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Khoirul Jazilah
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Amaliyatu Tadris (AMYTA)
Published by Institut Agama Islam Uluwiyah Mojokerto
ISSN : -     EISSN : 29649226     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Jurnal Amaliyatu Tadris meliputi :1. Metodologi Pembelajaran, 2. Strategi Pembelajaran, 3. Penelitian Tindakan Kelas, 4. Literasi Media Pembelajaran. 6. Pengembangan Kurikulum, 7. Evaluasi Pembelajaran, 8. Pengembangan Profesi Guru, 9. Integrasi Teknologi dalam Pendidikan.
Arjuna Subject : Umum - Umum
Articles 7 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2024): Februari" : 7 Documents clear
Ekstrakurikuler Pendidikan Pra Pesantren : Strategi Transisi Efektif Menuju Kehidupan Pesantren Bagi Siswa Kelas Vi Mi Miftahul Ulum Kunjorowesi Ngoro Mojokerto -, Afidatusholikha
Amaliyatu Tadris (AMYTA) Vol. 2 No. 2 (2024): Februari
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the implementation and impact of the Pre-Islamic Boarding School Education extracurricular program at MI Miftahul Ulum Kunjorowesi, Mojokerto, as a form of transitional education for sixth-grade students who will continue their education in Islamic boarding schools (pesantren). Using a qualitative approach with a case study method, this research explores the implementation process, instructional materials, and program evaluation results in terms of mental readiness (cognitive), spiritual readiness (affective), and social readiness (psychomotor). The findings indicate that the program is able to improve students’ Qur’anic literacy skills, basic understanding of Islamic sciences (Nahwu, Shorof, and Pegon), discipline in worship practices, as well as students’ independence and social responsibility. Midterm and final evaluations show increased scores across all indicators, with positive support from students’ parents. The program has also proven effective in helping students adapt better to pesantren life. These findings reinforce the importance of pre-pesantren education as an effective transitional bridge within the Islamic education system. Penelitian ini bertujuan untuk mendeskripsikan implementasi dan dampak program ekstrakurikuler Pendidikan Pra-Pesantren di MI Miftahul Ulum Kunjorowesi, Mojokerto, sebagai bentuk pendidikan transisi bagi siswa kelas VI yang akan melanjutkan pendidikan ke pesantren. Menggunakan pendekatan kualitatif dengan metode studi kasus, penelitian ini menggali proses pelaksanaan, materi ajar, serta hasil evaluasi program dari aspek kesiapan mental (kognitif), spiritual (afektif), dan sosial (psikomotorik). Hasil penelitian menunjukkan bahwa program ini mampu meningkatkan kemampuan baca tulis Al-Qur’an, pemahaman dasar ilmu keislaman (Nahwu, Shorof, Pegon), kedisiplinan ibadah, serta kemandirian dan tanggung jawab sosial peserta didik. Penilaian tengah dan akhir program menunjukkan peningkatan skor pada seluruh indikator, dengan dukungan positif dari orang tua peserta. Program ini juga terbukti membantu siswa beradaptasi lebih baik terhadap kehidupan pesantren. Temuan ini mempertegas pentingnya pendidikan pra-pesantren sebagai jembatan transisi yang efektif dalam sistem pendidikan Islam.
Pembelajaran Digital Berbasis Quizizz dan Implikasinya terhadap Kenyamanan Belajar Siswa Berkebutuhan Khusus” Rinda, Rinda
Amaliyatu Tadris (AMYTA) Vol. 2 No. 2 (2024): Februari
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/s5hqsp25

Abstract

Perkembangan pembelajaran digital menghadirkan peluang baru dalam menciptakan proses belajar yang lebih humanis dan inklusif, khususnya bagi siswa berkebutuhan khusus. Kenyamanan belajar menjadi aspek penting dalam pendidikan khusus karena sangat memengaruhi keterlibatan, motivasi, dan keberlanjutan proses belajar. Namun, sebagian besar kajian tentang pembelajaran digital masih berfokus pada aspek efektivitas atau hasil belajar, sementara implikasinya terhadap kenyamanan belajar siswa berkebutuhan khusus belum banyak dikaji secara mendalam. Artikel ini bertujuan untuk mengkaji implikasi pembelajaran digital berbasis Quizizz terhadap kenyamanan belajar siswa berkebutuhan khusus. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan menitikberatkan pada praktik pembelajaran dan pengalaman belajar siswa dalam konteks pendidikan khusus. Data diperoleh melalui observasi pembelajaran, dokumentasi, serta refleksi pendidik terhadap proses penggunaan Quizizz dalam kegiatan belajar. Hasil kajian menunjukkan bahwa pembelajaran digital berbasis Quizizz berimplikasi positif terhadap kenyamanan belajar siswa berkebutuhan khusus. Penggunaan media digital yang interaktif, visual, dan fleksibel membantu menciptakan suasana belajar lebih aman, menyenangkan, serta mengurangi tekanan emosional dalam proses pembelajaran. Selain itu, peran pendidik dalam mengelola pembelajaran secara adaptif menjadi faktor kunci dalam memaksimalkan nilai humanis dari pembelajaran digital. Temuan ini menegaskan bahwa pembelajaran digital tidak hanya berfungsi sebagai sarana teknis, tetapi juga sebagai pendekatan pedagogis yang mendukung kenyamanan dan kebermaknaan belajar siswa berkebutuhan khusus.
Artificial Intelligence sebagai Media Komunikasi Edukatif dalam Interaksi Pembelajaran Pendidikan Agama Islam di Madrasah Aliyah Faiqotul Isma Dwi Utami
Amaliyatu Tadris (AMYTA) Vol. 2 No. 2 (2024): Februari
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/8br40p45

Abstract

This study aims to examine the role of Artificial Intelligence (AI) as an educational communication medium in the interaction of Islamic Religious Education (IRE) learning at MA Darul Ma’arif. The research employed a qualitative approach using a case study design. Data were collected through classroom observations, in-depth interviews with IRE teachers and students, and analysis of relevant instructional documents. The findings indicate that AI is utilized by students as a supportive communication medium to enhance their understanding of Islamic learning materials, particularly in clarifying religious concepts, expanding learning resources, and facilitating self-directed learning. The integration of AI contributes to more dialogical and reflective learning interactions, encouraging students to actively engage in meaning-making processes related to Islamic teachings. However, the study also reveals that the teacher’s role remains essential in maintaining the accuracy, contextualization, and normative values of Islamic knowledge to prevent misconceptions. From a theoretical perspective, this study extends the application of Computer-Mediated Communication (CMC) theory within the context of Islamic education by demonstrating that AI functions not merely as a learning technology, but as a communication medium that mediates interaction, interpretation, and religious meaning construction. The findings offer important implications for the development of adaptive, critical, and value-based digital learning models in Islamic Religious Education.
The Impact of Gamified Learning on Students' Motivation in the EFL Context: Case Study at LKP Uswahedu Global Linguists Achmad Zainudin
Amaliyatu Tadris (AMYTA) Vol. 2 No. 2 (2024): Februari
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/brq9bv28

Abstract

Abstract This study investigated the impact of gamified learning on students’ motivation and English language ability in an EFL context at LKP Uswahedu Global Linguists. A pre-experimental one-group pretest–posttest design was employed involving 20 students. Gamified learning activities were implemented before formal learning sessions to create a fun and engaging learning atmosphere and to promote social interaction among students. Students’ motivation was measured using a questionnaire administered before and after the treatment, while their English language ability was assessed through pretest and posttest measures. The data were analyzed using descriptive statistics and a paired-samples t-test. The findings revealed a statistically significant increase in students’ motivation after the implementation of gamified learning, as indicated by an increase in the mean score from 64.75 to 78.35 (p < .05). However, the results showed no highly significant improvement in students’ English language ability. This suggests that although gamified learning effectively enhances students’ motivation and positive attitudes toward learning English, it does not automatically lead to substantial gains in language proficiency. Several factors may explain this finding, including students’ greater focus on game mechanics than on learning content, limited alignment between game design and learning objectives, and insufficient reflection and feedback after gameplay. This study contributes to the existing literature by providing evidence from a non-formal EFL context and by positioning gamified learning as a motivational tool rather than a stand-alone instructional method. The findings imply that teachers need to design more educationally meaningful games that clearly embed learning objectives and provide adequate opportunities for meaningful language practice and feedback. Future research is recommended to employ more rigorous experimental designs and longer interventions to examine the long-term effects of gamification on language development. Keywords: gamified learning; EFL; student motivation; language proficiency; non-formal education
Pendekatan Humanistik Dalam Pendidikan Anak Usia Dini: Membangun Pembelajaran Yang Berpusat Pada Kemanusiaan Dan Potensi Fitrah Anak hamidah, Husnul Hamidah
Amaliyatu Tadris (AMYTA) Vol. 2 No. 2 (2024): Februari
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/estkhr40

Abstract

Pendidikan anak usia dini merupakan fondasi krusial dalam membentuk karakter dan potensi anak. Penelitian ini mengkaji implementasi pendekatan humanistik dalam pendidikan anak usia dini yang terintegrasi dengan nilai-nilai keislaman, dengan fokus pada pembelajaran berpusat anak yang menghormati fitrah dan keunikan setiap individu. Menggunakan metode kajian literatur, penelitian ini menganalisis berbagai sumber ilmiah dari tahun 2020-2025 mengenai prinsip-prinsip humanistik dalam pendidikan anak usia dini. Temuan menunjukkan bahwa pendekatan humanistik mengutamakan perkembangan holistik yang mencakup dimensi emosional, sosial, kognitif, dan spiritual. Pendidik berfungsi sebagai fasilitator yang menciptakan lingkungan belajar yang mendukung, bukan sebagai instruktur yang otoriter. Integrasi nilai humanistik dengan pedagogis Islam menciptakan kerangka pendidikan yang membentuk anak menjadi manusia seutuhnya (insan kamil) yang menyatukan ilmu, iman, dan akhlak mulia. Penelitian ini merekomendasikan agar lembaga pendidikan anak usia dini mengadopsi metodologi berpusat anak, memberikan pelatihan kepada pendidik mengenai pendekatan humanistik, dan menetapkan sistem penilaian yang menghargai kemajuan perkembangan individual daripada hanya standar tertentu Early childhood education is a critical foundation in shaping the character and potential of children. This study examines the implementation of humanistic approaches in early childhood education within the context of Islamic values, emphasizing child-centered learning that respects the fitrah (innate nature) and unique potential of each child. Using a literature review methodology, this research analyzes various scholarly sources from 2020-2025 regarding humanistic principles in early childhood education. The findings reveal that humanistic approaches prioritize holistic development encompassing emotional, social, cognitive, and spiritual dimensions. Teachers function as facilitators who cultivate a supportive learning environment rather than authoritarian instructors. The integration of humanistic values with Islamic pedagogy creates an educational framework that nurtures children to become fully actualized human beings (insan kamil) who embody knowledge, faith, and noble character. This study recommends that early childhood institutions adopt child-centered methodologies, provide educators with training in humanistic approaches, and establish assessment systems that honor individual developmental progress rather than standardized benchmarks alone.
Peran Kegiatan Istighasah dalam Pembentukan Nilai Religius Siswa Kelas XI di SMKN Mukarromah, Luk Luatul; Fitriyawati, Anis; Bashiroh, Aninul
Amaliyatu Tadris (AMYTA) Vol. 2 No. 2 (2024): Februari
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/zz14ty38

Abstract

Penelitian ini bertujuan untuk menganalisis peran kegiatan istighosah dalam membentuk nilai-nilai religius siswa kelas XI di SMKN 1 Dlanggu. Kegiatan istighosah dilaksanakan secara rutin sebelum pelajaran Pendidikan Agama Islam serta pada momen-momen keagamaan tertentu. Penelitian ini menggunakan metode kualitatif deskriptif, dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi yang melibatkan guru Pendidikan Agama Islam dan siswa. Hasil penelitian menunjukkan bahwa kegiatan istighosah memiliki peran penting dalam menumbuhkan nilai-nilai religius seperti keimanan, kedisiplinan, tanggung jawab, dan kepedulian sosial. Selain itu, kegiatan ini juga memperkuat karakter spiritual siswa serta menumbuhkan rasa kebersamaan di lingkungan sekolah. Faktor pendukung meliputi dukungan dari pihak sekolah serta antusiasme guru dan siswa, sedangkan faktor penghambat antara lain keterbatasan waktu dan pemahaman siswa tentang makna istighosah. Dengan demikian, kegiatan istighosah dapat menjadi media yang efektif dalam mengembangkan nilai-nilai religius sekaligus memperkuat karakter spiritual siswa di lingkungan sekolah This study aims to analyze the role of Istighosah activities in shaping the religious values of eleventh-grade students at SMKN 1 Dlanggu. The Istighosah is conducted regularly before Islamic Education lessons and during significant religious events. This research employs a descriptive qualitative method, with data collected through observation, interviews, and documentation involving Islamic Education teachers and students.The findings show that Istighosah plays an essential role in fostering religious values such as faith, discipline, responsibility, and social awareness. It also strengthens students’ spiritual character and sense of togetherness within the school community. Supporting factors include school support and teacher-student enthusiasm, while inhibiting factors involve limited time and students’ understanding of Istighosah.Thus, Istighosah serves as an effective medium for developing religious values and reinforcing students’ spiritual character in the school environment.
Model Pembelajaran Kitab ‘Aqidatul Awwam sebagai Upaya Penguatan Pendidikan Karakter Islami di SMK Shobirin, Muhammad; Alifia, Faiza; Sindi, Fransiska
Amaliyatu Tadris (AMYTA) Vol. 2 No. 2 (2024): Februari
Publisher : Institut Agama Islam Uluwiyah Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/tvrcgr34

Abstract

Penelitian ini dilatarbelakangi oleh munculnya ide pembelajaran tambahan kitab ‘Aqidatul Awwam setelah peneliti berinteraksi langsung dengan siswa kelas XI TKJ-3 SMKN 1 Dlanggu. Kegiatan ini berawal dari percakapan sederhana antara peneliti dan salah satu siswa yang rindu untuk kembali mempelajari kitab kuning sebagaimana saat di pondok pesantren. Penelitian bertujuan untuk mendeskripsikan bagaimana pembelajaran kitab ‘Aqidatul Awwam dilaksanakan sebagai sarana penguatan nilai-nilai Islami di sekolah kejuruan. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik observasi, wawancara, dan dokumentasi. Hasilnya menunjukkan bahwa pembelajaran kitab ini, meskipun hanya berlangsung 15 menit di akhir jam pelajaran PAI, mampu menanamkan nilai keimanan, kejujuran, tanggung jawab, serta rasa hormat kepada guru. Kegiatan ini menjadi bentuk integrasi pendidikan kejuruan dengan nilai-nilai pesantren, serta menjadi inspirasi bagi guru untuk menumbuhkan karakter Islami melalui pendekatan yang ringan dan bermakna. Penelitian ini diharapkan dapat menjadi inspirasi bagi guru PAI dalam mengintegrasikan nilai-nilai pesantren di sekolah kejuruan. his study was motivated by the emergence of the idea to provide additional learning of the ‘Aqidatul Awwam book after the researcher directly interacted with eleventh-grade students of TKJ-3 at SMKN 1 Dlanggu. The activity began with a simple conversation between the researcher and one of the students who longed to relearn classical Islamic texts as he had experienced while studying at an Islamic boarding school. The purpose of this study is to describe how the learning of the ‘Aqidatul Awwam book is implemented as a means of strengthening Islamic values in a vocational school. This research employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation. The results show that this learning activity, although conducted for only 15 minutes at the end of the Islamic Religious Education (PAI) class, is able to instill values of faith, honesty, responsibility, and respect for teachers. This activity represents a form of integration between vocational education and pesantren values, and also serves as an inspiration for teachers to develop students’ Islamic character through a simple yet meaningful approach. This study is expected to inspire Islamic Religious Education teachers to integrate pesantren values into learning in vocational schools

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