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Jhoni Warmansyah
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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 26 Documents
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Search results for , issue "Vol. 5 No. 2: November 2025" : 26 Documents clear
Interactive E-Book Media Development for Enhancing Learning Outcomes in Akidah Akhlak Education in The 5.0 Era Andriani, Ery Dwika; Siraj, Taufik
Journal of Islamic Education Students (JIES) Vol. 5 No. 2: November 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i2.16490

Abstract

This study aims to develop an interactive e-book based on the Book Creator application to improve student learning outcomes in the subject of Akidah Akhlak in grade II at Siti Aminah Elementary School in Surabaya. The main problems are the suboptimal use of technology in learning and low student interest in learning. This study employs the Research and Development model ADDIE, which includes analysis, design, development, implementation, and evaluation. The instruments used include validation sheets, learning outcome tests, and practicality questionnaires. The validation results indicate that the interactive e-book is highly valid, with an average percentage exceeding 90%. The validation results showed that the e-book is highly valid with an average percentage 91,61%. The trial results indicated a significant improvement in learning outcomes with a high effectiveness category (N-Gain > 0.7). The e-book was also deemed highly practical by both teachers and students. In conclusion, the interactive e-book is effective and suitable for use in learning. It is recommended that teachers continue to innovate with interactive learning technology to enhance the quality of education.
Manajemen Mutu Sekolah Melalui Pengembangan Profesional Guru di Sekolah Dasar Negeri Nasution, Lukman; Rizkina, Seila; Kurnia Ndruru, Ivan; Georgina Sinuhaji, Namira
Journal of Islamic Education Students (JIES) Vol. 5 No. 2: November 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i2.16604

Abstract

This study aims to examine: (1) how schools plan development based on needs (need assessment), (2) how development is implemented (forms, mechanisms, actors, and resources), (3) how impact evaluation is conducted (indicators, evidence of changes in practice, and feedback), and (4) how follow-up to continuous improvement is realized. This research method uses a descriptive qualitative approach. Descriptive qualitative examines school quality management through teacher professional development at a public elementary school in Gido District. It focuses on planning, implementation, evaluation, and follow-up. Data were collected through interviews, observation, documentation, and interactive analysis, with validity guaranteed by triangulation and member checking. Informants were selected purposively over three to six months of research. Based on the research results,: (1)Teacher professional development planning In Gido District Public Elementary School, it has been implemented as part of school quality management, but it is not yet fully based on systematic and data-based needs assessment. (2) The implementation of teacher professional development is generally carried out through KKG activities as a collaborative learning vehicle. (3) Evaluation of the impact of teacher professional development has not been carried out optimally because it is still informal and does not use structured indicators. (4) Follow-up on teacher professional development has not been systematically integrated into the school's internal quality assurance.
Analysis of Early Childhood Diction Patterns through Spontaneous Storytelling Activities in Preschool Classroom Mardiah, Mardiah; Warda, Yulia; Prihatini, Syafrina; Armanila, Armanila; Anggraini Barus, Friska
Journal of Islamic Education Students (JIES) Vol. 5 No. 2: November 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i2.16608

Abstract

Language development in early childhood is a critical phase that requires appropriate stimulation, and diction is an important aspect in the development of children's language skills. This study aims to analyze the diction patterns of early childhood children in spontaneous storytelling activities in early childhood education (PAUD) classes. This study used a qualitative approach with a case study design involving children aged 5-6 years in grade B of PAUD. Data were collected through participant observation, audio-visual recording, and interviews with teachers. The results showed that the diction patterns of early childhood children in spontaneous storytelling have distinctive characteristics that include the use of concrete words, repetition, the influence of the social environment, and the child's cognitive development stage. These findings provide important implications for the development of language learning strategies in PAUD that are more responsive to children's individual needs.
The Urgency of Women’s Legislative Representation: Education and Political Participation Humiati, Humiati; Sulatri, Kristina
Journal of Islamic Education Students (JIES) Vol. 5 No. 2: November 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i2.16615

Abstract

Women’s representation in legislative bodies is a constitutional mandate and a key indicator of democratic quality and gender equality. Although Indonesia has established a minimum 30% quota through Law No. 7 of 2017 on General Elections, representation reached only 21% in the 2019–2024 period. This study examines the constitutional and gender equality foundations of women’s representation, identifies barriers to achieving the quota, and analyzes the role of education in enhancing women’s political participation. Using a qualitative normative-juridical approach and literature review, the research analyzes statutory regulations, scholarly works, and statistical data. Findings show that women’s representation is grounded in Articles 27 and 28 of the 1945 Constitution and reinforced by international commitments such as CEDAW. Major obstacles include entrenched patriarchal culture, double burden, limited access to education, gender-biased political party systems, weak law enforcement, economic constraints, political violence, and an electoral system that does not fully support affirmative action. Education functions as a transformative instrument through formal education, practical political training, and political literacy development. Policy recommendations include integrating gender equality into curricula, strengthening structured political training, enhancing digital literacy, and implementing regulatory reforms such as the zipper system and legal protection against gender-based political violence.
Al-Qur'an Teachers’ Professionalism and Its Contribution to TPACK Development at Madrasah Tsanawiyah Adlina Avita Martias; Fajar Syarif
Journal of Islamic Education Students (JIES) Vol. 5 No. 2: November 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i2.16616

Abstract

This study aims to explore the professionalism of Al-Qur’an teachers in improving Technological Pedagogical and Content Knowledge (TPACK) at the Madrasah Tsanawiyah level. A descriptive qualitative approach was employed to examine teachers’ understanding of TPACK, professional practices, and challenges in integrating technology into Al-Qur’an instruction. Data were collected through non-participant classroom observations, semi-structured interviews with the principal, Al-Qur’an teachers, educational staff, and students, as well as an analysis of instructional documents. The findings indicate that teacher professionalism is reflected not only in pedagogical and technological competencies but also in spiritual, ethical, and emotional dimensions of teacher–student relationships. Although formal understanding of TPACK varies among teachers, they are able to integrate technology contextually through the use of digital media and tahfīẓ applications while maintaining Qur’anic values. The integration of professionalism and TPACK positively influences students’ learning experiences, particularly in enhancing motivation, engagement, and understanding. However, limitations in technological competence, instructional time, and infrastructure remain significant challenges.
Habituation of Dhuha Prayer in Strengthening Early Childhood Piety at Raudhatul Athfal Taranisa Baroro Purbo; Fajar Syarif; Muh. Ubaidillah Al Ghifary
Journal of Islamic Education Students (JIES) Vol. 5 No. 2: November 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v5i2.16623

Abstract

Moral education in early childhood plays a crucial role in shaping character, spiritual awareness, and lifelong religious commitment. One effective approach within Islamic education is the habituation of daily worship practices to internalize moral values from an early age. This study aims to examine how the habituation of Dhuha Prayer contributes to strengthening individual piety among early childhood learners. Using a qualitative approach with a phenomenological perspective, the research explores children’s lived experiences and the educational strategies implemented by teachers and parents. Data were collected through observation, in-depth interviews, documentation, and developmental assessment records involving principals, teachers, parents, and children aged 4–6 years. The findings indicate that consistent Dhuha Prayer practice, supported by teacher role modeling, structured religious routines, and active parental involvement, significantly enhances children’s spiritual awareness, discipline, emotional regulation, and positive social behavior. Religious habituation fosters piety not merely as ritual compliance but as an internalized moral character reflected in daily actions. Although challenges arise from developmental characteristics and diverse family backgrounds, adaptive strategies such as creative learning methods and intensive school–parent communication strengthen program effectiveness. The study concludes that integrating Dhuha Prayer habituation within an Islamic character-based curriculum is an effective strategy for fostering early childhood moral development and individual piety.

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