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Al-Musannif
Published by Madrasah Tsanawiyah DDI Cilellang
ISSN : 26572362     EISSN : 26847736     DOI : https://doi.org/10.65046/msn
Core Subject :
Al-Musannif is a peer-reviewed academic journal dedicated to the advancement of education research, covering Islamic education, education policy and management, teacher training, learning and student development, and contemporary issues in community-based education environments. The journal serves as a platform for scholars, educators, and researchers to disseminate original studies, theoretical frameworks, and evidence-based practices in the field of education.
Arjuna Subject : -
Articles 5 Documents
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Search results for , issue "Vol. 7 No. 2 (2025)" : 5 Documents clear
Implementasi Metode Demonstrasi Kontekstual dalam Menguatkan Pemahaman Praktis Siswa pada Materi Pengurusan Jenazah: Implementing Contextual Demonstration Method for Enhancing Students’ Practical Understanding of Funeral Management Ibnu Hakim; Imam Suhadi
Al-Musannif Vol. 7 No. 2 (2025)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v7i2.3

Abstract

The teaching of fiqh related to funeral management remains predominantly theoretical, resulting in students’ limited practical competence. This study aims to analyze the implementation of a contextual demonstration method in teaching funeral management, along with its challenges and solutions. Employing a qualitative descriptive approach, the study involved purposively selected teachers and students as informants. Data were gathered through observation, interviews, and documentation, and analyzed using the Miles and Huberman model. Data validity was ensured through source and technique triangulation. The findings indicate that the contextual demonstration method effectively enhances students’ conceptual understanding and practical skills through three phases: pre-demonstration, practice, and feedback. Challenges such as varying student abilities, large class sizes, and limited instructional time were addressed through adaptive strategies, including small group work, video-based learning, modified practice materials, and remedial sessions. This study underscores the critical role of teachers as adaptive facilitators and highlights the importance of integrating contextual demonstration with differentiated instruction and pedagogical innovation as key to effective practice-based fiqh education. However, the study is limited to a single school with a small sample size, limited practice facilities, and short instructional time, thus restricting the generalizability of the findings. The qualitative approach prioritizes contextual understanding over comparative data, and therefore, the method’s effectiveness could not be statistically measured.
Implementation of Child-Friendly School Policies: Evidence from Gowa, Indonesia Muh Tahir Malik; Darti Darti
Al-Musannif Vol. 7 No. 2 (2025)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v7i2.4

Abstract

Schools are expected to provide safe and supportive environments for children’s holistic development, yet gaps persist between Child-Friendly School (CFS) policy and practice in Indonesia, as evidenced by ongoing incidents of school violence. This study examines CFS implementation at a junior high school, while identifying supporting and constraining factors and their impact on the school environment. Using a qualitative case study approach, data were collected through interviews, participatory observation, and document analysis, and analyzed with Miles and Huberman’s model integrated with Edward III’s policy implementation framework. Findings indicate that clear communication, positive teacher dispositions, sufficient resources, flexible bureaucracy, and strong inter-organizational relations support effective CFS implementation, whereas limited funding, high student–teacher ratios, uneven understanding of CFS principles, and inconsistent parental involvement constrain it. CFS implementation has enhanced school cleanliness, reduced violence and bullying, and increased student participation. The study contributes theoretically by contextualizing Edward III’s model within CFS implementation and practically by providing strategies to strengthen CFS in similar contexts. Limitations include the single-case design and qualitative focus, suggesting the need for broader, mixed-method research in the future.
Gender and Classroom Grouping Effects on Kindergarten Children’s Self-Esteem Asyriyah Asis; Dwi Kartika Putri; Denni Saming; Sitti Azizah Nurhady; Herman Herman
Al-Musannif Vol. 7 No. 2 (2025)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v7i2.6

Abstract

This study aimed to examine the effects of gender and class group on the self-esteem of early childhood children. A quantitative approach with a quasi-experimental design was employed. The study was conducted at a kindergarten in Makassar, involving 80 children selected through stratified random sampling. Data were collected via structured observation using a Likert-scale instrument validated by three experts. Data analysis was performed using Two-Way ANOVA following normality and homogeneity tests. The results indicated that gender had a significant effect on children’s self-esteem, with boys exhibiting higher self-esteem than girls. In contrast, class group and the interaction between gender and class group showed no significant effects. These findings suggest that internal factors, such as gender, play a more dominant role in shaping early childhood self-esteem than structural factors, such as class grouping, highlighting the importance of gender-sensitive learning approaches to optimally support children’s self-esteem development. The study is limited by its narrow geographic scope and reliance on a single quantitative approach.
Caregiver Involvement as a Determinant of Learning Commitment among Orphanage Students Friska Harlistia; Muhammad Ja’far Nashir
Al-Musannif Vol. 7 No. 2 (2025)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v7i2.7

Abstract

Orphanages are expected to provide emotional support and foster learning motivation, yet many residents face psychological barriers that undermine their study commitment. This study aims to examine the influence of caregiver involvement on the learning commitment of orphanage students. A quantitative approach was employed by distributing questionnaires to 30 respondents, followed by simple linear regression and t-tests to analyze variable effects. The findings indicate that caregiver involvement was rated as good, while students’ learning commitment was rated as very good. Caregiver involvement had a positive and significant effect on learning commitment. Theoretically, these findings reinforce social support theory and social-cognitive motivation theory, both of which emphasize the role of significant figures in shaping students’ intrinsic motivation. Practically, the study recommends that caregivers enhance consistency in academic monitoring and intensify learning guidance. From a policy perspective, the results may inform orphanage managers and government agencies in designing more systematic academic mentoring programs. The study is limited by the relatively small sample size, reliance on closed-ended questionnaires, and its focus on a single orphanage. Future research with broader samples and data triangulation is recommended to obtain a more comprehensive understanding of the determinants of students’ learning commitment.
Peran Strategis Guru Pendidikan Agama Islam dalam Menangani Bullying di Madrasah Ibtida’iyah: The Strategic Role of Islamic Religious Education Teachers in Handling Bullying at Islamic Elementary School Kharisma Miftahul Jannah; Muhammad Hasyim
Al-Musannif Vol. 7 No. 2 (2025)
Publisher : Madrasah Tsanawiyah DDI Cilellang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65046/msn.v7i2.8

Abstract

Bullying remains a pressing issue in Islamic elementary school (madrasah ibtidaiyah), institutions that are normatively expected to nurture students’ intellectual, emotional, spiritual, and moral growth. This condition highlights a significant gap between the ideal vision of Islamic education in shaping insan kamil and the practical realities observed in the school environment. This study aims to (1) analyze the forms of bullying occurring at madrasah ibtidaiyah, (2) identify contributing factors, and (3) explore the strategic roles of Islamic Religious Education (PAI) teachers in addressing and preventing bullying. Employing a qualitative descriptive case study, data were collected through participant observation, semi-structured interviews with teachers and students, as well as document analysis, and validated through triangulation and member checks. Findings indicate that bullying manifests primarily in physical and verbal forms, driven by social dominance dynamics, peer pressure, lack of parental supervision, and the influence of social media. PAI teachers play a pivotal role through value-based education, restorative mediation using dakwah bi al-hikmah, collaboration with families, and religion-based counseling programs. These strategies foster empathy, solidarity, and justice, contributing to a safer and more inclusive school environment. The study implies that anti-bullying programs in Islamic schools must be preventive, holistic, and contextually grounded in religious values, supported by collaboration among teachers, families, and communities. Nevertheless, the study is limited by its single-site focus, reliance on qualitative data, and the absence of direct parental perspectives, which constrain generalizability. Future research should adopt mixed methods and broader institutional comparisons to deepen understanding of bullying prevention in Islamic education.

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