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Abjadia, International Journal of Education
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 25283979     EISSN : 24430587     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
ABJADIA (e-ISSN: 2443-0587) is an international journal that aims to publish the results of research and technological innovation in the field of education, learning and training. ABJADIA target readers are scientists, academics and practitioners in the field of education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 387 Documents
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Improving Problem-Solving Student Ability: Integrating Google Earth with SETS Model Learning for Effective Solutions Khoirunnisaa' Khoirunnisaa'; Muhammad Rizieq Fahmi
Abjadia Vol 8, No 1 (2023): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v8i1.19699

Abstract

The ability to solve problems is one of the fundamental skills in learning geography in this era. The SETS (Science, Environment, Technology, Society) learning model integrated with Google Earth makes it easier for students to use science and technological literacy as a tool to determine actions in solving problems. This study aimed to determine the effect of the SETS learning model integrated with Google Earth on the problem-solving ability of high school students. The method used is a quasi-experiment with a pretest-posttest control group research design. The research subjects consisted of 70 students (35 students in the experimental class and 35 students in the control class). The results showed that the increasement in problem-solving skills by students in the experimental class was higher than the control class. This research proves that the SETS learning model assisted by Google Earth has a positive effect on students' problem-solving abilities. However, SETS learning model integrated with Google Earth still needs to be further understood by students. So, in its implementation, it is necessary to give detailed initial instructions to students about the stages of learning and using Google Earth.
The Observation of Arabic Language Differentiation in the 2013 Curriculum and the "Merdeka" Curriculum Rara Nur'aini; Mohamad Zaka Al Farisi
Abjadia Vol 8, No 1 (2023): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v8i1.22359

Abstract

Indonesian education is in a transition and adaptation period from the K-13 (Kurikulum 2013/2013 Curriculum) to the KM (Kurikulum Merdeka­­/"Merdeka" Curriculum). So research that compares the two curricula needs to be done to understand the transition of K-13 to KM, especially in Arabic subjects. This research was descriptive-comparative-evaluative research with a content analysis design. Data collection instruments were document studies and semi-structured interviews to explore teacher perceptions regarding those two curricula. In the KM goal component, language skills are expanded into six language elements, listening (istimā'), speaking (kalām), reading-viewing (qirā'ah), and writing-presenting (kitābah). The language skills for viewing and presenting did not exist previously in the K-13. The material components in both curricula still have the same scope. K-13 uses a scientific approach in the strategy component, while KM uses a differentiated learning approach according to student achievement. Then the learning strategies in K-13 are arranged in RPP (Rencana Pelaksanaan Pembelajaran/Learning Implementation Plan), while those for KM are in teaching modules (modul ajar). Then, in the evaluation component, the KKM (Kriteria Ketuntasan Minimal/Minimum Completeness Criteria) changes to the KKTP (Kriteria Ketercapaian Tujuan Pembelajaran/Learning Objectives Achievement Criteria). The information obtained from the interviews shows that the teacher has recently been given freedom in teaching, they experience confusion and are not yet ready. Teachers already understand KM theory but have not been able to implement it ideally. This lack of implementation is due to the influence of the unavailability of Arabic language textbooks based on KM, the unavailability of report cards with an assessment format based on KM, and teachers under the Kemenag (Kementerian Agama/Ministry of Religion) have been unable to take part in the program of guru penggerak (mover teachers) education program.
Spatial Intelligence and Geographic Skills: REACT Model on Regional Development and Growth Materials Risky Andias Oktavian; Dwiyono Hari Utomo; Alfyananda Kurnia Putra; Yuswanti Ariani Wirahayu; Syah Rizal
Abjadia Vol 8, No 1 (2023): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v8i1.18383

Abstract

The REACT model is constructive contextual learning that emphasizes the meaning of learning and the knowledge built in students' minds. This study aims to determine the effect of the REACT model on students' Spatial Intelligence and Geographic Skills. This research uses Quasy Experimental with Posttest Only Control Group Design. The subjects used in the study were students of class XII Social Sciences 2 as an experimental class and XII Social Sciences 3 as a control class at Senior High School 10 Malang in the academic year 2022/2023. Determination of the sample using purposive sampling technique with the consideration of having a middle school final exam score that is almost the same. The research instrument uses an essay test referring to geographic skills and spatial intelligence indicators. Data analysis used the Independent-Sample T Test and the Mann-Whitney U Test with a significance level of 0.05. The significance value of the Independent-Sample T-Test for spatial intelligence shows an effect of the REACT learning model on students' spatial intelligence with a value of 0.004 0.05, with the spatial concept indicator having the highest influence. In contrast, the reasoning process indicator has the most effect low. The significance value of the Mann-Whitney U test geographical skill test shows an impact of the REACT learning model on students' spatial intelligence with a value of 0.004 0.05, with the indicator answering geographical questions having the highest impact, while the indicator asking geographic questions has the highest influence the lowest.
Applying The "Bingo" Game Method in Teaching Vocabulary at Nurul Ulum Islamic Intermediate School Poncokosumo Malang Afifah Shofia Faradisa; Danial Hilmi
Abjadia Vol 8, No 1 (2023): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v8i1.17621

Abstract

In vocabulary learning, students are expected to be able to pronounce vocabulary according to the correct output (makhraj), understand the meaning and derivation of the word, explain its meaning in the correct language structure, and use the right words in the correct sentence context. However, there are problems that occur in vocabulary learning at MTs Nurul Ulum Poncokusumo Malang Regency, including the relatively low number of vocabularies mastered by students, some students' pronunciation is not good and correct, and some students have difficulty in understanding and applying vocabulary into sentences. This study aims to describe and determine the effectiveness of the application of bingo game media in vocabulary learning at Mts Nurul Ulum Poncokusumo Malang Regency. The approach used by the researcher is a quantitative approach with an experimental method in the form of a quasi-experimental design, namely a non-equivalent control group design. The results of the study are as follows: 1) multi-disciplinary learning with bingo game media uses the stages of exploration, bingo organization, elaboration, confirmation, and material strengthening. 2) Through observation, it can be seen that students' memorization of vocabulary is increasing and they are able to mention more vocabulary than usual. The results of the t-test indicate that there is a significant difference between the experimental group and the control group because the t-count value (3.469) is greater than the t-table (2.021). Therefore, it can be concluded that the use of bingo game media is quite effective in vocabulary learning at MTs Nurul Ulum Poncokusumo Malang Regency.
THE ANALYSIS ON FACTORS INFLUENCING THE LEARNING OUTCOME ON MICROECONOMICS USING CONFIRMATORY FACTOR ANALYSIS MODEL Luthfiya Fathi Pusposari
Abjadia : International Journal of Education Vol 4, No 2 (2019): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v4i2.8007

Abstract

The research aims to identify factors influencing the learning outcome on microeconomics theories of social education students of UIN Malang. Theoretically, factors influencing learning outcomes are varied. Therefore, the researcher collaborates some opinions on factors influencing learning outcomes, and the process generates 25 subfactors. The research employs a quantitative descriptive method. The data was collected using questionnaires of the Likert scale and distributed to all research subjects. The researcher employed a confirmatory analysis model to analyze the data. The result showed that there are seven factors influencing learning outcomes on the economy subject: 1). The ability of students and lecturer related to the element on background knowledge, teaching method, course interest, learning manner, lecturer’s explanation; 2). The Learning method about student learning style, learning the habit, and determining intensity; 3). The Students’ initial modal formed by factors such as previous experience, talent, benefit, and intelligence;  4). The variable of sex and age creates the readiness factor;  5). The facility factor formed by the variable of classroom facilities and the financial situation;  6). The moral condition and family support create the psychology factor; 7). The last element is learning drive is formed by the variable of recitation and motivation.
ANALYSIS OF EDUCATIONAL VALUESIN ISLAMIC HISTORICAL LITERACY Atina Tri Rokhmatin; Dewi Nur Suci
Abjadia : International Journal of Education Vol 1, No 1 (2016): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v1i1.3255

Abstract

This research is intended to reveal the educational values in the historical literacy, entitled “Salahuddin Al Ayyubi dan Perang Salib III” written by Alwi Alatas. The educational values exploring the notion of moral, awareness and religion values can be transformed into Islamic History subjects in Madrasah such as Aqidah Akhlaq, Al-Qur’an Al-Hadith, Shariah and Islamic history. Seemingly the same as moral and awareness values, religion values comprise pious, ubudiyah and muamalah that are appropriate to voice the character building as the spirit of curriculum 2013. As the result, it is expected that the learner’s perspectives on their religion history can be explored.  Categorized as Islamic historical genre, this novel does not only promote the awareness on the historical place, language, events, narratives, concept, research skill, contention and contestability. This literacy can familiarize the learners with moral judgement and the ability of self reflection by making connection that relates the past with the self and the world today. يهدف هذا البحث عرض القيم التربوية في الكتاب التاريخي تحت عنوان "صلاح الدين الأيوبي وحرب الصليب الثالث" الذي كتبه علوي العطاس. وعرف أن القيم التربوية يمكن تحويلها إلى المواد التعليمية مثل مادة العقيدة والأخلاق، والقرآن والحديث، والثفاقة الإسلامية. أما القيم الدينية فتحتوي على القيم الإلهية والعبادة والمعاملة. وتفيد هذه القيم في تكوين الشخصية كما قصده المنهج 2013 لأنها تستطلع ملكات الطلاب. ولم يكن هذا الكتاب باعتباره قصة إسلامية يرقي الوعي في المكان واللغة والحادثة والرواية والمفاهيم والبحث والمنازعة والمسابقة فحسب، بل كان هذا الكتاب يعود الطلاب على الأخلاق الدينية ومحاسبة النفس وابتداع الاتصال بين الماضي والحاضر.
Spatial Intelligence and Geographic Skills: REACT Model on Regional Development and Growth Materials Risky Andias Oktavian; Dwiyono Hari Utomo; Alfyananda Kurnia Putra; Yuswanti Ariani Wirahayu; Syah Rizal
Abjadia : International Journal of Education Vol 8, No 1 (2023): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v8i1.18383

Abstract

The REACT model is constructive contextual learning that emphasizes the meaning of learning and the knowledge built in students' minds. This study aims to determine the effect of the REACT model on students' Spatial Intelligence and Geographic Skills. This research uses Quasy Experimental with Posttest Only Control Group Design. The subjects used in the study were students of class XII Social Sciences 2 as an experimental class and XII Social Sciences 3 as a control class at Senior High School 10 Malang in the academic year 2022/2023. Determination of the sample using purposive sampling technique with the consideration of having a middle school final exam score that is almost the same. The research instrument uses an essay test referring to geographic skills and spatial intelligence indicators. Data analysis used the Independent-Sample T Test and the Mann-Whitney U Test with a significance level of 0.05. The significance value of the Independent-Sample T-Test for spatial intelligence shows an effect of the REACT learning model on students' spatial intelligence with a value of 0.004 0.05, with the spatial concept indicator having the highest influence. In contrast, the reasoning process indicator has the most effect low. The significance value of the Mann-Whitney U test geographical skill test shows an impact of the REACT learning model on students' spatial intelligence with a value of 0.004 0.05, with the indicator answering geographical questions having the highest impact, while the indicator asking geographic questions has the highest influence the lowest.
Design Educational Materials to Upgrade Speech Skills for Middle School Beginners / تصميم المواد التّعليميّة لترقيّة مهارة الكلام للنّاشئين بالمدرسة المتوسّطة Malia Fransisca
Abjadia : International Journal of Education Vol 4, No 2 (2019): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v4i2.6295

Abstract

This study was based on several language errors in the intensive class student PP MAS Nasyi’in Sidoarjo when speaking Arabic, both in terms of the order in which words and sentences were laid out and the grammar or rules. Therefore, it is necessary to design learning materials to improve speaking skills specifically for intensive class students of the PP MAS “A” group Nasyi’in. The formulation of the problem is: (1) What are the characteristics of the book design of speaking skill learning for intensive class “A” group PP MAS Nasyi’in?, (2) How effective design book learning of speaking skill for intensive classes group “A” of PP MAS Nasyi’in? The objectivitas of this study are: (1) To find out the characteristics of the book design of the speaking skill learning for intensive class  “A” PP MAS Nasyi’in, (2) To find out the effectiveness of the speaking skill learning for intensive class  “A” PP MAS Nasyi’in. The research method is Research and Development (R D). Data collection used was observation, interviews, questionnaires and tests. The tests used in this study were pre-test and post-test. The 6 steps in making this design book are observation, data collection, design of learning material, 1st validation, book experiment and 2nd validation. From the test result tested, the result of the data obtained are as follows: t count 3.67 and t table 2.718. So, if t count is greater than t table then the design of learning is effective. Conversely, if t count is smaller than t table, the learning design is not effective. Thus it can be concluded that the design of the material made by this researcher is considered effective and has an influence in improving the skills of speaking Arabic in intensive class students of the PP MAS “A” group Nasyi’in. The design book has a different character. These characters can be seen from several aspect, including: (1) Learning Material Aspects: The material prepared is the conversation of local material as well as ta’birat al istilahiyyah needed by students, (2) Language Aspect: The language used in this design book is simple, (3) Psycological Aspect: The use of names and images in the design book is nothing but the name of the intensive class students themselves so that it adds to their motivation
ASSOCIATIVE AND DISSOCIATIVE RESPONSES IN THE LEARNING ENVIRONMENT Asma Kumalasari
Abjadia : International Journal of Education Vol 1, No 1 (2016): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v1i1.3250

Abstract

This research is intended to investigate the social interaction strategies experienced by Thailand students in Maulana Malik Ibrahim State Islamic University, Malang. As the foreigner students, they may experience associative and dissociative responses to construct self adjustment with their educational circumstance. Associative responses refer to positive feelings, kinship, and cooperation among students when they are interacting with the local students. In contrast, dissociative responses show the negative feelings, disintegration or even conflict. Those different reactions can generally occur when the foreigner students have been introduced new norms or cultures by the local students that are not similar to theirs. After gathering and analyzing the data from the research subject, the research accentuates that the awareness on the self negative and positive responses can perpetuate the social tolerance between the Thailand students and local students that can support their academic achievement. استكشف هذا البحث الطلاب من تايلاند الذين درسوا في جامعة مولانا مالك إبراهيم الإسلامية الحكومية مالانج حيث عانوا استجابة معاشرة وغير معاشرة في التكيف مع البيئة التعليمية. والاستجابة المعاشرة تشير إلى الاحساس الإيجابي والمقاربة والمعاونة بينهم وبين الطلاب الإندونيسيين. وبالعكس، فالاستجابة غير المعاشرة هي الاحساس السلبي والمفارقة والمخالفة بعد ما عرف الطلاب الأجانب المعايير والعادات حول الطلاب الداخلين. وبعد جمع البيانات من الطلاب من تايلاند، عرف أن الوعي بالاستجابة المعاشرة وغير المعاشرة يؤدي إلى التسامح بينهم، وذلك تظهر الانجازات الأكاديمية لهم.
MANAGEMENT OF ARABIC TEACHING AT ABDUL RAHMAN BIN AUF INSTITUTE, MUHAMMADIYAH MALANG UNIVERSITY / إدارة تعليم اللغة العربية في معهد عبد الرحمن بن عوف جامعة محمدية مالانج Irmariyadi, Irmariyadi; Nabil, Moch Zidni; Arifa, Zakiyah
Abjadia : International Journal of Education Vol 5, No 1 (2020): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v5i1.8252

Abstract

Teaching Arabic in Indonesia continues to develop over time. This development can be seen through the establishment of institutes, schools, universities and institutions specialized in teaching Arabic. Therefore, to run and develop learning Arabic language requires good management. The objectives of this research are to describe the planning, implementation, and evaluation of the Department of Arabic Language Education at the Abdul Rahman Bin Auf Institute, Muhammadiyah Malang University. The methodology of this research is the qualitative approach in the case study method. Method of data collection through interviews, observation and documentation. Research topics were chosen using targeted sampling. The results of this research are that the Department of Arabic Language Teaching at Abdul Rahman bin Auf Malan Institute has been fulfilled, which consists of planning, organizing, implementing, and monitoring. From the planning, the researcher obtains: the educational curriculum, writing the teaching plan, teaching materials and student registration, and from the implementation: the teaching plan, the teaching method and the teaching aids, and from the evaluation side: the evaluation process, the test, the success criteria, and the evaluation at the end of the month.

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