Teachers’ and Students’ Perceptions of the Quality of Student Worksheets at Islamic Junior High School
DOI:
https://doi.org/10.37680/scaffolding.v7i2.10905Keywords:
Al-Qur’an and Hadith Instruction, Instructional Material Quality, Student Perceptions, Student Worksheets, Teacher AdaptationsAbstract
This study aimed to describe worksheet quality, examine teachers’ and students’ perceptions, and identify teacher adaptations in Al-Qur’an and Hadith instruction at MTsN 5 Kota Jambi. A qualitative case study design was employed, involving one teacher and ten students selected purposively. Data were collected through classroom observations, in-depth interviews, and document review. Analysis involved data condensation, data display, and conclusion drawing and verification, with credibility examined through source and technique triangulation. Observation findings rated nine aspects of worksheet quality and use as good, while readability and teacher use were rated very good. Interviews indicated that worksheets helped organize lessons, provide exercises, support independent study, and facilitate lesson review. However, participants identified crowded pages, unfamiliar terminology, lengthy questions, insufficient examples, and occasional mismatches between exercises and taught content. The teacher emphasized curriculum alignment and instructional usefulness, while students highlighted clarity, task difficulty, and presentation. Reported adaptations included explaining terminology, clarifying instructions, adjusting content explanations, and replacing unsuitable questions. The study concludes that positive overall assessments can coexist with specific limitations. Worksheet evaluation should therefore integrate teachers’ and students’ experiences and consider content alignment, language accessibility, presentation, and appropriate teacher guidance.
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