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M. Royyan Nafis Fathul Wahab
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Allimna
Published by Institut Agama Islam Negeri Kediri
ISSN : 29640105     EISSN : 29621909     DOI : https://doi.org/10.30762/allimna
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
The aim of this journal is to publish articles of teacher and prospective teacher in the field of Islamic education and learning development in school education. The scope of this journal includes learning and teaching, learning strategies, instructional media development, curriculum development, learning evaluation, and learning management.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 64 Documents
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From Recitation to Comprehension: Integrating Reading Strategies into Early Fiqh Learning Alfi Atun; Kevser Afacaan
Allimna: Jurnal Pendidikan Profesi Guru Vol. 5 No. 1 (2026): Allimna Vol. 05 No. 01 2026
Publisher : LPTK UIN Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/allimna.v5i1.6615

Abstract

Early madrasah pupils may memorise foundational religious texts while struggling to read accurately, fluently, and meaningfully. Although early-literacy research supports explicit multicomponent instruction, evidence remains limited on how to adapt such instruction to shahada learning in fiqh or how individual students progress across reflective intervention cycles. This study examined changes in first-grade students’ shahada reading performance following an Integrated Reading Strategy. This classroom action research, with a mixed-methods orientation, involved 30 students at MI Ma’arif Bendosari during the 2025/2026 academic year. Data were collected through reading assessments, observations, interviews, and instructional documentation across a pre-cycle phase and two cycles of planning, action, observation, and reflection. We analysed quantitative scores descriptively and integrated them with qualitative evidence. The mean score increased from 61.17 to 69.83 and 76.33, while mastery rose from 26.7% to 60.0% and 96.7%. All students improved by 5-25 points, with larger gains occurring among those with lower baseline scores, and the score range narrowed from 45 to 25 points. These findings indicate that iterative phonetic, visual, collaborative, and individual support was associated with broader and more evenly distributed reading mastery. Integrated reading instruction should therefore complement memorisation in early fiqh education, with differentiated assistance retained for students requiring further support.
Enhancing Islamic Religious Education Learning Outcomes through Matching Card Media: A Classroom Action Research Leni Leni; Quadri Adeniyi Ridwan
Allimna: Jurnal Pendidikan Profesi Guru Vol. 5 No. 1 (2026): Allimna Vol. 05 No. 01 2026
Publisher : LPTK UIN Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/allimna.v5i1.8562

Abstract

Islamic Religious Education in primary schools often faces the challenge of translating abstract faith concepts into learning experiences that engage students and improve achievement. Active learning theory suggests that collaborative and interactive activities can strengthen students’ understanding by shifting learning from passive reception to direct participation. This study aimed to improve fourth-grade students’ learning outcomes on belief in Prophets and Messengers through Matching Card media. The study employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection. Twenty students participated, while data were collected through achievement tests, classroom observations, and interviews, and analyzed descriptively. The findings showed an increase in the mean score from 67.50 in the pre-cycle stage to 74.75 in Cycle I and 81.25 in Cycle II. Learning mastery also increased from 35% to 60% and finally reached 90%. Classroom observations further indicated stronger participation, confidence, collaboration, and familiarity with the learning activity after instructional refinement. The study concludes that Matching Card media can support progressive improvement in learning achievement and classroom engagement when implemented through reflective instructional cycles. Teachers are therefore encouraged to adapt card-based activities to conceptual Islamic Religious Education topics while providing differentiated guidance for students who require support.
Toward a Contextual Integrative Education Model: Synthesizing Educational Approaches and Learning Theories for Twenty-First-Century Education Azidan Bima; Binti Maunah; Mustaqimova Muqaddas Homid Qizi
Allimna: Jurnal Pendidikan Profesi Guru Vol. 5 No. 1 (2026): Allimna Vol. 05 No. 01 2026
Publisher : LPTK UIN Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/allimna.v5i1.9362

Abstract

Twenty-first-century education is being transformed by digitalization, learner diversity, and competency-based curricula, yet educational practice often remains fragmented across philosophical, psychological, and sociological perspectives. Existing scholarship offers multiple educational approaches and learning theories but often discusses them separately, limiting their usefulness in explaining contemporary teaching and curriculum design. This study compares educational approaches and learning theories and synthesizes their complementary contributions into a Contextual Integrative Education Model. A qualitative literature review used content and comparative analyses of academic books, nationally accredited journal articles, and international publications from 2017 to 2024, including relevant classical works. The findings reveal three interconnected results. First, philosophical, psychological, and sociological approaches provide distinct but complementary foundations for educational purposes, learning processes, and social contexts. Second, behaviorism, cognitivism, social constructivism, and humanism contribute differently to skill formation, cognitive development, collaborative learning, and personal growth. Third, these perspectives support a four-dimensional model comprising philosophical foundations, psychological theories, sociological functions, and technological contexts. The study concludes that no single theoretical perspective can address educational complexity. The proposed model offers a framework for contextual, adaptive, value-oriented, and learner-centered education, although further empirical validation across educational levels and institutional settings is recommended.
The Effect of AI-Powered Automated Writing Assessment on EFL Students’ Writing Performance Irfan Maulana Marhudi; Sri Wahyuni
Allimna: Jurnal Pendidikan Profesi Guru Vol. 5 No. 1 (2026): Allimna Vol. 05 No. 01 2026
Publisher : LPTK UIN Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/allimna.v5i1.8627

Abstract

This study aims to evaluate the effectiveness of Grammarly as an Artificial Intelligence (AI)-powered Automated Writing Assessment (AWA) tool in improving EFL students' writing performance. A quasi-experimental design was employed, involving 61 ninth-grade students at MTs Al Islah, divided into an experimental group (n=32) receiving Grammarly-assisted feedback and a control group (n=29) receiving traditional teacher feedback. Data were collected through pre-tests and post-tests using an argumentative essay task and analyzed using descriptive statistics and t-tests in SPSS 25. The results showed significant improvement in both groups; however, the experimental group achieved a notably higher mean score (85.50) than the control group (75.00). Statistical analysis revealed a significant difference between the two groups (Sig. 2-tailed = 0.000), suggesting that AI-powered feedback serves as a more potent catalyst for writing improvement than conventional methods. The findings suggest that Grammarly reduces students' cognitive load by providing instant linguistic corrections, allowing them to focus more on content and organization. This study recommends integrating AI tools as a formative assessment in EFL pedagogy to foster self-regulated learning in the digital era.

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