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FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Published by Institut Agama Islam Al-Khairat Pamekasan
ISSN : 24422401     EISSN : 24775622     DOI : https://doi.org/10.32806/jf.v14i02
Core Subject : Education,
Education
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam. The journal focuses on aspects related to education and management in Islam. This journal contains scientific studies on Islamic education and management, educational innovations, educational policy, and educational thinking in the form of 1) Research results, 2) conceptual ideas, 3) literature reviews, and 4) practical experience.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 282 Documents
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From Co-occurrence to Configuration: The Demonstration-Imitation Cycle in Grade VII Fiqh Instruction at an Indonesian Madrasah Tsanawiyah Fran Ario Wardhana; M. Thontawi; Yanri Ramdhano; Ismail Fahri; Sachrawi Hidayat; Nikmatuz Zaifa
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 02 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i02.2142

Abstract

Fiqh instruction at the Madrasah Tsanawiyah (MTs) level combines legal knowledge with ritual practice, yet teacher-centered lecture dominates the classroom. Demonstration combined with concrete media has been proposed as an alternative, but prior research treats the two as concurrent additions rather than a single configuration. This qualitative case study examines this integration in a seventh-grade fiqh class at MTs Al-Irsyad, Kuala Jambi, asking how it takes shape, what conditions facilitate or hinder it, and how it is sequenced within the lesson. Data were collected through semi-structured interviews with 11 participants: the principal, two fiqh teachers, three teachers of other subjects, and five seventh-grade students. Observation of three sessions, and document analysis, with two-cycle coding and trustworthiness supported by triangulation, member checking, audit trails, and reflective notes. Integration occurred at three points of method-media convergence: preparatory, demonstrative, and evaluative, forming an interlinked configuration and a recurrent demonstration-imitation cycle in which teachers modeled a step before students imitated it. Feasibility depends on leadership support, media availability, teacher competence, and student receptiveness, and is limited by time constraints, inadequate media, and uneven attention. Teachers implement this configuration through a stable three-phase sequence: preparation, demonstration, and evaluation, whose weights vary with procedural complexity; segmented cycles and matched assessment characterize the most successful sessions. These findings reframe the demonstration-and-media pairing as a deliberate configuration and identify a micro-mechanism integrating observational and experiential learning, with implications for fiqh teacher training and lesson design
Layered Formation and the Compounding Gap: How Religious Values Shape Akhlak Karimah in an Indonesian State Madrasah Rts. Novi Atul Ambiya; Ely Surayya; Dewi Hasanah; Hindun Hindun; Sachrawi Hidayat
FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Vol. 15 No. 02 (2026): FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Institut Agama Islam Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jf.v15i02.2144

Abstract

This study examines how religious values are implemented to form akhlak karimah (noble character) in an Indonesian state madrasah, which pedagogical and institutional strategies mediate that implementation, and which factors enable or constrain it. The study adopts a descriptive-phenomenological case design at Madrasah Aliyah Negeri 2 Batanghari, Jambi. Data were generated through semi-structured interviews with the principal, three teachers, and six students purposively selected across grade levels; three weeks of non-participant observation; and analysis of institutional documents. Two coding cycles produced descriptive and thematic categories. Trustworthiness was addressed through source and technique triangulation, member checking, and an audit trail. Implementation operated as three functionally differentiated layers: curricular integration supplied doctrinal grammar; programmatic habituation supplied disciplined repetition; and cultural embedding through the 5S practice (Smile, Greet, Salute, Polite, and Courteous) supplied relational texture. Four strategies recurred: non-negotiable habituation, modeling paired with real-time theological framing, documented pastoral oversight, and family partnership. The aspiration–behavior gap was produced not by institutional deficiency but by the compounding interaction of heterogeneous prior formation, asymmetric family engagement, and socio-digital counter-formation. The study re-specifies Uswah Hasanah as a dynamic pedagogical mechanism rather than a static institutional property, and argues that performance indicators for state madrasahs should register the conditional nature of character-formation outcomes. Differentiated pastoral pathways, realistic family-partnership redesign, and explicit engagement with the digital moral environment emerge as the most actionable institutional moves

Page 29 of 29 | Total Record : 282

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