ALSYS

Analisis Self-Efficacy Mahasiswa Departemen Ilmu Agama Islam Angkatan 2023 Universitas Negeri Padang

2025-10-04T08:35:57+08:00

Self-efficacy is a crucial psychological factor that influences student motivation, learning autonomy, and academic achievement. However, studies on the dynamics of self-efficacy within the context of Islamic religious education, particularly in non-religious higher education institutions remain limited. This study aims to analyze the self-efficacy levels of students in the Department of Islamic Religious Studies at Universitas Negeri Padang, class of 2023, and to identify the factors influencing it. A descriptive qualitative approach with a phenomenological method was employed. The participants consisted of 20 students selected through purposive sampling. Data were collected through in-depth interviews and analyzed using Creswell’s phenomenological analysis model. The findings reveal that students’ self-efficacy falls into two main categories: high and low. Students with high self-efficacy demonstrate effective time management, resilience in facing academic and social challenges, and the ability to utilize social support to boost self-confidence. Conversely, students with low self-efficacy tend to procrastinate, experience anxiety during presentations, and show limited participation in academic and social activities. The study identifies five dominant factors influencing self-efficacy: social support, academic experience, learning strategies, psychological condition, and educational background. The study concludes that student self-efficacy is influenced not only by cognitive aspects but also by social, emotional, and religious factors. The implications highlight the importance of strengthening student self-efficacy holistically through lecturer engagement, academic mentoring programs, and campus-based religious activities.

Manajemen Kurikulum dalam Pengembangan Prestasi Akademik Peserta Didik di MAN 2 Klaten

2025-10-14T12:30:01+08:00

The limited number of studies on curriculum management implementation in enhancing students’ academic achievement in madrasahs forms the background of this research, given that effective curriculum management significantly impacts educational quality and learning effectiveness. This study aims to analyze in depth the processes of planning, organizing, implementing, and evaluating curriculum management at MAN 2 Klaten in the context of improving academic performance. A descriptive qualitative method with a case study design was employed, involving the principal, vice principal for curriculum affairs, teachers, and students selected through purposive sampling. Data were collected through interviews, observations, and document analysis, and were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The results indicate that curriculum management at MAN 2 Klaten is implemented systematically through phased coaching, academic training, and reward-based evaluations that serve as positive reinforcement for learning motivation. These findings support the curriculum management theory proposed by Ornstein & Hunkins (2018) and the principle of continuous improvement in educational quality management according to Sallis (2015), suggesting that adaptive and well-planned curriculum management can enhance students’ academic achievement. The study concludes that structured curriculum management is essential as a strategy for academic development, with theoretical implications for strengthening the literature on educational management and practical implications for madrasahs in designing sustainable and contextual academic coaching programs in the era of the Kurikulum Merdeka.

Qur'anic Interpretation of Hoax News: A Sociohistorical Approach and Its Relevance in the Digital Era

2025-10-17T09:19:25+08:00

The proliferation of hoaxes in the digital era has led to widespread social disruption, including within Muslim communities. This study investigates how the Qur’an addresses the issue of spreading false information through a sociohistorical interpretive approach, aiming to explore its relevance to contemporary digital challenges. The research is guided by two central questions: how does the Qur’an contextualize hoaxes within its historical setting, and how can its messages be actualized in today’s information landscape? Employing a qualitative methodology, the study utilizes a literature review and thematic analysis of selected verses—Al-Hujurat [49]:6, An-Nur [24]:11–16, and Al-Baqarah [2]:10—interpreted through asbab al-nuzul (circumstances of revelation) and social hermeneutics. The findings reveal that the Qur’an emphasizes core communicative values such as honesty, tabayyun (verification), and social responsibility. These principles are highly relevant in shaping ethical responses to misinformation in the post-truth era, particularly in addressing religion-based hoaxes. The study concludes by recommending the integration of Qur’anic interpretive principles into Islamic digital literacy curricula and the development of information governance frameworks rooted in ethical and civilizational values.

Efektivitas Model Pull Out dengan Media Papan Flanel terhadap Hasil Belajar PAI Siswa ABK Kelas VIII di SMP N 9 Salatiga

2025-10-18T07:48:58+08:00

The limited number of studies on the use of the pull-out model with flannel board media in Islamic Religious Education (PAI) instruction for students with special needs (ABK) serves as the background of this research, given its strategic potential in optimizing learning outcomes and realizing inclusive education goals. This study aims to determine the effectiveness of the pull-out model assisted by flannel board media on the PAI learning outcomes of ABK students in Grade VIII at SMP Negeri 9 Salatiga. A quantitative approach with a quasi-experimental design was employed, involving four students each in the control and experimental groups, selected through purposive sampling. The primary instrument was a learning outcome test, with data analyzed using the independent sample t-test and N-Gain analysis. The results show a significance value of 0.032 (< 0.05) and an N-Gain score of 72% in the experimental class compared to 37% in the control class, indicating a higher improvement in learning outcomes among students who received the intervention. These findings align with Dale’s Cone of Experience theory, which posits that active involvement through visual and tactile experiences enhances students’ comprehension of learning material. The main conclusion is that the implementation of the pull-out model using flannel board media is effective in improving PAI learning outcomes for students with special needs. The study's implications include strengthening the literature on adaptive learning strategies for ABK and offering practical recommendations for teachers and schools to adopt contextual learning approaches tailored to students' characteristics. This research also opens avenues for further studies on the development of other models and media in inclusive classrooms.

Pengaruh Model Pembelajaran Two Stay Two Stray (TSTS) dalam Meningkatkan Hasil Belajar Al-Qur’an Hadits Siswa Kelas IV MI Azzein Bogor

2025-10-18T08:03:31+08:00

This study is motivated by the low learning outcomes in the Al-Qur’an Hadits subject at MI Azzein Bogor, as well as the suboptimal use of instructional models that enhance student participation and comprehension. The objective of the study is to examine the effect of the Two Stay Two Stray (TSTS) cooperative learning model on improving the Al-Qur’an Hadits learning outcomes of fourth-grade students. A quantitative approach with a quasi-experimental design was employed, involving 50 students divided into two classes: the experimental class (IV-A) and the control class (IV-B), each comprising 25 students. Data were collected through a 30-item multiple-choice test administered as both pretest and posttest. The analysis showed a significant improvement in the experimental class, with the average pretest score increasing from 79.79 to 87.20 in the posttest, and a p-value of 0.00023 (< 0.05). In contrast, the control class, which used conventional teaching methods, showed an insignificant improvement, with the average score rising from 74.56 to 77.76 and a p-value of 0.137 (> 0.05). These findings indicate that the TSTS model has a positive and significant impact on students’ learning outcomes. The main conclusion of this research is that the application of the Two Stay Two Stray learning model is effective in enhancing student achievement in Al-Qur’an Hadits. The study recommends that teachers adopt the TSTS model as a cooperative learning alternative capable of improving conceptual understanding, learning engagement, and students’ social character through interactive and collaborative classroom practices.

Konsep Muhkam dan Mutasyabih (Studi Komparatif Pemikiran Syaikh Manna’ al-Qahthani dan Nasr Hamid Abu Zayd)

2025-10-21T21:27:59+08:00

This study is motivated by the limited comparative research between classical and modern Islamic scholars in understanding the concepts of muhkam and mutasyabih in the Qur’an, despite the fact that differing approaches to these concepts have significant implications for interpretative methodologies and the meaning of revelation in contemporary contexts. The aim of this study is to compare the interpretations of muhkam and mutasyabih according to Shaykh Manna’ Khalil Al-Qaththan and Nasr Hamid Abu Zayd. A descriptive qualitative method was employed using a library research approach, focusing on content analysis of the scholars’ key works—Mabahits fi ‘Ulum al-Qur’an by Al-Qaththan and Mafhum an-Nash by Abu Zayd. Data were collected through the review of journals, books, proceedings, and other relevant sources, and analyzed descriptively and analytically by comparing previous findings and synthesizing both thinkers’ perspectives. The results show that Al-Qaththan defines muhkam as verses that are clear, decisive, and foundational to Islamic legal rulings, while mutasyabih refers to ambiguous verses whose true meanings are known only to Allah. In contrast, Abu Zayd views muhkam and mutasyabih as symbols of textual dialectics that are inherently open to multiple interpretations, with meaning formed through the interaction between the text, the reader, and the socio-historical context. The main conclusion of this research is that an integrative understanding of muhkam and mutasyabih combines the theological firmness of Al-Qaththan’s classical perspective with the contextual interpretive flexibility of Abu Zayd. The implication of this study lies in its methodological contribution to the development of an integrative model of Qur’anic exegesis, enabling wise, relevant interpretations of the sacred text while maintaining the authority of revelation amid the dynamics of contemporary religious life.

Konseling Individu dengan Pendekatan Eksistensial Humanistik dalam Meningkatkan Karakter Religius Siswa di Ponpes Al Khalifah

2025-10-22T08:45:08+08:00

Islamic boarding schools (pondok pesantren) play a strategic role in shaping students' character and religious attitudes, which are reflected not only in adherence to religious rituals but also in the ability to internalize spiritual values in daily life. However, not all students are able to develop religious attitudes optimally. This study aims to explore the effectiveness of the existential-humanistic counseling approach in enhancing students' religious character at Pondok Pesantren Al Khalifah. A literature review method with a qualitative approach was used, involving guidance and counseling teachers and students as the primary subjects. The findings indicate that the existential-humanistic counseling approach—emphasizing empathetic counselor-student relationships, unconditional acceptance, and the enhancement of self-awareness—is effective in helping students understand personal responsibility and freedom in practicing religious teachings. This approach also encourages deep exploration of life’s meaning and spiritual values, fostering authentic and meaningful religious attitudes. Furthermore, it supports students in dealing with existential anxiety and facilitates the conscious internalization of Islamic teachings with a strong sense of accountability. In conclusion, existential-humanistic counseling significantly contributes to the development of strong, independent, and devout religious character within the pesantren educational context.

Strategy for the Use of Tahfidz Mentoring Methods at Maahad Tahfiz Vokasional Aman Bistari (MTVAB), Malaysia

2025-10-22T08:57:41+08:00

This study analyzes the strategies and methods of tahfiz mentoring implemented at Maahad Tahfiz Vokasional Aman Bistari (MTVAB), Malaysia, in integrating Qur’anic memorization with vocational education (TVET) to enhance students’ memorization quality, motivation, and time management. Adopting a qualitative case study design, data were collected from 26 purposively selected participants—including administrators, tahfiz teachers, and students—through interviews, observations, questionnaires, and document analysis. Data were processed using Miles and Huberman’s interactive analysis model, with validity ensured through triangulation and member checking. Statistical validation confirmed reliability using Pearson’s Product-Moment and Cronbach’s Alpha (α = 0.872). The findings indicate that mentoring strategies such as talaqqi, halaqah, tikrar, saba’, and manzil significantly improve memorization accuracy and consistency. Ninety percent of students reported enhanced memorization performance and focus, while 85% affirmed improved ability to balance tahfiz and vocational learning. Institutional support, peer mentoring, and digital media integration further reinforced students’ motivation and self-regulation. The study concludes that structured tahfiz mentoring effectively integrates spiritual development with technical competencies, offering a viable model aligned with Malaysia’s National Tahfiz Education Policy 2.0. It contributes to the discourse on harmonizing Qur’anic education with vocational training through innovative mentoring practices and collaborative learning environments.

Strategi Strategi Kepala Sekolah dalam Mengelola Konflik Antar Guru di SMKS Bina Mandiri Gorontalo

2025-10-27T08:08:00+08:00

This study aims to examine the principal’s strategies in managing inter-teacher conflict at SMKS Bina Mandiri Gorontalo, based on the limited research regarding school leadership roles in conflict management within vocational education settings. Effective conflict resolution plays a critical role in fostering a harmonious and collaborative work environment. A qualitative descriptive method was employed, with data collected through in-depth interviews with the principal and three teachers selected using purposive sampling. Thematic analysis was used to identify patterns in conflict resolution strategies. The findings reveal that inter-teacher conflicts are generally triggered by differences in teaching methods, miscommunication, and imbalances in task distribution. The principal adopted mediation and participatory approaches, including deliberation, open dialogue, self-reflection, and fair and transparent decision-making. These strategies were positively received by the teachers, as they contributed to improving working relationships and enhancing team synergy. The main conclusion of this study is that successful conflict resolution is significantly influenced by the principal’s emotional intelligence and dialogical competence. These findings contribute to the literature on human resource management in education and offer practical recommendations for school principals to strengthen interpersonal communication and build a supportive and conducive work environment.

Analysis of the Role of MI Teachers in Developing Students' Social-Emotional Character in the Digital Age: A Literature Review

2025-10-28T07:24:58+08:00

The digital era has introduced new challenges for education, particularly in shaping the social-emotional character of Madrasah Ibtidaiyah (MI) students. Amid the rapid development of information technology, MI teachers are expected to serve not only as learning facilitators but also as counselors capable of integrating social and emotional values into the educational process. This study aims to comprehensively analyze the role of MI teachers in developing students’ social-emotional character in the digital age, with a focus on strategies, approaches, and challenges encountered. A Systematic Literature Review (SLR) method was employed, analyzing a range of scholarly journals, articles, and relevant references published between 2019 and 2025. The findings indicate that teachers play a vital role in instilling character values through active learning strategies, project-based learning, the mindful use of digital media, and collaboration with parents and the community. Digitally literate teachers who model ethical behavior in the digital space are shown to be more effective in fostering empathy, responsibility, and social skills among students. The study concludes that strengthening the social-emotional character of MI students in the digital era requires a synergy of relevant pedagogical approaches, purposeful integration of technology, and support from a positive, collaborative learning environment. These findings offer both practical and theoretical contributions for teachers, educational institutions, and policymakers in designing adaptive character education strategies that address contemporary challenges.

Kurikulum Pelajar Pancasila dan Nilai Lokal di SMP Darul ‘Ulum 1 Unggulan Jombang

2025-11-05T17:24:31+08:00

The limited comprehensive studies on the integration of the Kurikulum Profil Pelajar Pancasila (KPPP) with local values at the junior high school level—particularly in high-performing schools with strong religious characteristics—forms the background of this research. This phenomenon warrants critical examination due to its significant implications for shaping holistic student character rooted in national culture and adaptable to global challenges. This study aims to analyze the strategies for implementing KPPP, identify forms of local value integration, and explore the perceptions and lived experiences of stakeholders at SMP Darul ‘Ulum 1 Unggulan Jombang. A qualitative method with an interpretive phenomenological approach was employed to uncover the subjective meanings and real experiences of teachers, students, and school management. The findings indicate that KPPP implementation is carried out through problem-based projects and extracurricular activities, while local values are explicitly integrated into local content subjects and implicitly reinforced through a school culture emphasizing religiosity and nationalism. These findings align with Vygotsky’s social constructivist theory, which underscores the role of social and cultural interaction in value formation, and support the contextual education approach. The study concludes that the success of KPPP implementation and local value integration is influenced by school leadership commitment, teachers’ pedagogical competence, and active community involvement. Theoretically, this study contributes to the literature on character education rooted in local wisdom, and practically, it recommends the development of a contextualized KPPP guide and the optimization of local values across other schools.