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Moch. Sya'roni Hasan
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Sekretariat: Jl. Raya Taman Safari No.30 Prigen Pasuruan Jawa Timur (67157). Email: pdtiingaos@gmail.com HP: 085708886907
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INDONESIA
Ngaos: Jurnal Pendidikan dan Pembelajaran
Published by Perkumpulan Dosen Tarbiyah Islam Indonesia
ISSN : -     EISSN : 30250722     DOI : https://doi.org/10.59373/ngaos
Core Subject : Education,
Education Other
Ngaos: Jurnal Pendidikan dan Pengajaran is the leading journal in Islamic educational institutions concerning Islamic Religious education. The journal promotes research and scholarly discussion concerning Progressive Islamic Education in Academic disciplines and Institutions, focusing on advancing formal and non-formal education scholarship. Topics might be about Islamic educational studies in Islamic schools. Scope. Innovation in teaching and learning methods Digital-based education and learning technologies Development of curriculum and learning materials Assessment and evaluation in education Inclusion and diversity education Professional development of educators Education policy and governance
Arjuna Subject : Umum - Umum
Articles 35 Documents
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Teaching Students Morals to Teachers in the Digital Age: Analysis of the Impact of Gadgets and Social Media Mihmidaty Ya'cub; Moch. Sya’roni Hasan; Mar'atul Azizah; Nisrina Dianing Putri; Ati Dingpanoh
Ngaos: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/ngaos.v4i1.274

Abstract

The development of digital technology, particularly the use of gadgets and social media, has brought significant changes to the world of education, including in shaping students' attitudes towards teachers. This study aims to analyze the impact of gadgets and social media use on students' attitudes towards teachers at MA Syafi'iyah Terpadu Ngoro Jombang. This study uses a qualitative approach with a descriptive research type. Data were obtained through in-depth interviews, observations, and documentation involving the principal, teachers, and students. Data analysis was conducted using an interactive model that included data collection, data reduction, data presentation, and conclusion drawing, while data validity was maintained through triangulation of sources and methods. The results showed that the use of gadgets and social media had a dual impact on students' morale towards teachers. The negative impacts found included a decline in learning concentration, discipline, and students' communication ethics towards teachers. However, the use of gadgets and social media also had a positive impact when used wisely as a learning support tool. Madrasahs' efforts to overcome the negative impacts are carried out through the enforcement of rules and regulations, character building, and continuous guidance for students. This study emphasizes the importance of integrating character education with digital literacy in Islamic education so that the use of technology remains in line with Islamic values
Enhancing Aqidah Akhlak Learning Outcomes through Student Teams Achievement Division (STAD) Ishak Ishak; Shoviyul Himami; Ahsanatul Khulailiyah; Desy Naelasari; Mei Dwi Ariskiyah
Ngaos: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/ngaos.v4i1.343

Abstract

This study examined the effectiveness of the Student Teams Achievement Division (STAD) cooperative learning model in improving students’ Aqidah Akhlak learning outcomes at MTs Sunan Gunung Jati Kabuh Jombang. The study was motivated by the need for student-centered instructional approaches capable of enhancing learning achievement and classroom engagement in Islamic Religious Education. A quantitative approach employing a quasi-experimental design was used. The participants consisted of 30 eighth-grade students divided into an experimental group and a control group. Data were collected through achievement tests, while validity, reliability, normality, homogeneity, and hypothesis testing were conducted to ensure data quality and statistical accuracy. The findings revealed that the research instrument was valid and reliable, with a Cronbach’s Alpha coefficient of 0.869. The results of the normality and homogeneity tests indicated that the data met the assumptions required for parametric analysis. Descriptive statistics showed that the experimental group achieved a higher mean score (M = 75.33) than the control group (M = 62.60). Furthermore, the t-test analysis produced a significance value of 0.002 (p < 0.05), indicating a statistically significant difference between the two groups. These findings demonstrate that the implementation of the STAD cooperative learning model significantly improved students’ Aqidah Akhlak learning outcomes. The study contributes to the growing body of literature on cooperative learning in Islamic education and highlights the potential of student-centered instructional strategies to enhance academic achievement and learning engagement. The findings also provide practical implications for teachers seeking more interactive and effective approaches to Aqidah Akhlak instruction
Learning Challenges in Islamic Religious Education: Teacher Strategies and Student Development M. Basyir Baick; Lathifatul Azizah; Qurrotul Ainiyah; Salma Zahwatul Laili; Suja’iyah Suja’iyah
Ngaos: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/ngaos.v4i1.344

Abstract

Islamic Religious Education plays a crucial role in fostering students’ religious understanding, moral character, and religious practices. However, various learning challenges continue to hinder the achievement of these educational objectives. This study aims to analyze the learning challenges encountered by students in Islamic Religious Education and examine the strategies employed by teachers to address these challenges at SMP Negeri 2 Mojoagung, Jombang, Indonesia. The study employed a qualitative descriptive approach. Data were collected through semi-structured interviews, classroom observations, and documentation involving Islamic religious education teachers and eighth-grade students. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings revealed that students experienced multidimensional learning challenges, including difficulties in understanding Islamic Religious Education materials, limited Qur’anic literacy skills, inconsistent religious practices, and low learning motivation. To address these challenges, teachers implemented several strategies, including creating supportive learning environments, providing additional Qur’anic literacy guidance, applying motivational reinforcement and reward-based approaches, and monitoring students’ religious practices through parental involvement. The findings indicate that learning challenges in Islamic religious education are interconnected and require comprehensive pedagogical responses that integrate cognitive, behavioral, and motivational dimensions. This study contributes to the literature on Islamic religious education by offering a holistic understanding of learning challenges and teacher strategies within a public junior high school context. The findings also provide practical implications for educators seeking to enhance the quality of Islamic religious education through more adaptive and student-centered approaches.
Transformasi Madrasah Inklusif: Evaluasi Kebijakan dan Layanan Pendidikan Islam Berbasis Model CIPP Tina Tina; Sulaiman W.; Muhibuddin Muhibuddin; Amrun Saleh; Husnul Fikry
Ngaos: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/ngaos.v4i2.367

Abstract

Inclusive education in madrasahs requires more than expanding access for students with disabilities; it demands a transformation of educational services that responds to diverse learning needs. This study aims to evaluate the implementation of inclusive education in madrasahs and examine how it contributes to the transformation of Islamic educational services in Aceh Tamiang Regency using the Context, Input, Process, and Product (CIPP) model. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, observations, and document analysis involving Ministry of Religious Affairs officials, madrasah supervisors, principals, teachers, and parents of students with disabilities. Data were analyzed through condensation, display, conclusion drawing, and verification, supported by source and technique triangulation. The findings reveal that the context dimension was characterized by community needs and policy legitimacy, while the input dimension was supported by madrasah leadership, service teams, and parental involvement, despite limitations in teachers’ specialized competencies. The process dimension involved small-group instruction, individualized support, supervision, and parent–madrasah coordination. The product dimension indicated growing student participation and comfort, improved teacher awareness, and the emergence of a more inclusive service culture. The study demonstrates that service transformation is shaped not by policy alone but by the interplay of policy legitimacy, leadership, teacher capacity, instructional adaptation, supervision, and family involvement. Conceptually, the study extends the CIPP model from a program evaluation framework toward an analytical framework for explaining the mechanisms of inclusive Islamic educational service transformation.
Analisis Komparatif Kurikulum Pendidikan Di Lima Negara Asia Ellen Wijaya; Konik Astutik; Ayu Masfiatul Fuad; Ahmad Hatip
Ngaos: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2026): Teaching and Learning
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/ngaos.v4i2.368

Abstract

Curriculum reforms across Asian education systems demonstrate diverse responses to the demands of twenty-first-century competencies, digital transformation, and human resource development. This study aims to analyze the similarities, differences, and patterns of interrelationships among curriculum components in Indonesia, China, Hong Kong, Japan, and South Korea. The study employed a qualitative approach using library research and comparative analysis of 35 references comprising educational policy documents, international organization reports, government publications, scholarly articles, and academic books. The analysis focused on eight dimensions: educational philosophy, curriculum structure, teaching methods, language of instruction, technology integration, assessment systems, teacher professionalism, and educational funding. The findings reveal convergence in the orientation toward twenty-first-century competencies, student-centered learning, character development, technology integration, and teacher professionalism, while differences appear in educational philosophy, curriculum structure, language policy, assessment strategies, intensity of technology use, and resource support. The main finding indicates that successful curriculum implementation is not determined by the superiority of a single component but by the alignment of educational philosophy, curriculum design, pedagogy, language, technology, assessment, teacher capacity, funding, and policy consistency. The study emphasizes that educational practices from other countries should be adapted to Indonesia’s sociocultural context, teacher readiness, school characteristics, and resource capacity. These findings provide a comparative framework for strengthening the implementation of the Independent Curriculum in a systemic and context-sensitive manner for sustainable educational improvement.

Page 4 of 4 | Total Record : 35

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