Jurnal Kajian dan Riset Mahasiswa

Implementasi Ekstrakurikuler Nasyid dalam Pengembangan Psikomotorik Siswa Kelas VIII MTs Sinar Islami Bingai

Fadia Ramadayanti — 2025-10-11

This study aims to describe the implementation of the nasyid extracurricular program in developing the psychomotor skills of eighth-grade students at MTs Sinar Islami Bingai. The research uses a qualitative descriptive approach with data collected through observation, interviews, and documentation. The results show that nasyid extracurricular activities play an important role in developing students’ psychomotor aspects, especially in vocal skills, rhythm coordination, and stage performance confidence. The implementation process includes planning, practice, and evaluation stages that are guided by the instructor. The findings also reveal that through continuous participation, students not only improve their musical abilities but also their discipline, teamwork, and appreciation of Islamic art.

IMPLEMENTASI KEGIATAN EKTRAKURIKULER HADRAH SEBAGAI MEDIA PEMBINAAN KARAKTER SANTRI DI PONDOK PESANTREN DARUL ULUM FATHUL JAMIL

Nurhayati — 2025-10-16

This study aims to describe the implementation of the hadrah extracurricular activity as a medium for character building among students at Pondok Pesantren Darul Ulum Fathul Jamil. This research is a field study employing a psychological approach that examines the cognitive, affective, and psychomotor aspects of students to determine the effectiveness of hadrah activities in shaping their character. Data were collected through interviews, observations, and documentation, and analyzed using Atlas.ti software to facilitate systematic coding, categorization, and thematic mapping. The results indicate that the hadrah extracurricular activity is implemented in a well-planned and continuous manner. Hadrah not only serves as a form of Islamic artistic expression but also functions as an effective medium for fostering students’ character development. The character values developed through this activity include religiosity, discipline, responsibility, togetherness, and love for Islamic culture. Supporting factors include strong leadership support, student enthusiasm, competent instructors, and adequate facilities. In contrast, inhibiting factors include the students’ tight schedules, limited musical instruments, and varying levels of ability among members. These challenges can be overcome through collaboration between instructors and students, as well as schedule adjustments to maintain program continuity.

ANALISIS KOMPETENSI PEDAGOGIK GURU MAN 2 LANGKAT

Ananda Sabrina — 2025-10-16

This study aims to analyze the role of Islamic Education (PAI) teachers in pedagogical competence as educators. The research problems in this study include: (1) What are the aspects of pedagogical competence analysis of Islamic Education teachers at MAN 2 Langkat, and (2) What efforts can be considered as characteristics of pedagogical competence of Islamic Education teachers at MAN 2 Langkat. This study uses a qualitative approach with school observation methods through observation, interviews, and documentation. The results show that the pedagogical competence of PAI teachers at MAN 2 Langkat is already in a good category, as seen from their ability to implement and evaluate learning. Observations were carried out by reviewing the school environment. The implementation of the teaching and learning process is essentially a human interaction activity aimed at supporting development and encouraging student engagement in learning. Basically, carrying out the teaching and learning process means creating an environment and atmosphere that can bring about changes in students’ cognitive structures. Students’ attitudes are one of the factors that influence the effectiveness of the learning process. The strategies used by PAI teachers include cooperative strategies, in which students are enthusiastic in participating in learning. Thus, the role of PAI teachers is central in shaping students’ character and noble morals. Teachers not only serve as knowledge transmitters but also as mentors and role models in instilling religious attitudes and behaviors that reflect moral values.