWATI ASMIWATI; NURHAYATI NURHAYATI; AULIA MASRUROH
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v4i4.4044

This study aims to analyze the problem-solving ability of 11th-grade students at SMKS Barunawati in the 2022/2023 academic year in solving problem-solving tasks on geometric transformation material. The research employed a qualitative descriptive method. The research subjects were determined through purposive sampling and based on the students' mathematical problem-solving ability levels. The subjects of this study were 18 students from class XI AKL at SMKS Barunawati. Data collection techniques included data reduction, data presentation, and drawing conclusions. The results of the study showed that out of 18 students who took the mathematical problem-solving ability test, 9 students (50.00%) were in the low category, 7 students (38.89%) were in the medium category, and 2 students (11.11%) were in the high category. ABSTRAKPenelitian ini bertujuan untuk menganalisis kemampuan pemecahan masalah siswa kelas XI SMKS Barunawati Tahun Ajaran 2022/2023 dalam menyelesaikan soal pemecahan masalah pada materi trasformasi geometri. Penelitian ini menggunakan metode penelitian deskriptif kualitatif. Subjek penelitian ditentukan melalui purposive sampling dan didasarkan dari tingkat kemampuan pemecahan masalah matematika siswa, subjek dalam penelitian ini yaitu siswa kelas XI AKL SMKS Barunawati yang terdiri dari 18 siswa. Teknik pengumpulan data yang digunakan yaitu mereduksi data, menyajikan data, dan menarik kesimpulan. Hasil penelitian menunjukkan dari 18 siswa yang mengikuti tes kemampuan pemecahan masalah matematika, 9 siswa dengan persentase 50,00% berada pada kriteria rendah, 7 siswa dengan persentase 38,89% berada pada kriteria sedang, dan 2 siswa dengan persentase 11,11% berada pada kriteria tinggi.

MENINGKATKAN HASIL BELAJAR IPA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW MAESTA REZKI
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v4i4.4058

This scientific paper was motivated by the fact that Science (IPA) learning in classrooms has not yet achieved optimal results. Low academic scores and weak enthusiasm among students are the main challenges. One of the causes is the lecture-based teaching approach, which is "Teacher Oriented," making students passive recipients without opportunities to be active and creative. To address this issue, a Classroom Action Research (CAR) was conducted using the Jigsaw Cooperative Learning Model in two cycles. Each cycle consisted of three sessions, with each session lasting 2x40 minutes. Initially, the learning process progressed slowly as students were unfamiliar with this model. The teacher needed extra time to explain the roles of students within the core and expert groups. However, through repeated explanations, students began to understand and actively participate. Group dynamics improved, although some students were still less focused. The jigsaw model encouraged previously passive students to become active through group interactions, peer support, and a sense of camaraderie. As a result, students successfully completed both individual and group tasks. Qualitatively, the jigsaw cooperative learning model enhanced students’ motivation to actively engage in the learning process. Quantitatively, this method significantly improved students’ academic performance, particularly in Science subjects. Thus, this model offers an effective solution to overcoming classroom learning challenges. ABSTRAKPenulisan karya ilmiah ini didasari oleh kenyataan bahwa pembelajaran Ilmu Pengetahuan Alam (IPA) di kelas belum mencapai hasil maksimal. Rendahnya nilai akademik dan lemahnya antusiasme siswa menjadi tantangan utama. Salah satu penyebabnya adalah pendekatan pembelajaran ceramah yang bersifat "Teacher Oriented," yang menjadikan siswa sebagai objek tanpa memberi kesempatan untuk aktif dan kreatif. Berdasarkan hal tersebut, dilakukan Penelitian Tindakan Kelas (PTK) menggunakan model pembelajaran Kooperatif Tipe Jigsaw dalam dua siklus. Setiap siklus terdiri dari tiga pertemuan dengan durasi 2x40 menit per pertemuan. Awalnya, pembelajaran berjalan lambat karena siswa belum familiar dengan model ini. Guru membutuhkan waktu tambahan untuk menjelaskan peran siswa dalam kelompok inti dan ahli. Namun, dengan pengulangan penjelasan, siswa mulai memahami dan berpartisipasi aktif. Dinamika kelompok berkembang baik, meskipun beberapa siswa masih kurang fokus. Model jigsaw mendorong siswa pasif menjadi aktif melalui interaksi kelompok, dorongan teman, dan nuansa kebersamaan. Hasilnya, siswa mampu menyelesaikan tugas-tugas individu dan kelompok dengan baik. Secara kualitatif, pembelajaran kooperatif tipe jigsaw meningkatkan motivasi siswa untuk berpartisipasi aktif. Secara kuantitatif, metode ini terbukti meningkatkan nilai akademik siswa, khususnya pada mata pelajaran IPA. Dengan demikian, model ini dapat menjadi solusi efektif untuk mengatasi kendala pembelajaran di kelas.

PENERAPAN MODEL PEMBELAJARAN KONTEKSTUAL TEACHING LEARNING (CTL) PADA PELAJARAN TEMATIK DI KELAS III SDS JAKARTA ISLAMIC SCHOOL ASEP RISDIAN MUNANDAR
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v4i4.4059

This study aims to improve students' learning outcomes on the theme of "Recognizing Objects Around Me" at SDS Jakarta Islamic School, East Jakarta. The subjects of this study were 3rd-grade students at SDS Jakarta Islamic School, East Jakarta, with a total of 15 students. The improvement of students' learning outcomes was carried out through three learning cycles, namely the pre-cycle on Wednesday, September 5, 2018, cycle 1 on Thursday, September 13, 2018, and cycle 2 on Thursday, September 19, 2018, using classroom action research. Based on data analysis and statistics from the results and discussion of this study, there was a significant increase in the average value in each cycle. This was indicated by the average value obtained in the pre-cycle of 61.5, which increased in cycle 1 to an average value of 72 and increased in cycle 2 to an average value of 80. Thus, it can be concluded that through the application of the contextual teaching and learning model, students' learning outcomes in the class of "Recognizing Objects Around Me" at SDS Jakarta Islamic School, East Jakarta, can be improved. ABSTRAKPenelitian ini bertujuan untuk meningkatkan hasil belajar pada tema Mengenal Benda di Sekitarku di SDS Jakarta Islamic School Jakarta Timur. Subyek dalam penelitian ini adalah siswa kelas III SD di SDS Jakarta Islamic School Jakarta Timur dengan subjek sebanyak 15 siswa. Perbaikan hasil belajar siswa dilakukan dengan 3 siklus pembelajaran yaitu pada saat Prasiklus Rabu 5 september 2018, siklus 1 Kamis 13 September 2018 dan siklus 2 Kamis 19 September 2018 dengan menggunakan penelitian tindakan kelas. Berdasarkan data analisis dan statistik dari hasil dan pembahasan penelitian ini terjadi peningkatan nilai rata-rata yang cukup signifikan pada setiap siklus, hal ini ditunjukkan dengan perolehan nilai rata-rata pra siklus 61,5 meningkat pada siklus 1 dengan nilai rata-rata 72 dan meningkat pada siklus2 dengan nilai rata-rata 80. Jadi dapat disimpulkan bahwa melalui penerapan model pembelajaran kontekstual dapat meningkatkan hasil belajar siswa kelas Mengenal Benda di Sekitarku di SDS Jakarta Islamic School Jakarta Timur.

PELAKSANAAN LAYANAN BIMBINGAN DAN KONSELING DALAM MEMBENTUK DISIPLIN SISWA Fatihin HM; Hartini Haritani; Mohzana Mohzana
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v4i4.15525

ABSTRACT Student discipline is not only related to compliance with school regulations but also to the ability to regulate behavior consciously and responsibly. In this context, this study focuses on how Guidance and Counseling (GC) services are implemented to develop students’ disciplinary behavior at SMA Negeri 1 Wanasaba. The study employed a qualitative approach with a case study design, with data collected through observation, in-depth interviews, and documentation involving the principal, GC teachers, homeroom teachers, and students. Data analysis was conducted interactively through data reduction, data presentation, and drawing and verifying conclusions, while credibility was strengthened through source and technique triangulation, member checking, audit trail, and confirmation. The services included classroom guidance and group guidance, individual and group counseling, character development, behavioral contracts, Reality Therapy, home visits, advocacy, and post-counseling monitoring. These services formed a series of interventions ranging from prevention and development to problem management and reinforcement of behavioral change. Students’ experiences indicated changes in their understanding of rules, awareness of mistakes, responsibility, discipline, and time management, although the development was not uniform. Thus, the contribution of GC lies in facilitating the internalization of discipline through diverse services, supportive counseling relationships, and continuous follow-up. ABSTRAK Kedisiplinan siswa tidak hanya berkaitan dengan kepatuhan terhadap tata tertib, tetapi juga dengan kemampuan mengarahkan perilaku secara sadar dan bertanggung jawab. Dalam konteks tersebut, penelitian ini berfokus pada bagaimana layanan Bimbingan dan Konseling (BK) dilaksanakan untuk membentuk perilaku disiplin siswa di SMA Negeri 1 Wanasaba. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus, dengan data yang dihimpun melalui observasi, wawancara mendalam, dan dokumentasi dari kepala sekolah, guru BK, wali kelas, serta siswa. Proses analisis berlangsung secara interaktif melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan, sementara kredibilitas diperkuat melalui triangulasi sumber dan teknik, member check, audit trail, dan konfirmasi. Praktik layanan mencakup bimbingan klasikal dan kelompok, konseling individual dan kelompok, pembinaan karakter, kontrak perilaku, Reality Therapy, home visit, advokasi, serta monitoring pascakonseling. Layanan tersebut membentuk rangkaian intervensi yang bergerak dari pencegahan dan pengembangan menuju penanganan serta penguatan perubahan perilaku. Pengalaman siswa memperlihatkan perubahan pada pemahaman aturan, kesadaran terhadap kesalahan, tanggung jawab, kedisiplinan, dan manajemen waktu, meskipun perkembangannya belum seragam. Dengan demikian, kontribusi BK terletak pada fasilitasi proses internalisasi disiplin melalui layanan yang beragam, relasi konseling yang suportif, dan tindak lanjut yang berkelanjutan.

IMPLEMENTASI METODE QIRA’ATI DALAM PEMBELAJARAN TAJWID UNTUK PENGUATAN BACAAN AL-QUR’AN SANTRI DI PONDOK PESANTREN NURUL BAYAN UMI YASIH; HERMAYANTO HERMAYANTO; MUJIBURRAHMAN AZAN; IIN INTAN KOMALA; YUSUF HARYADI FIRDAUS
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v4i4.15677

Accurate Qur’anic reading requires mastery of tajwid, makhraj, and tartil. However, studies on the Qira’ati method have mainly focused on its general implementation in schools and Qur’anic learning institutions, while its integration within the learning ecology of Islamic boarding schools remains underexplored. This study aims to analyze the implementation of the Qira’ati method in tajwid instruction for female students at Pondok Pesantren Nurul Bayan, Lombok Utara. A descriptive qualitative approach with a case study design was employed through observation, interviews, and documentation. Data were analyzed through data reduction, data display, and conclusion verification using source and technique triangulation. The findings show that Qira’ati learning is implemented through a structured sequence of stages, including basic volumes, Qur’anic reading, gharib, and tajwid, supported by sorogan, classical-individual, and read-listen strategies. The novelty of this study lies in identifying an integrative pesantren-based Qira’ati model that combines staged curriculum, teacher competence through tashih and syahadah, repeated practice within the pesantren routine, and continuous formative assessment. The findings indicate qualitative improvements in reading clarity, tartil, and the application of tajwid principles based on observations and participants’ experiences, although these changes were not measured through a pretest-posttest design. The implementation is supported by teacher competence, student engagement, and the pesantren environment, while challenges include limited instructional time, fluctuating learning motivation, and a limited number of certified teachers. This study contributes to Qur’anic education by providing contextual insights into the implementation of Qira’ati as a structured and sustainable learning system in Islamic boarding schools. ABSTRAK Kemampuan membaca Al-Qur’an secara tepat memerlukan penguasaan tajwid, makhraj, dan tartil. Namun, kajian tentang metode Qira’ati masih lebih banyak membahas implementasi umum di sekolah dan lembaga pendidikan Al-Qur’an, sementara integrasinya dalam ekologi pembelajaran pesantren belum banyak dikaji. Penelitian ini bertujuan menganalisis implementasi metode Qira’ati dalam pembelajaran tajwid pada santri putri di Pondok Pesantren Nurul Bayan, Lombok Utara. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus melalui observasi, wawancara, dan dokumentasi. Data dianalisis melalui reduksi data, penyajian data, dan verifikasi kesimpulan dengan triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa pembelajaran Qira’ati dilaksanakan secara berjenjang melalui tahap jilid, Al-Qur’an, gharib, dan tajwid dengan dukungan strategi sorogan, klasikal-individual, serta baca-simak. Kebaruan penelitian ini terletak pada identifikasi model integratif Qira’ati berbasis pesantren yang menggabungkan kurikulum berjenjang, kompetensi guru melalui tashih dan syahadah, latihan berulang dalam rutinitas pesantren, serta evaluasi formatif berkelanjutan. Temuan menunjukkan adanya perubahan positif secara kualitatif pada kejelasan bacaan, tartil, dan penerapan kaidah tajwid berdasarkan observasi dan pengalaman informan, meskipun tidak diukur melalui desain pretest-posttest. Implementasi ini didukung oleh kompetensi guru, keterlibatan santri, dan lingkungan pesantren, dengan hambatan berupa keterbatasan waktu, motivasi belajar yang fluktuatif, serta keterbatasan jumlah guru bersertifikasi. Penelitian ini memberikan kontribusi terhadap pengembangan pembelajaran Al-Qur’an melalui pemahaman tentang penerapan metode Qira’ati sebagai sistem pembelajaran yang terstruktur dan berkelanjutan di pesantren.

PENGUATAN PENDIDIKAN AGAMA ISLAM SISWA SMK MELALUI PEMBINAAN ROHANI DAN KOLABORASI ORANG TUA WELI ARJUNA WIWAHA; KHALID MAKKY; MUHAMMAD MUHLIS; BQ .RAUDATUL JANNAH; ZUL AZHAR
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v4i4.15678

Vocational high school students need to maintain religious values while participating in off-campus training, whereas their engagement in religious activities is not always optimal. This program aimed to strengthen Islamic Religious Education among students of SMK Abdul Karim Montong Sapah through spiritual mentoring, pre-training spiritual reinforcement, IMTAQ activities, short religious talks, and WhatsApp-based school–parent collaboration. The program used a school-based educational mentoring approach involving needs mapping, implementation of religious activities, strengthened family communication, and evaluation. Data were collected through observation, interviews with the principal, Islamic Religious Education teachers, students, and parents, as well as documentation, and were analyzed using qualitative descriptive procedures and participation percentages. The results show that the program integrated Qur’an recitation, faith and moral reinforcement, prophetic exemplars, and congregational worship. Specific reinforcement was provided to Grade XI students before off-campus training. Following stronger parent coordination through WhatsApp, active participation increased from approximately 60% to 80%. Key constraints included limited student interest and discipline, schedule conflicts with training, and speaker availability. The program produced a three-layer model consisting of religious habituation, transitional reinforcement before training, and digital school–parent collaboration, offering a practical approach that can be adapted by other vocational schools with similar needs. ABSTRAK Siswa sekolah menengah kejuruan menghadapi kebutuhan untuk mempertahankan nilai agama ketika mengikuti training di luar sekolah, sementara partisipasi dalam kegiatan keagamaan belum selalu optimal. Program ini bertujuan memperkuat Pendidikan Agama Islam (PAI) siswa SMK Abdul Karim Montong Sapah melalui pembinaan rohani, penguatan rohani pra-training, IMTAQ, kultum, serta kolaborasi sekolah–orang tua berbasis WhatsApp. Pelaksanaan menggunakan pendampingan pendidikan berbasis sekolah dengan tahapan pemetaan kebutuhan, pelaksanaan kegiatan keagamaan, penguatan komunikasi keluarga, dan evaluasi. Data dikumpulkan melalui observasi, wawancara dengan kepala sekolah, guru PAI, siswa, dan wali murid, serta dokumentasi, kemudian dianalisis secara deskriptif kualitatif dan persentase partisipasi. Hasil menunjukkan bahwa kegiatan penguatan mengintegrasikan materi akidah, akhlak, keteladanan, pembacaan Al-Qur’an, dan ibadah berjamaah. Penguatan khusus diberikan kepada siswa kelas XI sebelum training. Setelah koordinasi dengan orang tua melalui WhatsApp, partisipasi aktif meningkat dari sekitar 60% menjadi 80%. Kendala utama meliputi minat dan kedisiplinan siswa, benturan jadwal training, serta ketersediaan pemateri. Program menghasilkan model tiga lapis berupa pembiasaan religius, penguatan transisional pra-training, dan kolaborasi digital sekolah–orang tua yang berpotensi direplikasi pada sekolah kejuruan dengan karakteristik serupa.

PERAN GURU DALAM IMPLEMENTASI DIRECT INSTRUCTION PADA PEMBELAJARAN FIQIH MATERI THAHARAH DI PESANTREN TARNI HUMAIRANI; FADILA MIFTAUL MA’WA; HAIDIL UMAM; AHMAD BAEHAQI; EVI LASMINI
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 4 No. 4 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v4i4.15679

Learning Fiqh, particularly the topic of thaharah (ritual purification), requires mastery of both conceptual knowledge and procedural skills; therefore, the teacher’s role in organizing learning experiences is an essential aspect. Although previous studies have examined the effectiveness of Direct Instruction and structured learning strategies in improving Fiqh learning, limited studies have specifically explored how teachers’ pedagogical roles operate at each stage of Direct Instruction, particularly in the context of thaharah learning in Islamic boarding schools. This study aims to analyze the teacher’s role in implementing the Direct Instruction model in Fiqh learning on thaharah and to describe the development of students’ understanding among eighth-grade female students at Nurul Bayan Islamic Boarding School. This study employed a descriptive qualitative approach. The research participants consisted of one Fiqh teacher as the main informant and 49 eighth-grade female students as learning participants. Data were collected through non-participant observation, interviews, and documentation. Data were analyzed through data reduction, data display, and conclusion drawing or verification, while data credibility was strengthened through triangulation. The findings indicate that the teacher’s role in implementing Direct Instruction was demonstrated through systematic lesson planning, explicit material presentation, procedural demonstration, guided practice, classroom management, checking for understanding, feedback provision, evaluation, and motivational reinforcement. The students demonstrated improved understanding of thaharah concepts through step-by-step explanations, material repetition, practical activities, question-and-answer sessions, and immediate corrections from the teacher. This study concludes that the quality of Direct Instruction implementation in thaharah learning is strongly influenced by teachers’ pedagogical actions throughout each instructional stage. These findings should not be interpreted as evidence of a causal relationship between Direct Instruction and improved learning outcomes because the study employed a descriptive qualitative design. ABSTRAK Pembelajaran Fiqih materi thaharah menuntut penguasaan pengetahuan konseptual sekaligus keterampilan prosedural, sehingga peran guru dalam mengorganisasikan pengalaman belajar menjadi aspek penting. Meskipun berbagai penelitian telah mengkaji efektivitas Direct Instruction dan strategi pembelajaran terstruktur dalam meningkatkan pembelajaran Fiqih, kajian yang secara khusus menjelaskan bagaimana peran pedagogis guru bekerja pada setiap tahapan Direct Instruction, terutama dalam konteks pembelajaran thaharah di pesantren, masih terbatas. Penelitian ini bertujuan menganalisis peran guru dalam implementasi model Direct Instruction pada pembelajaran Fiqih materi thaharah serta mendeskripsikan perkembangan pemahaman santriwati kelas VIII di Pondok Pesantren Nurul Bayan. Penelitian menggunakan pendekatan kualitatif deskriptif. Subjek penelitian melibatkan satu guru Fiqih sebagai informan utama dan 49 santriwati kelas VIII sebagai peserta pembelajaran. Data dikumpulkan melalui observasi nonpartisipatif, wawancara, dan dokumentasi. Analisis data dilakukan melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan, dengan keabsahan data diperkuat melalui triangulasi. Hasil penelitian menunjukkan bahwa peran guru dalam implementasi Direct Instruction diwujudkan melalui perencanaan pembelajaran yang sistematis, penyampaian materi secara eksplisit, demonstrasi prosedur, latihan terbimbing, pengelolaan kelas, pengecekan pemahaman, pemberian umpan balik, evaluasi, serta penguatan motivasi. Santriwati menunjukkan perkembangan pemahaman terhadap konsep thaharah melalui penjelasan bertahap, pengulangan materi, praktik, tanya jawab, dan koreksi langsung dari guru. Penelitian menyimpulkan bahwa kualitas implementasi Direct Instruction pada pembelajaran thaharah sangat dipengaruhi oleh tindakan pedagogis guru pada setiap tahapan pembelajaran. Temuan ini tidak dimaknai sebagai bukti hubungan kausal antara Direct Instruction dan peningkatan hasil belajar karena penelitian menggunakan desain kualitatif deskriptif.

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Contact Email
jurnal.P4I@gmail.com

Phone
+6289681071805

Journal Mail Official
jurnal.P4I@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location
Unknown,

Unknown

INDONESIA