An Naba

This study is based on the importance of the principal's role in professional development of teachers so that the learning process becomes more effective, interactive, and in line with the demands of the times. The purpose of this study is to describe the principal's efforts in improving the teaching skills of English teachers through clinical supervision at MTsN 2 Aceh Utara. This study uses a descriptive qualitative approach with Miles, Huberman, and Saldana's (2014) interactive analysis model data analysis technique, which includes data reduction, data presentation, and conclusion drawing. The results show that clinical supervision is carried out in three stages, namely planning, implementation, and follow-up evaluation. In the planning stage, the principal prepares a supervision schedule, identifies teachers' needs, and determines success indicators. In the implementation stage, the principal observes classes, conducts reflective discussions, and provides constructive feedback. Meanwhile, in the evaluation and follow-up stage, training, continuous mentoring, and periodic monitoring and evaluation are carried out. Clinical supervision has been proven to have a positive impact on improving teachers' pedagogical competence, utilizing more innovative learning media, and increasing interaction between teachers and students. This study recommends the importance of continuing clinical supervision as a strategy for developing teacher professionalism in madrasahs.

Suboptimal academic outcomes in elementary science education are frequently attributed to teacher-dominated instruction that restricts meaningful student involvement. Addressing this issue, the present study employed Think Pair Share, a structured cooperative learning approach, as a classroom-based intervention within a Classroom Action Research design. Seventeen third-grade students from SDIT Adz-Dzikro Lampung Utara served as the research participants. Three complementary data sources were utilized: observational records, interview transcripts, and summative learning assessments, all gathered systematically over two iterative action cycles. Each cycle progressed through planning, execution, monitoring, and critical reflection stages. Post-intervention data indicated a remarkable academic growth trajectory. The class average climbed from 69.5 to 88.41, while the proportion of students reaching the minimum mastery benchmark advanced from 29.41% to a complete 100%. These figures suggest that incorporating independent reasoning opportunities alongside structured peer collaboration substantially elevates both comprehension depth and classroom engagement levels. Think Pair Share thus presents itself as a pedagogically sound strategy for transforming elementary science learning outcomes.

This study aims to analyze the process of internalizing moral education values in the pelangkahan tradition in wedding ceremonies in Sidomulyo Village, Mesuji Regency. This research uses a qualitative approach with field research through ethnographic methods. Data were collected through observation, interviews, and documentation involving traditional leaders, community leaders, and brides. The results show that the internalization process occurs through three stages: understanding, appreciation, and practice. The values internalized include divine values, manners, ukhuwah, qana’ah, ta’awun, and responsibility. The pelangkahan tradition functions as an effective local wisdom-based moral education medium in shaping community character. However, there is a shift in meaning towards formality, so strengthening public understanding is needed to maintain its educational function.

This study aims to analyze the implementation of the cooperative learning model of the Jigsaw type in improving Arabic listening skills (maharah istimā’). The research employs a qualitative approach with a library research design, drawing on various scholarly sources such as books, national and international journals, and previous studies relevant to Jigsaw learning and listening instruction. Data were collected through documentation techniques and analyzed using content analysis to identify key themes, including effectiveness, procedures, advantages, and challenges of the Jigsaw model in listening learning. The findings reveal that the Jigsaw cooperative model has significant potential in enhancing students’ listening skills through several pedagogical mechanisms, including the segmentation of complex audio materials, collaborative learning to foster critical thinking, increased motivation through individual responsibility, and the integration of cognitive and reflective processes. Furthermore, the study introduces a novelty in the form of a Jigsaw-based listening model that emphasizes audio chunking, note-taking strategies, re-listening activities, and authentic assessment. This model not only promotes active and student-centered learning but also aligns with Islamic epistemological principles derived from the Qur’an and Hadith, particularly in aspects of attentive listening, collaboration, responsibility, and knowledge transmission. Therefore, the Jigsaw model can serve as an effective and integrative approach to developing maharah istimā’ in Arabic language learning.

The absence of nahwu textbooks that integrate nahwu with Arabic text reading skills causes santri's mastery of nahwu to not function optimally as an instrument in understanding Arabic-language texts. This study aims to analyze the need for developing nahwu teaching materials that are integrated with the skills of reading Arabic text from the nahwu ta'limiy perspective. This research is descriptive research with a mixed methods approach that integrates quantitative and qualitative data to analyze students' needs for nahwu textbooks integrated with Arabic text reading skills. Quantitative data was collected through needs analysis questionnaires and tests of reading ability and nahwu knowledge. Meanwhile, qualitative data was collected through interviews, learning observations, and analysis of nahwu teaching materials used. Quantitative data analysis was conducted using descriptive statistical techniques to identify trends in test and questionnaire results, while qualitative data was analyzed through data reduction, data presentation, and conclusion drawing stages. The research results show a gap between nahwu mastery and Arabic text reading ability, indicated by 37 students, with 62% scoring below 70, while only 38% achieved scores above 70. In addition, the teaching materials used are still oriented to theoretical nahwu so that they do not support the application of functional rules in reading the text of the turats book. These findings show the importance of developing nahwu teaching materials that are integrated with authentic text-based reading skills. This research contributes to the development of nahwu teaching materials that are integrated with the skills of reading the turats book through the application of pedagogic principles in material selection, gradation of presentation, and design of learning exercises. The practical implication of this research is the need for nahwu teaching materials that not only contain rules, but are also arranged pedagogically and integrated with the practice of reading authentic texts.

This study investigates the integration of environmental care values into Islamic Religious Education through the Learn with Nature approach to foster environmental responsibility among primary school students. The study responds to the limited application of experiential and nature-based learning in Islamic Religious Education, particularly in connecting Islamic stewardship values with practical environmental actions. Using a qualitative field research design, data were collected through classroom and outdoor observations, semi-structured interviews with two Islamic Religious Education teachers, one principal, and twenty students, as well as document analysis of lesson plans, curriculum materials, and student work. The data were analyzed thematically through data reduction, data display, and conclusion drawing, supported by triangulation and member checking. The findings show that the Learn with Nature approach was implemented through activities such as waste sorting, gardening, tree planting, and nature observation, which were linked to Islamic concepts of khalifah, responsibility, and ethical care for creation. Students demonstrated increased environmental awareness, active participation, and stronger moral understanding of environmental care. This study implies that Islamic Religious Education can serve as a strategic medium for developing ecological character when religious values are integrated with experiential, nature-based learning.

Reading comprehension and cognitive scores of fourth-grade students at SD Nahdlatul Ulama Metro are still not optimal, so an effective learning strategy is needed to improve both aspects. This study aims to determine the effect of the Think Pair Share (TPS) learning model on students’ reading comprehension and cognitive scores. The research uses a quantitative approach with a quasi-experimental pretest-posttest control group design, involving two parallel classes: the experimental class (27 students) receiving TPS treatment and the control class (28 students) using conventional learning methods. Data were collected through reading comprehension tests, observations, interviews, and documentation. The results indicate that TPS has a positive and significant effect on students’ reading comprehension and cognitive scores. The experimental class showed an average posttest score increase of 26.7, much higher than the control class, which only increased 6.7. Observations and interviews revealed that TPS improves student activity, motivation, cooperation, self-confidence, and critical thinking skills. Therefore, TPS is proven effective in making learning more active, interactive, and enjoyable, while enhancing students’ reading comprehension quality. This study contributes by examining simultaneously the effect of TPS on both reading comprehension and cognitive achievement in elementary students using a combination of test and non-test data, which has rarely been explored in previous studies.

Islamic boarding schools (pesantren) as traditional Islamic educational institutions play a significant role in the transmission of knowledge and the formation of students’ character. One of the essential aspects of the pesantren educational tradition is the cultivation of adab tholabul ‘ilmi (ethical conduct in seeking knowledge) as a fundamental foundation in the learning process. The study of classical Islamic texts serves not merely as a means of knowledge transfer, but also as a medium for the internalization of moral and spiritual values. This research aims to analyze the process of internalizing the values of adab tholabul ‘ilmi through the study of the Kitab Alala among first-level (Istidat Awal) students at Pondok Pesantren Walisongo Sukajadi, Central Lampung. This study employs a qualitative approach with a field research design and a descriptive method. Data were collected through observation, in-depth interviews, and documentation involving the head of the madrasah, the supervising teacher (ustadzah), and students. The findings indicate that the internalization of values occurs through textual instruction, habituation in daily life, and the exemplary conduct of teachers and pesantren administrators. Values such as sincere intention, perseverance, patience, and respect for teachers are not only understood conceptually but are also reflected in the students’ attitudes and behavioral changes. This study affirms that the integration of classical texts, pesantren culture, and the educational relationship between teacher and student plays a crucial role in building a strong character foundation from the early stages of education.