Jurnal Pendidikan Agama Islam Al-Amin

The Effect of Educational Games on the Learning Motivation of Elementary School Children

Salma Bialfi Karimah — 2025-11-24

This study aims to analyze the influence of educational games on elementary school children's learning motivation. Early childhood education relies heavily on literacy skills, which are key factors in academic success and social-emotional development. In this context, educational games emerge as an innovative method to increase children's engagement and motivation to learn through fun, interactive experiences. Digital technology enables personalized learning and increases student participation. The study results indicate that educational games have a positive impact on children's motivation, engagement, and the development of social-emotional skills. Therefore, the application of gamification and educational games can be an effective strategy to support children's literacy and learning motivation in the digital age.

Analysis of Student Discipline Through Habituation of Dhuha Prayers Before Learning at Madrasah Ibtidaiyah

Deni Pangestu — 2025-11-24

Madrasah ibtidaiyah is one of the formal educational institutions in Indonesia. This educational institution managed by the Ministry of Religion has the same curriculum as elementary schools, but has more Islamic religious learning. One of the Islamic religious education taught at madrasah ibtidaiyah is the habit of praying dhuha before learning. The practice of Duha prayer is considered to be able to improve students' discipline. This research aims to measure the level of discipline of students who do not regularly perform Duha prayers and students who regularly perform Duha prayers. The research used is qualitative research with participatory observation research methods. The research sample was taken from 3 classes at MI Muhammadiyah Kecepit, namely class I B, class III B, and class VI B. Research data was taken from interviews conducted with several students, a teacher and the head of the madrasah. The data wetness test was taken using observer objectivity techniques. The research results showed that students at MI Muhammadiyah Kecepit, Punggelan, Banjarnegara can improve students' discipline before learning to practice dhuha prayers before learning. This can be seen from students at each level becoming more disciplined and accustomed to performing Duha prayers. It even has an impact on students' discipline in their daily activities. It is hoped that the research results can become a reference for character education in the form of discipline for madrasas or other educational institutions.

The Role of PAI Teachers in Internalizing Religious Values of Students in Class VIII A MTS Ma'arif Garung Wonosobo

Vivi Alviana — 2025-11-24

This study describes the concept of the role of Islamic Religious Education teachers and religious values, examines the role of PAI teachers in internalizing religious values in students of class VIII A MTs Ma'arif Garung Wonosobo and identifies supporting and inhibiting factors. This study used a descriptive qualitative approach with data collection techniques in the form of observation, documentation, and interviews with principals, PAI teachers, and students. The results showed that PAI teachers play a strategic role in internalizing religious values as educators (murobbi), spiritual mentors (murshid), role models (uswah hasanah), and motivators. Internalization is carried out through exemplary approaches, habituation, and integration of values in religious activities such as tadarus, congregational prayers, kultum, infaq, joint prayers, and flash pesantren. The values instilled include honesty, responsibility, discipline, courtesy, tolerance, and social care. Supporting factors include a religious school culture, school policies, inspiring learning methods and peer support. The obstacles faced include the diversity of student backgrounds, low discipline, limited time and facilities, and students' personal constraints. The internalization of religious values requires a patient, sustainable, and adaptive approach.

Learning Strategy of Kitab Jawahirul Kalamiyyah Using the Bandongan Method in Improving the Understanding of Akidah of 5th Grade Ula Santri at Ma'had Mamba'ul Qur'an Mojotengah Wonosobo Islamic Boarding School

Muhammad Niam Ali — 2025-11-24

This study aims to describe the learning strategy of the Jawahirul Kalamiyyah book through the bandongan method in enhancing the understanding of Islamic creed (aqidah) among fifth-grade Ula students at Ma’had Mamba’ul Qur’an Islamic Boarding School in Mojotengah, Wonosobo. A field-based qualitative approach was employed, with data collected through observation, interviews, and documentation. The findings indicate that the implementation of the bandongan method in teaching classical Islamic texts is structured, effective, and contextual. The learning process involves reading, translating, and in-depth explanation by the teacher (ustaz), which is followed by the students in a passive-active manner. Although this method faces challenges, such as varying student abilities and limited active interaction, supporting factors like students’ enthusiasm and the teachers’ competence help maintain the continuity and effectiveness of aqidah instruction. The conclusion highlights that the bandongan method remains relevant as a tool for strengthening Islamic creed in the modern era.

The Role of Teachers in Instilling Strong Belief in Class IV Students of Madrasah Ibtidaiyah Sandika Sukajadi, Banyuasin Regency

Nurul Ilmi Aulia — 2025-11-24

This study aims to evaluate the role of teachers in instilling strong faith (akidah) in students at Madrasah Ibtidaiyah Sandika Sukajadi, Banyuasin Regency. The evaluation was conducted using the CIPP (Context, Input, Process, Product) approach to obtain a comprehensive understanding of the implementation of faith education. The evaluation results show that teachers play a central role as educators, mentors, and role models in shaping students' faith. The availability of a suitable curriculum, a religious school environment, and the habituation of worship practices are supporting factors for the success of the program. However, there are still challenges in the use of varied teaching methods and the optimization of learning media. In conclusion, the success of instilling faith is influenced by collaboration between teachers, schools, parents, and the community. Efforts to improve teacher competency and innovate teaching methods are necessary to ensure that faith values are thoroughly internalized in students.

Analysis of Cognitive Barriers in Students' Construction of Meaning from Reading Texts

Siti Wahyu Widiana — 2025-11-24

This study aims to identify and analyze the level of cognitive barriers experienced by students at MI Muhammadiyah Melikan in constructing meaning from reading texts. This study uses a descriptive quantitative approach with a binary questionnaire (Agree/Disagree) that focuses on three main domains of cognitive barriers: Vocabulary, Working Memory, and Inference. The results of the study on the subjects show that there are three layers of barriers that are hierarchical and reinforce each other. Quantitatively, the most dominant barrier was found in the Vocabulary Aspect (82%), where students had difficulty determining the meaning of sentences due to the presence of unfamiliar words, which theoretically created a large Extrinsic Cognitive Load. This problem is exacerbated by difficulties with Working Memory and Attention (73%), which force students to reread as a compensatory strategy for their failure to retain information. The cumulative impact of these two barriers is evident in advanced comprehension, where 55% of students fail to connect and infer meaning from the text. The conclusion shows that reading effectiveness in this school is fundamentally hampered by linguistic problems and cognitive efficiency. Therefore, interventions focused on strengthening vocabulary and metacognitive training are needed to optimize students' working memory capacity.

Transformational Leadership in Digital Schools: Innovation or Threat to Traditional Values?

Abdul Hamid — 2025-11-24

This study aims to examine the dynamics of transformational leadership in digital schools, focusing on the tension between the innovations offered and the potential threats to traditional values in education. The background of this study is the shift in the educational paradigm due to massive digitalization, which requires principals to adapt to a more flexible, visionary, and technology-based leadership model. The research method used is a descriptive qualitative approach, with data collection techniques through in-depth interviews with principals, teachers, and education personnel in five digital schools in large cities and semi-urban areas. The results of the study show that transformational leadership encourages the creation of technology-based learning innovations, increased teacher participation, and accelerated decision-making. However, resistance also emerged from some senior teachers who felt that values such as conventional discipline, etiquette, and social hierarchy were starting to be marginalized. This study contributes to the literature on educational leadership by showing that the success of transformational leadership in digital schools is highly dependent on the leader's ability to maintain a balance between technology adoption and the preservation of deep-rooted educational values. These findings can be a reference for policy makers and education practitioners in designing adaptive and sustainable leadership strategies in the digital era.

Learning Problems of Fi'il Amr: A Case Study of Grade 11 Students at a Boarding School in Tidore

Nabilah Wafdah MZ — 2025-11-24

Learning fi'il Amar is one of the problems faced by students in learning Arabic. The common problem is that not all students are junior high school graduates who have studied Arabic. Therefore, this research is intended to see further what are the problems faced by students in learning fi'il Amr and to find out the students' solutions in overcoming these problems. This research uses qualitative approach with case study method. The subjects of this study were students of grade XI of high school. Data were obtained through interview and questionnaire techniques. The results of this study show that the factors that cause students difficulty in learning fi'il amr are: 1) Internal factors (previous school background factors and basic material mastery factors. 2) External factors (non-formal factors (dormitory)), formal factors (school environment)). Furthermore, related to the participants' solutions in overcoming these problems, namely: 1) Ask the teacher. 2) Ask a friend.

The History of the Development of Educational Sociology

Deva Nela Reditha — 2025-11-25

The purpose of education is to help individuals develop their best abilities and provide them with the capacity to pursue their dreams according to their talents and skills. However, some people doubt whether the education system can achieve this goal. Some challenges faced in schools include the uneven access to educational resources and the lack of effective coordination in student development. Additionally, sociology is often taught in schools even though it is not always immediately embraced by students. Nevertheless, it is important to realize that education has the potential to evolve and show achievement. This potential can be realized through sociological research methods such as Library Research, a qualitative approach that gathers information from various sources like books, journals, documents, magazines, stories, and historical records available in libraries. The purpose of this article is to study the development of the science of educational sociology in relation to the advancement of social sciences. In the 19th century, sociology strengthened itself as an independent discipline. In 1916, New York and Columbia universities established departments of educational sociology. In 1917, the first sociology textbook was published by Walter R. Smith. In 1923, the educational sociology organization was formed through the American sociology congress. In Indonesia, the educational sociology course first appeared in 1967 and was included in the curriculum of the Didactics and Curriculum Department at the Faculty of Education, IKIP Yogyakarta. Some figures in the field of educational sociology include (a) Lester Frank Wood (b) John Dewey (c) Emile Durkheim (d) Karl Mannheim (e) Talcott Parsons (f) E George Payne.

Reforming Islamic Religious Education Curriculum in Responding to The Challenges of The Society 5.0 Era

Silna Farodis — 2025-11-28

Digital transformation in Islamic religious education requires innovative and adaptive curriculum reform to technological developments. This article aims to analyze the basic concepts, challenges, and opportunities in implementing a digital-based Islamic Religious Education curriculum in the era of the digital revolution. The research methods used include literature review and policy analysis related to technology integration in the Islamic education curriculum. The results indicate that implementing a digital curriculum can improve students' religious understanding, digital literacy, and 21st-century competencies through the use of interactive media, a Learning Management System (LMS), and the development of quality content. However, successful implementation depends heavily on teacher readiness, infrastructure availability, and monitoring of digital content to ensure its credibility and relevance. It is recommended that teacher training programs and infrastructure development continue to be strengthened, and collaboration between relevant parties be established to ensure the sustainability and success of the digital transformation in Islamic education teaching.

Becoming an Arabic Teacher: Student Engagement in Speaking Skills based on the Direct Method (Mubasyaroh)

Hamzah Ahmad Nasution — 2025-11-30

This study aims to examine the effectiveness of applying the Direct Method (Tharīqah Mubāsyarah) in improving Arabic speaking skills among junior high school students. The main problem addressed is the low speaking ability in Arabic, characterized by students’ lack of confidence, poor pronunciation, and limited participation in dialogue. This research employed a Classroom Action Research (CAR) approach using the Kemmis and McTaggart model, conducted in two cycles. The subjects were 14 seventh-grade students at SMP IT Al-Madinah Karawang. The results showed that the direct method significantly improved students' speaking confidence, dialogue participation, and pronunciation. In the first cycle, only 60% of students showed confidence in speaking and 65% participated actively in dialogue. After adjustments in the second cycle, these numbers increased to 85% and 90%, respectively. The average oral test score also rose from 70 to 85. The method effectively fostered direct two-way communication, encouraged students to use Arabic without translation, and created an active and enjoyable learning environment. The study concludes that the direct method is effective for teaching Mahārah Kalām (speaking skills) and is a relevant strategy for communicative and contextual Arabic language learning.