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M Jadid Khadavi
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Al Kindi Jurnal Pendidikan Islam Multidisipliner
Published by PT Pustaka Belajar Mentari
ISSN : -     EISSN : 31103804     DOI : -
Core Subject : Religion, Education,
Religion Education
Al-Kindi: Jurnal Pendidikan islam Multidisipliner - (ISSN: 3110-3804 ) is a peer-reviewed open-access journal that publishes high-quality research articles in the field of education. The journal operates under a double-blind review process to ensure the integrity and rigor of the review process, with the aim of fostering the exchange of ideas and knowledge among researchers, academics, and practitioners. Al-Kindi Journal focuses on exploring the intersection between research and practice in Islamic education. It publishes a wide range of studies, experiences, and perspectives on various aspects of education, religion, teaching, development, educational innovation, learning strategies, and new technologies in Islamic education and learning. The journal accepts articles from a variety of approaches and methods and encourages submissions from a wider range of education and learning fields worldwide
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 1 (2025): Agustus" : 5 Documents clear
IMPLEMENTASI TEORI BELAJAR HUMANISTIK PADA PEMBELAJARAN PAI DALAM MENINGKATKAN PRESTASI PESERTA DIDIK Istifaur Rosidah; Robbiah Ratna Swari Hibbatullah
Al-Kindi Vol. 1 No. 1 (2025): Agustus
Publisher : Al-Kindi

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Abstract

This study aims to examine the implementation of humanistic learning theory in Islamic Religious Education (PAI) as an effort to improve student achievement. Humanistic learning theory emphasizes the holistic development of individuals cognitive, affective, and psychomotor aspects by prioritizing respect for students' feelings, experiences, and needs. This approach views learners as active subjects in the learning process who can develop optimally when given space, trust, and intrinsic motivation. This research employs a descriptive qualitative method, with data collected through observation, interviews, and document analysis. The findings show that the application of humanistic learning theory in PAI creates a more enjoyable, open, and participatory learning environment. Teachers act as facilitators, guiding students to discover meaningful learning that relates to their real-life experiences. This implementation positively impacts students’ learning motivation, understanding of religious material, and academic achievement. Therefore, integrating humanistic theory into PAI instruction is highly relevant for fostering student-centered education and addressing the need for meaningful and holistic learning.
EVALUASI PEMBELAJARAN PAI TERHADAP KUALITAS HASIL BELAJAR PESERTA DIDIK DI SMP MUHAMMADIYAH 5 LEKOK Sinta Ma’sumah; M Jadid Khadavi
Al-Kindi Vol. 1 No. 1 (2025): Agustus
Publisher : Al-Kindi

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Abstract

This study aims to evaluate the Islamic Religious Education (PAI) learning process in relation to the quality of student learning outcomes at SMP Muhammadiyah 5 Lekok. Learning evaluation is a crucial aspect of the educational process, as it helps measure the effectiveness of methods, strategies, and approaches used by teachers in delivering the material. This research employs a qualitative approach using observation, interviews, and documentation techniques. The subjects of the study include PAI teachers, students, and the school principal. The results indicate that the evaluation of PAI learning has been systematically implemented through cognitive, affective, and psychomotor assessments. However, challenges remain in utilizing evaluation results to improve the learning process. The quality of student learning outcomes is generally good but not evenly distributed across all classes. Factors influencing the quality of learning outcomes include teacher competence, student motivation, and support from the school environment and families. Therefore, it is necessary to enhance teacher capacity in developing comprehensive evaluation instruments and utilizing technology in the evaluation process. Well-planned and continuous evaluations are believed to improve the quality of PAI learning and overall student outcomes.
URGENSI BELAJAR TAHSIN BAGI SISWA SEKOLAH DASAR DALAM MENINGKATKAN KUALITAS BACAAN AL-QUR'AN Alda Eky Nur Kholifah; Auliyah Nazal Qur’ani
Al-Kindi Vol. 1 No. 1 (2025): Agustus
Publisher : Al-Kindi

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Abstract

Tahsin learning holds significant urgency in improving the quality of Qur’anic recitation, especially for elementary school students who are at the early stage of character development and religious understanding. Tahsin refers to the process of correcting and perfecting Qur’anic recitation in accordance with the rules of tajwid, makharijul huruf (articulation points), and the etiquette of recitation. This study aims to highlight the importance of tahsin education for elementary students in order to build a strong foundation for accurate and meaningful Qur’anic reading. The research employs a descriptive qualitative approach with data collected through observation, interviews, and literature review. The findings indicate that tahsin learning at the elementary level not only helps students recite the Qur’an fluently and in accordance with tajwid, but also boosts self-confidence, nurtures a love for the Qur’an, and strengthens spiritual values in daily life. Moreover, the presence of competent teachers in tahsin plays a crucial role in the success of this learning process. Therefore, the urgency of tahsin education should not be overlooked in Islamic educational systems at the elementary level, considering its significant impact on the holistic religious development of students.
KONSEP MINDMAPPING DAN RELEVANSINYA TERHADAP KONEKTIVITAS BELAJAR SISWA Naura Afkarina; M Jadid Khadavi
Al-Kindi Vol. 1 No. 1 (2025): Agustus
Publisher : Al-Kindi

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Abstract

Mindmapping is a visual learning technique that organizes information in a branched and structured thought map. This concept was developed to help students understand, remember, and connect various ideas or learning materials more systematically. This study aims to examine the concept of mindmapping and its relevance to students' learning connectivity the ability to meaningfully link new knowledge with prior understanding. Using a qualitative literature study approach, this research explores various academic sources related to learning theories, visual strategies, and the effectiveness of mindmapping. The findings show that mindmapping stimulates both the right and left brain activities, strengthens memory retention, and enhances the interconnection of concepts in learning. In addition, this technique encourages students to think critically and creatively, fostering a holistic understanding of the material. Therefore, mindmapping is highly relevant as a learning aid that can enhance students' learning connectivity across different educational levels and subjects.
KONSEP STRES AKADEMIK DAN IMPLIKASINYA TERHADAP PERILAKU BELAJAR SISWA Windy Ana Fitriyanti
Al-Kindi Vol. 1 No. 1 (2025): Agustus
Publisher : Al-Kindi

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Abstract

Academic stress is a psychological condition experienced by students in response to pressures within the learning environment, such as assignments, exams, academic competition, and expectations from parents and teachers. The concept of academic stress encompasses various aspects, including emotional pressure, cognitive load, and physical tension, all of which can affect students' mental health and learning behavior. This study aims to examine the concept of academic stress and its implications for students’ learning behavior in school settings. Using a qualitative literature study approach, this research reviews educational psychology theories and relevant research findings. The results indicate that academic stress negatively impacts students’ concentration, learning motivation, and productivity. In the long term, unmanaged stress may lead to avoidance behavior, anxiety, and even academic burnout. Therefore, it is essential for educators and parents to understand the sources of academic stress and develop learning strategies that support students’ mental well-being, in order to foster positive and sustainable learning behavior.

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