cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muhammad Anas Ma`arif
Contact Email
anasdt16@gmail.com
Phone
+6287763301998
Journal Mail Official
chalim.journal@gmail.com
Editorial Address
Jl. Tirtowening Bendungan Jati Pacet Mojokerto
Location
Kota mojokerto,
Jawa timur
INDONESIA
Chalim Journal of Teaching and Learning
Published by Institut Pesantren KH Abdul Chalim
ISSN : -     EISSN : 27981533     DOI : https://doi.org/10.31538/chalim
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Chalim Teaching and Learning Journal multi-disciplinary, peer-refereed journal, the scope of this journal is in learning and instruction area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults, and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 163 Documents
 13   14   15   16   17 
Internalisasi Nilai Tasamuh dalam Pembelajaran Pendidikan Agama Islam di Tingkat Sekolah Menengah Atas Nuril Muttaqin; Hasniida Pokjiseng
Chalim Journal of Teaching and Learning Vol. 6 No. 1 (2026): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v6i1.3127

Abstract

This study aims to examine the process of internalizing tasamuh values in Islamic Religious Education learning at SMA Negeri 1 Dawarblandong Mojokerto. This research employed a qualitative case study approach. Data were collected through interviews, classroom observations, and documentation involving Islamic Religious Education teachers, school administrators, and students. Data were analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing, while data validity was ensured through triangulation of sources, methods, and time. The findings show that the internalization of tasamuh values occurs through three interconnected stages: planning, implementation, and behavioral implications. Teachers integrate tolerance values into lesson plans, apply dialogical learning, role modeling, and collaborative activities, which encourage students to practice tolerance in social interactions. As a result, students demonstrate respect for religious diversity, harmonious relationships with peers, and socially responsible behavior. These findings indicate that Islamic Religious Education plays a strategic role in strengthening tolerance and promoting social harmony in multicultural societies.
Beyond the Teacher’s Red Pen: The Comparative Efficacy of AI-Based and Manual Corrective Feedback on EFL Students' Grammatical Accuracy Salamun; Dwi Julianto; Muhammad Lukman Adha
Chalim Journal of Teaching and Learning Vol. 6 No. 1 (2026): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v6i1.2726

Abstract

Achieving grammatical accuracy in academic writing remains a persistent challenge for English as a Foreign Language (EFL) students, often constrained by the logistical limitations and delayed nature of traditional instructor-led feedback. While Artificial Intelligence (AI) offers a potential solution, empirical evidence comparing its instructional efficiency against human correction remains inconclusive. This study aims to investigate the comparative efficacy of AI-based Automated Corrective Feedback (ACF) versus traditional Manual Corrective Feedback (MCF) in improving grammatical accuracy. Employing a quasi-experimental design with a non-equivalent pretest-posttest control group, the research involved 60 undergraduate students at Universitas Kiai Abdullah Faqih, Indonesia. Participants were assigned to an Experimental Group utilizing Grammarly (N=30) and a Control Group receiving coded manual feedback (N=30) over a 12-week intervention. Grammatical accuracy was measured using the Error-Free T-unit ratio. The Analysis of Covariance (ANCOVA) results revealed that while both modalities yielded improvements, the AI-assisted group (M=84.20) significantly outperformed the manual feedback group (M=73.50) with a large effect size (p < .001, partial eta squared = .425). These findings suggest that the immediacy and non-judgmental nature of AI feedback accelerate the mastery of surface-level grammar. The study advocates for a 'Hybrid Intelligence' model, where educators leverage AI to handle mechanical corrections, thereby allowing human instruction to focus on higher-order writing skills
Strategi Pembelajaran Pendidikan Agama Islam Menggunakan Media Film Pendek Di SMK Negeri 1 Lamongan Ihda Sholihatin Nisa'; Lusia Mumtahana; Pratiwi Viyanti
Chalim Journal of Teaching and Learning Vol. 6 No. 1 (2026): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v6i1.2848

Abstract

Penelitian ini berjudul Strategi Pembelajaran PAI Menggunakan Media Film Pendek Di SMK Negeri 1 Lamongan. Tujuan dari penelitian ini adalah untuk mengetahui strategi pembelajaran dan tantangan yang dihadapi dalam pembelajaran Pendidikan Agama Islam menggunakan media film pendek di SMK Negeri 1 Lamongan. Penelitian ini menggunakan metode kualitatif dengan pendekatan deskriptif. Hasil penelitian ini, menunjukkan bahwa strategi yang digunakan adalah strategi kontekstual pada pembelajaran Pendidikan Agama Islam dengan menggunakan media film pendek mampu meningkatkan kemampuan kognitif siswa dan menciptakan suasana belajar yang lebih menarik dan interaktif. Visualisasi dalam film membantu siswa memahami materi secara kontekstual. Namun, dalam penerapannya, guru menghadapi berbagai tantangan seperti pemilihan film yang relevan dengan materi, menjaga keterlibatan siswa selama pemutaran film, serta keterbatasan penguasaan teknologi di kalangan pendidik. Oleh karena itu, diperlukan perencanaan yang matang, keterampilan digital guru yang memadai, serta pembelajaran yang variatif agar media film pendek dapat berfungsi secara maksimal dalam mendukung proses pembelajaran Pendidikan Agama Islam yang efektif dan menyenangkan.
Moderasi Beragama Sebagai Paradigma Pembelajaran PAI: Membangun Karakter Humanis Peserta Didik M. Nuzulul Ulum; Muqowim
Chalim Journal of Teaching and Learning Vol. 6 No. 1 (2026): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v6i1.3135

Abstract

This study aims to analyze the implementation of religious moderation as a paradigm of Islamic Religious Education (PAI) learning in building the humanistic character of students at SMP Negeri 2 Pasir Sakti. This study employs a qualitative approach with a field research method through observation, interviews, and documentation involving the principal, PAI teachers, and students as informants. The findings reveal that the implementation of religious moderation is carried out through the integration of four main pillars, namely national commitment, tolerance, anti-violence, and accommodation of local culture in learning activities and school culture. These values have been proven to shape students’ humanistic character, as reflected in attitudes of mutual respect, empathy, and peaceful behavior. However, several challenges were identified, such as limited instructional time and differences in students’ understanding. Therefore, religious moderation as a paradigm of PAI learning plays a strategic role in creating an inclusive and civilized educational environment.
Enhancing Access to Early Intervention Services for Children with Developmental Disorders Rasheedat Modupe Oladimeji; Habibat Bolanle Abdulkareem; Rukayat Adetoun Abdulkareem
Chalim Journal of Teaching and Learning Vol. 6 No. 1 (2026): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v6i1.3159

Abstract

Children with developmental disorders often experience delays in receiving appropriate care due to inconsistent diagnostic practices and unequal access to early intervention services. This study examined inconsistencies in diagnostic procedures, assessed the accessibility and challenges of early intervention services, and evaluated the contribution of family involvement to children’s developmental progress. A qualitative systematic review design was adopted through the analysis of empirical studies, policy documents, and program reports from diverse contexts. Data were synthesized thematically to identify recurring patterns and service gaps. Findings revealed significant disparities in diagnostic standards, unequal access to essential services, and persistent barriers including inadequate resources, limited public awareness, and cultural constraints. The review further showed that informed and actively engaged families significantly improved the effectiveness of intervention outcomes. The study concluded that standardized diagnostic frameworks and holistic family-centered approaches are essential for equitable and responsive service delivery. It was recommended that policymakers, health professionals, and families collaborate to strengthen inclusive systems that promote early detection, timely intervention, and improved developmental outcomes for children with developmental disorders.
Integrasi Teori Pembelajaran dan Motivasi dalam Optimalisasi Pembelajaran Pendidikan Agama Islam Suharni; Mukh. Nursikin
Chalim Journal of Teaching and Learning Vol. 6 No. 1 (2026): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v6i1.3217

Abstract

Pembelajaran Pendidikan Agama Islam (PAI) menghadapi tantangan kompleks di era modern, mulai dari rendahnya motivasi belajar siswa hingga kurangnya inovasi metodologis. Penelitian ini bertujuan untuk mengkaji secara mendalam hakikat teori pembelajaran dan konsep motivasi serta bentuk integrasinya dalam konteks PAI. Metode penelitian yang digunakan adalah studi kepustakaan (library research) dengan pendekatan analisis isi (content analysis) terhadap literatur yang relevan. Hasil penelitian menunjukkan bahwa pembelajaran PAI merupakan proses holistik yang mencakup perubahan sistematis pada ranah kognitif, afektif, dan psikomotorik yang berbasis pada pembentukan makna spiritual. Integrasi teori belajar (behavioristik, kognitif, konstruktivistik, dan humanistik) dengan teori motivasi (Maslow, McClelland, dan Self-Determination) terbukti mampu mengoptimalkan keterlibatan aktif siswa. Implikasi penelitian ini menegaskan bahwa guru PAI harus bertindak sebagai fasilitator yang mampu mengombinasikan pendekatan ilmiah dan strategi motivasional berbasis teknologi guna menciptakan pembelajaran yang kontekstual dan berorientasi pada pembentukan karakter islami.
Peran Hadis dalam Membangun Kualitas Pengajaran: Kajian Konseptual terhadap Prinsip-prinsip Pendidikan Islam Alfian Zakaria; Muh. Arif
Chalim Journal of Teaching and Learning Vol. 4 No. 2 (2024): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v4i2.2817

Abstract

Kualitas pengajaran dalam pendidikan Islam masih menghadapi berbagai tantangan, seperti dominasi pendekatan kognitif, melemahnya keteladanan pendidik, serta rendahnya perhatian terhadap integritas ilmiah. Penelitian ini bertujuan untuk menganalisis peran hadis dalam menentukan kualitas pengajaran melalui dimensi metodologis, etis, dan epistemologis. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research), melalui penelusuran tematik terhadap hadis-hadis pendidikan dalam Kutub al-Tis’ah yang dianalisis menggunakan analisis konten (content analysis). Hasil penelitian menunjukkan bahwa hadis memuat sepuluh metode pengajaran Nabi, meliputi maw’iẓah proporsional, dialog, demonstrasi, keteladanan, pengulangan, tadarruj, visualisasi, nasihat personal, koreksi kesalahan secara bijaksana, serta pemberdayaan transmisi ilmu. Selain itu, hadis membangun kualitas pengajaran melalui penguatan etika pendidik berupa keikhlasan, kelembutan, empati, dan keteladanan, serta melalui prinsip epistemologis berupa amanah ilmiah, validitas sumber, dan tanggung jawab dalam penyampaian ilmu. Penelitian ini berkontribusi dengan menawarkan model integratif kualitas pengajaran berbasis hadis yang menghubungkan dimensi metodologis, etis, dan epistemologis sebagai kerangka konseptual untuk pengembangan pembelajaran Islam kontemporer.
Pendidikan dalam Perspektif Hadis: Analisis Kewajiban Menuntut Ilmu dan Relevansinya terhadap Pendidikan Islam Kontemporer Geischa Cicilia Mokoagow; Muh. Arif
Chalim Journal of Teaching and Learning Vol. 4 No. 2 (2024): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v4i2.2818

Abstract

Pendidikan Islam menghadapi tantangan berupa melemahnya budaya belajar, pragmatisme pendidikan, dan berkurangnya perhatian terhadap adab keilmuan, sehingga diperlukan penguatan paradigma pendidikan yang berlandaskan hadis Nabi Muhammad saw. Penelitian ini bertujuan untuk menganalisis hadis-hadis tentang kewajiban menuntut ilmu serta menjelaskan relevansinya terhadap pendidikan Islam kontemporer. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian kepustakaan (library research) melalui pendekatan tematik (mawḍū‘ī) terhadap hadis-hadis dalam Kutub al-Tis‘ah. Data dianalisis menggunakan teknik content analysis dengan menelaah sumber hadis, syarah, dan literatur ilmiah yang relevan. Hasil penelitian mengidentifikasi empat tema utama, yaitu kewajiban menuntut ilmu, kemuliaan penuntut ilmu, ilmu yang bermanfaat sebagai amal jariyah, dan kemuliaan pengajar kebaikan. Keempat tema tersebut membentuk paradigma pendidikan Islam yang mengintegrasikan ilmu, iman, adab, amal, dan kemaslahatan sosial. Penelitian ini berimplikasi pada pentingnya penguatan budaya belajar, pembentukan karakter, serta reorientasi pendidikan Islam agar tidak hanya berorientasi pada capaian akademik, tetapi juga pada kebermanfaatan ilmu dan tanggung jawab moral dalam kehidupan bermasyarakat.
Integrasi Paradigma Teori Belajar dalam Praktik Pembelajaran Kontemporer pada Madrasah Aliyah Nahdliana Aisyatul Asyiroh; Samsul Susilawati; Nurlaeli Fitriah
Chalim Journal of Teaching and Learning Vol. 6 No. 1 (2026): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v6i1.3214

Abstract

The development of digital technology, educational transformation, and shifting learning paradigms have driven the need for more adaptive pedagogical approaches in Madrasah Aliyah, yet studies on learning theory within Islamic education remain fragmented and have not produced a comprehensive integrative framework. This study aims to analyze the characteristics of various learning theory paradigms, examine their relevance to contemporary learning, and formulate an integrative framework for applying these paradigms in Islamic Religious Education (PAI) practice at Madrasah Aliyah. The study employs a qualitative approach using the library research method, drawing data from 22 scholarly articles and other academic sources published between 2021 and 2026, analyzed through content analysis techniques. The findings show that the paradigms of behaviorism, cognitivism, constructivism, humanism, and social learning theory remain relevant in explaining contemporary learning processes, as summarized in a comparative matrix of the paradigms. Learning practices in Madrasah Aliyah demonstrate the integration of these five paradigms through project-based, problem-based, collaborative, and differentiated learning, as well as digital technology use, with implications for developing more adaptive and contextual PAI teaching methods and media. The novelty of this study lies in its integrative conceptual framework that explicitly connects five learning theory paradigms with the context of PAI learning at the Madrasah Aliyah level, a scope not yet comprehensively addressed in prior conceptual research. Accordingly, the integration of learning theory paradigms can serve as a conceptual foundation for designing learning that balances students' cognitive, affective, psychomotor, and spiritual development in line with the demands of Islamic education in the digital era.
Transformation of Islamic Religious Education Learning in High Schools in the Digital Era Nur Rohman; Nur Cholid; M. Ahsanul Husna
Chalim Journal of Teaching and Learning Vol. 6 No. 1 (2026): Teaching and Learning
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/cjotl.v6i1.3237

Abstract

The rapid development of digital technology has significantly transformed educational practices, including Islamic Religious Education (PAI) teaching in secondary schools. However, many PAI teaching processes still rely on conventional, teacher-centered approaches that are less responsive to the characteristics of digital-generation students. This study aims to analyze the transformation of PAI teaching in senior high schools by examining pedagogical changes, digital technology integration, and character building in the learning process. This study used a qualitative approach with a case study design conducted in three secondary schools in Bojonegoro Regency, Indonesia. Participants consisted of PAI teachers, principals, and students selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and document analysis. The results show that the transformation of PAI teaching has gradually shifted toward student-centered learning through collaborative learning, reflective discussions, and contextual learning practices. The use of digital media such as interactive videos, online learning platforms, and multimedia presentations has also increased student engagement and motivation. In addition, character education has been integrated into learning through discussions on social ethics, digital literacy, and religious values in everyday life. However, several obstacles remain, including limited digital competency among teachers, uneven technological infrastructure, and resistance to pedagogical change. The novelty of this study lies in its integrated analysis of pedagogical transformation, the use of digital technology, and character education in Islamic Religious Education (IS) learning in secondary schools. This study contributes both theoretically and practically to the development of innovative and contextual Islamic education models in the digital era.

Page 16 of 17 | Total Record : 163

 13   14   15   16   17 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 1 (2026): Teaching and Learning Vol. 5 No. 2 (2025): Teaching and Learning Vol. 5 No. 1 (2025): Teaching and Learning Vol. 4 No. 2 (2024): Teaching and Learning Vol. 4 No. 1 (2024): Teaching and Learning Vol. 3 No. 2 (2023): Teaching and Learning Vol. 3 No. 1 (2023): Teaching and Learning Vol. 2 No. 2 (2022): Teaching and Learning Vol. 2 No. 1 (2022): Islamic Education Vol. 1 No. 2 (2021): Teaching and Learning Vol. 1 No. 1 (2021): Teaching and Learning More Issue