Urwatul Wutsqo
Focus: Urwatul Wutsqo focuses to provide readers with best understanding of Islamic studies from various perspectives i.e. education, law, philosophy, theology, sufism, history, culture, economics, social and politics. Scope: Urwatul Wutsqo specializes in Islamic studies from various perspectives i.e. education, law, philosophy, theology, sufism, history, culture, economics, social and politics.
Articles
233 Documents
<![CDATA[Analysis of Learning Obstacles in the Damair Rules Material in Arabic Language Learning ]]>
<![CDATA[Lislis Cahyati]]>;
<![CDATA[Maman Abdurahman]]>;
<![CDATA[Nalahuddin Saleh]]>
<![CDATA[ Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang ]]>
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DOI: 10.54437/urwatulwutsqo.v14i2.2161
<![CDATA[This study aims to analyze learning obstacles in mastering the rules of damair, particularly damair munfa?ilah and damair mutta?ilah, in Arabic language learning among Grade X.1 students at Madrasah Aliyah Al Inayah, Bandung. The research employs a qualitative approach using a case study design. Data were collected through diagnostic tests and interviews, involving students who had previously studied the topic of damair. Interview participants were selected using maximum variation sampling, a type of purposive sampling that considers the diversity in students' performance levels. The analysis revealed that students' learning obstacles can be classified into three categories based on Brousseau’s theory: (1) ontogenic obstacles, related to students’ limited vocabulary and cognitive readiness; (2) epistemological obstacles, involving misconceptions and conceptual errors in understanding the rules of damair; and (3) didactical obstacles, resulting from unsystematic instructional approaches, particularly in explaining the function of damair within i‘rab structures, which hinder students’ comprehensive understanding of grammatical relations. The findings of this study are expected to serve as a basis for developing more targeted teaching strategies, thereby improving students’ understanding of damair rules and supporting the overall enhancement of their Arabic language proficiency.]]>
<![CDATA[The Role of Teachers in Schools in Fostering Social Relationships of Students ]]>
<![CDATA[Sri Syahraini Caniago]]>;
<![CDATA[Munawir Pasaribu]]>;
<![CDATA[Selamat Pohan]]>
<![CDATA[ Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang ]]>
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DOI: 10.54437/urwatulwutsqo.v14i2.2164
<![CDATA[Student social interaction in the school environment is an essential factor in shaping the character and morals of the younger generation. Teachers have a strategic role as educators, mentors, and role models in guiding healthy social interactions by moral and religious values. This study aims to describe and analyze the role of teachers in fostering student social interactions at SMAN 1 Lae Parira, while assessing its alignment with Islamic educational principles. The study employs a qualitative approach, using data collection techniques through interviews with five teachers and 76 students from grades 10 to 12. The study results show that teachers actively set positive examples, remind students of the importance of good manners, guide students away from promiscuity, and monitor student interactions inside and outside the classroom. Teachers also pay special attention to students who exhibit deviant behavior and involve students in activities that support healthy social interaction. Despite challenges, such as students' varying comfort levels in discussing personal issues, teachers are generally assessed as actively and positively fulfilling their roles. This study concludes that teachers at SMAN 1 Lae Parira foster student social interactions that align with Islamic educational values ??and contribute significantly to creating a socially and spiritually conducive school environment]]>
<![CDATA[Improving Student Learning Outcomes in Social Studies Subjects Through Inquiry Model ]]>
<![CDATA[Mohamad Alfikri]]>;
<![CDATA[Nashrullah Nashrullah]]>;
<![CDATA[Zulnuraini Zulnuraini]]>;
<![CDATA[Khairunnisa Khairunnisa]]>
<![CDATA[ Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang ]]>
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DOI: 10.54437/urwatulwutsqo.v14i2.2169
<![CDATA[This classroom action research aimed to improve fifth-grade students' social studies learning outcomes through the implementation of an inquiry learning model at SD Inpres 1 Talise. The study employed Kemmis and McTaggart's model involving 32 students across two cycles. Data were collected through learning outcome tests, observation sheets for teacher and student activities, interviews, and documentation. Quantitative data were analyzed using percentage calculations for individual absorption and classical completeness, while qualitative data followed Miles and Huberman's interactive model. Pre-action results showed only 25% of students achieved the minimum completion criteria (KKM) with a class average of 60.68%. Following inquiry learning implementation, Cycle I demonstrated improvement with 43.75% classical completeness and 68.15% class average. Cycle II showed significant enhancement with 90.63% classical completeness and 82.5% class average, meeting the success criteria of 85% student completion. Teacher activity quality improved from 62.4% (good) in Cycle I to 95.2% (very good) in Cycle II, while student activity increased from 60.76% to 90.76%. The inquiry learning model effectively enhanced students' critical thinking skills, active participation, and conceptual understanding of social studies material, demonstrating its effectiveness in student-centered learning approaches.]]>
<![CDATA[The Application of PBL, PJBL, and Inquiry Learning Models on Student Learning Outcomes ]]>
<![CDATA[Yuni Purnama Sari]]>;
<![CDATA[Anis Fahrurozi]]>;
<![CDATA[Isti Khomah]]>;
<![CDATA[Nia Rosita]]>;
<![CDATA[Unung Lisnawati]]>;
<![CDATA[Bambang Samsul Arifin]]>
<![CDATA[ Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang ]]>
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DOI: 10.54437/urwatulwutsqo.v14i2.2190
<![CDATA[This study aims to examine the effectiveness of Problem-Based Learning (PBL), Project-Based Learning (PJBL), and Inquiry Learning (IL) models on students' cognitive learning outcomes in the Islamic Religious Education and Character subject. The research employed a quantitative approach with a quasi-experimental design and involved three Grade IX classes at Junior High School Madani Boarding School Celak, selected using purposive sampling. A cognitive learning test was used as the research instrument. Since the data were not normally distributed, the analysis was conducted using the non-parametric Kruskal-Wallis test. The results showed no significant difference in students’ cognitive learning outcomes among the PBL, PJBL, and IL groups, with a significance value of 0.920 (p > 0.05). Thus, the three learning models demonstrated relatively equal effectiveness in improving students' cognitive achievement. This study recommends optimizing the implementation of each model through innovative strategies and learning media to further enhance learning outcomes.]]>
<![CDATA[Principal's Leadership Role in Developing Education Quality Culture ]]>
<![CDATA[Ari Wibowo Sembiring]]>;
<![CDATA[Budi Budi]]>
<![CDATA[ Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang ]]>
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DOI: 10.54437/urwatulwutsqo.v14i2.2194
<![CDATA[This study examines the role of principal leadership in fostering a culture of quality education at SMP IT Mutiara. This study adopts a descriptive qualitative approach to explore the transformational leadership strategies implemented by the principal in building a conducive learning environment through data collection methods such as observation, interviews, and notes. The findings of the study indicate that the principal plays a strategic role in shaping a culture of quality education through various integrated strategies, including mentoring and developing teacher professionalism, and encouraging active participation from all school members. Despite facing challenges such as rejection from senior teachers towards new teaching methods, budget constraints, and the balance between academic achievement and Islamic character development, the principal overcomes these obstacles through his visionary, communicative, and focused leadership. The positive impact of developing a culture of quality education can be seen from the increasing quality of graduates accepted at the selected school, the increasing professionalism of teachers, and the high achievement of students in both academic and non-academic fields. This study confirms that the leadership of the principal is not merely administrative, but is a driving force for educational transformation that drives all departments in the school to provide the best educational services.]]>
<![CDATA[A Comparative Study of the Teachings of Panca Sradha in Hinduism and the Concept of Faith in Islam ]]>
<![CDATA[Juita Juita]]>;
<![CDATA[Indra Harahap]]>
<![CDATA[ Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang ]]>
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DOI: 10.54437/urwatulwutsqo.v14i2.2195
<![CDATA[This study aims to provide a comparative analysis of the belief system of Panca Sraddha in Hinduism and the pillars of faith (rukn al-iman) in Islam through a text-based comparative theological approach. The research is motivated by the growing need to understand the theological foundations of two major religions that are often simplistically juxtaposed in interfaith discourse. Employing library research as its method, this study applies philosophical hermeneutics and reflective engagement with sacred texts, including the Bhagavad Gita, Upanishads, Vedas, and the Qur’an. The findings reveal that while Panca sraddha and the Islamic pillars of faith serve similar normative functions as the foundations of belief, they differ significantly in terms of epistemological, ontological, and soteriological structures. These differences are particularly evident in concepts such as Brahman–Allah, atman–ruh, karma–deeds, punarbhava–punarbhava-the Day of Judgment, and moksa–heaven. The study contributes to the development of interreligious discourse in Indonesia by offering a theologically grounded and context-sensitive analytical framework. Nonetheless, the research has limitations, including restricted access to traditional Hindu commentaries and limited direct engagement with religious authorities from both traditions. These challenges underscore the need for further studies employing interdisciplinary and collaborative approaches to deepen interreligious understanding.]]>
<![CDATA[Optimization of Student Development Activities to Improve the Quality of Output ]]>
<![CDATA[Lola Amalia Sibarani]]>;
<![CDATA[Nurika Khalila Daulay]]>
<![CDATA[ Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang ]]>
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DOI: 10.54437/urwatulwutsqo.v14i2.2197
<![CDATA[This study aims to examine the optimization of student training activities to improve the quality of student learning outcomes at SMP Kartika 1-2 Medan. This study uses a qualitative research type with a case study approach. The conclusion of this study shows that the principal and student teachers play an important role in encouraging student training activities to foster student interests and talents. So that it can improve the quality of student output, both academic and non-academic aspects. Student development organized through various activities such as OSIS, Scouts, Paskibra, Dance, Futsal, Learning to Read the Qur'an, and Studying the Al-Kitab (Pa), and religious activities has provided space for students to develop their potential, shape character, improve social skills, and strengthen leadership. These activities are an important means of fostering discipline, a sense of responsibility, and a spirit of collaboration in students, which ultimately contribute to creating quality graduates ready to compete in the future.]]>
<![CDATA[Leadership of School Principals in Improving The Quality of Teacher Learning ]]>
<![CDATA[Malika Ayumi]]>;
<![CDATA[Inom Nasution]]>
<![CDATA[ Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang ]]>
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DOI: 10.54437/urwatulwutsqo.v14i2.2201
<![CDATA[School principals play a crucial role in improving the quality of teacher instruction and overall educational outcomes. In the context of rapidly evolving educational demands, principals are expected to manage administrative tasks and act as instructional leaders. This study aims to explore the role of principal leadership in enhancing the quality of teacher instruction at Madrasah Nurul Hakim. Using a qualitative ethnographic approach, data were collected through classroom observations, in-depth interviews with the principal, teachers, and students, and documentation analysis. The findings reveal that the principal implements a participatory leadership style that supports continuous supervision, encourages professional development, and fosters teacher involvement in decision-making processes. The principal effectively enhances teacher competence and instructional performance through regular classroom monitoring, academic supervision, and informal reflective discussions. The impact of such leadership extends to students, who demonstrate increased engagement, discipline, and enthusiasm for learning. It is concluded that effective principal leadership significantly contributes to improving teacher professionalism, positively affecting the quality of learning in schools]]>
<![CDATA[Implementation of School Culture in Improving Religious Character in Islamic Boarding Schools ]]>
<![CDATA[Achmad Qusyairi Mahfudi]]>;
<![CDATA[Moh. Rifa’i]]>
<![CDATA[ Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang ]]>
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DOI: 10.54437/urwatulwutsqo.v14i2.2206
<![CDATA[This study aims to examine the implementation of school culture in supporting the improvement of students' religious character building in pesantren-based schools and identify the strategies and elements of school culture. Based schools, as well as identifying the most effective strategies and elements of school culture in integrating academic achievement with most effective in integrating academic achievement with Islamic values. The approach used is qualitative, with data collection techniques in the form of observation, in-depth interviews, and documentation. The research informants comprised principals, teachers, students, and other related parties involved in implementing school culture and the implementation of school culture. Data analysis was conducted by using the interactive model of Miles, Huberman, and Saldana through stages of data reduction, data presentation, and conclusion drawing. Results The results showed that the three primary forms of school culture that proved effective in shaping students' religious character are the recitation of the Qur'an before teaching and learning activities, yellow book studies, and mujahadah and prayer together. Together. These three activities are routinely structured and sustainably to form a religious habitus. Continuously forming a religious habitus in students' daily lives. Students' daily lives. This finding provides a strategic contribution for pesantren-based schools in strengthening character education based schools in strengthening character education while supporting academic achievement that is aligned with Islamic values]]>
<![CDATA[The Role of Rohis' Extracurricular Activities in Instilling Moderate Character in Students ]]>
<![CDATA[Divana Nur Maulida]]>;
<![CDATA[Dartim Dartim]]>
<![CDATA[ Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 2 (2025): Sociocultural Islamic Education ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang ]]>
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DOI: 10.54437/urwatulwutsqo.v14i2.2220
<![CDATA[Character education is a crucial aspect in shaping students into moderate and noble individuals, especially within the context of social and cultural diversity. The Islamic Spiritual Extracurricular Program (ROHIS) at SMK Negeri 1 Surakarta serves as a strategic platform to instill religious values and moderation through various activities such as moral studies, case discussions, religious training, and social engagement. This study aims to examine the role of ROHIS activities in shaping students’ moderate character and to identify the challenges faced in its implementation. Using a case study approach and qualitative data, the findings reveal that ROHIS activities are effective in enhancing attitudes of tolerance, mutual respect, and social sensitivity, as well as in sustainably fostering students' character development. However, challenges such as the influence of extremist ideologies from social media, limited facilities, and low student participation require serious attention to ensure that development strategies can be carried out optimally. It is recommended that schools enhance program innovation, involve parents, utilize digital media, and conduct regular evaluations to strengthen the role of ROHIS in cultivating a strong sense of moderation among students]]>
