AS-SABIQUN

Analyzing Teachers’ Pedagogical Competence in Akidah Akhlak Instruction for Ninth-Grade Students at MTs Ibadurrahman Aik Ampat

Hamzan Wadi — 2026-11-01

Although teachers’ pedagogical competence is widely recognized as central to instructional quality, empirical research examining it as an integrated process in Akidah Akhlak instruction, particularly at the Grade IX level in Islamic junior secondary schools, remains limited. This study aims to analyze how teachers enact pedagogical competence in planning, implementing, adapting, and evaluating Akidah Akhlak instruction. A descriptive qualitative design was employed at MTs Ibadurrahman Aik Ampat, Dompu, Indonesia, involving one school principal, three Grade IX Akidah Akhlak teachers, and 20 Grade IX students. Data were collected through non-participant observation, structured interviews, and documentation and analyzed through data condensation, data display, and conclusion drawing, with source and method triangulation used to strengthen the analysis. The findings identify nine interconnected dimensions of pedagogical competence: understanding students’ characteristics; applying learning theories and instructional principles; operationalizing the curriculum; facilitating educative learning; integrating information and communication technology; communicating effectively, empathetically, and respectfully; conducting assessment; utilizing assessment results; and engaging in reflective practice. These dimensions constitute an adaptive instructional cycle in which teachers’ understanding of learners informs instructional planning and implementation, while communication and assessment facilitate ongoing instructional adjustment. However, reflective practice was less systematic, and assessment results were used more consistently for remediation than for enrichment. The study concludes that pedagogical competence in Akidah Akhlak instruction operates as a context-sensitive and adaptive process rather than as a collection of isolated teaching skills. The findings contribute to understanding pedagogical competence as an integrated instructional process and underscore the need for teacher development that strengthens differentiated instruction, assessment-informed improvement, ICT integration, and systematic reflective practice. Future research should extend these findings through multi-site, longitudinal, or mixed-method designs.

Hubungan antara Penggunaan AI dalam Pembelajaran dan Motivasi Belajar Mahasiswa Pendidikan Guru Sekolah Dasar

Maharani Suci Falaah — 2026-11-01

The expanding use of artificial intelligence (AI) in learning has the potential to support students’ learning processes, but its relationship with learning motivation among Pendidikan Guru Sekolah Dasar (PGSD) students still requires investigation. This study aims to analyze the relationship between AI use in learning and learning motivation among PGSD students. The study employed a quantitative approach with a correlational design involving 38 PGSD students. Data were collected through questionnaires and analyzed using Pearson’s product–moment correlation test with SPSS. The results showed a positive and significant relationship between AI use in learning and learning motivation among PGSD students, with a relatively weak correlation (r = 0.352; p = 0.030). Students with higher levels of AI use tended to have higher learning motivation, but this relationship did not indicate causality. This study concludes that AI use in learning is associated with learning motivation among PGSD students. These findings add empirical evidence to research on AI use and learning motivation and can serve as a reference for students and educators in using AI wisely and responsibly as a learning aid. Future research should involve more respondents and examine other factors associated with students’ learning motivation.

Hubungan Pemanfaatan Media Pembelajaran Papan Interaktif Digital dengan Motivasi Siswa di Sekolah Dasar

Kenya Ziva Mahendra — 2026-11-01

Amid the expanding adoption of educational technology, empirical research on the relationship between the use of digital interactive boards and primary school students’ learning motivation remains limited. This study aims to analyze the relationship between the use of digital interactive boards as instructional media and primary school students’ learning motivation. The study employed a quantitative approach with a correlational design involving 30 primary school students selected through purposive sampling. Data were collected using a closed-ended Likert-scale questionnaire and analyzed with IBM SPSS through validity, reliability, and normality tests, as well as Pearson’s product–moment correlation test. The results showed a positive, strong, and statistically significant relationship between the use of digital interactive boards and students’ learning motivation. Higher levels of digital interactive board use were associated with higher learning motivation in the sample studied. These findings provide empirical evidence of the relationship between interactive instructional media and learning motivation and enrich the literature on technology use in basic education. In practical terms, the findings can inform teachers’ design of learning activities that optimize visual elements and interactivity. Future research should involve a broader sample to expand understanding of this relationship.

Metode Show and Tell untuk Meningkatkan Kemampuan Berbahasa Anak Usia Dini

Mayana Futri — 2026-11-01

Initial observations showed that some children in Group B2 had difficulty expressing ideas, answering simple questions, constructing short sentences, and speaking in front of their peers. This study aimed to describe the implementation of the Show and Tell method in developing children’s language skills at TK Harapan Bangsa in Simangambat Urban Village. The study employed Kemmis and McTaggart’s classroom action research model, comprising planning, action, observation, and reflection. The participants consisted of 11 children aged 5–6 years. The intervention was implemented during May–June 2026 in two cycles, each consisting of two sessions. Data were drawn from observations of teacher and child activities, interviews, RPPH, and documentation. The indicators of language skills included naming objects, explaining their characteristics and uses, answering simple questions, and talking about familiar objects using simple sentences. The findings showed that combined attainment in the Developing as Expected (BSH) and Developing Very Well (BSB) categories increased from 36% to 45% in Cycle I, then from 73% to 91% in Cycle II following instructional improvements based on reflection. At the end of the intervention, seven children (64%) were in the BSB category, three children (27%) in BSH, and one child (9%) in Beginning to Develop (MB), with none in Not Yet Developing (BB). These findings indicate that Show and Tell provides concrete communication experiences through showing objects, providing explanations, answering questions, and interacting. This study supports the use of the method as an alternative learning activity to stimulate young children’s language skills.

Emergency Marriage Practices Following Premarital Pregnancy and Their Implications for Family Structure: A Maqāṣid al-Sharīʿah Analysis in Penujak Village

Ahmad Mujitahid — 2026-11-01

Limited empirical understanding of emergency marriage following premarital pregnancy constrains knowledge of its implications for family structure in rural Muslim communities. This study examined the processes underlying emergency marriage, its implications for family structure, and its alignment with maqāṣid al-sharīʿah in Penujak Village, Central Lombok. A descriptive qualitative design involved 15 purposively selected couples. Data were collected through participant observation, semi-structured interviews, and document analysis involving couples, family members, religious and community leaders, and marriage-service personnel. Analysis combined inductive thematic coding with deductive interpretation through the maqāṣid al-sharīʿah framework. Pregnancy emerged as a critical trigger that transformed private relationships into collective family concerns, accelerating family deliberation, community mediation, and marriage arrangements. Emergency marriage provided immediate social recognition, clarified parental responsibility, and was perceived as protecting the unborn child. However, postmarital experiences included psychological distress, economic unpreparedness, relational conflict, role adjustment, and complex family structures, indicating that marriage alone did not ensure sustained family welfare. The study concludes that maṣlaḥah in emergency marriage is conditional and process-oriented, requiring the integration of ḥifẓ al-nasl with ḥifẓ al-nafs, ḥifẓ al-ʿaql, and ḥifẓ al-māl. It proposes a two-stage conceptual model comprising immediate protective resolution and substantive family sustainability. The findings support premarital counseling, psychosocial support, economic preparation, child protection, and postmarital assistance, while identifying longitudinal and multisite research as necessary to evaluate the proposed model.

Implementasi Kegiatan Outdoor untuk Meningkatkan Motorik Kasar dan Halus pada Anak Usia Dini

Najwa Lubis — 2026-11-01

This study aimed to describe the implementation of outdoor activities to stimulate children’s gross and fine motor development at PAUD Terpadu Kemala Bhayangkari and to examine improvements in their developmental attainment. The study employed a classroom action research design based on the Kemmis and McTaggart model, comprising planning, action implementation, observation, and reflection. The participants consisted of 18 children in Group B, including 11 boys and 7 girls. The intervention was implemented over two cycles, each consisting of two sessions. Data were collected through observation, interviews, and document review, with data trustworthiness checked through triangulation of techniques and sources. The activities involved preparing facilities and instructional media, explaining safety rules, providing demonstrations, organizing turns during play, offering supportive guidance, and documenting children’s development. The results showed that the gross motor mastery rate increased from 50% at the first session of Cycle I to 55% at the end of Cycle I and reached 83% at the end of Cycle II. The fine motor mastery rate increased from 39% to 50% during Cycle I, then reached 83% at the end of Cycle II. The final attainment in both domains exceeded the established success threshold of 75%. These findings indicate that implementing structured and varied outdoor activities supports improvements in gross and fine motor skills in the group studied. This study provides practical guidance for early childhood educators in planning, implementing, and monitoring outdoor activities to support children’s motor development.

Pengembangan Bahan Ajar Bercerita Berbasis Boneka Mini untuk Stimulasi Bahasa Anak Usia Dini

Mila Rizky — 2026-11-01

Preliminary observations at TK Model Negeri Panyabungan showed that some children aged 5–6 years had limited vocabularies, lacked confidence when speaking in front of peers, and had difficulty organizing stories sequentially. This study aimed to map children’s language skills, develop storytelling instructional materials using miniature sock puppets, and describe teachers’ and children’s responses to the product. The study employed a research and development method using the ADDIE model, comprising the analysis, design, development, implementation, and evaluation stages. The initial trial involved 11 children from Group B, while the large-scale trial reportedly included 53 children. Data were collected through observation, questionnaires, interviews, documentation, and storytelling performances. The developed product comprised eight miniature sock puppets, a user guide, a teaching module, and storytelling scenarios. Validation yielded scores of 85% for the media, 98% for the guidebook, and 98% for language aspects. The mean response score from three teachers reached 90%, classified as very good. Observations showed children’s interest in the media, willingness to answer questions, initial confidence in performing, and ability to recount simple experiences, although guiding questions were still needed on some occasions. These findings provide preliminary support for the suitability and practicality of the instructional materials as a means of language stimulation through storytelling activities. However, no conclusion can yet be drawn regarding the product’s effectiveness in improving language skills. Further testing is needed using measurable indicators of language skills and a wider variety of story themes.

Educational Values of Congregational Prayer: A Case Study in Sigerongan Village

Saripudin Saripudin — 2026-11-01

The role of congregational prayer as informal Islamic education within village communities remains insufficiently understood. This study examines its implementation, perceived educational values, and perceived individual and collective contributions in Sigerongan Village, West Lombok, Indonesia. A qualitative case study involved purposively selected participants. Data were collected through semistructured interviews, nonparticipant observations, and documentation, then analyzed using Miles et al.’s analytical framework with triangulation. The findings identify three interconnected dimensions. First, preparation before worship, orderly participation during prayer, and subsequent social interaction provide recurring opportunities to practice discipline, obedience, and responsibility. Second, community members associate congregational prayer with religious commitment, exemplary conduct, leadership, equality, and Islamic brotherhood. Third, perceived contributions encompass religious habituation, accountability, social relationships, solidarity, cooperation, and concern for others. These findings suggest that congregational prayer may connect individual religious practice with collective character development through repeated participation, shared responsibilities, and interpersonal interaction. The study contributes to understanding Islamic education beyond formal schooling by highlighting the educational potential of everyday religious practices. Practical implications include strengthening exemplary leadership, youth participation, and collective activities through collaboration among mosque leaders and community members. The study does not establish causal relationships, and its focus on one community limits transferability. Further comparative and longitudinal research is needed to examine how participation and social context shape the sustained practice of educational values.

Pengaruh Loose Parts Kontekstual Pesisir terhadap Kemampuan Matematika Awal Anak Usia 5–6 Tahun

Anggriani Amir — 2026-11-01

The use of materials familiar to children provides a context for early mathematics learning through guided play. This study aimed to analyze, through simulation, the effect of loose parts activities grounded in a coastal context on the early mathematics skills of children aged 5–6 years within the setting of TK Pembina in Pangkep Regency. The study employed a quantitative approach based on a controlled synthetic dataset representing a quasi-experimental nonequivalent pretest–posttest control group design, with 20 children each in the experimental and control groups. The intervention scenario included 12 guided play sessions using safe, cleaned, and developmentally appropriate materials, namely seashells, pebbles, seeds, string, bottle caps, and pieces of wood. Early mathematics skills encompassed five domains: classification, numbers and counting, patterns, geometry/spatial skills, and measurement. Data were analyzed using descriptive statistics, assumption tests, paired tests, gain comparisons, and analysis of covariance (ANCOVA), with pretest scores as a covariate. The simulation results showed an increase in the experimental group mean from 56.40 (SD = 6.15) to 77.75 (SD = 10.60), while the control group mean increased from 53.20 (SD = 5.08) to 64.40 (SD = 10.34). The difference in gains was statistically significant, t = 3.61, p < 0.001, with a large effect size (d = 1.14). ANCOVA showed a between-group difference after controlling for baseline scores, F(1, 37) = 11.84, p = 0.001, ηₚ² = 0.24. The most pronounced improvements occurred in the numbers and counting domain and the patterns domain. These results provide an analytical illustration of patterns of improvement in early mathematics skills within a play scenario situated in a coastal context, but do not yet constitute empirical evidence of the intervention’s effectiveness. Further testing requires verified field data, a larger sample, and follow-up measurements.

Efektivitas Permainan Number Path Maritim terhadap Number Sense Anak Usia 5–6 Tahun

Fauziah Kamaruddin — 2026-11-01

Maritime-themed linear number board games offer a learning context for developing young children’s number sense. This study aimed to evaluate, through simulation, the effectiveness of a maritime-themed linear number path game in strengthening number sense among children aged 5–6 years within the setting of TK Harapan Bangsa in Pangkep Regency. The study employed a quantitative approach based on a controlled synthetic dataset representing a quasi-experimental nonequivalent pretest–posttest control group design, with 20 children each in the experimental and comparison groups. The intervention scenario comprised 12 small-group sessions using a maritime-themed number path board numbered 1–20 and structured mathematical conversations (math talk), while the comparison scenario involved routine mathematics activities. The competencies analyzed included numeral identification, quantity–symbol mapping, numerical magnitude comparison, number ordering, and basic arithmetic. Data were analyzed using descriptive statistics, assumption tests, paired tests, gain comparisons, and analysis of covariance (ANCOVA), with pretest scores as a covariate. The simulation results showed an increase in the experimental group mean from 53.40 (SD = 5.90) to 72.75 (SD = 9.44), while the comparison group mean increased from 52.65 (SD = 5.21) to 62.70 (SD = 9.64). The between-group difference in mean gains of 9.30 points was statistically significant, t = 4.18, p < 0.001, with a large effect size (d = 1.32). ANCOVA showed a between-group difference after controlling for baseline scores, F(1, 37) = 16.81, p < 0.001, ηₚ² = 0.31. The greatest improvements occurred in numeral identification and quantity–symbol mapping, while basic arithmetic remained the most difficult domain. The simulation results provide an analytical illustration of patterns of improvement in number sense within a scenario involving repeated play of number games combined with structured mathematical conversations. The intervention’s effectiveness still requires empirical testing using verified field data and a sample from several schools.

Transformasi Pembelajaran Pendidikan Agama Islam Berbasis Teknologi Digital di Era Society 5.0 dan Kurikulum Merdeka di SMA Plus Barukatul Walidain Pijot

Suparlan Suparlan — 2026-11-01

The development of digital technology in the Society 5.0 era and the implementation of Kurikulum Merdeka are driving adjustments to the paradigms, methods, and instructional media used in Islamic Religious Education (PAI). This study aimed to analyze how the transformation of PAI learning through digital technology was implemented at SMA Plus Barukatul Walidain Pijot. The study employed a descriptive qualitative approach with a case study design. Data were collected through in-depth interviews with the principal, PAI teachers, and students, participant observation of the learning process, and a review of curriculum documents and digital student worksheets (LKPD). Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, encompassing data condensation, data display, and conclusion drawing. Data trustworthiness was assessed through triangulation of sources and data collection techniques. The findings showed three main aspects of the transformation of PAI learning. First, the integration of Google Classroom, Canva, interactive Qur’an platforms, and digital LKPD based on differentiated instruction supported accessibility and students’ independent learning. Second, the shift from teacher-centered to student-centered learning was realized through flipped classrooms, blended learning, and project-based learning involving the production of digital Islamic preaching content and religious educational videos. Third, the strengthening of Islamic digital literacy and ethics, grounded in the values of tabayyun, qaulan sadidan, and qaulan ma’rufan, was intended to guide students in responding to hoaxes and extremist ideologies in digital spaces. These findings underscore that the transformation of PAI learning encompasses the integration of technology use, changes in pedagogical practices, and the strengthening of digital ethics. The study’s contribution is the formulation of a PAI integration model informed by Society 5.0 that combines the characteristics of pesantren education based in local communities with the requirements of Kurikulum Merdeka. The practical implications emphasize the continuous development of PAI teachers’ competencies in technological pedagogical content knowledge (TPACK) and the provision of inclusive digital infrastructure.