METODE PENYAMPAIAN DALAM PENDIDIKAN ISLAM

The basics of disseminating Islamic education consist of religious and bio-psychological basics. Bio-psychological basic is divided into three types, namely; biological, psychological and social basics. The classical method that was carried out during the Abbasiyah dynasty led the society realized the importance of the science development and community needs. The teaching methods used at that time were oral, memorizing, and writing. Oral method included dictation, lecture, qira’ah and discussion. The methods that could be applied in schools/madrasah, namely: lecture, discussion, experimental, demonstration, assignment, socio-drama, drill method, group-work, question and answer, and project methods. Besides, the most important was the exemplary and the habituation methods.

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Embedding values in teaching Islamic education among excellent teachers

Journal for Multicultural Education ◽

10.1108/jme-07-2017-0040 ◽

2019 ◽

Vol 13 (1) ◽

pp. 2-18

Author(s):

Nur Hanani Hussin ◽

Ab Halim Tamuri

Keyword(s):

Problem Solving ◽

Qualitative Study ◽

Teaching Methods ◽

Sampling Technique ◽

Islamic Education ◽

Daily Lives ◽

Content Type ◽

Question And Answer ◽

Excellent Teachers ◽

Teachers And Students

Purpose The purpose of this study was to examine the process of embedding values implemented by excellent teachers in teaching Islamic education in the multi-cultural society. Design/methodology/approach This study was a qualitative study, which used a combination of in-depth interviews, observation and document analysis for data collection. Using a purposive sampling technique, seven excellent Islamic education teachers were selected. The data were analysed using Atlas.ti 7.1.7. Findings The findings of the study show the process of embedding values among excellent teachers include the following aspects: teachers take into consideration the various differences among individuals in their classes, especially of learners’ names and family backgrounds, humour elements, praising of students, lectures, repetition practical areas, problem-solving and question and answer sessions. A variety of methods are used in the process of embedding values including two-way interactions between teachers and students. Teaching happens in stages that link to the cognitive level of the students and these learning environments allow the values to be exposed, taught and personally experienced by the students. Practical implications This study shows that teachers should use various types of teaching methods, i.e. light-hearted element, praising students, lectures, repetition, practical areas, problem-solving and question and answer sessions, to embed values during the lessons of Islamic education. Interaction between students and teachers takes place and creates a transformative process of knowledge and allowing the positive values to be taught effectively. They start to learn and appreciate the values of others and also be able to practice them in their daily lives. The students were exposed to the diversity of culture and various types of background of their friends. The awareness of the teachers in creating a learning environment that is sensitive to all students is very important. Thus, these methods should be taken into consideration by teachers to teach values and should be exposed during teacher training so they are able to implement them in the classroom. Originality/value This paper explores and describes methods of embedding of values used by excellent Islamic education teachers in the lessons of Islamic education. There are very few studies conducted in this area and this qualitative study is focussed on how values are thought in the lessons of Islamic education. These findings can be used by educators to improve the quality of the lessons based on most effective teaching methods used by the teachers in the lessons of Islamic education.

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USE OF INNOVATIVE TEACHING METHODS IN RUSSIAN LESSONS IN GROUPS WITH A NON-RUSSIAN TEACHING LANGUAGE

International journal of word art ◽

10.26739/2181-9297-2020-6-28 ◽

2020 ◽

Vol 6 (3) ◽

pp. 204-212

Author(s):

Nigora Vokhidova ◽

Keyword(s):

Foreign Language ◽

Teaching Methods ◽

Group Work ◽

Russian Language ◽

Interactive Communication ◽

Innovative Teaching ◽

Teaching Language ◽

New Methods ◽

The Russian Language

The article discusses the effectiveness of innovative approaches in teaching Russian as a foreign language. It is noted that the use of new methods makes it possible to take into account the knowledge already acquired by the student for studying the Russian language and developing creative skills. The role of such a form of training as group work is shown, and some methods of interactive communication between students in practical classes in the Russian language are considered

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HEUTAGOGY IN THE COURSE OF PESANTREN EDUCATION (CASE STUDY AT PESANTREN SALAF AL-LUQMANIYYAH)

Sunan Kalijaga International Journal on Islamic Educational Research ◽

10.14421/skijier.2019.2019.31.07 ◽

2019 ◽

Vol 3 (1) ◽

pp. 66-79

Author(s):

Munganatl Khoeriyah

Keyword(s):

Social Media ◽

Boarding School ◽

Qualitative Approach ◽

School Education ◽

Islamic Education ◽

The Internet ◽

Learning Method ◽

Community Needs ◽

Study Materials

Pesantren, the Islamic boarding school, is the oldest Islamic education in Indonesia and is constantly undergoing changes from time to time. This research uses the qualitative approach. This study aims to describe the application of the heutagogy method in the growth of pesantren education. The results of this study indicate that the Al-Luqmaniyyah salaf Boarding School has already applied the heutagogy learning method, it means that pesantren education precedes the Westerners in terms of its utilization. Through the study and discussion of Kitab Kuning (yellow-colored textbooks about Islamic knowledge), students determine their systems, study materials, and problems to find a solution. Sources of learning for students are not only limited by the Kitab Kuning, but students can also have access through the internet, online books and applications with trusted sources. PSDS is responsible for managing the talents and interests of the santri (a term used in Pesantren to call an apprentice), as well as training santri skills by making films, recording, creativity, writing, making advertisements, making interesting contents on social media. LP2M Al-Luqmaniyyah with its various divisions is required to channel and facilitate what the community needs from the students as they can also learn from the community it self. Keywords: Heutagogy, Islamic boarding school education.

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Pendidikan Agama Islam Pada Anak Yang Berhadapan Dengan Hukum di Lapas Klas IIa Curup

BELAJEA Jurnal Pendidikan Islam ◽

10.29240/bjpi.v2i2.308 ◽

2017 ◽

Vol 2 (2) ◽

pp. 157

Author(s):

Febri Saputra ◽

Taklimudin Taklimudin

Keyword(s):

Juvenile Justice ◽

Religious Education ◽

Group Coaching ◽

Individual Coaching ◽

Refraction Method ◽

Question And Answer ◽

Religious Learning ◽

Deductive Method ◽

To Receive ◽

Method Group

This research analyzes about Education Islamic on children facing the law in Prisons class IIA Curup. The study is motivated by the importance of Islamic religious education for child prisoners. As already mentioned in UU Number 11 years 2012 on the juvenile justice sytem, that the prison children are entitled to receive education adn training during their stay in prison, as has been done in prisons Klas IIA Curup. Prisons class IIA Curup serve as a source of data because to geta portrait of Islamic religious education, an then can be used as a model for coaching other prison. In this case, islamic religious learning has an important role inthe process of coaching, because one of their awareness is to restore the religion. Inthe process of learning educators provide material that includes the Qur’an, creed, morals shariah worship, but more emphasis on moral material. The methods used in leaarning Islamic religious education in prisons class IIA Curup include; method of guidance based on situation, individual coaching method, group coaching method, suggestion outo ethod, refraction method, advice method, deductive method, lectur method, question and answer method and discussion method. Media used by the blackboard, texbooks and teachers themselves as a demonstrations tool. As for evaluation in learning Islamic religious education prison class IIA Curup is the assessment of tasks and tests given to children.

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THE IMPLICATION OF ABU TEUPIN RAYA’S THOUGHT IN TRANSFORMING ISLAMIC EDUCATION IN ACEH

Journal of Contemporary Islam and Muslim Societies ◽

10.30821/jcims.v5i1.8874 ◽

2021 ◽

Vol 5 (1) ◽

pp. 134

Author(s):

Al Husaini M Daud

Keyword(s):

Teaching Methods ◽

Islamic Education ◽

Primary Sources ◽

Educational Institutions ◽

Administration System ◽

Sociological Approach ◽

Historical Continuity ◽

History Of ◽

Financial Administration ◽

Depth Interviews

Abstract: This research is a study of the history of an educational figure about the implication of Islamic education related to the thoughts of Abu Teupin Raya, one of prominent educational figure from Aceh. Historical and sociological approach of knowledge were used. Meanwhile, the primary sources were the textual works of Abu Teupin Raya. Another major source was informants, those were the children of figure who were still alive and his students who had learned directly from him. Methods of data collection were done through the study of any literatures and in-depth interviews. All data collected was then selected, classified, verified systematically to the problem and the scope of the study. Furthermore, the data was analyzed by using content analysis and historical continuity method. This study found; First, the process of transformation of Islamic education in Aceh was closely linked with the historical, philosophical, and sociological foundation. Second, the idea of Islamic education which were transformed in the form of Islamic boarding institutions in Aceh had positive implications not only to the paradigm changes in the system of Islamic education but also to the management of educational institutions, financial administration system, even the curriculum and teaching methods. Keywords: Abu Teupin Raya, transforming, Islamic education, Aceh

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The power of dialogue and discovery

Problemy Wczesnej Edukacji ◽

10.26881/pwe.2018.42.12 ◽

2018 ◽

Vol 42 (3) ◽

pp. 113-122

Author(s):

Kalina Jastrzębowska

Keyword(s):

Teaching Methods ◽

Classroom Environment ◽

Group Work ◽

Mathematics Learning ◽

Learning Opportunities ◽

Innovative Teaching ◽

Dialogic Teaching ◽

The Relationship ◽

Academic Year ◽

Number Talks

Greater emphasis must be placed on activities that promote innovative teaching methods in early childhood mathematics education in Poland. Our classrooms offer algorithmic and rote teaching methods, depriving students of important elements of successful mathematics learning. The aim of this action research was to investigate the relationship between a classroom environment that allows for dialogue and discovery and young children’s input into problem solving. Teaching six classes of elementary school within one academic year gave the author the opportunity to examine how dialogic teaching combined with a growth mindset approach can transform the attainment of knowledge, understanding and skills of learners, and how modern practices like number talks, solving open-ended tasks and group work can unleash students’ potential and activate them as thinkers and reasoners. The results confirmed that students who are challenged and offered concept-based learning opportunities not only genuinely engage in their tasks, but also help each other with deeper understanding of the concepts. They can cooperate with teachers in the creation of a new classroom in which students’ voices are heard and discoveries take place.

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POLA PENDIDIKAN BERBASIS TAREQAT QADIRIYAH WAN NAQSABANDIYAH DI PONDOK PESANTREN ASSALAFI AL-FITRAH SURABAYA

Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) ◽

10.15642/jpai.2017.5.1.138-160 ◽

2017 ◽

Vol 5 (1) ◽

pp. 138

Author(s):

Moh. Taufiq

Keyword(s):

Qualitative Research ◽

Teaching Methods ◽

Analysis Data ◽

The Other ◽

Depth Interview ◽

Question And Answer ◽

Long Life ◽

And Training ◽

Bahasa Indonesia

Bahasa Indonesia:Penelitian kualitatif ini dilakukan di Pondok Pesantren As>salafi Al-Fit}ra>h Surabaya. Pengumpulan datanya dilakukan dengan metode observasi, wawancara mendalam dan analisis dokumentasi. Kemudian data dianalisa menggunakan teknik analisa induktif berdasarkan tipologi data dan konsep sebelum melakukan interpretasi. Pendidikan berbasis T}areqat Qa>diriyah wa>n Naqsyaba>ndiyah adalah bimbingan, pengajaran dan pelatihan yang dilakukan oleh murs}hid, guru, T}areqat Qa>diriyah wa>n Naqsyaba>ndiyah terhadap murid yang berlangsung sepanjang hayat untuk mensucikan jiwa, menjernihkan hati dengan mendekatkan diri kepada Allah SWT. Murid adalah seseorang yang masuk T}areqat Qa>diriyah wa>n Naqsyaba>ndiyah dan telah berbaiat kepada guru/ murs}hid. Adapun tujuannya adalah pendekatan diri kepada Allah (taqarru>b ila> Alla>h), pembersihan hati (tasfiyah al-qalb) dan penyucian jiwa (tazkiyat al-Nafs). Materi ajarannya meliputi empat ajaran pokok yaitu; 1) Kesempurnaan suluk, 2) Akhlaq Murid, 3) Dhikir,dan 4) Mura>qa>bah. Dan metode yang digunakan adalah ceramah, tanya jawab, demonstrasi, penugasan, mujahadah, tajribah, dan khalwat/ ’uzlah. Terdapat tiga pola pengajaran yang disampaikan di ponpes ini, pertama yaitu pendidikan, kedua risalah dan yang ketiga kewad}ifahan. Pendidikan yang diberikan di pondok pesantren ini merupakan kolaborasi ilmu kitab kuning dengan pengetahuan umum. Adapun hal-hal yang lainnya sama dengan pendidikan berbasis T}areqat Qa>diriyah wa>n Naqsyaba>ndiyah pada umumnya. English:This qualitative research was conducted at Pondok Pesantren As>salafi Al-Fit}ra>h Surabaya. Data was collected by observation, in-depth interview, and documentation analysis. Data was analyzed inductively based upon its typology of data and concepts before interpreted. The education based upon T}areqat Qa>diriyah wa>n Naqsyaba>ndiyah is a long-life guidance, learning, and training under a murs}hid of T}areqat Qa>diriyah wa>n Naqsyaba>ndiyah in purpose of purifying soul and cleansing heart along with bringing the soul closer to Allah SWT. Disciple in the T}areqat Qa>diriyah wa>n Naqsyaba>ndiyah has taken an oath to the teacher / murs}hid. The purpose of his training are taking closer to Allah (taqarru>b ila> Alla>h), cleansing the heart (tasfiyah al-qalb) and purifying soul (tazkiyat al-Nafs). The etaching materials involves four main teachings, such as 1) the perfection of suluk, 2) disciples’ practices of virtue, 3) remembering the Almighty, and 4) Mura>qa>bah. Teaching methods include lecturing, question and answer, demosntration, tasking, , mujahadah, tajribah, and khalwat/ ’uzlah. There are three types of learning in this pesantren, such as education, risalah (messaging), and kewad}ifahan. The education in this pesantren is a collaboration between the yellow scipture learning and secular science. The other aspects of education are the same as that of in pesantren with T}areqat Qa>diriyah wa>n Naqsyaba>ndiyah style.

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EFEKTIVITAS METODE PEMBELAJARAN PENDIDIKAN AGAMA ISLAM GUNA PENINGKATAN PEMAHAMAN PADA ANAK TUNA GRAHITA SLB NEGERI KOTA METRO

At-Tajdid Jurnal Pendidikan dan Pemikiran Islam ◽

10.24127/att.v2i01.863 ◽

2019 ◽

Vol 2 (01) ◽

Author(s):

Nina Tisnawati ◽

Ade Aulia Rahman

Keyword(s):

Learning Process ◽

Teaching Methods ◽

Teaching And Learning ◽

Islamic Education ◽

Disabled Children ◽

Education Teacher ◽

Mentally Disabled ◽

Observation Methods ◽

Islamic Religion ◽

Southern City

Islamic Religion Teachers are supervisors, therefore in the teaching and learning process there needs to be methods in accordance with their students. In learning Islamic Religion various methods were developed in educating students, educating mentally disabled children needed methods that are used specifically in each learning process, the problem we will discuss is how the effectiveness of the implementation of Islamic Education teacher teaching methods in the learning process in children mentally disabled people are at the Metro South State Metro School. The focus of research on the effectiveness of the implementation of Islamic Education teacher teaching methods in the teaching and learning process for mentally disabled children is at the Metro South State Metro School. The limitation of this problem is that in this study we will discuss the effectiveness of the implementation of Islamic Education teacher teaching methods in the teaching and learning process for mentally disabled children at the Metro South State Metro School. The purpose of this study was to determine the effectiveness of the teaching methods of teaching Islamic Education teachers in the teaching and learning process for mentally disabled children at the Metro South State Metro School. in developing various methods in the teaching and learning process, while practically this research can provide input for Islamic education teachers at the Special Schools in the Southern City of Metro in effective learning. The method used in this study is an unstructured interview method, then the researcher uses unstructured observation methods. what the research did in this case was to observe directly the teaching and learning process in the classroom and outside the classroom, another method that researchers used was the method of documentation as a support in this study.

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Understanding Nasheed for Learning Strategy in Islamic Education

Global Perspectives on Teaching and Learning Paths in Islamic Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-8528-2.ch011 ◽

2020 ◽

pp. 205-218

Author(s):

Muhammad Talhah Ajmain ◽

Jimaain Safar ◽

Ahmad Kilani Mohamed ◽

Miftachul Huda

Keyword(s):

21St Century ◽

Teaching Methods ◽

Confidence Level ◽

Teaching And Learning ◽

Learning Strategy ◽

Good Alternative ◽

Islamic Education ◽

High Interest ◽

Teaching Objectives ◽

Selection Of

Nashid is one of various teaching methods and facilitator (PdPc). Teenagers nowadays are full of interest in entertainment in the form of songs and singing, and a good alternative is to bring them to God. Thus, this paper will be debating nashid as medium of education and missionary, nashid as a method of teaching and facilitating, the effectiveness of the method, and its implementation in teaching and learning. Aspects of creativeness in education are required in the 21st century. Nashid method is able to help students memorize facts and important things, strengthen memory, create high interest, build excitement, improve motivation and concentration, and enhance the confidence level among students. It will bring about a holistic student. However, the selection of the appropriate nashid must be considered to make sure the teaching objectives are achieved. Thus, teachers in Islamic teaching must look at this method as one of the important methods and apply it in their teaching and facilitating process.

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Techno-Da’ie and Challenges in the 21st. Century

MATEC Web of Conferences ◽

10.1051/matecconf/201815005046 ◽

2018 ◽

Vol 150 ◽

pp. 05046

Author(s):

Datuk Su'aidi Dato' Safei

Keyword(s):

21St Century ◽

Classical Method ◽

Islamic Education ◽

Growing Up ◽

New Era ◽

Islamic Movement ◽

Islamic Tradition ◽

Modern Context ◽

The Many ◽

Speak Up

Education has always been instrumental in the dissemination of religious ideas, rituals and values. In the Islamic tradition it is the classical method of propagation and, therefore, education as a means of instructing and motivating (prospective) believers is an integral part of da’wah. Da’wah operates on two fronts: (i) towards Muslim who are perhaps unaware of Islam, maybe because of growing up in the western lifestyle and missing out of a proper Islamic education, and (ii) towards our non-muslim neighbours and colleagues, many of whom may be searching for truth. At the very least, we may be able to counter-act the many incorrect stereotypes of Islam and muslims, no one else will do this for us, we have to speak up and show by our behaviour what Islam is all about. By doing this, we may even bring people into the fold of Islam. Contemporary du'at face great challenges to systematize and to apply the practical methodology within the new era of modern context. This paper discusses some suggestions that Muslim du'at, individually and collectively can undertake to accomplish da’wah goals: i) performing da’wah through a worldwide Islamic movement, ii) strengthening da’wah with technology, iii) using communication media and conducting seminars and workshops, iv) displaying the real Islamic lifestyle.

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