Journal of Multicultural Education and Social Studies

The Effectiveness of the Problem-Based Learning (PBL) Model in Improving Students’ Critical Thinking Skills in the Aqidah Akhlak Subject at Madrasah Ibtidaiyah Negeri (MIN) 1 Aceh Tengah

Muhammad Riza, Abidah Abidah, Isniati Isniati — Sat, 28 Jun 2025 00:00:00 +0700

This study aims to evaluate the effectiveness of the Problem-Based Learning (PBL) model in improving the critical thinking skills of fourth-grade students in the Aqidah Akhlak subject at Madrasah Ibtidaiyah Negeri (MIN) 1 Aceh Tengah. The research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, implementation, observation, and reflection. Data were collected through observation, written tests, and documentation. The findings show that applying the PBL model effectively enhanced students’ participation, engagement, and critical thinking abilities. Learning achievement increased from 67.74% in the first cycle to 83.87% in the second cycle, while the average student score improved from 68.06 to 74.83. These results demonstrate that PBL encourages active learning, reflective inquiry, and moral reasoning aligned with Islamic educational values. In conclusion, the Problem-Based Learning model proved effective in improving the quality of Aqidah Akhlak instruction by developing students’ analytical and ethical decision-making skills. Therefore, integrating PBL into Islamic elementary education is recommended to strengthen students’ moral awareness and critical thinking competence for future challenges.

An Analysis of the Influence of the Sapa Pagi Program on Students’ Learning Motivation in Elementary Schools of Central Aceh Regency

Lukmannulhaqim Lukmannulhaqim, Edy Saputra, Juliana Juliana — Mon, 17 Nov 2025 00:00:00 +0700

This study aims to analyze the influence of the Sapa Pagi program on students’ learning motivation in public elementary schools across Central Aceh Regency. The Sapa Pagi initiative—literally “Morning Greeting”—is a character-based educational program designed to build emotional connection, discipline, and enthusiasm among students through consistent interpersonal interaction between teachers and pupils before classroom learning begins. Employing a quantitative approach with a correlational design, this research involved 150 elementary school students selected through proportional random sampling. Data were collected using a validated questionnaire measuring teacher–student interaction frequency and students’ learning motivation. Statistical analysis using linear regression revealed that the Sapa Pagi program significantly influences students’ learning motivation (? = 0.47, p < 0.001). The findings indicate that the program contributes to positive emotional readiness, increased class participation, and improved self-confidence. The study concludes that systematic implementation of Sapa Pagi enhances affective engagement and fosters a culture of caring and respect within the school environment.

Determination of Student Motivation in the Islamic Education Master's Program at IAIN Takengon: A Review from Social, Economic, and Academic Aspects (Cohort 2023–2024)

Edy Saputra, Muhammad Riza, Mahendra Apriza — Mon, 17 Nov 2025 00:00:00 +0700

This study investigates the determinants of student motivation in the Master’s Program of Islamic Education (PAI) at IAIN Takengon, focusing on social, economic, and academic aspects among the 2023–2024 cohort. Motivation represents a crucial psychological factor that influences students’ persistence, achievement, and professional orientation in higher Islamic education. Employing a quantitative correlational design, the study analyzed data from 120 graduate students selected through stratified random sampling. Data were collected using a standardized motivation scale adapted from Deci and Ryan’s Self-Determination Theory (SDT) framework and analyzed using multiple regression. The findings reveal that social support (? = 0.36, p < 0.01), academic self-efficacy (? = 0.42, p < 0.001), and economic stability (? = 0.29, p < 0.05) significantly predict students’ motivation to pursue graduate Islamic education. Among the three, academic factors contributed the most substantial effect. The study concludes that student motivation in Islamic higher education is a multidimensional construct influenced by personal aspirations, socio-economic background, and the academic climate. It recommends institutional policies emphasizing financial aid, mentorship programs, and community engagement to sustain students’ intrinsic motivation.

Analysis of the Teacher’s Role in Shaping Religious Character at Sekolah Dasar Alam Aceh Tengah

Ansor Ansor, Indra Indra, Rahayunida Rahayunida — Mon, 17 Nov 2025 00:00:00 +0700

This study explores the role of teachers in shaping students’ religious character at Sekolah Dasar Alam Aceh Tengah, an Islamic-based elementary school that integrates environmental awareness with character education. The research responds to the growing concern that moral and spiritual education in contemporary schools often remains superficial, emphasizing knowledge rather than internalized values. Using a qualitative descriptive approach, data were collected through observation, interviews, and document analysis involving teachers, the principal, and students. The findings reveal that teachers play a multifaceted role as educators (mu’allim), spiritual mentors (murabbi), role models (uswah hasanah), and motivators (mursyid) in nurturing students’ faith, discipline, and empathy. Religious character is developed through consistent moral habituation in daily school activities such as prayer routines, Qur’an recitation, environmental stewardship, and cooperative learning. Teachers’ consistency, sincerity, and emotional closeness foster an environment conducive to moral reflection and behavioral transformation. The study concludes that effective religious character education requires teachers to embody the values they teach and to bridge knowledge with practice through reflective, experiential learning. Strengthening teachers’ pedagogical and spiritual competence is essential for sustaining meaningful character formation. These findings contribute to the discourse on integrating Islamic pedagogy with holistic character education, demonstrating that the teacher’s presence remains the most powerful medium for transmitting religious and moral values.

Developing the Competence of Islamic Education Teachers in Designing Instructional Media at Public Elementary Schools in Ketol District

Ridwan Ridwan, Muhammad Riza, Tina Ariani — Mon, 17 Nov 2025 00:00:00 +0700

This study explores the development of Islamic Education (PAI) teachers’ competence in designing learning media at public elementary schools in Ketol District, Aceh Tengah. Teachers’ ability to create and utilize innovative learning media is essential in enhancing the quality and relevance of Islamic education, especially in the digital era that demands contextual and engaging instruction. The research adopts a descriptive qualitative approach, focusing on how teachers improve pedagogical and technological competencies through workshops, mentoring, and reflective practices. Data were collected through observation, interviews, and document analysis involving eight PAI teachers and two school principals. The findings reveal that most PAI teachers possess strong content knowledge but face limitations in integrating technology and creativity in instructional design. Through structured professional development programs including collaborative design sessions, peer evaluation, and digital literacy training teachers demonstrated significant progress in conceptualizing interactive media such as video-based lessons, infographics, and student-centered learning aids. This process also strengthened teachers’ reflective thinking and self-efficacy. The study concludes that systematic and sustainable competence development is crucial for teachers to align Islamic values with innovative pedagogy. Educational institutions should facilitate ongoing mentoring and digital capacity-building programs to ensure that learning media serve not only as tools of information delivery but as means of spiritual and moral engagement.