International Journal on Advanced Science, Education, and Religion

The Application of Islamic Education Values through the End of Month Al-Qur'an Khatam Activity at BUQ Elementary School Betengan Demak

2025-10-02T16:55:01+08:00

The monthly Al-Qur’an completion (khataman) activity at SD BUQ Betengan Demak is a routine program that plays a significant role in fostering students’ character and religious values. This study aims to describe the implementation of Islamic educational values—including faith (aqidah), worship (ibadah), and morals (akhlaq)—through the monthly khataman Al-Qur’an program at the elementary school. This research employs a descriptive qualitative method, with data collected through in-depth interviews with the principal, the Qiro’ati activity coordinator, and participating students. The findings indicate that the khataman Al-Qur’an is not merely a tradition of collective recitation, but also serves as a means of faith building through understanding the meaning of Qur’anic verses and instilling the pillars of faith by teachers and the activity coordinator. Additionally, the khataman activity effectively increases students’ enthusiasm for worship, both in Qur’an reading and other forms of worship at school and at home. The habituation of proper etiquette during the activity, such as sitting orderly, listening attentively, and showing respect toward teachers and peers, contributes to the development of noble character among students. This activity receives full support from the principal and teachers as an integral part of the school’s vision and mission to produce excellent, accomplished, and Qur’anic-mannered generations. Thus, the implementation of Islamic educational values through khataman Al-Qur’an at SD BUQ Betengan Demak has been proven effective in holistically strengthening the students’ spiritual and character development.

The Efforts of Islamic Religious Education Teachers in Internalizing Students' Social Politics at TMII Roudlotul Qur'an Metro

2025-10-12T12:05:46+08:00

The learning of Islamic Religious Education (PAI) aims to nurture students who are devoted to Allah SWT, possess strong faith, exhibit commendable moral character, and have a sound understanding of Islamic teachings, particularly in relation to core principles and sources. The role of Islamic Religious Education teachers extends beyond merely imparting knowledge; it encompasses the transmission of values that shape students' behavior in alignment with Islamic teachings. This includes fostering an understanding of both personal and social piety—where personal piety pertains to individual worship, and social piety is reflected in empathetic and socially responsible behavior. This study employs a qualitative approach, utilizing primary and secondary data sources collected through observation, interviews, and documentation. Findings indicate that Islamic Religious Education teachers at Raudhotul Qur'an Middle School play a vital role in internalizing social virtues among students. This is achieved through a structured value internalization process, beginning with the Value Transformation Stage—utilizing advice, role modeling, and disciplinary methods—followed by the Value Transaction Stage, which includes demonstrations and further modeling. The outcomes highlight a positive impact, evidenced by enhanced social awareness, increased empathy, and improved communication skills among students at TMII Raudhotul Qur'an Middle School.

Write to Learn: Investigating the Effectiveness of the 5E Model in Teaching Writing

2025-10-12T14:23:54+08:00

This study examines the effect of the 5E instructional model (Engage, Explore, Explain, Elaborate, and Evaluate) on the writing skills in recount texts of junior high school learners. The research focuses on improving students’ ability to write recount texts in English classes, where traditional teaching methods are still commonly used. The 5E model encourages active and cooperative learning, helping students stay engaged, explore ideas, understand concepts, enhance their skills, and assess their progress. This research uses a quantitative method with an experimental design. Two classes were randomly chosen—one as the experimental group using the 5E model, and the other as the control group using traditional lectures. Students took both pre-tests and post-tests to measure their writing abilities. The data were analyzed using descriptive statistics and an independent t-test with SPSS. The findings show that students in the experimental group performed significantly better than those in the control group. The N-Gain scores also support this, with the experimental group scoring an average of 0.73 compared to 0.28 in the control group. These results suggest that the 5E instructional model effectively improves students’ writing performance, especially in junior high school.

Instilling Character Education Values through the Pancasila Student Profile Program (P5) in the Independent Curriculum at Bina Putra Seputih Agung Middle School

2025-10-12T22:31:04+08:00

The implementation of the Projek Penguatan Profil Pelajar Pancasila (P5) at SMP Bina Putra Seputih Agung serves as a strategic platform for internalizing character education values among students within the framework of the Kurikulum Merdeka. This study is motivated by the growing phenomenon of moral decline and decreasing discipline among students as a consequence of globalization. The research focuses on exploring the process of character value cultivation through the application of P5, while also identifying potential challenges in its implementation. Employing a qualitative descriptive methodology, data collection was conducted through in-depth interviews, participant observation, and document analysis. The findings indicate that P5 holds significant potential in fostering essential character values—such as collaboration, responsibility, and individual independence—through project-based activities. Nevertheless, its implementation continues to face several challenges, including limited time allocation and insufficient teacher training. Therefore, strengthening strategies and fostering synergy among key stakeholders are required to optimize the role of P5 as an effective medium for character education in schools

Integration of the Gasing (Easy, Fun, and Enjoyable) Method with the Philosophical Values of Science in Primary Education

2025-10-14T14:31:59+08:00

The This study examines the GASING (Easy, Fun, and Enjoyable) method in mathematics education through the lens of the philosophy of science, which encompasses three fundamental dimensions: ontology, epistemology, and axiology. The research addresses four key questions: (1) What is the nature of mathematics learning through the GASING method from an ontological perspective? (2) How is the process of knowledge construction within the GASING method explained through an epistemological framework? (3) What axiological values are embedded in the implementation of the GASING method? and (4) How does the GASING approach align with the fundamental principles of the philosophy of science in the context of mathematics education? Drawing upon a literature review of 14 scientific articles, the findings reveal that the GASING method develops understanding progressively from concrete to abstract, forming a strong ontological foundation. It promotes active knowledge construction through meaningful learning experiences as an epistemological process, and it embodies key axiological values such as perseverance, collaboration, and enthusiasm for learning. Furthermore, GASING emerges as a pedagogical approach that holistically integrates ontological, epistemological, and axiological dimensions, thereby reflecting the principles of the philosophy of science. The study contributes to the field by positioning the GASING method not merely as a pedagogical strategy, but as a comprehensive scientific framework for mathematics learning. This integration underscores its potential to enhance conceptual understanding and character development in primary mathematics education.