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Al-Ard: Journal of Education
Published by Konsultan Jurnal Ilmiah Indonesia
ISSN : -     EISSN : 30893542     DOI : https://doi.org/10.63738/al-ard.v1i2.7
Core Subject : Humanities, Education, Art,
Arts Humanities Education Languange, Linguistic, Communication & Media
Al-Ard: Journal of Education is an open access and peer-reviewed journal published by Indonesian Scientific Journal Consultant which provides articles in all fields of Education and related disciplines. The word Al-Ard comes from Arabic; الأرض which means earth, land, mainland, foundation, land, area, territory, region, country. The use of the word Al-Ard has the meaning that this journal is one of the journals that ground science so that it can be accelerated and implemented in everyday life, science must be grounded with humans so that it can provide the widest possible benefits for all creatures. Al-Ard: Journal of Education is an open access and peer-reviewed journal published by Indonesian Scientific Journal Consultant which provides articles in all fields of Education and related disciplines. The scope of Education includes educational research, learning in Islamic boarding schools, learning in schools, learning in universities, philosophy of education, curriculum in education, educational management, innovation in teaching and learning. Al-Ard: Journal of Education is published 4 (four) times a year, namely in February, May, August and November. Each issue contains articles in the form of conceptual articles and research articles. This journal is published in Indonesian, but articles in English are also accepted.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 3 (2025)" : 5 Documents clear
Actualization of Students from the Perspective of Imam Al-Ghazali Helend Priscilla; Qanita Putri Najiyah; Moh. Faizin
Al-Ard: Journal of Education Vol. 1 No. 3 (2025)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/al-ard.v1i3.13

Abstract

This article explores Al-Ghazali's views on student development in Islamic education, from the basic concept of students as spiritual beings with a natural disposition towards goodness, the importance of ethics or manners in connecting knowledge with teachers, the formation of a holistic character that unites spiritual, intellectual, moral, social, and physical aspects, plus the role of teachers as moral role models. In essence, education today is often fragmented, neglecting the spiritual and ethical dimensions, thus causing a serious moral crisis. To resolve this, I conducted a qualitative analysis of Al-Ghazali's writings, such as Ihya Ulum al-Din, combined with current educational theories and empirical studies. An interesting finding is that Al-Ghazali's framework truly encourages balanced development, with a focus on sincere intentions, humility, and social responsibility, which ultimately leads students to the level of insan kamil or whole human beings. This approach has been shown to increase student motivation, resilience, and ethics, as evidenced in Islamic schools today. In conclusion, Al-Ghazali's ideas are like a panacea for reforming education, helping us deal with issues such as secularization and digital loneliness in a more humane way.
Development of Critical Thinking Skills Through Problem-Based Learning Methods in Ushul Fiqh Subject at Madrasah Aliyah Negeri 2 Yogyakarta Tsaaniyatush Shoolihah Fauzan
Al-Ard: Journal of Education Vol. 1 No. 3 (2025)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/al-ard.v1i3.14

Abstract

This study aims to analyze the effectiveness of the Problem-Based Learning (PBL) method in developing students' critical thinking skills in the Ushul Fiqh subject at Madrasah Aliyah Negeri 2 Yogyakarta. The study employs a qualitative approach with classroom action research method conducted in two cycles. The research subjects were 32 students from class XI IPA 3. Data collection techniques included observation, interviews, critical thinking skills tests, and documentation. The results showed that the implementation of the PBL method can enhance students' critical thinking skills in understanding Ushul Fiqh concepts. In cycle I, the average critical thinking skills score reached 72.5 with a good category, increasing to 84.3 in cycle II with an excellent category. Critical thinking skill indicators that experienced improvement included the ability to analyze, evaluate, and make inferences regarding Islamic legal issues. This study recommends the use of the PBL method as an effective learning alternative for the Ushul Fiqh subject.
Peer Collaboration in Enhancing the Success of Junior High School Students' Group Projects Nabila Vega Rahmawati; Nurizsa Aulya Syifa; Suparmi
Al-Ard: Journal of Education Vol. 1 No. 3 (2025)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/al-ard.v1i3.16

Abstract

This study aims to analyze the effectiveness of the group project learning model as a key strategy to overcome low collaboration and creativity skills in students, which are often caused by the use of conventional learning methods. Through a quantitative approach in the form of classroom action research and descriptive qualitative methods, the results of the study show that the implementation of group projects has a very significant effect on developing collaborative skills as an important competency in the 21st century. Consistent implementation of PjBL has a positive and significant effect on improving students' cooperation, communication, and creativity in completing learning projects. In addition, this model has been proven to foster independent learning, a sense of responsibility, and the ability of students to integrate theoretical knowledge into the context of real-world problem solving.
Exploration of Students' Perceptions of Augmented Reality (AR)-Based Islamic Education Learning in Grade IX of SMPN 1 Montong Ima Seftiyana Safira
Al-Ard: Journal of Education Vol. 1 No. 3 (2025)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/al-ard.v1i3.17

Abstract

This study aims to explore students' perceptions of Augmented Reality (AR)-based Islamic Religious Education (PAI) learning in ninth grade at SMPN 1 Montong. The use of AR in learning is seen as a 21st-century educational innovation capable of improving conceptual understanding, motivation, and active student engagement. This study used a qualitative approach with descriptive analytical methods through interviews, observations, and questionnaires. The results showed that the majority of students had positive perceptions of AR use because the technology provides concrete and interactive visualizations, facilitating the understanding of abstract material. Learning becomes more engaging, collaborative, and encourages active student participation. Factors influencing student perceptions include the ease of use of the application, the role of teachers in mentoring, the quality of the devices, and the readiness of the learning environment. Obstacles identified were related to technical difficulties for a small number of students. Overall, AR is considered to have significant potential in improving the effectiveness of PAI learning and can be a relevant alternative learning medium in the digital age.
Literature Review on the Role of Teachers in Improving Student Learning Motivation Faris Ahzamy; Muhammad Fauzan; Riska Latiful Husna
Al-Ard: Journal of Education Vol. 1 No. 3 (2025)
Publisher : Konsultan Jurnal Ilmiah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63738/al-ard.v1i3.20

Abstract

This article aims to comprehensively review the role of teachers in enhancing students’ learning motivation through a literature review approach. Learning motivation is a crucial factor influencing the success of the learning process, and teachers play a strategic role in fostering and maintaining students’ motivation. The method used in this study is a literature review by analyzing various relevant academic sources, including books, journal articles, and previous research related to learning motivation and teacher roles. The findings indicate that students’ learning motivation is influenced by several key aspects, namely teachers’ emotional support, the implementation of innovative and engaging teaching methods, adaptation to students’ learning styles and needs, strengthening social relationships in the classroom, and providing constructive feedback. In addition, this review identifies challenges faced by teachers, such as limited resources and diverse student characteristics. Therefore, teachers are required to be adaptive, creative, and reflective in designing learning activities. This article is expected to contribute theoretical insights and practical recommendations for educators in creating a supportive, inclusive, and sustainable learning environment to enhance students’ learning motivation.

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