Conceptual of Blended Learning as Islamic Education Study Program Learning Reform Action in Digital Era 4.0

This article focuses on the conceptual study of the blended learning model. This article also presents several studies from the online journal article and the findings of previous research from thesis and dissertations and textbooks relating to the theory of blended learning. As an effort to reformulate PAI learning, it is important to implement blended learning in the current digital era. Islamic religious education has a material source that is extensive and strategic for the progress of the Indonesian nation. With most Indonesia's population is the follower of Islam, Islamic religious education as millennial generation literacy is appropriate to be formulated under the development of digital technology. Islamic education can take a strategic role as the immunization of the young generation amidst the advancement of learning and innovation. Blended learning is one of them in future learning. Blended learning is one of the latest learning models that has been successfully applied to educational institutions. This study describes blended learning as an effort to reformulate PAI learning in the digital era 4.0. This study also aims to be a reference for further research. This research was conducted with the Systematic Literature Review (SLR) method of various research findings and the findings of journal articles relating to the blended learning. The findings of the study showed that the principle of blended learning synergize a balanced combination between face-to-face and online learning. It can apply blended learning to PAI learning and is quite successful. Using technology will strengthen the conventional methods that commonly occur in PAI learning so that PAI learning is more effective and efficient. Some research states that blended learning has motivated students in learning, enables students to be more creative, more active, more participatory, more communicative, independent and able to solve problems in learning, improving learning outcomes. We can conclude it that the results regarding blended learning are having a positive impact on student development and also on learning outcomes.

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PENGARUH MODEL PEMBELAJARAN KOOPERATIF LEARNING BERBASIS MEDIA INTERAKTIF DAN KOMUNIKASI INTERPERSONAL TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM

JURNAL TEKNOLOGI INFORMASI & KOMUNIKASI DALAM PENDIDIKAN ◽

10.24114/jtikp.v8i1.26787 ◽

2021 ◽

Vol 8 (1) ◽

pp. 80

Author(s):

Catur Ayu Wulandari ◽

Efendi Napitupulu ◽

Keysar Panjaitan

Keyword(s):

Learning Outcomes ◽

Interpersonal Communication ◽

Religious Education ◽

Random Sampling ◽

Positive Impact ◽

Learning Model ◽

Islamic Education ◽

Education Students ◽

Analytical Technique ◽

Cluster Random Sampling

Abstrak: Penelitian ini bertujuan untuk mengetahui: Apakah hasil belajar pendidikan agama Islam siswa yang dibelajarkan dengan model jigsaw lebih tinggi daripada hasil belajar pendidikan agama Islam yang menggunakan model make and match, Apakah hasil belajar pendidikan agama Islam siswa yang memiliki komunikasi interpersional tinggi lebih tinggi daripada hasil belajar pendidikan agama Islam yang memiliki komunikasi interpersional rendah, Apakah terdapat interaksi antara model pembelajaran dan komunikasi interpersonal terhadap hasil belajar pendidikan agama Islam siswa. Penelitian ini dilakukan pada siswa SD. Teknik pengambilan sampel digunakan dengan Cluster Random Sampling berdasarkan masing-masing terdiri dari 30 untuk kelas ekperimen pertama dan 30 orang untuk kelompok ekperimen kedua. Metode penelitian yang digunakan adalah quasi eksperimen dengan factorial 2 x 2. Teknik analisa yang digunakan adalah analis varians dua jalur dengan taraf signifikan α = 5% dengan Uji F, pengujian lanjut menggunakan Uji Scheffe. Hasil penelitian menunjukkan: hasil belajar Pendidikan agama Islam siswa yang ajar dengan model pembelajaran Jigsaw lebih tinggi daripada pembelajaran model Make and Match dengan nilai Fhitumg > Ftabel. dengan nilai Fhitung 12.94 > FTabel 4,00, hasil belajar pendidikan agama Islam siswa yang memiliki Komunikasi Interpersonal tinggi lebih tinggi daripada hasil belajar siswa yang memiliki komunikasi interpersonal rendah dengan nilai Fhitung = 11.86 > Ftabel = 4,00, terdapat interaksi antara Model Pembelajaran dan komunikasi interpersonal dalam mempengaruhi hasil belajar pendidikan agama Islam dengan nilai FHitung kolom – baris (interaksi) lebih besar dari Ftabel. Fhitung = 10,39 > Ftabel = 4,00 pada taraf signifikansi 5%. Dengan demikian semakin baik model pembelajaran yang digunakan dalam pembelajaran, maka semakin tinggi hasil belajar siswa dalam pembelajaran pendidikan agama Islam, atau semakin tinggi komunikasi interpersonal siswa dengan model Jigsaw, maka semakin tinggi hasil belajar yang diperoleh siswa interaksi antara model pembelajaran dan komunikasi interpersonal akan memberikan dampak positif dalam hasil belajar. Kata Kunci: model pembelajaran, komunikasi interpersonal dan hasil belajar pendidikan agama islam.Abstract: This study aims to determine: Is the result of learning Islamic religious education students using jigsaw model is higher than the result of learning Islamic education using make and match model Based on interactive media, Is the result of learning Islamic religious education students who have High interpersional communication is higher than the result of learning of Islamic education which has low interpersional communication, is there any interaction between model of learning and interpersonal communication to result of learning of Islam religion student. This research was conducted on Elementary School. The sampling technique was used with Cluster Random Sampling based on each of 30 for the first experimental class and 30 for the second experimental group. The research method used is quasi experiment with factorial 2 x 2. Analytical technique used is a two-lane variance analyst with a significant level α = 5% with F test, further testing using Sccheffe Test. The result showed that : the learning result of the Islamic Religious Education students who were given the Jigsaw learning model is higher than the learning model of Make and Match with Fcount> Ftable value. With value Fcount 12.94 > Ftable 4.00, the result of learning Islamic religious education students who have high Interpersonal Communication is higher than student learning outcomes that have low interpersonal communication with the value Fcount = 11.86> Ftable = 4.00, (3) there is interaction between Learning Model and interpersonal communication in influencing the result of learning of Islamic education with the value of Fcount column - the interaction is bigger than Ftable (Fcount = 1.39> Ftable = 4.00) at significance level 5% . There is the better the learning model used in learning, the higher the learning outcomes of students in learning Islamic religious education, or the higher interpersonal student communication with Jigsaw model, the higher the learning outcomes obtained by students interaction between learning models and interpersonal communication will provide Positive impact in learning outcomes. Keywords: learning model, interpersonal communication and learning outcomes islamic religious education.

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Islamic Education’s Responses to Social Changes and Community Behaviors

TARBIYA Journal of Education in Muslim Society ◽

10.15408/tjems.v7i1.16717 ◽

2020 ◽

Vol 7 (1) ◽

pp. 29-47

Author(s):

Sukino Sukino ◽

Fauzan Fauzan

Keyword(s):

Data Collection ◽

Religious Education ◽

Ecological Literacy ◽

Islamic Education ◽

Research Approach ◽

Observation Data ◽

Young Generation ◽

Social Changes ◽

The Future ◽

The Impact

AbstractThis study explains three things that are significant in the context of change. First, how is the change in community behavior as a result of the development of the oil palm plantation industry in the village of Dak Jaya, secondly why the people of the Dak Jaya village have changed their behavior in publishing Islamic education, third, what are the dimensions of the Islamic education development so that people have increased interest in Islamic education. The research approach is qualitative, data collection methods with interviews and direct observation, data validity techniques using triangulation of sources and extension of observation. Data were analysed from the beginning of data collection through an interactive process that is the collection, reduction, display, and verification or conclusion drawing. The results of the study explained that (1) changes in people’s attitudes as a result of economic changes opening up information openness present new values in people’s lives so that people change behavior into hedonists, pragmatics and individualists, (2) the impact of life towards hedonists, pragmatics and individualists in society make anxious about the future of the young generation so that it grows positive responses that make religious education as the construction of religious values and religious humanism, (3) madrassas and Islamic boarding schools are considered as the foremost oasis of the future because they can provide excellent service, develop creativity and provide ecological literacy for a healthy life.AbstrakPenelitian ini menjelaskan tiga hal yang signfikan dalam konteks perubahan. Pertama bagaimana perubahan perilaku masyarakat sebagai akibat dari perkembangan Industri perkebunan kelapa sawit di desa Dak Jaya, kedua mengapa masyarakat desa Dak Jaya berubah perilakunya dalammerepos pendidikan Agama Islam, ketiga, dimensi apa dari lembanga pendidikan Islam sehingga masyarakat meningkat minatnya terhadap pendidikan Islam. Pendekatan penelitian adalah kualitatif, metode pengumpulan data dengan wawancara dan observasi langsung, teknik keabsahan data menggunakan triangulasi sumber dan perpanjangan pengamatan. Data dianalisis sejak awal pengumpulan data melalui proses interaktif yakni pengumpulan, reduksi, display dan verifkasi atau penarikan kesimpulan. Hasil penelitian menjelaskan bahwa (1) perubahan sikap masyarakat akibat dari perubahan perekonomian membuka keterbukaan informas menghadirkan nilai-nila baru dalam kehidupan masyarakat sehingga mengubah perilaku masyarkat menjadi hedonis, pragmatis dan individualis, (2) dampak dari kehidupan kearah hedonis, pragmatis dan individualis pada masyarakat membuat rasa cemas terhadap masa depan generasi muda sehingga tumbuh respon positif yakni menjadikan pendidikan agama sebagai konstruksi nilai religiusitas dan humnisme religious, (3) madrasah dan pondok pesantren dinlai sebagai oasis menemuka masa depan karena mampu memberikan layanan prima, mengembangkan kreativitas dan memberikan literasi ekologis untuk hidup sehat. How to Cite: Sukiono., Fauzan. (2020). Islamic Education’s Responses to Social Changes and Community Behaviors. TARBIYA: Journal of Education in Muslim Society, 7 (1), 29-47. doi:10.15408/tjems.v7i1.16717.

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PENGARUH STRATEGI PEMBELAJARAN KOOPERATIF THINK PAIR SHARE DAN MINAT BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAM SISWA SEKOLAH DASAR NEGERI 104192 TANDEM HILIR II DELI SERDANG

ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam ◽

10.30821/ansiru.v3i1.5486 ◽

2019 ◽

Vol 3 (1) ◽

pp. 129

Author(s):

Sufairi Sufairi

Keyword(s):

Learning Outcomes ◽

Learning Strategies ◽

Religious Education ◽

Learning Strategy ◽

Sampling Technique ◽

Islamic Education ◽

Education Students ◽

Analysis Technique ◽

Quasi Experimental ◽

Learning Interest

The purpose of this study was to find out: (1) learning outcomes of Islamic Religious students taught with cooperative learning strategies think pair share and expository learning strategies, (2) student learning interest after using the think pair share learning strategy, and (3) the influence of strategy learning and interest in learning about the learning outcomes of Islamic Education. The research was conducted at 104192 Public Elementary School Tandem Hilir II Deli Serdang. This type of research is quasi-experimental. The study population was all class V students spread in 3 classes. The sampling technique used is cluster random sampling. The instruments of data collection are questionnaires and tests. The data analysis technique used is the analysis of two-lane variants on the test α = 0.05. The results showed: (1) the average learning outcomes of Islamic Religious Education students taught with TPS learning strategies ( X = 29.32) higher than the average learning outcomes of Islamic Religious Education students taught with expository learning strategies ( X = 27) with Fcount = 13.32 > Ftable = 4.00, (2) the average learning outcomes of Islamic Education students with high learning interest ( X = 29.90) higher than the learning outcomes of Islamic Education students with low learning interest ( X = 26.20), with Fcount = 10.41 > Ftable = 4.00, and (3) there is an interaction between learning strategies and interest in learning with Fcount = 12.51 > Ftable = 4.00.

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DIGITAL LITERACY AND EDUCATORS OF ISLAMIC EDUCATION

Edukasi Islami Jurnal Pendidikan Islam ◽

10.30868/ei.v10i01.1533 ◽

2021 ◽

Vol 10 (01) ◽

pp. 569

Author(s):

Sunarti Suly Eraku ◽

Mohamad Karmin Baruadi ◽

Samuel PD Anantadjaya ◽

Siti Fadjarajani ◽

Ucup Supriatna ◽

...

Keyword(s):

Religious Education ◽

Information And Communication Technology ◽

Communication Technology ◽

Learning Process ◽

Digital Literacy ◽

Digital Age ◽

Islamic Education ◽

Learning Approach ◽

Digital Era ◽

Information And Communication

From the teacher's approach to students to the use of media in learning, the learning process has changed dramatically in this digital era. Islamic Religious Education teachers must improve their competence due to the stigma that they are "old teachers" who have difficulty keeping up with developments in the world of information and technology in learning. The purpose of this research is to describe the competence of Islamic Religious Education teachers in the digital age. As a result, the study clearly discusses the competence of teachers and learning in the digital era, as well as the challenges, as well as the strategies of Islamic Religious Education teachers in overcoming the challenges of learning in the digital era. A literature review from several journals and related references was used to demonstrate how a teacher should be in the digital era. Teachers in the digital age must be able to use an information and communication technology-based learning approach to make it easier for students to follow because the information they receive from cyberspace is extremely fast. Finally, Islamic Religious Education teachers must improve their ability to use technology and information-based learning media in the classroom and move away from textbooks. So that the learning process achieves its objectives and provides students with numerous opportunities to develop their learning creativity.

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Virtual Learning And Students Motivation: Implementation The “Game Ranking 1st” Through Quizizz

ATTARBIYAH Journal of Islamic Culture and Education ◽

10.18326/attarbiyah.v5i2.81-90 ◽

2020 ◽

Vol 5 (2) ◽

pp. 81-90

Author(s):

Nurul Ahsin ◽

Chintya Rahmawati

Keyword(s):

Learning Outcomes ◽

Religious Education ◽

Online Teaching ◽

Teaching And Learning ◽

Extrinsic Motivation ◽

Islamic Education ◽

Online Teaching And Learning ◽

Qualitative Approaches ◽

Learner Centered ◽

The Subject

The study focuses on the implementation of the “Game Ranking 1st” method to increase student learning motivation in the subject of Islamic Religious Education at SMPN 3, Pare, Kediri. Through this learning method, the online teaching and learning process is expected to be learner-centered, while the teacher acts as a guide. This study uses qualitative approaches and descriptive methods. Data Collection techniques through interviews, observation, and documentation. The informants involved in this study were a teacher of Islamic Religious Education and several students at grade VII of SMPN 3 Pare, Kediri. The result of this study indicates that: 1) The application of the “Game Ranking 1st” method in Islamic Education is implemented in stages; preparation, in the form of checking attendance and presenting learning steps; implementation, by providing the Quizizz web link along with the code to students; and evaluate learning outcomes. 2) Through the “Game Ranking 1st” method, student’s intrinsic motivation is increased marked by their enthusiasm and high interest in learning, along with extrinsic motivation, they are attracted by the stimulus provided by the teacher in the form of value rewards and praise, and punishment in the form of adding questions and assignment.

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Penerapan Model Pembelajaran Talking Stick Dalam Meningkatkan Hasil Belajar Mata Pelajaran PAI

Jurnal Dirosah Islamiyah ◽

10.47467/jdi.v3i2.365 ◽

2021 ◽

Vol 3 (2) ◽

pp. 232-245

Author(s):

Siskha Putri Sayekti ◽

Zaeni Dahlan ◽

Muhammad Fikri Al-Faruqi

Keyword(s):

Data Analysis ◽

Student Learning ◽

Learning Outcomes ◽

Religious Education ◽

Student Learning Outcomes ◽

Islamic Education ◽

Contributing Factors ◽

Learning Methods ◽

Method Student ◽

Quantitative Calculations

The results of observations and interviews at SDN 2 Depok show the low minimum completeness criteria (KKM) 75 scores of students in the Islamic Religious Education (PAI) subject found that student learning outcomes in the Islamic Religious Education (PAI) subject are still low, due to not focusing on learning the lack of learning methods used by the teacher. One of the contributing factors is that the learning methods used are less varied so that learning becomes monotonous. The purpose of this study was to determine the application of the talking stick method in the learning outcomes of Islamic Education. The method used is classroom action research (PTK). The object in this study was 29 students in grade V. Data collection was carried out using learning outcomes, filling out observation sheets. The data analysis used quantitative calculations which were then described in the form of presentations. Based on the learning results of the students after using the talking stick method, student learning outcomes increased each cycle. Judging from the learning outcomes of cycle 1 reached a percentage of 62% and cycle II reached 89%, meaning that there was an increase of 24%. In cycle, student learning outcomes in Islamic Education subjects have reached 62%, while in cycle II it has reached 89%. So, it can be concluded that between cycle I and cycle II an increase of 24%.

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Extracurricular Implementation of Islamic Education in Character Building Students in MTs EX PGA UNIVA Medan

Budapest International Research and Critics in Linguistics and Education (BirLE) Journal ◽

10.33258/birle.v3i2.1013 ◽

2020 ◽

Vol 3 (2) ◽

pp. 965-973

Author(s):

Siti Fatimah Siregar ◽

Mardianto Mardianto ◽

Akmal Walad Ahkas

Keyword(s):

Data Analysis ◽

Religious Education ◽

Extracurricular Activities ◽

Islamic Education ◽

Young Generation ◽

Descriptive Research ◽

Interactive Data Analysis ◽

Interactive Data ◽

Character Building ◽

Implementation Stage

Education in Indonesia in the last decade has reaped many problems including the weak character of the young generation where the success of a nation can be seen from the character of the younger generation. Seeing these problems, there needs to be some breakthroughs, one of which can be done through character inculcation that is applied in schools through classroom learning and other activities such as extracurricular activities. This research method is qualitative with the type of descriptive research, namely the type of research that examines data that can describe complex and concrete social realities. This study uses data collection techniques such as observation, interviews, library methods and the use of documentation. The analysis in this study uses interactive data analysis from Lexy Moleong with the pre-field stage, the implementation stage, the data analysis stage, the conclusion stage and the reporting stage. The results showed that: (1) the implementation of extracurricular Islamic Religious Education in MTs EX PGA UNIVA Medan there were 13 extracurricular Islamic Religious Education. (2) extracurricular activities in MTs EX PGA UNIVA Medan are essentially many activities. However, in this discussion, only PAI extracurricular activities were taken which presumably had a stake in the formation of student character, for example the types of PAI extracurricular activities namely introduction of the holy book, worship, social activities, habituation of noble character and the inculcation of religious historical values. Through this activity students can learn to develop communication skills, collaborate with others, discipline and other characters.

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DIMENSI AGAMA DALAM PEMBANGUNAN NEGARA (KAJIAN TRANSFORMASI PENDIDIKAN ISLAM DI INDONESIA)

Jurnal Ilmiah Didaktika ◽

10.22373/jid.v18i2.3242 ◽

2018 ◽

Vol 18 (2) ◽

pp. 189

Author(s):

Mujiburrahman Mujiburrahman

Keyword(s):

Religious Education ◽

Accurate Solution ◽

Islamic Education ◽

Young Generation ◽

Education Curriculum ◽

National Education ◽

The Core ◽

And Behavior ◽

Complete Transformation

Observing the current condition of the Indonesian nation has led to a phenomenon that the country is being hit by the crisis in various aspects of life. Various forms of violation and offense grow and develop in daily life of the community, such as: corruption, collusion, nepotism, and drug (narcotics) and alcohol abuse, theft, robbery and prostitution. In this country, it also begins to emerge the tenet and behavior of radicalism that disturb the community and government. On the other side, nowadays is also faced with the clash and confusion of thought of ‘the contradiction between religion and the State’ embedded to the young generation (millennial generation). The various social problems described above occur due to the low quality of faith and caused the decline of morality and moral degradation of this nation. It needs a fundamental and accurate solution in facing those problems. Improving and rearranging the paradigm, system and orientation of Islamic education according to its framework can be the alternative solution to solve the problems. Islamic education should be a core in the national education curriculum, so that Islamic education will have a complete transformation in people life of this state. A comprehensive and systematic transformation of Islamic education can be done through the following stages: 1) Religious education should be the core in the national education curriculum, and the substance of religious teachings should not be disputed in nation’s life. 2) Religious education in schools and colleges/universities must be taught by qualified and professional teachers and lecturers, and 3) Implementation of religious education materials should fit the needs and age of learners.

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Effect of Implementation of Blended Learning Method on Student Learning Outcomes At Block 5a. Professional Ethics and Health Law in Undergraduate Midwifery Program, Faculty of Medicine Andalas University

Journal of Midwifery ◽

10.25077/jom.6.1.66-73.2021 ◽

2021 ◽

Vol 6 (1) ◽

pp. 66

Author(s):

Ulfa Farrah Lisa ◽

Yulizawati Yulizawati ◽

Miranie Safaringga

Keyword(s):

Blended Learning ◽

Student Learning ◽

Learning Outcomes ◽

Health Workers ◽

Positive Impact ◽

Control Group ◽

Health Law ◽

Learning Method ◽

Research Subjects ◽

Control Group Design

Midwives are one of the main health workers as the spearhead of health development in an effort to accelerate the reduction of MMR and IMR. For this reason, midwives who are skilled in conducting clinical procedures are needed with analytical, critical and precise skills in the management of care for women. This can be generated through quality midwife education providers, which are determined by the availability of human resources (lecturers), the quality of infrastructure, classroom learning curricula, laboratory and clinical practice and the condition of the practice area.The learning method is one of the supporting methods for the successful achievement of graduate competencies. This study aims to analyze the effect of the implementation of the blended learning method on the learning outcomes of block 5A midwifery students.Professional Ethics and Health Law in Midwifery Undergraduate Study Program, FK Unand. Design pThis research is a quasi experiment with a control group design research design. The research subjects were given treatment, namely the blended learning method. The analysis used to test the hypothesis is to seedifferences in the mean (average) of data for the treatment group (this year) and the control group (last year) fordetermine whether there is an effect of the implementation of the blended learning method on the learning outcomes of block 5A students. This study applies online learning methods in Block 5A. Respondents who were given treatment in this study were BP18 students, and control respondents were BP17 students who had implemented Block 5A learning in the previous year without using online methods. The results of the unpaired t test with the level of significance (α) are <0.05, which results in a probability value (p) of 0.000, which means that there is an effect of the implementation of the blended learning method on the learning outcomes of Block 5A students. In conclusion, blended learning has a positive impact on increasing the value and motivation of student learning in Block 5A

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THE ROLE OF RELIGIOUS EDUCATION AND UTILIZATION DIGITAL TECHNOLOGY FOR IMPROVING THE QUALITY IN SUSTAINABILITY MADRASA

JURNAL TARBIYAH ◽

10.30829/tar.v27i1.675 ◽

2020 ◽

Vol 27 (1) ◽

Author(s):

Siskandar Siskandar

Keyword(s):

New Media ◽

Religious Education ◽

Digital Libraries ◽

Digital Technology ◽

Islamic Education ◽

Digital Era ◽

Education Theory ◽

And Behavior

This study aims to reveal the role of religious education and the use of digital technology in improving the quality of sustainability Madrasa in Indonesia. The research method used is the study of literature. Previous studies only focused on the challenges and role of Islamic education in the digitalization era. The novelty of the research lies in the collaboration of Islamic education theory and new media theory in particular the use of digital technology in improving the quality of Madrasas sustainability in Indonesia. It is essential to know how contemporary Islamic education and digital technology can be developed as crucial factors in Madrasas' sustainability to face challenges in the current digital Era. The results of the study explained that the strengths, as well as the characteristics possessed by Madrasas, are the values of Islamic religiosity that can create a foundation of good character and behavior for the next generation of the nation. To face competition, improve quality, and survive in the world of education, Madrasas must be able to make the best use of digital technology in Madrasah governance, create digital libraries, improve the performance of teachers who are technology literate, and the application of digital technology in learning practices in Madrasa Ibtidaiyah (MI ), Madrasa Tsanawiyah (MTS), and Madrasa Aliyah (MA).

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