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Inspiratif Pendidikan
Published by Universitas Islam Negeri Alauddin Makassar
ISSN : 23376767     EISSN : 26554445     DOI : 10.24252
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
Inspiratif Pendidikan is a scholarly journal published by Department of Islamic Religion Education, Faculty of Tarbiyah and Teaching, Universitas Islam Negeri Alauddin Makassar. The journal only accepts research findings, thoughts that related to education and teaching development in general, and more specifically in Islamic point of view.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
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Search results for , issue "Vol 15 No 1 (2026): JUNE" : 7 Documents clear
KEBUTUHAN MEDIA PEMBELAJARAN MENULIS TEKS PROSEDUR PADA KURIKULUM MERDEKA DENGAN PENDEKATAN DEEP LEARNING DI SMA PEKANBARU Setiawan, Fajar; Muhammad Mukhlis
Inspiratif Pendidikan Vol 15 No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Alauddin Makassar

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Abstract: This study aims to identify the learning media needs for writing procedural texts with a deep learning approach at SMA Negeri 3 Siak Hulu and to determine how these learning media can support the stages of understanding, applying, and reflecting in learning to write procedural texts. This study uses a qualitative approach with a qualitative descriptive method. Data collection techniques were carried out through interviews, documentation, and observation, while data analysis techniques used the interactive analysis model according to Miles and Huberman. The results showed that the required learning media are visual media in the form of PowerPoint, serial images, infographics, flowcharts, and examples of procedural texts, as well as audio-visual media in the form of video tutorials and demonstration videos that can be paused to support the understanding and applying stages. Students still experience difficulties in the reflecting stage in composing imperative sentences, using verbs, and applying language rules. Obstacles found include technical problems, poor media quality, poor internet connection, limited device ownership, and lack of student focus. Solutions implemented include using printed media as an alternative, downloading videos before learning, utilizing real objects around, combining media with discussion and direct practice, and providing more intensive guidance and writing practice.
Implementasi Metode Qiroati dalam Meningkatkan Kemampuan Membaca Al-Qur’an di Madrasah Tsanawiyah PPTQ Misbahunnur Ritonga, Mhd. Aksaril Huda; Kosasih, Aceng; Jenuri
Inspiratif Pendidikan Vol 15 No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Alauddin Makassar

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This research is motivated by the high rate of Quranic illiteracy in Indonesia. Based on research conducted by the Institut Ilmu Al-Qur’an (IIQ) Jakarta, which involved 3,111 respondents across 25 provinces, it was concluded that 72.25% of Indonesian Muslims are still unable to read the Quran. Furthermore, there is a disconnection between the objectives of religious education and the actual Quranic literacy achievements in schools. This study aims to describe and comprehensively analyze the implementation of the Qiroati method at Madrasah Tsanawiyah PPTQ Misbahunnur, encompassing the planning phase and the factors influencing its execution. This research employs a qualitative approach with a case study design, where data were collected through observations, interviews with five key informants, and document analysis. The findings indicate that the planning process was conducted systematically, involving officially certified teachers (Syahadah) and the arrangement of an intensive learning schedule three times a day. The learning implementation integrated both classical and individual (sorogan) approaches, alongside the use of measurable teaching aids. This implementation yielded significant results with a success rate reaching 90%, thereby equipping students with the technical readiness for the tahfizh program. The primary supporting factors included teacher professionalism and parental support, whereas the main obstacles pertained to the consistency of tajwid and the psychological adaptation of new students. In conclusion, the Qiroati method at this institution functions as a holistic and integrated quality assurance (tahsin) system. The success of this Quranic literacy heavily depends on the synchronization of rigorous planning, disciplined implementation, and a strict evaluation system.  
ANALISIS KESULITAN MENGHAFAL AL-QURAN JUZ 30 PADA PESERTA DIDIK TAMAN PENDIDIKAN AL-QURAN (TPQ) MADIN DARUSSALAM KECAMATAN ADILUWIH Oktavia, Della; Ainal Gani; Evi Febriani
Inspiratif Pendidikan Vol 15 No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Alauddin Makassar

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Menghafal Al-Qur’an Juz 30 sering dianggap mudah karena berisi ayat-ayat pendek, namun pada kenyataannya banyak peserta didik yang masih mengalami kesulitan. Penelitian ini bertujuan untuk menganalisis kesulitan, faktor penyebab, serta strategi guru tahfiz dalam mengatasi kesulitan menghafal Al-Qur’an pada peserta didik TPQ Madin Darussalam Kecamatan Adiluwih. Penelitian ini menggunakan pendekatan kualitatif dengan jenis fenomenologi. Data diperoleh melalui observasi partisipatif, wawancara semi terstruktur, dan dokumentasi yang dilakukan pada Desember 2025 – Januari 2026. Hasil penelitian menunjukkan bahwa surah-surah awal di Juz 30 seperti An-Naba', An-Nazi’at, Al-Muthaffifin, dan At-Takwir memiliki tingkat kesulitan yang  paling tinggi disebabkan karena kemiripan ayat atau lafaz yang serupa, menurunnya konsentrasi akibat kelelahan dan penguasaan tajwid-makhraj yang lemah. Faktor internal yang memengaruhi kesulitan hafalan, seperti motivasi yang tidak stabil, rasa malas, muraja'ah yang tidak konsisten, dan kemampuan membaca Al-Qur’an yang belum baik. Sementara itu faktor eksternal, seperti lingkungan yang tidak kondusif, manajemen waktu yang kurang baik, penggunaan handphone berlebihan, dan kurangnya dukungan orang tua. Upaya yang dilakukan untuk mengatasi masalah tersebut dengan pemberian motivasi peserta didik, menerapkan metode talaqqi, muraja’ah, dan tasmi’, pengaturan waktu belajar, penguatan dukungan orang tua dan peningkatan kualitas lingkungan yang nyaman dan kondusif
PEMBELAJARAN PAI SEBAGAI SARANA INTEGRASI NILAI-NILAI AGAMA DALAM PEMBENTUKAN KARAKTER PESERTA DIDIK DI ERA DIGITAL Amelia, Devi; Ainal Gani; Evi Febriani
Inspiratif Pendidikan Vol 15 No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Alauddin Makassar

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This study aims to analyze the implementation of Islamic Religious Education (PAI) learning as a means of integrating religious values ​​in character building for students in the digital era at SMAN 1 Tumijajar, Tulang Bawang Barat. The study used a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. Data analysis was conducted interactively through the stages of data reduction, data presentation, and conclusion drawing. The results show that the integration of religious values ​​is implemented systematically through learning materials, collaborative methods, the use of digital media (YouTube, Instagram, and TikTok), and the familiarization of school culture through the "Jumat Seroja" program. PAI teachers act as facilitators and role models in internalizing religious values, responsibility, discipline, cooperation, and social awareness. This integration not only touches the cognitive domain, but also the affective and psychomotor domains through habituation and critical reflection on digital phenomena. These findings confirm that adaptive and contextual PAI learning contributes significantly to shaping students' religious character and digital ethics, although its success still requires synergy between schools and families.
Contextual Learning in Developing Self-Regulation and Discipline for the Practice of Islamic Values Salwa; Atikah Salsabila; Didit Darmawan
Inspiratif Pendidikan Vol 15 No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Alauddin Makassar

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This literature study aims to analyze the role of Contextual Teaching and Learning (CTL) in developing self-regulation and learning discipline and their contribution to the application of religious values in daily life. Using a qualitative library research approach, this study synthesizes concepts from various relevant theoretical sources. The findings indicate that CTL develops self-regulation and learning discipline through its seven components: constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment. Self-regulation bridges religious knowledge with actual behavior through planning, implementation, and reflection phases. Learning discipline forms time structures and routines conducive to religious practice and builds consistent character that transfers to other life domains. The relationship between self-regulation, learning discipline, and value application is reciprocal and mutually reinforcing. CTL provides concrete experiences connecting these three domains, enabling Islamic Education to not only produce cognitive understanding but also form individuals capable of self-regulation, discipline, and consistent application of Islamic values in real life. This study implies the need to strengthen CTL implementation in Islamic Education and create supportive ecosystems through collaboration between teachers, schools, families, and communities. This literature study aims to analyze the role of Contextual Teaching and Learning (CTL) in developing self-regulation and learning discipline and their contribution to the application of religious values in daily life. Using a qualitative library research approach, this study synthesizes concepts from various relevant theoretical sources. The findings indicate that CTL develops self-regulation and learning discipline through its seven components: constructivism, inquiry, questioning, learning community, modeling, reflection, and authentic assessment. Self-regulation bridges religious knowledge with actual behavior through planning, implementation, and reflection phases. Learning discipline forms time structures and routines conducive to religious practice and builds consistent character that transfers to other life domains. The relationship between self-regulation, learning discipline, and value application is reciprocal and mutually reinforcing. CTL provides concrete experiences connecting these three domains, enabling Islamic Education to not only produce cognitive understanding but also form individuals capable of self-regulation, discipline, and consistent application of Islamic values in real life. This study implies the need to strengthen CTL implementation in Islamic Education and create supportive ecosystems through collaboration between teachers, schools, families, and communities.
The Influence of the Use of Educaplay Media on Student Learning Outcomes in Islamic Religious Education Material at SMKN 7 Bandar Lampung Siti Nurhalizah; Guntur Cahaya Kesuma; Riyan Terna Kuswanto
Inspiratif Pendidikan Vol 15 No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Alauddin Makassar

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Hasil belajar peserta didik dalam pembelajaran Pendidikan Agama Islam di tingkat sekolah menengah masih tergolong rendah. Kondisi ini dipengaruhi oleh proses pembelajaran yang cenderung berpusat pada guru, kurang variatif, dan belum memanfaatkan media pembelajaran interaktif secara optimal. Akibatnya, keterlibatan siswa dalam pembelajaran PAI belum berkembang secara maksimal. Tujuan penelitian ini adalah untuk menguji pengaruh penggunaan media Educaplay terhadap hasil belajar siswa pada materi pendidikan agama islam. Penelitian ini menggunakan metodologi kuantitatif dengan desain kuasi-eksperimental. yang melibatkan dua kelompok, yaitu kelompok eksperimen dan kelompok kontrol. Pengumpulan data dilakukan menggunakan tes hasil belajar yang telah melalui uji validitas dan reliabilitas. Analisis data meliputi uji normalitas, uji homogenitas, dan uji t. Hasil riset menunjukkan bahwa sebagian besar butir instrumen dinyatakan valid dengan nilai reliabilitas Cronbach Alpha sebesar 0,824. Data penelitian berdistribusi normal dan memiliki variansi homogen. Hasil uji t menunjukkan adanya perbedaan signifikan antara hasil belajar siswa kelompok eksperimen dan kelompok kontrol. Penelitian ini merumuskan bahwa media pembelajaran Educaplay efektif dalam meningkatkan hasil belajar siswa. Implikasi penelitian mendukung inovasi pembelajaran.
MEREKONSTRUKSI PENGALAMAN DAKWAH SISWA SMA MELALUI MODEL INTEGRASI KONTROL DIRI DAN ILMU JIWA AGAMA DALAM PEMBELAJARAN PAI Pradipta, Muhammad Aldam Shaka; Syahidin; Jenuri
Inspiratif Pendidikan Vol 15 No 1 (2026): JUNE
Publisher : Universitas Islam Negeri Alauddin Makassar

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Islamic Religious Education at the secondary level remains dominated by textual-cognitive approaches, leaving students' self-control capacity in dawah contexts undocumented. This study aims to understand how senior high school students narrate self-control experiences in everyday dawah situations, connect them to their religious values, and how reflective learning cycles facilitate the reconstruction of those experiences. An exploratory qualitative case study design was applied to one eleventh-grade class at SMAN 7 Bandung. Data were collected from 24 reflective journals, 30 impression-and-feedback responses, field notes, and a supplementary teacher interview, analyzed through abductive thematic analysis with hybrid coding. Findings reveal a consistent three-phase self-control pattern: impulse identification, religiously grounded inhibition, and empathy-oriented alternative action selection. Behavioral mechanisms and spiritual motivation appear to operate as an inseparable moment — a dimension absent from the quantitatively dominated Muslim adolescent self-regulation literature. A significant emergent finding is the spontaneous appearance of dawah nafsiyah as an autonomous arena in which students independently direct soul-purification inward. Student voices critically evaluating PAI as insufficiently practical reinforce that experiential learning design is not merely an academic agenda but a need articulated by students themselves. This study proposes an integration of the Self-Control Model, Islamic Religious Psychology, Experiential Learning Theory, and the Tajribi method as a framework with potential to facilitate authentic religious value internalization in regular PAI classrooms.

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