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Jhoni Warmansyah
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INDONESIA
Journal of Islamic Education Students
Published by Universitas Islam Negeri Mahmud Yunus Batusangkar
ISSN : 27970116     EISSN : 27970108     DOI : http://dx.doi.org/10.31958/jies
Core Subject : Education,
Education
Journal of Islamic Education Students (JIES) with ISSN 2797-0108 (Online) and 2797-0116 (Print), published by the Faculty of Education and Teacher Training of Universitas Islam Negeri Mahmud Yunus batusangkar. Journal of Islamic Education Students (JIES) is published twice a year; in May and November. The manuscript will be reviewed by at least two reviewers prior to publishing. It is a double-blind review process. The first edition of JIES will publish in 2021.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 25 Documents
 1   2   3 
Search results for , issue "Vol. 5 No. 1: May 2025" : 25 Documents clear
Unveiling the Role of Smart Pinwheel Media in Supporting Alphabet Recognition Among 4-5-Year Olds Suhada MR, Safna; Hanum, Rafidhah
Journal of Islamic Education Students (JIES) Vol. 5 No. 1: May 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i1.14014

Abstract

This study aims to analyze the use of smart pinwheel media in helping children aged 4ÔÇô5 years recognize alphabet letters. The research was conducted at RA Al-Ikhsan, Banda Aceh, with samples selected using purposive sampling techniques. The research method employed was qualitative, with interviews conducted with teachers as the primary data source. Data were analyzed descriptively in a narrative form. The findings show that smart pinwheel media is effective in increasing children's interest and enthusiasm in learning alphabet letters. Additionally, the media supports children's development in letter recognition, particularly in pronunciation and the ability to associate letters with words that begin with those letters. However, several challenges were identified, including a lack of interest among some children and technical difficulties in using the media. Therefore, support from schools and training for teachers are crucial to optimizing the use of this media.┬á
Enhancing Imagination Through Finger Painting Activities in 5-6 Year Olds Rohali, Alia; Sitorus, Masganti
Journal of Islamic Education Students (JIES) Vol. 5 No. 1: May 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i1.14018

Abstract

The development of imagination in early childhood is crucial for supporting creativity and cognitive abilities. This study aims to enhance the imagination of children aged 5-6 years through the finger painting activities using Classroom Action Research (CAR) with two cycles, involving 15 children aged 4-6 years as subjects. Initial observations revealed that most children were in the "not yet developed" category. In Cycle I, free experimentation with finger painting improved their status to "starting to develop" and "developing as expected." In Cycle II, structured instructions and more varied colors resulted in most children reaching the "developing as expected" category. Finger painting proved effective in fostering imagination, creativity, and confidence in early childhood.   
Howard Gardner's Theory of Multiple Intelligences and Its Implications in Developing Student Potential in Islamic Religious Education Learning Lulu Alwiyah; Fajar Syarif
Journal of Islamic Education Students (JIES) Vol. 5 No. 1: May 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i1.16653

Abstract

Islamic Religious Education (PAI) aims to develop students’ potential holistically in order to form individuals who are faithful, morally upright, and balanced in intellectual, emotional, and spiritual dimensions. However, PAI learning practices often remain cognitively oriented and emphasize linguistic and logical–mathematical intelligence, thereby overlooking the diversity of students’ potentials. This study aims to examine the relevance of Howard Gardner’s Theory of Multiple Intelligences in Islamic Religious Education and to formulate its practical implications for student potential development. The study employed a qualitative descriptive approach using a Literature Review method. Data were collected from Gardner’s foundational works, Islamic primary sources, and relevant national and international journal articles published between 2020 and 2024. Data analysis was conducted through content analysis and conceptual synthesis. The findings indicate that the Theory of Multiple Intelligences is highly compatible with the Islamic concept of fitrah and the educational goal of developing insan kamil. The integration of MI into PAI enables comprehensive student development through religious project-based learning, reflective ibadah journaling, field-based activities, and authentic assessment. Therefore, Multiple Intelligences can serve as an effective pedagogical framework for enhancing the quality, inclusivity, and transformative impact of Islamic Religious Education.
The Effect of Differentiated Learning on Students’ Learning Outcomes in Islamic Religious Education at Senior High Schools Sania Ivahna Nurmanita; Pahrurroji; Reksiana
Journal of Islamic Education Students (JIES) Vol. 5 No. 1: May 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i1.16654

Abstract

This study aims to examine the effect of differentiated instruction on students’ learning outcomes in Islamic Religious Education (IRE), specifically in the cognitive, affective, and psychomotor domains, among tenth-grade students at SMAN 82 Jakarta. The study employed a quantitative associative research design. The population consisted of 92 students, with 90 students selected as the sample using a simple random sampling technique. Data were collected through questionnaires and documentation of students’ IRE achievement scores and analyzed using descriptive statistics and multivariate analysis (MANOVA) with SPSS version 26. The results indicate that differentiated instruction has a statistically significant simultaneous effect on students’ cognitive, affective, and psychomotor learning outcomes. Among these domains, the affective domain showed the strongest effect, suggesting that differentiated learning is particularly effective in enhancing students’ attitudes, motivation, and religious awareness. These findings confirm that differentiated instruction is a relevant and effective pedagogical approach in Islamic Religious Education, especially in supporting the implementation of the Merdeka Curriculum, which emphasizes student-centered, inclusive, and adaptive learning practices.
Philosophy of Islamic Education Perspective of Syed Muhammad Naquib al-Attas Ahmad Zaini Dahlan Basith; Fajar Syarif
Journal of Islamic Education Students (JIES) Vol. 5 No. 1: May 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i1.16658

Abstract

This study aims to examine the effect of differentiated instruction on students’ learning outcomes in Islamic Religious Education (IRE), specifically in the cognitive, affective, and psychomotor domains, among tenth-grade students at SMAN 82 Jakarta. The study employed a quantitative associative research design. The population consisted of 92 students, with 90 students selected as the sample using a simple random sampling technique. Data were collected through questionnaires and documentation of students’ IRE achievement scores and analyzed using descriptive statistics and multivariate analysis (MANOVA) with SPSS version 26. The results indicate that differentiated instruction has a statistically significant simultaneous effect on students’ cognitive, affective, and psychomotor learning outcomes. Among these domains, the affective domain showed the strongest effect, suggesting that differentiated learning is particularly effective in enhancing students’ attitudes, motivation, and religious awareness. These findings confirm that differentiated instruction is a relevant and effective pedagogical approach in Islamic Religious Education, especially in supporting the implementation of the Merdeka Curriculum, which emphasizes student-centered, inclusive, and adaptive learning practices.

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