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Jurnal Tarbiyah Jamiat Kheir
Published by Institut Agama Islam Jamiat Kheir
ISSN : -     EISSN : 30264332     DOI : https://doi.org/10.62026/
Core Subject : Religion, Education,
Religion Other
Jurnal Tarbiyah Jamiat Kheir adalah jurnal pendidikan Islam berskala nasional dan Internasional berbasis penelitian ilmiah, secara rutin diterbitkan oleh Fakultas Tarbiyah Pendidikan Agama Islam Institut Agama Islam Jamiat Kheir Jakarta sejak 2022 (versi online). e-ISSN: 3026-4332 Jurnal Tarbiyah Jamiat Kheir mengundang para dosen, peneliti, pengkaji, praktisi, dan pemerhati serta mahasiswa S1/S2/S3, untuk mengirimkan paper atau artikel ilmiahnya. Paper yang masuk akan di-review secara peer-review. Setelah proses review selesai, hasil review akan diinformasikan kepada penulis paper melalui sistem Open Journal System (OJS).Jurnal Tarbiyah Jamiat Kheir terbit 2 kali dalam setahun. Jurnal Tarbiyah Jamiat Kheir fokus kepada Penelitian dan Pengembangan Pendidikan Islam
Arjuna Subject : Umum - Umum
Articles 35 Documents
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PENGARUH MINAT BELAJAR SISWA TERHADAP KEAKTIFAN BELAJAR PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SMA AL – CHASANAH TANJUNG DUREN JAKARTA BARAT Nisrina; Susanto, Heru
Jurnal Tarbiyah Jamiat Kheir Vol 3 No 2 (2025): Jurnal Tarbiyah Jamiat Kheir
Publisher : LP2M JAMIAT KHEIR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62026/j.v3i2.125

Abstract

This research aims to determine learning interest, learning activeness, and the influence of students' learning interest on learning activeness in Islamic Religious Education at SMA Al Chasanah Tanjung Duren, West Jakarta. Learning interest is viewed as an important factor that influences the level of student activeness in the learning process. The method used was a quantitative approach with an ex-post facto design. Data were collected through questionnaires from 46 students as samples and analyzed using empirical mean, theoretical mean, Pearson Product Moment correlation, simple linear regression, and F-test formulas. The research results show that both learning interest and learning activeness are in the good category, with averages of 61.48 and 63.82, higher than the theoretical mean of 50. The correlation coefficient of 0.7633 indicates a positive and strong relationship between learning interest and student learning activeness. The linear regression equation obtained is Y = 17.231 + 0.757908x with an F-test of 76.4066, proving that the influence of learning interest on learning activeness is statistically significant. The coefficient of determination (R²) of 63.46% indicates that learning interest explains the majority of the variance in learning activeness, while the remainder is influenced by other factors outside this study, such as students who prefer economics, mathematics, English, and other subjects. These findings reinforce the theory that interest is an important internal factor that encourages active student participation. In conclusion, increasing learning interest needs serious attention to enhance student learning activeness so that the Islamic Religious Education learning process at SMA Al Chasanah.
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM DI SMA AL-CHASANAH TANJUNG DUREN SANTIKA, SANTIKA
Jurnal Tarbiyah Jamiat Kheir Vol 3 No 2 (2025): Jurnal Tarbiyah Jamiat Kheir
Publisher : LP2M JAMIAT KHEIR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62026/j.v3i2.126

Abstract

The low participation of students in Islamic Religious Education learning is caused by the use of conventional teacher-centered methods. This condition causes students to become passive, less motivated, and experience gaps in material understanding. The Jigsaw cooperative learning model is considered as an alternative solution to increase student engagement and learning outcomes through collaborative learning approaches. This study uses a quasi-experimental method with a non-equivalent control group design. The research sample consisted of 44 students divided into 23 experimental class students and 21 control class students. Data collection techniques used multiple choice test instruments with 25 questions. Data were analyzed using Kolmogorov-Smirnov normality test, Levene homogeneity test, and Independent Sample t-test hypothesis testing with SPSS 25.0 program. The results showed that the average posttest score of the experimental class was 80.15, higher than the control class of 66.88. The results of the Independent Sample t-test obtained a significance value of 0.002 < 0.05, which means there is a significant effect of the Jigsaw cooperative learning model on Islamic Religious Education learning outcomes. The conclusion of this study is that the Jigsaw cooperative learning model has a significant effect on the learning outcomes of Islamic Religious Education for grade X students at Al-Chasanah Senior High School Tanjung Duren. The Jigsaw model is proven effective in increasing active student participation, collaboration skills, and understanding of zakat material. It is recommended that teachers apply the Jigsaw model as an innovative learning alternative in Islamic Religious Education subjects.
PENGARUH KOMPETENSI GURU DALAM MENGAPLIKASIKAN CANVA TERHADAP MINAT BELAJAR SISWA PADA PELAJARAN AKIDAH AKHLAK DI MTs AL ISLAMIYAH JAKARTA BARAT Purnamasari, Dewi; Zamroni, Moh
Jurnal Tarbiyah Jamiat Kheir Vol 3 No 2 (2025): Jurnal Tarbiyah Jamiat Kheir
Publisher : LP2M JAMIAT KHEIR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62026/j.v3i2.127

Abstract

This study aims to analyse the effect of teacher competence in applying Canva on student learning interest in Akidah Akhlak lessons in class VII at MTs Al Islamiyah Jakarta Barat. Based on initial observations, conventional teaching methods without technology-based media have resulted in low student learning interest. Using a quantitative correlational design, data were collected from 20 respondents (selected via simple random sampling from 55 students) through a Likert-scale questionnaire (30 statements), observation, interviews, and documentation. Data analysis employed descriptive statistics, Pearson Product Moment correlation, t-test, and coefficient of determination. The results indicate a significant influence between teacher competence in applying Canva and student learning interest, with a correlation coefficient of 0.460 (sufficient category). Teacher competence contributes 21.16% to learning interest, while 78.84% is influenced by other factors. Student responses were highly positive: 83.46% for teacher competence and 94.17% for learning interest, with 7 indicators reaching 100%. Observations revealed significant behavioural changes when learning shifted to Canva—students became more enthusiastic, actively participated in quizzes, and classroom absences decreased. Gender differences were also found: female students showed unimodal learning interests and greater adaptability, while male students demonstrated multimodal interests requiring more varied stimuli. The findings align with Wina Sanjaya's learning innovation theory, Edgar Dale's Cone of Experience, and Jejen Musfah's pedagogical technology competence theory. Conclusions demonstrate that Canva application significantly transforms static learning into engaging, interactive instruction. Practical implications include enhancing teachers' pedagogical technology competence through continuous training and adequate facility provision to accommodate diverse student characteristics.
ANALISIS KESULITAN PEMBELAJARAN AL QURAN BAGI IBU-IBU PESERTA MAJELIS TAKLIM AL HIKMAH DI KOMPLEK DDN II PONDOK LABU CILANDAK JAKARTA SELATAN: ANALYSIS OF DIFFICULTIES IN LEARNING THE QURAN Aziz, Abdul; Zakiyah , Siti; anam, khairul; Fauzan, Asep
Jurnal Tarbiyah Jamiat Kheir Vol 3 No 2 (2025): Jurnal Tarbiyah Jamiat Kheir
Publisher : LP2M JAMIAT KHEIR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62026/j.v3i2.136

Abstract

This study aims to analyze the various difficulties experienced by mothers participating in the Al-Hikmah Islamic study group (Majelis Taklim Al-Hikmah) at the DDN II Pondok Labu Complex, Cilandak, South Jakarta, in learning the Quran. The study used a qualitative approach through in-depth interviews with five participants with diverse ages, educational backgrounds, and learning experiences. The results showed that the main difficulties included technical issues such as mastery of the rules of makhraj and tajweed, limited reading fluency, and mispronunciation of certain letters. Furthermore, age, cognitive decline, visual and hearing impairments, and lack of study time were significant obstacles. Difficulties also arose due to the lack of competent teacher support and the lack of learning methods appropriate to the characteristics of adult learners. The findings of this study emphasize the importance of more adaptive, systematic, and personalized Quran learning strategies to accommodate the needs and conditions of the mothers participating in the Islamic study group.
FAKTOR-FAKTOR MEMPENGARUHI KETERTIBAN SALAT BERJAMAAH SISWA MADRASAH IBTIDAIYAH: STUDI KUALITATIF DI MI AL-UKHUWWAH JAKARTA BARAT Ayu Lestari, Indah; Surtinah, Siti; Rahim, Abdul
Jurnal Tarbiyah Jamiat Kheir Vol 3 No 2 (2025): Jurnal Tarbiyah Jamiat Kheir
Publisher : LP2M JAMIAT KHEIR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62026/j.v3i2.140

Abstract

Penelitian ini bertujuan untuk menganalisis faktor-faktor yang mempengaruhi ketertiban salat berjamaah siswa Madrasah Ibtidaiyah di MI Al-Ukhuwwah Jakarta Barat. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi dan wawancara mendalam terhadap guru Pendidikan Agama Islam serta siswa sebagai informan penelitian. Hasil penelitian menunjukkan bahwa ketertiban salat berjamaah dipengaruhi oleh beberapa faktor pendukung, antara lain pembiasaan religius yang dilakukan secara konsisten, keteladanan guru dalam pelaksanaan ibadah, ketersediaan fasilitas ibadah, serta dukungan keluarga dalam membangun kebiasaan salat di rumah. Adapun faktor penghambat meliputi rendahnya kontrol diri sebagian siswa, pengaruh teman sebaya, serta keterbatasan sarana mushala yang menyebabkan pelaksanaan salat berjamaah harus dilakukan dalam beberapa sesi. Upaya guru dalam meningkatkan ketertiban siswa dilakukan melalui pembinaan berkelanjutan, pemberian nasihat sebelum salat, pendekatan persuasif, serta penerapan reward dan sanksi edukatif. Penelitian ini berimplikasi pada pentingnya sinergi antara sekolah dan keluarga dalam membentuk karakter religius siswa secara berkelanjutan. Kata kunci : Faktor-faktor, Ketertiban salat berjamaah, Siswa

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