Ilmina: Journal of Education and Counseling
The word Ilmina comes from Arabic علم which means Science, Knowledge. The use of the name Ilmina for the Journal of Education and Counseling means that the published articles are selected articles on education and counseling that are of good quality and have good weight as a complement to the scientific treasury that is relevant to the focus and scope of the journal. Education, including: Educational Research, Learning in Islamic Boarding Schools, Learning in Schools, Learning in Higher Education, Educational Philosophy, Educational Curriculum, Educational Management, Innovation in Teaching and Learning, Learning media, Learning Model Development, Islamic Religious Education, Classroom Action Research, Curriculum, Teaching Methodology, Educational Psychology, Evaluation and Assessment, Educational administration, Role of Teachers, Inclusive education, Technology Education, Higher Education and Research, Higher Education System, Higher Education Policy, Research in the field of education, Problems in Education. Counseling, including: Guidance and counselling, Islamic Guidance and Counselling, Counseling Education, Personal Social Guidance, Group Counselling, Individual Guidance, Study Counseling Guidance, and various studies regarding the scope of guidance and counseling.
Articles
32 Documents
<![CDATA[The Lepp Learning Approach in Schools: A Study on the Implementation of Joyful Learning, Mindful Learning, and Meaningful Learning at MTs Ziyadatut Taqwa ]]>
<![CDATA[Shofrian Rendiaji]]>;
<![CDATA[Achamd Sauqi Alvani]]>;
<![CDATA[Mashudi]]>
<![CDATA[ Ilmina: Journal of Education and Counseling Vol. 2 No. 3 (2026) ]]>
Publisher : <![CDATA[Konsultan Jurnal Ilmiah Indonesia ]]>
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DOI: 10.63738/ilmina.v2i3.42
<![CDATA[This study aims to describe the implementation of the deep learning approach integrated with joyful learning, mindful learning, and meaningful learning in the learning process at MTs Ziyadatut Taqwa. This approach is considered relevant in creating more active, meaningful, and student-centered learning. This research employed a qualitative method with a descriptive design. Data were collected through interviews with the school principal, classroom observations, and documentation as supporting data. The findings indicate that the implementation of deep learning has begun to appear in classroom activities, such as active student participation, a more enjoyable learning atmosphere, increased student learning awareness, and teachers’ efforts in connecting learning materials with students’ real-life experiences. However, the implementation has not yet been fully consistent across all classes. In conclusion, the application of the deep learning approach at MTs Ziyadatut Taqwa has a positive contribution to the learning process, although further improvement and consistency are still required.]]>
<![CDATA[The Effectiveness of Prophetic-Humanistic Group Guidance on the Critical Thinking Skills of MA Assunniyyah Students ]]>
<![CDATA[Safira Rizki Zulkarnaein]]>;
<![CDATA[Muhammad Fikri Fauzi]]>;
<![CDATA[Faisol Hakim]]>
<![CDATA[ Ilmina: Journal of Education and Counseling Vol. 2 No. 3 (2026) ]]>
Publisher : <![CDATA[Konsultan Jurnal Ilmiah Indonesia ]]>
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DOI: 10.63738/ilmina.v2i3.44
<![CDATA[This study aims to determine the effectiveness of prophetic humanistic group guidance in improving the critical thinking skills of students at MA Assunniyyah. The research employed a quantitative approach with a quasi-experimental design using the Nonequivalent Control Group Design. The sample consisted of 16 students selected through purposive sampling, comprising 8 students in the experimental group and 8 students in the control group. Data were collected through questionnaires, interviews, observations, and documentation, and analyzed using the Wilcoxon Signed Rank Test and the Mann–Whitney U Test with the assistance of SPSS version 25.0. The results showed that prophetic humanistic group guidance was effective in improving students’ critical thinking skills. This was indicated by the Wilcoxon test results in the experimental group, which obtained a significance value of 0.012 (p < 0.05), and the Mann–Whitney test result of 0.000 (p < 0.05), indicating a significant difference between the experimental and control groups. The improvement in critical thinking skills was reflected in the aspects of analysis (tafakkur), evaluation (tabayyun), and logical decision-making (tadabbur). Therefore, prophetic humanistic group guidance is proven to be an effective guidance and counseling service for improving students’ critical thinking skills.]]>
