Jurnal Cendekia Ihya

IMPLEMENTATION OF REWARDS IN INCREASING INTEREST IN LEARNING TO READ AND WRITE THE QUR'AN AT INSAN KAMIL JUNIOR HIGH SCHOOL IN BOGOR

2024-09-29T14:41:28+00:00

Learning in the classroom can determine the success of the learning process. The learner's interest factor can affect the success of the teaching and learning process. Learners who do not have an interest in an object are seen not to respond and will affect the success of the learning process. In implying feelings of pleasure, happiness, making someone more active in increasing and improving the achievements that have been achieved, there needs to be stimulation, one of which is by giving rewards to students. The main purpose of this research is to find out how the implementation of rewards on students' interest in learning the subject of Baca Tulis Al-Qur'an (BTQ). This research approach uses qualitative research. This research was conducted at Insan Kamil Junior High School in Bogor. The subjects of this research are BTQ teachers and class VIII students. Data collection techniques using observation, interview, and documentation methods. From the results of the study that the implementation of rewards on interest in learning the subject of reading and writing the Qur'an at Insan Kamil Junior High School in Bogor has been implemented variably. Rewards are given to students who have performed well when reading yanbu'a, doing assignments correctly on time, mastering the material that has been learned and memorizing the 30th juz Al-Qur'an properly and correctly. Rewards given by teachers are in the form of praise, thanks, giving gifts, making peer tutors and tahfidz certificates from schools. Implementation of the use of The implementation of the use of rewards on learning interest in BTQ subjects makes students more motivated, enthusiastic and enthusiastic during the learning process. Rewards can increase students' interest in learning with an average of 80%, students' attention during learning and increase students' scores. After the reward the teacher sees a change in students on the value of assignments, the value of fluency in reading yanbu'a, memorizing tahfidz and the value of the attitude given. Supporting factors come from the support of teachers, parents and students when after the implementation of rewards, while one of the obstacles is the schedule of learning hours.

The Relationship Between Religiosity And Bullying Behavior Among Students At State Elementary School Ciheuleut 2, Bogor City

2025-09-17T13:05:33+00:00

Education has a very important role in shaping the character and behavior of students. The goals of education have been clearly set out in legislation No. 20 of 2003, but there are many problems to implement them. Bullying behavior in elementary schools is one of the main problems that is still often faced. therefore this study focuses on finding factors for bullying behavior, namely the relationship between religiosity and bullying behavior. This research uses quantitative methods, namely research methods that use numbers and statistics with the help of questionnaires and processing using excel and SPSS. Translated with DeepL.com (free version)This research was conducted at SD Negeri Ciheuleut 2, Bogor City, from June to August 2024. The sample in this study were 45 fifth grade students of SDN Ciheuleut 2. Data was collected by observation and with the help of questionnaires and documentation. In the results of this study, it can be seen that in the religiosity variable, 53 percent are in the high category, the rest are in the medium category. In the bullying variable, the results showed that 98 percent were in the low category, In the results of the correlation test in this study, the religiosity variable did not correlate with bullying behavior. The results of this study can be concluded that from the results obtained that it produces a Sig (2-tailed) value of -0.50> 0.05, which means that there is no relationship or relationship between the religiosity variable and the bullying variable. Researchers in this study suggest that in future studies to be able to see the relationship and influence of the level of bullying behavior based on other factors.

The Relationship Between The Application Of Attendance Based On The Barcode System In Improving Student Discipline At Sdn Kotabatu 01

2025-08-22T11:55:05+00:00

This study aims to examine the correlation between the implementation of a barcode-based attendance system and the improvement of student discipline at SDN Kotabatu 01. A quantitative research method was employed, utilizing both descriptive and inferential statistical approaches. Data collection was conducted through direct observation, questionnaires, and documentation. The research population comprised all 586 students enrolled at SDN Kotabatu 01, with a sample of 85 fourth-grade students selected through probability sampling using the cluster sampling technique. The findings revealed that student discipline levels were distributed across two main categories: moderate (31%, or 26 students) and high (69%, or 59 students). Regarding the implementation of the barcode-based attendance system, 58 students (68%) were categorized as moderate, while 27 students (32%) fell into the high category.The linearity test indicated that the calculated F-value (1.114) was lower than the critical F-value (3.96), suggesting a linear relationship between the independent variable (barcode-based attendance implementation) and the dependent variable (student discipline). The resulting linear regression equation, Ŷ = 95.408 + 0.332X, implies that for every one-unit increase in the implementation of the barcode attendance system, the student discipline score increases by 0.332 points. Furthermore, the coefficient of determination (R²) was found to be 0.083, indicating that the barcode-based attendance system contributes 8.3% to the variation in student discipline, while the remaining 91.7% is attributable to other unexamined factors.

Strategies For Developing Islamic Educational Values For Teenagers

2025-09-17T13:04:31+00:00

Adolescents are in a phase of identity discovery that is vulnerable to social and technological influences, so the process of internalizing Islamic educational values faces various challenges. This study aims to describe the forms of activities, inhibiting factors, and strategies for instilling Islamic educational values for adolescents at the Majlis Raudhatul Hidayah Fisabilillah Empang Bogor. This study uses a qualitative case study approach with data collection techniques through interviews, observation, and documentation of two teachers and ten members of the majlis as research subjects. The results show that the instillation of Islamic educational values includes the values of faith, worship, and morals, which are instilled through habits, role models, counseling, and competent parenting. Inhibiting factors in the process of instilling values include a lack of discipline and the emergence of laziness among adolescents. Strategies implemented to overcome these obstacles are strengthening positive habits, increasing teacher role models, expanding counseling activities, and establishing effective communication between caregivers and congregations. This study contributes to the development of a model for developing adolescent character development based on Islamic values in non-formal educational institutions.

The Influence of Online Games on The Morals of Teens in The Bukit Asri Ciomas Residence, Bogor

2025-10-21T11:35:22+00:00

The rapid development of digital technology (social media) has resulted in various problems, especially for adolescents, in terms of moral integrity. This study employed a quantitative method in Bukit Asri Housing, Ciomas District, Bogor Regency, West Java Province. The aim was to identify the characteristics of adolescents, their use of online games, and their morals, to examine the relationship between adolescent characteristics, online game use, and morals, and to investigate the influence of adolescent characteristics and online game use on morals. The study involved 70 adolescents. Most of the respondents were male with an average age of 17 years and a high school/vocational high school education level. The online game use variable for more than three-quarters of respondents was included in the moderate category, and the adolescent moral variable for more than half of respondents was included in the high category. Age was significantly positively related to education level, and the indicators of the frequency of online game use and the influence on social life on the online game use variable were significantly negatively and significantly positively related to the adolescent moral variable. Gender and the indicator of influence on social life on the online game use variable had a significant positive effect on adolescent morals.