Application of STIFIn-Based Intelligence Concept on Students' Qur'an Memorization Achievement

Diana Kholidah; Asriana  Kibtiyah; Khoirotul  Idawati; Hanifudin Hanifudin

doi:10.54437/urwatulwutsqo.v14i1.2231

Authors

Diana Kholidah Universitas Hasyim As’ary Tebuireng Jombang, Indonesia
Asriana Kibtiyah Universitas Hasyim Asy’ari Tebuireng Jombang, Indonesia
Khoirotul Idawati Universitas Hasyim Asy’ari Tebuireng Jombang, Indonesia
Hanifudin Hanifudin Universitas Hasyim Asy’ari Tebuireng Jombang, Indonesia

DOI:

https://doi.org/10.54437/urwatulwutsqo.v14i1.2231

Keywords:

STIFIn Concept, Learning Motivation, Learning Style

Abstract

This study discusses the Application of the STIFin-based intelligence Concept to Students' Al-Qur'an Memorization Achievements at MTs Madrasatul Qur'an Tebuireng Jombang. This study aims to investigate applying the Sensing, Thinking, Intuiting, Feeling, and Instinct (STIFIn)-based intelligence concept to students' Al-Qur'an memorization achievements at MTs Madrastul Qur'an Tebuireng Jombang. This study focuses on the analysis of the application of the STIFIn Intelligence concept in the achievement of memorizing the Al-Qur'an, student learning motivation and student learning styles in memorizing the Al-Qur'an, and Identification of supporting and inhibiting factors in the application of the STIFIn concept to students' Al-Qur'an memorization achievements at MTs Madrasatul Qur'an Tebuireng. The author uses a qualitative phenomenological approach. With domain data analysis: Taxonomic Analysis and Componential Analysis. The results of this study: Memorization achievement with the STIFIn approach will improve the quality of learning in students who already have a good basic fashohah. Facilitate accompanying teachers in motivating memorization of the Qur'an. Facilitate accompanying teachers and students in understanding the uniqueness of each student's learning style based on the dominant Intelligence Machine (MK) they have Learning style. Among the inhibiting factors found the intention/commitment is less istiqomah. On the other hand, strong support from the head of the madrasah serves as a key facilitating factor.

Downloads

Download data is not yet available.

References

Aini, N., Hafizah, N. R., & Syahira, S. (2024). Pengaruh Lingkungan Terhadap Pendidikan Anak. JMPAI: Jurnal Manajemen Dan Pendidikan Agama Islam, 2(5).

Alfaruqy, M. Z. (2022). Nationalism From The Founding Father ’ S Perspective (A Psycho-Hermeneutic Analysis). Jurnal Pemikiran Humaniora, 23, 1–11.

Azizah, M., Jariah, S., & Aprilianto, A. (2023). Pembentukan Karakter Religius Siswa Melalui Pembelajaran Pendidikan Agama Islam di Sekolah Menengah Kejuruan. Ngaos: Jurnal Pendidikan Dan Pembelajaran, 1(1), Article 1. http://ejournal.pdtii.org/index.php/ngaos/article/view/2

Hasan, M. S. (2021). Learning Model Service-Learning at Boarding School. Nazhruna: Jurnal Pendidikan Islam, 4(3), Article 3. https://doi.org/10.31538/nzh.v4i3.1139

Hasan, M. S. (2024). Integration of Islamic Moderation Values in Islamic Education Curriculum as an Effort to Prevent Radicalism Early on. At-Thullab: Jurnal Pendidikan Guru Madrasah Ibtidaiyah.

Hasan, M. S., & Azizah, M. (2022). Reconstructing the Islamic Religious Education Curriculum with a Bullying Prevention Perspective. Tafkir: Interdisciplinary Journal of Islamic Education, 3(2), Article 2. https://doi.org/10.31538/tijie.v3i2.1702

Hasan, Moch. S., Azizah, M., & Rozaq, A. (2023). Service Learning in Building an Attitude of Religious Moderation in Pesantren. Tafkir: Interdisciplinary Journal of Islamic Education, 4(4), 559–576. https://doi.org/10.31538/tijie.v4i4.714

Juwaini. (2023). Revitalisasi Peran Filsafat sebagai Proses Transformasi Masyarakat Multikultural. Jurnal Sosiologi Agama Indonesia (JSAI), 4, 102–118. https://doi.org/10.22373/jsai.v4i1.2690

Kamal, K. A., & Maknun, L. (2023). Implementasi Sikap Toleransi Siswa Di Sekolah Dasar. Jurnal Gentala Pendidikan Dasar, 8(1), 52–63. https://doi.org/DOI: https://doi.org/10.22437/gentala.v4i1.

Kholik, M., Mujahidin, M., & Munif, A. A. (2024). Menanamkan Nilai-nilai Akhlak dalam Pergaulan Siswa Di Lingkungan Madrasah. Ngaos: Jurnal Pendidikan Dan Pembelajaran, 2(1), Article 1. https://doi.org/10.59373/ngaos.v2i1.12

Lessy, Z., Widiawati, A., Himawan, D. A. U., Alfiyaturrahmah, F., & Salsabila, K. (2022). Implementasi Moderasi Beragama Di Lingkungan Sekolah Dasar. Pedagogie, 3(2), 137–148. https://DOI.org/10.52593/pdg.03-2-03

Magdalena, I., Hidayah, A., & Safitri, T. (2021). Kognitif , Afektif , Psikomotorik Siswa Kelas Ii B Sdn Kunciran 5 Tangerang. Nusantara?: Jurnal Pendidikan Dan Ilmu Sosial Volume, 3, 48–62.

Mezirow, J. (1997). Transformative Learning: Theory to Practice. Transformative Learning In Action, 74, 5–12.

Muslimah. (2022). Kontekstualisasi Modal Sosial Dalam Pembentukan Karakter Siswa Di Madrasah (Studi Kasus di MAN 1 Tangerang) Disertasi. Universitas Islam Negeri Syarif Hidayatullah Jakarta.

Puspita, D., Nizar, M. A. K., & Rambe, M. S. (2024). Penerapan Kurikulum Merdeka Melalui Teori Konstruktivisme Pada Pembelajaran Pendidikan Agama Islam Kelas X Di Sma Negeri 1 Tebing Syahbandar. At-Tarbiyah, 2, 117–125.

Qodim, H. (2023). Moderasi Beragama buku.pdf. Gunung Djati Publishing.

Rasad, A., & Nugraha, F. (2023). Gerakan dakwah dan pengarusutamaan moderasi beragama menuju kerukunan umat beragama. Transformasi?: Journal Of Management, Administration, Education, And Religious Affairs, 5(1), 158–177.

S, N. (2020). Prinsip-prinsip pendidikan islam: Universal, keseimbangan, kesederhanaan, perbedaan individu, dan dinamis. ISTIQRA’, 7(2).

Safarudin, R., Kustati, M., Sepriyanti, N., & Zulfamanna. (2023). Penelitian Kualitatif. INNOVATIVE: Journal Of Social Science Research Volume, 3, 9680–9694.

Saifuddin, L. H. (2019). Moderasi Beragama. Badan Litbang dan Diklat Kementerian Agama R.

Susanti. (2022). Moderasi Beragama Dalam Masyarakat Multikultural. 6, 168–182. https://doi.org/10.52266/

Ulfa, N., Ningsih, S., Kurniasih, W., & Chanifudin. (2024). Pendidikan Karakter?: Upaya Membangun Moderasi Beragama Peserta Didik. Journal Transformation of Mandalika., 5(5), 266–275.

Ulinnuha, M., & Nafisah, M. (2020). Moderasi Beragama Perspektif Hasbi Ash-Shiddieqy, Hamka, Dan Quraish Shihab: Kajian atas Tafsir an-Nur, al-Azhar, dan al-Mishbah. Suhuf, 13(1), 55–76. https://doi.org/: https//doi.org/10.22548/shf.v13i1.519

Zahdi, & Iqrima. (2021). Implementasi Moderasi Beragama Pada Pembelajaran Al-Qur’an Di Mushola Nur Ahmad. Moderatio?: Jurnal Moderasi Beragama, 01(1), 142–159.