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Azmil Hasan Lubis
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DARUSSALAM: Scientific Journal of Islamic Education
Published by MANDAILING GLOBAL EDUKASIA
ISSN : -     EISSN : 30894425     DOI : https://doi.org/10.62945/darussalam
Core Subject : Religion, Education,
Religion Education Other
DARUSSALAM: Scientific Journal of Islamic Education is a scientific periodical publication twice a year (June and December) containing original research results on Islamic education. This journal aims to develop concepts, theories, perspectives, paradigms, and methodologies in the scope of Islamic education which include curriculum, teaching materials, media, methods, and evaluation of Islamic education learning.
Arjuna Subject : Umum - Umum
Articles 55 Documents
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Improving Student Learning Outcomes in Fiqh Learning by Applying the Team Games Tournament Model at MIS DDI Gattungan Nurpadilah; Irfan
DARUSSALAM: Scientific Journal of Islamic Education Vol. 1 No. 1 (2024): JUNE 2024
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/darussalam.v1i1.716

Abstract

This classroom action research aims to improve student learning outcomes in Fiqh learning by applying the Team Games Tournament (TGT) model at MIS DDI Gattungan. The background of this study stems from the low achievement and lack of enthusiasm of students in Fiqh subjects, which are often delivered through monotonous and teacher-centered methods. The TGT model, which integrates cooperative learning with competitive elements, is expected to foster active participation, collaboration, and deeper understanding among students. The research was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The subjects were fifth-grade students of MIS DDI Gattungan, totaling 24 participants. Data collection techniques included observation, tests, and documentation, while data analysis was carried out using both qualitative and quantitative descriptive methods. The results show a significant improvement in student learning outcomes after the implementation of the TGT model. In the first cycle, the average class score increased from the initial 58.7 to 71.2, with 62.5% of students reaching the minimum completeness criteria (MCC). In the second cycle, the average score rose further to 83.4, with 91.7% of students meeting the MCC. Additionally, students demonstrated higher levels of motivation, collaboration, and engagement during learning activities. These findings indicate that the TGT model is effective in enhancing both cognitive and affective aspects of student learning in Fiqh. Therefore, this model is recommended as an alternative approach to improve the quality of Islamic education in elementary schools. Future research may focus on applying this model to other Islamic subjects and different student populations.
Efforts to Improve Students' Disciplinary Character by Implementing Morning Assembly: Action Research at MIS AL-Fatah Siiyang Nurliah
DARUSSALAM: Scientific Journal of Islamic Education Vol. 1 No. 1 (2024): JUNE 2024
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/darussalam.v1i1.717

Abstract

This study aims to improve students' disciplinary character through the implementation of morning assemblies at MIS AL-Fatah Siiyang. Discipline is a fundamental aspect of character education that significantly influences students' academic and social development. However, observations in the initial stages of this research revealed that many students lacked punctuality, failed to follow school rules consistently, and showed limited engagement in morning routines. Therefore, a classroom action research (CAR) design was employed, consisting of two cycles with stages of planning, action, observation, and reflection. The participants in this study were 25 students in the fifth grade during the 2024/2025 academic year. Data were collected using observation sheets, field notes, interviews, and documentation, and were analyzed qualitatively and quantitatively. The findings indicate that the implementation of morning assemblies significantly improved students’ disciplinary behaviors. In the first cycle, students began to show improvements in punctuality and participation, but inconsistencies were still noted. After adjustments and enhancements in the second cycle including more structured routines, motivational messages, and active student involvement the number of students arriving on time increased from 56% to 88%, while adherence to school rules rose from 62% to 91%. In addition, teachers reported improved student attitudes, such as respect, responsibility, and cooperation. These results suggest that morning assemblies, when implemented consistently and meaningfully, can serve as an effective strategy to foster discipline among elementary school students. In conclusion, this study emphasizes the importance of integrating character education into daily school routines. The morning assembly, as a simple yet impactful practice, offers a strategic platform to shape students’ behavior and instill positive values from an early age. This research contributes to the growing body of literature on character development in Islamic elementary schools and offers practical insights for educators seeking to enhance student discipline through school-wide initiatives.
Implementation of the One Week One Juz Method as an Effort to Improve Students' Al-Qur'an Reading Skills at MIN 2 Wonogiri Sundari, Evi Dyah
DARUSSALAM: Scientific Journal of Islamic Education Vol. 1 No. 1 (2024): JUNE 2024
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/darussalam.v1i1.718

Abstract

This study aims to investigate the implementation of the One Week One Juz (OWOJ) method as an effort to improve students' Al-Qur'an reading skills at MIN 2 Wonogiri. The method, which encourages students to read one Juz (part) of the Al-Qur'an every week, is designed to enhance their fluency, comprehension, and memorization of the Qur'anic verses. This research utilizes a classroom action research (CAR) approach, involving a series of cycles that include planning, action, observation, and reflection. The subjects of the study are students of Grade 6 at MIN 2 Wonogiri, who are assessed through pre-test and post-test evaluations, as well as ongoing observation of their progress. Data are collected through qualitative methods, including interviews, classroom observations, and field notes, as well as quantitative methods such as test scores. The results of the study indicate that the implementation of the OWOJ method significantly improved students' Al-Qur'an reading skills, including fluency, pronunciation, and understanding of the verses. Additionally, the method fostered a greater sense of discipline and spiritual connection among the students, as they became more motivated to engage with the Qur'an regularly. This study concludes that the One Week One Juz method can be an effective approach to enhance Al-Qur'an literacy among students in primary schools, contributing to their religious and academic development. The research provides valuable insights for educators looking to integrate structured Qur'anic reading practices into their teaching strategies.
The Effectiveness of the Deductive Method in Increasing the Mastery of Nahwu-Sharaf Afriati, Intan; Musfina; Nazirah, Jihan; Harira, Dani
DARUSSALAM: Scientific Journal of Islamic Education Vol. 2 No. 1 (2025): JUNE 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/darussalam.v2i1.739

Abstract

This article aims to analyze the application of deductive methods in Nahwu and Sharaf learning in Arabic language education. This method emphasizes giving general rules or theories first, followed by examples and application exercises, thus helping students understand complex grammatical concepts systematically and logically. This study uses a literature review approach by examining various relevant reference sources. The results of the study show that the deductive method is effective in facilitating the understanding of the material, especially for complex material, but has a weakness in the form of a class atmosphere that tends to be passive. The conclusion of this article emphasizes that the use of deductive methods must be combined with other media and methods so that learning becomes more interactive and interesting, so that the goals of learning Arabic can be achieved optimally.
Test and Non-Test Evaluation Methods in Islamic Religious Education Learning in Senior High School: A Critical Analysis Based on Literature Review to Strengthen Student-Centered Learning Musanna, Syarifah; Jamaluddin; M. Duskri
DARUSSALAM: Scientific Journal of Islamic Education Vol. 2 No. 1 (2025): JUNE 2025
Publisher : MANDAILING GLOBAL EDUKASIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62945/darussalam.v2i1.752

Abstract

This study critically examines test and non-test evaluation methods in learning Islamic Religious Education (PAI) at the high school level. This research uses the literature review method with primary data in the form of 30 national and international scientific articles published between 2013-2023 from Google Scholar, ScienceDirect, DOAJ, and Moraref databases, as well as policy documents such as Merdeka Curriculum and KMA No. 183/2019. Data were collected through systematic selection using inclusion-exclusion criteria based on relevance to the topic of PAI evaluation in Indonesia. Data analysis was conducted using thematic synthesis technique to identify patterns, challenges, and recommendations in the implementation of PAI evaluation. The results showed that PAI evaluation is still dominated by conventional test methods based on memorization, while non-test methods such as observation, portfolio, and self-assessment that are more effective in assessing noble character and psychomotor skills have not been optimally implemented due to limited technical guidance and teacher training. In fact, evaluation in line with the principle of learner-centered learning demands instruments that are able to measure deep understanding, critical thinking skills, and character strengthening. However, only 30% of PAI teachers understand the preparation of Higher Order Thinking Skills (HOTS) questions, and 65% have difficulty in designing valid instruments for affective aspects. Other challenges identified include unpreparedness of school infrastructure and teachers' administrative burden. Therefore, this study recommends a hybrid evaluation model that combines HOTS-based tests with non-test methods, teacher training in instrument design, and collaboration with religious institutions to strengthen contextual assessment and support more meaningful learning for students.

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