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TANTANGAN DAN STRATEGI IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI PADA SISWA ATLET PUSAT PENDIDIKAN DAN LATIHAN OLAHRAGA PELAJAR (PPLOP) SMA Firmansyah , Naufal Dzaky; Pramono, Didi
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10067

This study was motivated by the challenges teachers face in implementing differentiated instruction for student-athletes at the Student Sport and Training Center (PPLOP), who juggle dual roles in academics and athletic performance. The focus of this study is to explore in depth the challenges and strategies teachers use in applying differentiated instruction to student-athletes at PPLOP SMA Negeri 11 Semarang. This study employs a qualitative approach using a case study design. The research subjects consist of four subjects teachers and five student-athletes selected as purposive sampling. Data collection was conducted via interviews, observation, and document analysis. Data analysis utilized source triangulation through interactive model purposed by Miles, Huberman, and Saldana. The findings reveal two main results. First the challenges faced by teachers stem from cultural gaps between curriculum demands and the realities of student-athletes. These gaps manifest in three aspects: planning (student heterogenity, process (physical condition and attendance of student-athletes). Second in response this challenges, teachers developed adaptive strategies in the form of differentiation of content (simplification of material), process (flexibility of learning methods), and products (flexible assigment and examination system). The implementation of differentiation learning of student-athletes requires teachers to be innovators capable of bridging the gap between the ideal curriculum requirements and the realities of the ground. Sucsessful implementation will be achieved if systemic support in the form of flexible policies and collaboration among various stakeholders can be implemented simultaneously.

EFEKTIVITAS MANAJEMEN PROGRAM PARENTING TERHADAP KOLABORASI DAN KEPUASAN ORANG TUA DI PAUD Subagia, Ni Komang Theda Febrina; Poerwati, Christiani Endah
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10069

Optimal early childhood development requires strong synergy between parents and early childhood education institutions, although parenting program management still faces various challenges. This study aims to evaluate the effectiveness of parenting program management in strengthening collaboration between parents and early childhood education institutions and its implications for parental satisfaction. This study employed a mixed methods approach with an explanatory sequential design. Quantitative data were collected from 66 parents and 5 teachers through questionnaires, while qualitative data were obtained through interviews and Focus Group Discussions (FGDs). The results indicate that parenting program management is categorized as highly effective (82,80% based on parents’ assessment; 84.60% based on teachers’ assessment). Systematic program management strengthens collaboration between schools and families, which contributes to increased parental satisfaction as a form of perceived program effectiveness. The novelty of this study lies in integrating program management, parent–institution collaboration, and parental satisfaction into a comprehensive evaluation framework, resulting in an applicable partnership-based parenting program management model.

ANALISIS PENGELOLAAN DANA BANTUAN OPERASIONAL PENDIDIKAN (BOP) DALAM MENINGKATKAN MUTU PEMBELAJARAN Putri, Cut Aisyah; Hardiansyah, Hardiansyah; Hariawan, Rudi
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10073

ABSTRACT The effective and accountable management of School Operational Assistance Funds (BOP) is a crucial factor in improving the quality of learning in Early Childhood Education (PAUD). Proper utilization of funds not only supports the provision of facilities and infrastructure but also enhances teacher competence and fosters learning innovation in accordance with the developmental needs of young children. However, BOP fund management still faces challenges related to transparency, efficiency, and optimal use of resources. This study aims to analyze the management of BOP funds in improving learning quality at TK Al Hikmah Islamic School. This study employs a descriptive qualitative approach, with data collected through interviews, observations, and documentation involving the principal, treasurer, teachers, and school committee. The findings indicate that BOP fund management has been implemented in accordance with the principles of transparency, accountability, and efficiency through participatory planning, STEAM-based implementation, teacher training, and regular evaluation. Overall, BOP fund management contributes significantly to improving learning quality and needs to be strengthened through financial digitalization and monitoring based on the Plan-Do-Check-Action (PDCA) cycle. ABSTRAK Pentingnya pengelolaan dana Bantuan Operasional Pendidikan (BOP) yang efektif dan akuntabel merupakan faktor penting dalam meningkatkan mutu pembelajaran pada satuan Pendidikan Anak Usia Dini (PAUD). Pemanfaatan dana yang tepat tidak hanya mendukung penyediaan sarana prasarana, tetapi juga meningkatkan kompetensi pendidik dan inovasi pembelajaran sesuai kebutuhan anak usia dini. Namun, pengelolaan dana BOP masih menghadapi tantangan terkait transparansi, efisiensi, dan optimalisasi penggunaan dana. Penelitian ini bertujuan untuk menganalisis pengelolaan dana BOP dalam meningkatkan mutu pembelajaran di TK Al Hikmah Islamic School. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi yang melibatkan kepala sekolah, bendahara, guru, dan komite sekolah. Hasil penelitian menunjukkan bahwa pengelolaan dana BOP telah sesuai prinsip transparansi, akuntabilitas, dan efisiensi melalui perencanaan partisipatif, pelaksanaan berbasis STEAM, pelatihan guru, serta evaluasi berkala. Secara keseluruhan, pengelolaan dana BOP berkontribusi signifikan terhadap peningkatan mutu pembelajaran dan perlu diperkuat melalui digitalisasi keuangan dan monitoring berbasis PDCA.

IMPLEMENTASI MANAJEMEN LAYANAN KHUSUS DALAM MENDUKUNG KEMAMPUAN AKADEMIK DAN NON AKADEMIK PESERTA Wahida, Nurul; Rohiyatun, Baiq; Najwa, Lu’luin
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10075

ABSTRACT The importance of managing special services in vocational schools lies in its strategic role in supporting the balanced development of students’ academic and non-academic competencies. In practice, the success of these services is largely determined by management that is well-planned, well-organized, and responsive to students’ needs, both in learning processes and in the development of interests and talents. Therefore, this study aims to describe the management of special services in supporting students’ academic and non-academic abilities at SMK Negeri 3 Mataram. This study employed a descriptive qualitative approach, with data collected through observation, documentation, and in-depth interviews involving six informants: the principal, vice principal for student affairs, vice principal for curriculum, extracurricular advisor, guidance and counseling teacher, and students. The findings indicate that the management of special services has been implemented collaboratively through planning meetings outlined in the School Activity and Budget Plan (RKAS), funded by the School Operational Assistance (BOS). Academic services are supported by modern facilities such as Smart TVs (IFP) in laboratories, while non-academic services are facilitated through various extracurricular activities. The implementation of these services has shown positive impacts, as reflected in students’ achievements at the national, city, and provincial levels. However, the implementation still faces challenges, including limited flexibility of the RKAS budget for incidental needs and the dual workload borne by some supervisors, which affects the overall optimization of services. ABSTRAK Pentingnya pengelolaan layanan khusus di sekolah kejuruan sebagai upaya strategis dalam mendukung pengembangan kemampuan akademik dan non-akademik peserta didik secara seimbang. Dalam praktiknya, keberhasilan layanan tersebut sangat ditentukan oleh manajemen yang terencana, terorganisasi, dan responsif terhadap kebutuhan siswa, baik dalam bidang pembelajaran maupun pengembangan minat dan bakat. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan manajemen layanan khusus dalam mendukung kemampuan akademik dan non-akademik peserta didik di SMK Negeri 3 Mataram. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, dokumentasi, dan wawancara mendalam terhadap enam informan, yaitu Kepala Sekolah, Wakil Kepala Sekolah Bidang Kesiswaan, Wakil Kepala Sekolah Bidang Kurikulum, Pembina Ekstrakurikuler, Guru Bimbingan dan Konseling, serta siswa. Hasil penelitian menunjukkan bahwa manajemen layanan khusus telah dilaksanakan secara kolaboratif melalui perencanaan dalam rapat kerja yang dituangkan dalam RKAS bersumber dari dana BOS. Pelaksanaan layanan akademik didukung oleh fasilitas modern seperti Smart TV (IFP) di laboratorium, sementara layanan non-akademik difasilitasi melalui berbagai kegiatan ekstrakurikuler. Implementasi layanan ini memberikan dampak positif yang ditunjukkan melalui berbagai prestasi siswa di tingkat nasional, kota, dan provinsi. Namun demikian, pelaksanaan layanan masih menghadapi kendala berupa keterbatasan fleksibilitas anggaran RKAS untuk kebutuhan insidental serta beban tugas ganda pada beberapa pembina, yang memengaruhi optimalisasi layanan secara keseluruhan.

PARADOKS DIGITALISASI ADMINISTRASI PENDIDIKAN PADA GURU SEKOLAH MENENGAH PERTAMA Zaini, Ansori
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10077

Digital transformation within the education system is expected to improve administrative efficiency and the quality of learning; however, in practice, it has instead given rise to new dynamics regarding teachers’ workloads. This study aims to analyse the impact of the digitalisation of educational administration on teachers’ professionalism using the Pedagogical Content Knowledge perspective. This study employs a descriptive qualitative approach and is based at SMP Negeri 1 Kanor, Bojonegoro Regency. Data were collected through in-depth interviews with research subjects selected through purposive sampling, involving teachers with diverse age and experience backgrounds. The results indicate that the digitalisation of administration increases teachers’ workload, primarily due to a lack of digital literacy and training, as well as the complexity of digital reporting systems. High administrative burdens result in teachers having reduced focus on instructional development. Furthermore, competence-building activities through online training tend to be merely a formality and have not yet contributed optimally to supporting pedagogical practice. This situation gives rise to an imbalance in mental workload, characterised by an overload in fulfilling administrative tasks and a decline in pedagogical activities within the classroom. Furthermore, competency development activities through online training tend to be formal and have not optimally contributed to supporting pedagogical practice. This condition gives rise to an unbalanced mental workload, namely an overload on fulfilling administrative tasks and a decrease in pedagogical activities in the classroom. Therefore, a restructuring of the teacher work system is needed to reduce the administrative burden, strengthen activities that support the development of Pedagogical Content Knowledge, and design proportional training and competency development. ABSTRAK Transformasi digital dalam sistem pendidikan diharapkan mampu meningkatkan efisiensi administrasi dan kualitas pembelajaran, namun dalam praktiknya justru menimbulkan dinamika baru terkait beban kerja guru. Penelitian ini bertujuan untuk menganalisis dampak digitalisasi administrasi pendidikan terhadap profesionalisme guru dengan menggunakan perspektif Pedagogical Content Knowledge. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan lokasi di SMP Negeri 1 Kanor, Kabupaten Bojonegoro. Data dikumpulkan melalui wawancara mendalam dengan subjek penelitian ditentukan secara purposive, melibatkan guru dengan latar belakang usia dan pengalaman yang beragam. Hasil penelitian menunjukkan bahwa digitalisasi administrasi meningkatkan beban kerja guru, terutama disebabkan minimnya literasi digital dan pelatihan, serta kompleksitas sistem pelaporan digital. Beban administratif yang tinggi berdampak pada berkurangnya fokus guru terhadap pengembangan pembelajaran. Selain itu, kegiatan pengembangan kompetensi melalui pelatihan daring cenderung bersifat formalitas dan belum berkontribusi optimal dalam mendukung praktik pedagogis. Kondisi ini memunculkan fenomena mental workload yang tidak seimbang, yaitu overload pada pemenuhan tugas administrasi dan menurunnya pada aktivitas pedagogis pembelajaran di kelas. Oleh karena itu, diperlukan penataan kebijakan yang lebih proporsional melalui pengurangan beban administratif, penguatan pelatihan, serta pengembangan model pembelajaran campuran guna mendukung optimalisasi kualitas pembelajaran.

GENEALOGI KUASA DAN PENGETAHUAN: DEKONSTRUKSI PERAN MADRASAH SEBAGAI INSTRUMEN HEGEMONI IDEOLOGI NEGARA PADA MASA DINASTI ABBASIYAH Shodikin, Eko Ngabdul; Sa’adi; Hariyadi, Rahmat
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10078

The struggle between educational institutions and political power structures is a historical phenomenon that demands a critical reading of the power-knowledge relationship within the classical Islamic civilizational tradition. This research aims to deconstruct the role of the madrasah as an instrument of state ideological hegemony during the Abbasid Dynasty. Utilizing a qualitative-historical design with a Foucauldian genealogical approach, this study uncovers how the madrasah was operated as a discursive apparatus to produce a "regime of truth". Data were sourced from a corpus of primary texts, including classical Arabic manuscripts, waqfiyah documents, and prosopographical analysis of scholarly biographies. The research findings indicate that: (1) the institutionalization of the madrasah, particularly the Nizamiyah network, functioned as a technology of power to consolidate Sunni orthodoxy and eliminate alternative narratives; (2) the system of waqf patronage and the bureaucratization of the ijazah created a structural dependence of the ulema on the state, thereby limiting intellectual autonomy ; and (3) there were dynamics of resistance from alternative institutions, such as Sufi ribats, which offered spiritual autonomy outside of state hegemonic control. This research concludes that the madrasah was not merely a neutral institution for knowledge transmission, but rather a technology of governmentality that regulated religious subjects to align with the state’s political agenda. The implications of this study offer a critical framework for the analysis of the politics of knowledge within contemporary Islamic educational institutions. ABSTRAK Pergumulan antara institusi pendidikan dan struktur kekuasaan politik merupakan fenomena historis yang menuntut pembacaan kritis terhadap relasi kuasa-pengetahuan dalam tradisi peradaban Islam klasik. Penelitian ini bertujuan untuk mendekonstruksi peran madrasah sebagai instrumen hegemoni ideologi negara pada masa Dinasti Abbasiyah. Dengan menggunakan desain kualitatif-historis dan pendekatan genealogi Foucauldian, studi ini membongkar bagaimana madrasah dioperasikan sebagai aparatus diskursif untuk memproduksi "rezim kebenaran". Data bersumber dari korpus teks primer seperti manuskrip Arab klasik, dokumen waqfiyah, serta analisis prosopografis terhadap biografi ulama. Temuan penelitian menunjukkan bahwa: (1) institusionalisasi madrasah, khususnya jaringan Nizamiyah, berfungsi sebagai teknologi kekuasaan untuk mengonsolidasi ortodoksi Sunni dan mengeliminasi narasi alternatif; (2) sistem patronase wakaf dan birokratisasi ijazah menciptakan ketergantungan struktural ulama terhadap negara yang membatasi otonomi intelektual; dan (3) terdapat dinamika resistensi dari institusi alternatif seperti ribat sufi yang menawarkan otonomi spiritual di luar kontrol hegemonik negara. Penelitian ini menyimpulkan bahwa madrasah bukan sekadar lembaga transmisi pengetahuan netral, melainkan teknologi governmentality yang mengatur subjek religius agar selaras dengan agenda politik negara. Implikasi studi ini menawarkan kerangka kritis bagi analisis politik pengetahuan dalam institusi pendidikan Islam kontemporer.

SCREENING TINGKAT KECEMASAN ANAK SEKOLAH DASAR PADA PEMBELAJARAN TATAP MUKA PASCA PANDEMI COVID-19 Ardani, I Gusti Ayu Indah; Kurniawan, Lely Setyawati; Ariani, Ni Ketut Putri; Antika, Sindi; Jimmy, Jimmy; Putra, Surya Pradnyana
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10129

The COVID-19 pandemic has disrupted not only educational processes but also the psychological well-being of children, particularly during the transition back to face-to-face learning. This study aimed to analyze anxiety levels among elementary school children during post-pandemic face-to-face learning at SD Negeri 1 and SD Negeri 2 Tanjung Benoa. A descriptive analytic study with a cross-sectional design was conducted, and participants were recruited using total sampling based on the inclusion criteria. Anxiety was assessed using the Spence Children’s Anxiety Scale (SCAS). The findings revealed that nearly all respondents experienced anxiety upon returning to school, with 101 of 104 fourth-grade students and 98 of 100 fifth-grade students identified as anxious. The most dominant anxiety subtype was fear of injury or infection, reported in 98 fourth-grade students and 88 fifth-grade students, whereas separation anxiety and fear of meeting many people were found in much lower proportions. These findings suggest that children’s post-pandemic anxiety is more strongly mediated by perceived health threats than by social concerns. The study concludes that the success of post-pandemic face-to-face learning is determined not only by academic and administrative readiness, but also by children’s psychological preparedness. Therefore, early screening and school-based promotive-preventive interventions are needed to support sustainable recovery of children’s mental health. ABSTRAK Pandemi COVID-19 tidak hanya mengganggu proses pendidikan, tetapi juga memunculkan dampak psikologis yang bermakna pada anak, terutama saat transisi kembali ke pembelajaran tatap muka. Penelitian ini bertujuan untuk menganalisis tingkat kecemasan anak sekolah dasar pada pembelajaran tatap muka pasca pandemi di SD Negeri 1 dan SD Negeri 2 Tanjung Benoa. Penelitian ini menggunakan desain deskriptif analitik dengan pendekatan potong lintang (cross-sectional). Sampel diambil dengan teknik total sampling terhadap siswa yang memenuhi kriteria inklusi. Pengukuran kecemasan dilakukan menggunakan Spence Children’s Anxiety Scale (SCAS). Hasil penelitian menunjukkan bahwa hampir seluruh responden mengalami kecemasan saat kembali ke sekolah, dengan proporsi 101 dari 104 siswa kelas 4 dan 98 dari 100 siswa kelas 5 teridentifikasi cemas. Jenis kecemasan yang paling dominan adalah kecemasan terhadap cedera atau infeksi, yaitu pada 98 siswa kelas 4 dan 88 siswa kelas 5, sedangkan kecemasan perpisahan dan kecemasan bertemu banyak orang ditemukan dalam proporsi yang jauh lebih rendah. Temuan ini menunjukkan bahwa kecemasan anak pada fase pasca pandemi lebih banyak dimediasi oleh persepsi ancaman terhadap kesehatan dibandingkan aspek sosial. Penelitian ini menyimpulkan bahwa keberhasilan pembelajaran tatap muka pasca pandemi tidak cukup ditentukan oleh kesiapan akademik dan administratif sekolah, tetapi juga oleh kesiapan psikologis anak. Oleh karena itu, diperlukan integrasi skrining dini dan intervensi promotif-preventif berbasis sekolah untuk mendukung pemulihan kesehatan mental anak secara berkelanjutan.

ANALYSIS OF DIGITAL LITERACY LEVEL OF PHYSICS EDUCATION STUDENTS AT STKIP DDI PINRANG Idris, Ihfa Indira Nurnaifah; Riskawati, Riskawati; Nurhandayani, Nurhandayani; Akhfar, Mariani
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10132

This study aims to identify the types of digital literacy and measure the level of digital literacy among students of the Physics Education Study Program at STKIP DDI Pinrang. The study employed a quantitative approach using descriptive statistical analysis. The population consisted of all 103 students of the Physics Education Study Program, with samples selected through probability sampling techniques. The research was conducted in September 2024 at STKIP Darud Da’wah wal Irsyad Pinrang. The research instrument was a closed-ended questionnaire using a Likert scale, which had been tested for validity using the Product Moment method and for reliability. Data analysis was carried out through three stages: editing, scoring, and tabulating. The results indicate that the overall level of students’ digital literacy falls into the “very good” category, suggesting that prospective physics teachers at STKIP DDI Pinrang possess adequate digital literacy skills. The highest score was found in the social-emotional dimension, reaching 75%. In terms of technology access, mobile phones are the most frequently used devices, supported mainly by cellular data and limited Wi-Fi access, while email and social media platforms are the most commonly accessed online media. ABSTRAK Penelitian ini bertujuan untuk menganalisis jenis literasi digital yang dimiliki sekaligus menilai tingkat literasi digital mahasiswa pada Program Studi Pendidikan Fisika di STKIP DDI Pinrang. Pendekatan yang digunakan adalah kuantitatif dengan teknik analisis statistik deskriptif. Subjek penelitian mencakup seluruh mahasiswa program studi tersebut yang berjumlah 103 orang, dengan penentuan sampel dilakukan melalui teknik probability sampling. Kegiatan penelitian dilaksanakan pada September 2024 di STKIP Darud Da’wah wal Irsyad Pinrang. Data dalam penelitian ini dikumpulkan menggunakan angket tertutup berbasis skala Likert yang sebelumnya telah melalui proses pengujian kualitas instrumen, meliputi uji validitas dengan teknik korelasi Product Moment serta uji reliabilitas. Data yang diperoleh kemudian dianalisis melalui beberapa tahap, yaitu editing, pemberian skor (scoring), dan tabulasi (tabulating). Secara umum, hasil pengolahan data menunjukkan bahwa literasi digital mahasiswa berada pada tingkat yang sangat baik. Hasil penelitian menunjukkan bahwa tingkat literasi digital mahasiswa secara umum berada pada kategori sangat baik. Hal ini mengindikasikan bahwa mahasiswa calon guru fisika telah memiliki kemampuan literasi digital yang memadai. Dimensi sosial-emosional menjadi aspek dengan capaian tertinggi, yaitu sebesar 75%. Dari sisi akses teknologi, perangkat yang paling banyak digunakan adalah telepon seluler dengan dukungan data seluler dan akses Wi-Fi yang terbatas, sementara media digital yang paling sering dimanfaatkan adalah email dan platform media sosial.

ANALISIS MUBTADA’ DAN KHOBAR DALAM KITAB SAFINATUN NAJA KARYA SYAIKH SALIM BIN SUMAIR AL-HADROMY Nafi’ah, Khoyir Nuron; Furoidah , Asni
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10143

This study aims to analyze the syntactic structure and semantic implications of mubtada’ and khabar in fiqh texts, particularly in the book Safīnatun Naja by Syaikh Salim bin Sumair Al-Hadrami. This research employs a qualitative descriptive approach based on library research, utilizing content analysis techniques that integrate syntactic and semantic analysis. The data consist of sentences containing mubtada’ and khabar structures, comprising a total of 182 instances of mubtada’ and 183 instances of khabar. The findings reveal that mubtada’ is predominantly realized in the form of isim ẓāhir (178 instances), followed by 4 instances of ḍamīr, 1 instance of maḥżūf, and 2 instances of mubtada’ mu’akhkhar. Meanwhile, khabar is dominated by the mufrad form (158 instances), followed by 15 instances of syibh jumlah and 10 instances of jumlah fi‘liyah, with no occurrence of jumlah ismiyyah. In addition, the influence of nawāsikh is identified, including kāna wa akhwātuhā (30 instances) and inna wa akhwātuhā (3 instances), which affect the i‘rāb structure of sentences. Semantically, the variation in khabar forms reflects differences in meaning, such as processual meaning in jumlah fi‘liyah, limitation in negative constructions, and contextual meaning in syibh jumlah. These findings indicate that the structure of mubtada’ and khabar functions not only as a grammatical component but also plays a significant role in constructing and clarifying legal meaning in fiqh texts. ABSTRAK Penelitian ini bertujuan untuk menganalisis struktur sintaksis dan implikasi semantik mubtada’ dan khabar dalam teks fikih, khususnya dalam kitab Safīnatun Naja karya Syaikh Salim bin Sumair Al-Hadrami. menggunakan pendekatan deskriptif kualitatif berbasis penelitian kepustakaan (library research) dengan teknik analisis isi yang mengintegrasikan analisis sintaksis dan semantik. Data berupa kalimat-kalimat yang mengandung struktur mubtada’ dan khabar, dengan total 182 data mubtada dan 183 data khabar. Hasil penelitian menunjukkan bahwa mubtada’ didominasi oleh isim ẓahir sebanyak 178 data, diikuti 4 data ḍamīr, 1 data maḥżūf, dan 2 data mubtada mu’akhkhar. Sementara itu, khabar didominasi oleh bentuk mufrad sebanyak 158 data, diikuti 15 data syibh jumlah dan 10 data jumlah fi‘liyah, serta tidak ditemukan khabar jumlah ismiyyah. Selain itu, ditemukan pengaruh nawāsikh berupa kāna wa akhwātuhā (30 data) dan inna wa akhwātuhā (3 data) yang memengaruhi struktur i‘rāb kalimat. Secara semantik, variasi bentuk khabar menunjukkan perbedaan makna, seperti makna proses pada jumlah fi‘liyah, pembatasan pada struktur negasi, serta makna kontekstual pada syibh jumlah. Temuan ini menunjukkan bahwa struktur mubtada’ dan khabar tidak hanya berfungsi secara gramatikal, tetapi juga berperan penting dalam membentuk dan memperjelas makna hukum dalam teks fikih.

PENERAPAN PSIKOLOGI PAK BERLANDASKAN ROMA 10 :17 DALAM PERENCANAAN PEMBELAJARAN PAK UNTUK PENGUATAN IMAN Saputra, Hendra; Nainggolan, Uli Saut
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10149

ABSTRACT Christian Religious Education (PAK) plays a strategic role in fostering students’ faith holistically; however, in practice, learning often does not fully consider students’ psychological aspects. Romans 10:17 affirms that faith comes from hearing the word of Christ, thus requiring well-planned learning that provides meaningful learning experiences. This study aims to analyze the application of educational psychology based on Romans 10:17 in planning PAK learning to strengthen students’ faith. The method used is a qualitative descriptive approach through a literature study of theological and educational psychology sources. The research stages include data collection, reduction, categorization, and synthesis to identify the relationship between educational psychology principles and the theological foundation of Romans 10:17. The results show that integrating educational psychology into PAK lesson planning helps teachers understand students’ cognitive, affective, and spiritual development, making learning more meaningful, contextual, and transformative. Psychopedagogically designed learning creates a supportive environment that encourages the internalization of faith values. Therefore, PAK lesson planning that integrates educational psychology and is grounded in Romans 10:17 serves as an effective approach to strengthening students’ faith in a sustainable manner. ABSTRAK Pendidikan Agama Kristen (PAK) memiliki peran strategis dalam membentuk iman peserta didik secara holistik, namun dalam praktiknya pembelajaran sering kali belum sepenuhnya memperhatikan aspek psikologis peserta didik. Roma 10:17 menegaskan bahwa iman timbul dari pendengaran akan firman Kristus, sehingga diperlukan perencanaan pembelajaran yang mampu menghadirkan pengalaman belajar yang bermakna. Penelitian ini bertujuan untuk menganalisis penerapan psikologi pendidikan yang berlandaskan Roma 10:17 dalam perencanaan pembelajaran PAK untuk penguatan iman peserta didik. Metode yang digunakan adalah pendekatan kualitatif deskriptif melalui studi pustaka terhadap literatur teologis dan psikologi pendidikan. Tahapan penelitian meliputi pengumpulan data, reduksi, kategorisasi, dan sintesis untuk menemukan keterkaitan antara prinsip psikologi pendidikan dan dasar teologis Roma 10:17. Hasil penelitian menunjukkan bahwa integrasi psikologi pendidikan dalam perencanaan PAK membantu guru memahami perkembangan kognitif, afektif, dan spiritual peserta didik, sehingga pembelajaran menjadi lebih bermakna, kontekstual, dan transformatif. Pembelajaran yang dirancang secara psikopedagogis mampu menciptakan suasana yang suportif dan mendorong internalisasi nilai iman. Dengan demikian, perencanaan PAK yang berbasis psikologi pendidikan dan berlandaskan Roma 10:17 menjadi pendekatan yang efektif dalam memperkuat iman peserta didik secara berkelanjutan.

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Contact Name
Yogi Setiawan

Contact Email
jurnal.P4I@gmail.com

Phone
+62851733700892

Journal Mail Official
jurnal.P4I@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location
Unknown,

Unknown

INDONESIA

Abstract

Abstract

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Abstract

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Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Yogi Setiawan

Contact Email jurnal.P4I@gmail.com

Phone +62851733700892

Journal Mail Official jurnal.P4I@gmail.com

Editorial Address Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Yogi Setiawan

Contact Email
jurnal.P4I@gmail.com

Phone
+62851733700892

Journal Mail Official
jurnal.P4I@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location
Unknown,

Unknown

INDONESIA