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Jalan Lingkok Pandan No 208 Kwang Datuk, Desa Selebung Ketangga, Kec. Keruak, kab. Lombok Timur, Prov. Nusa Tenggara Barat, Indonesia
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ANWARUL: Jurnal Pendidikan dan Dakwah
Published by Lembaga Yasin Alsys
ISSN : 28091043     EISSN : 28087895     DOI : -
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
This journal was published by Lembaga Yasin alSys which was published six times a year, February, April, June, August, October, December with a minimum of 5 articles.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 373 Documents
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استخدام طريقة المحاورة في تعليم مهارة الكلام على الطلاب بمعهد زين الحسن قنقون Maulana, Muh. Rokhm; Ni'mah, Mamluatun; Shobirin, Shobirin
ANWARUL Vol 5 No 3 (2025): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v5i3.6234

Abstract

This study examines the implementation of the muhāwarah method in teaching Arabic speaking skills at Ma'had Zainul Hasan Genggong. The research is motivated by the need for a method that enhances students’ active fluency in spoken Arabic within an immersive environment. A qualitative descriptive approach was employed, with data collected through observation, interviews, and documentation. The findings indicate that the muhāwarah method is applied through five stages: guided group reading with the teacher, translation, speaking practice, material development, and the execution of Arabic Language Day activities. This method has been shown to positively contribute to improving students’ speaking abilities. However, challenges remain for beginner students who struggle to comprehend and mimic Arabic conversations. The study recommends integrating the muhāwarah method with other approaches to address these limitations.
Analisis Kesulitan Pembelajaran Bahasa Inggris Siswa Kelas V SDN Babarsari Tahun Ajaran 2024/2025 Purnawati, Tyas
ANWARUL Vol 5 No 3 (2025): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v5i3.6264

Abstract

English language learning at the elementary school level continues to face various challenges, particularly in vocabulary acquisition, which serves as a foundational element for language skills such as listening, speaking, reading, and writing. This study aims to analyze English learning difficulties among fifth-grade students at SDN Babarsari in the 2024/2025 academic year, focusing on vocabulary mastery and sentence structure. A qualitative descriptive method was employed, grounded in Vygotsky’s sociocultural theory, especially the concepts of the Zone of Proximal Development (ZPD) and scaffolding. Data were collected through reading tests, classroom observations, and documentation of learning outcomes from 57 students. The results show that 52.6% of students experienced difficulties understanding vocabulary meanings, 8.8% struggled with sentence construction, and 8.8% faced challenges memorizing vocabulary. Contributing factors included cognitive, affective, and memory aspects, learning strategies, and limited learning environments. The study concludes that English learning at the elementary level should be designed collaboratively, contextually, and based on social interaction. The application of scaffolding aligned with students’ ZPD proved effective in bridging language competence gaps. The research implications emphasize the importance of adaptive teaching strategies, such as using visual media, group discussions, and peer teaching. Theoretically, this study reinforces the social-cognitive approach in English language learning and recommends further research with a broader scope and exploration of digital technology utilization.
Implementasi Nilai Pendidikan Karakter dalam Pembelajaran Pendidikan Pancasila Kelas V di Madrasah Ibtidaiyah Negeri 6 Demak Rahmawati, Siti Dewi; Kinesti, Rakanita Dyah Ayu
ANWARUL Vol 5 No 3 (2025): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v5i3.6309

Abstract

The advancement of globalization has had adverse effects on student character, making character education a critical component to be integrated into learning, particularly at the elementary level. This study aims to describe the implementation of character education values in the teaching of Pancasila Education in Grade V at MIN 6 Demak, and to identify the strategies employed by teachers. A qualitative descriptive method was used, with data collected through observation, interviews, and documentation. The research was conducted in Grade V of MIN 6 Demak, focusing on the planning, implementation, and evaluation stages of instruction. The findings indicate that character values were effectively implemented throughout the stages of learning, including the introduction, core activities, and conclusion. Teachers applied various strategies to instill religious and national values, such as integrating character values into teaching materials, encouraging positive behavior, modeling exemplary conduct, regularly conducting flag ceremonies, and collaborating with parents. The study concludes that Pancasila Education at MIN 6 Demak serves as a strategic vehicle for systematically and comprehensively instilling student character. The findings underscore the importance of collaboration among teachers, schools, parents, and students in cultivating strong and sustainable character from an early age.
Reformasi Pendidikan Islam melalui Integrasi Epistemologi: Studi Kasus Kurikulum STEAM Pondok Pesantren Athaya As Syakur, Albert Taqy; Yusgiantara, Akbar; Khasanah, Mita Nur; Baidi, Baidi
ANWARUL Vol 5 No 3 (2025): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v5i3.6411

Abstract

Modern Islamic education faces a critical challenge in the form of an epistemic conflict between religious and secular knowledge, which threatens the integrity of the Islamic education system. This study aims to examine the application of Amin Abdullah’s integration-interconnection paradigm in the educational practices of Pondok Pesantren Athaya Solo and its significance for the reform of Islamic education in Indonesia. Employing a qualitative method with an instrumental case study approach, data were collected through comprehensive interviews, participatory observation, and curriculum document analysis. The data were analyzed through interactive stages of data reduction, data display, and conclusion drawing. The findings reveal that Pondok Pesantren Athaya has successfully integrated three curricular pillars, Civic Education (Kebangsaan), Religious Studies (Dinniyah), and STEAM into a single educational framework grounded in Islamic values and knowledge. Project-based learning, the reinforcement of spiritual values, and a trilingual approach serve as key elements in bridging religious and scientific knowledge. Character development through contextual activities demonstrates the effectiveness of this integrative approach in enhancing students’ academic, ethical, and spiritual competencies. The study concludes that the integration-interconnection paradigm can be effectively implemented within the context of Islamic-based secondary education. The Athaya model offers a strategic reference for national Islamic education reform aimed at overcoming the dichotomy between modern science and religious belief.
Integration of Islamic Values in Independent Curriculum: Challenges and Opportunities in the Digital Era Prihatin, Yayan Mailiyana; Indayanti, Feni Nur; Ali, Moh
ANWARUL Vol 5 No 3 (2025): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v5i3.6423

Abstract

The integration of Islamic values into the Independent Curriculum (Kurikulum Merdeka) represents a strategic effort to cultivate students' character development spiritually, intellectually, and socially within the context of an increasingly complex digital era. This study explores the conceptual foundation, urgency, challenges, and opportunities associated with embedding Islamic values as part of character education in the Independent Curriculum. Employing a literature study with a descriptive qualitative approach, the research highlights that the curriculum’s flexible structure enables the contextual incorporation of values such as honesty, tolerance, and responsibility across diverse subjects. The study identifies key challenges, including limited digital literacy among educators and unequal access to technological resources. Nonetheless, the digital era also presents significant opportunities through the utilization of social media and online learning platforms to deliver Islamic values in more innovative and engaging ways. The findings suggest that, with appropriate strategies and supportive educational policies, the Independent Curriculum can serve as an effective and sustainable vehicle for internalizing Islamic values in a manner that remains relevant to contemporary educational needs.
Implementation of Integrated Curriculum in PAI Learning at SMK IT Nurul Fattah Banjar Margo, Tulang Bawang Regency Zuhri, Saifudin
ANWARUL Vol 5 No 3 (2025): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v5i3.6452

Abstract

This study investigates the implementation of an integrated curriculum in Islamic Education (Pendidikan Agama Islam or PAI) at SMK Islam Terpadu (Integrated Islamic Vocational School) Nurul Fattah (Nufat), located in Banjar Margo, Tulang Bawang Regency. The research focuses on the planning, implementation, and evaluation of PAI learning that merges Islamic values with vocational competencies within a pesantren-based educational environment. Adopting a descriptive qualitative approach, data were collected through observation, in-depth interviews, and documentation. The findings reveal that lesson planning is conducted collaboratively, aligning Islamic values, pesantren vision, and multimedia skills. The learning implementation employs thematic, webbed, and ukhrawi models, integrating religious instruction with practical student activities, such as the production of digital da'wah content. Evaluation is carried out holistically, encompassing cognitive, affective, and psychomotor domains, and involves cross-disciplinary teacher collaboration aimed at nurturing both Islamic character and student professionalism. These results demonstrate that the integrated curriculum at SMK IT Nufat fosters a contextual, collaborative, and transformative approach to PAI learning in a pesantren setting. The study recommends enhancing teacher collaboration, developing systematic tools for character assessment, and expanding value-based instructional models for broader application in vocational education.
Perilaku Remaja Pengguna Gadget: Studi dan Analisis pada Teori Sosiologi Pendidikan Hidayah, Nur
ANWARUL Vol 5 No 3 (2025): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v5i3.6465

Abstract

The limited number of studies examining adolescent gadget use from the perspective of educational sociology serves as the background for this research, despite the phenomenon’s significant influence on the processes of socialization, identity formation, and patterns of social interaction among youth in the digital era. The primary objective of this study is to explore the sociological factors influencing adolescents’ gadget use and to identify forms of social deviance arising from excessive usage. A qualitative approach was employed, using purposive sampling to involve 20 adolescents, 5 parents, and 5 teachers. Data were collected through semi-structured interviews, observation, and documentation, and analyzed thematically. The findings reveal that intensive gadget use negatively impacts adolescents’ psychosocial development, including tendencies toward introversion, reduced engagement in real-life social interactions, and the emergence of deviant behaviors. These results support symbolic interactionism and social learning theory within the framework of educational sociology. The study concludes that active involvement from both families and schools is crucial in guiding adolescents to use technology wisely. The implications of this research include theoretical contributions to the enrichment of educational sociology literature and practical recommendations for governments, schools, and parents to enhance digital literacy and develop healthy gadget use policies.
Pembelajaran Kontekstual berbasis KBDLS untuk Meningkatkan Literasi Siswa SD Bustari, Bustari; Kustati, Martin; Amelia, Rizki
ANWARUL Vol 5 No 3 (2025): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v5i3.6469

Abstract

The limited number of studies on school-based contextual learning serves as the background for this research, despite its significant impact on the development of literacy among elementary school students. This study aims to analyze the implementation of the Learning Activities Outside the School Environment Program (Kegiatan Belajar di Luar Lingkungan Sekolah, KBDLS) and describe its effects on improving student literacy. A descriptive qualitative method was employed, with research subjects including the principal, classroom teachers, supporting teachers, and selected students, identified through purposive sampling. The findings reveal that the implementation of the KBDLS Program enhances learning motivation, writing skills, critical thinking abilities, and students’ capacity to connect observational experiences with academic content. These results support the theories of Contextual Teaching and Learning (CTL) and experiential learning, reinforcing the argument that real-world and environment-based learning promotes holistic literacy development. The study concludes by highlighting the crucial role of teachers as facilitators in optimizing the learning potential of the environment. The implications include theoretical contributions to the literature on contextual learning and literacy, as well as practical recommendations for elementary schools to replicate the KBDLS model as a strategy for improving students' literacy quality.
Implementasi Sistem Pemerintahan Good Governance menurut Ibnu Taimiyah dalam Pembangunan Masyarakat Indonesia Amirullah, Muhammad Azrul; Huda, An-Nafsi Ma’rifatul
ANWARUL Vol 5 No 3 (2025): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v5i3.6471

Abstract

The integration of Islamic values into local governance practices is a critical priority in the context of community development at the village level, given the strategic role of village governments in public service delivery, budget management, and the empowerment of citizen participation. This study aims to examine the implementation of good governance principles, based on the thought of Ibn Taymiyyah, within village governance practices in East Java. A qualitative approach was employed, using literature review and in-depth interviews with village heads across several regions. The findings reveal that Ibn Taymiyyah’s concept of good governance emphasizes public welfare through the development of strategic sectors such as politics, society, education, and the economy. At the core of sound governance is social justice, which, according to Ibn Taymiyyah, must be realized by the state or governing authorities, regardless of the form or name of the institution. Field implementation shows that many villages have begun to adopt these principles through mechanisms such as village deliberations (musyawarah desa), budget transparency, and the establishment of internal oversight bodies. However, challenges remain in strengthening integrity, leadership ethics, and the consistent application of Islamic values. The study concludes by underscoring the importance of enhancing the moral and spiritual capacity of local leaders and the need for systematic integration of Islamic values into village governance. The implications include contributions to the literature on the Islamization of public governance and policy recommendations for ethically grounded village development.
Strategies and Difficulties of Madrasah Teachers in Teaching English Vocabulary for Young Learners Sugianto, Riris; Putera, Lalu Jaswadi
ANWARUL Vol 5 No 3 (2025): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v5i3.6538

Abstract

Vocabulary instruction is a critical component of early English language education, significantly contributing to the long-term language development of young learners. However, effectively selecting and applying teaching strategies that align with students’ cognitive and affective needs poses notable challenges, particularly for teachers in madrasah ibtidaiyah (Islamic primary schools). These challenges are often compounded by factors such as limited parental involvement, overcrowded classrooms, scarce teaching resources, and constrained instructional time. This study investigates the vocabulary teaching strategies employed by English for Young Learners (EYL) madrasah teachers and the difficulties they encounter in their implementation. Using a qualitative descriptive design, data were gathered through classroom observations and semi-structured interviews with groups of madrasah teachers. The findings reveal that strategies such as “listen and repeat” and “question and answer” were widely adopted, while approaches like “demonstration,” “brainstorming,” “translation,” and “outdoor activities” were used selectively based on students’ grade levels. Teachers consistently reported various obstacles, including low student motivation, diverse proficiency levels, limited instructional materials, and insufficient time allocated for English instruction. These insights highlight the need for context-responsive pedagogical support and resource development to enhance vocabulary learning outcomes in Islamic primary school settings.

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