scholarly journals Pembelajaran Kontruktivistik Berbasis Literasi Baru dalam Pendidikan Agama Islam

2019 ◽  
Vol 10 (2) ◽  
pp. 388
Author(s):  
Ummu Kulsum
Keyword(s):  
Learning Strategies ◽  
Religious Education ◽  
Learning Model ◽  
Affective Domain ◽  
Constructivist Learning ◽  
Islamic Education ◽  
Learning Needs ◽  
New Literacy ◽  
Problem Formulations ◽  
Qualitative Literature

The constructivist learning model is formulated in three problem formulations, 1) What is the new literacy-based contructivist learning model in Islamic Education? 2) What is the concept of transmission from constructive-based learning to new literacy in Islamic Education? 3) What is the strategy for transforming constructivist learning based on new literacy in Islamic Education? The aim is to describe the learning model, and also describe the concept of transmission from learning and analyze the strategies of transformational constructivist learning based on new literacy in Islamic religious education. The method uses the inductive qualitative literature method, to explain the results of several scientific works then reduced to a finding by developing existing findings into an innovation and invasion for the development of Islamic religious education. The findings are in the form of PAI learning strategies using constructivistic learning models and new literacy theories that produce reflection meta-cognition for students. Constuctivistic learning needs to be developed also in the affective domain in order to be able to provide changes in the character of students so that students feel a change in him every PAI subject matter is given to him.

scholarly journals Trials of the Islamic Education Learning Model in Indonesian Universities: A Sufistic Approach as An Alternative

2020 ◽  
Vol 10 (2) ◽  
pp. 253
Author(s):  
Munawar - Rahmat ◽  
M. Wildan Yahya
Keyword(s):  
Research And Development ◽  
Religious Education ◽  
Learning Model ◽  
Islamic Education ◽  
Foreign Influence ◽  
Draft Model ◽  
Sufi Order

The students of Indonesia University of Education (UPI) and Bandung Islamic University (UNISBA) typically practice religion as it was received from their parents and socio-religious environment. They Salat, which is the main prayer of Islam, simply abort their obligations, and after praying, immediately leave their prayer mats without making dhikr or remembering God first. Furthermore, they do not understand khushu` Salat, which involves remembering God throughout the prayer, along with the meaning of dhikr, and the importance of a Murshid, which is the Grand Shaykh of Sufi Order. They also view Sufism as non-Islamic teaching and are cynical about the practitioners. Therefore, this study aims to examine the effectiveness of the Sufistic learning model in Islamic Religious Education to improve students’ understanding of these teachings in a substantive and tolerant manner. This research used an R&D approach, and the stage that was performed involved the preparation of a draft model and associated trials. Meanwhile, the learning used the madhhab typology approach of the Sufi and Shari`a Islamic models. The trial results showed that the Sufistic approach was effective in increasing students’ understanding of Islamic teachings in a substantive and tolerant manner. Before learning, students were unaware of Sufi Islam and viewed it as a foreign influence. Also, they did not understand khushu` prayers, comprehend the importance of dhikr, nor that of learning from Murshid. After learning, they understood Sufism, accepted the teachings and did not consider them to be foreign influences, and also recognized Islam in a substantive and tolerant manner. Therefore, the Sufism approach is improving the quality of religion and tolerance of students, with the implication that the model is an alternative in learning Islamic education at universities.Objective: This study aims to examine the effectiveness of the Sufistic learning model in Islamic Religious Education to improve students’ understanding of Islamic teachings in a substantive and tolerant manner.Methods: A research and development (R&D) approach, which was performed in the preparation of a draft model and associated trials, was used. Meanwhile, the learning employed the madhhab typology approach of the Sufi and Shari`a Islamic model.Results: The trial results showed that the Sufistic approach in Islamic Education was effective in increasing students’ understanding of Islamic teachings in a substantive and tolerant manner. Before learning, students unfamiliar with Sufi Islam, saw it as a foreign influence, and did not understand khushu` Salat, which involves remembering God throughout the prayer. Also, they considered dhikr, which means to remember God, and learning from Murshid as unimportant. However, they understood Sufism, accepted it as Islamic teachings and not foreign influences, and recognized the religion in a substantive and tolerant manner after the learning process.Conclusion: The Sufism approach in Islamic Education has succeeded in improving the quality of religion and tolerance of students.

scholarly journals Konsep Dasar Pendidikan Islam Inklusif : Studi Tentang Inklusivitas Islam Sebagai Pijakan Pengembangan Pendidikan Islam Inklusif

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Purnomo Purnomo ◽  
Putri Irma Solikhah
Keyword(s):  
Learning Strategies ◽  
Religious Education ◽  
Inclusive Education ◽  
Paradigm Shift ◽  
Islamic Education ◽  
Education Curriculum ◽  
Literature Study ◽  
Religious Learning ◽  
Presidential Decree ◽  
Truth Claims

The paradigm shift in the inclusive Islamic education curriculum is an essential part of Presidential Decree No. 7 of 2021. There is a tendency for religious learning to be normative-indoctrinative and lead to truth claims, raising suspicions that religious education contributes to the generation of extreme views. PPIM UIN Jakarta research shows that the PAI curriculum is still ambiguous on the issue of tolerance, and there is a tendency for PAI teachers to have an intolerance opinion towards minorities by 34%, and towards adherents of other religions by 29%. This study discusses the concept of inclusive education in Islam, the urgency of inclusive Islamic education, and the paradigm shift from exclusive to inclusive. This research is a literature study with a rationalistic approach. Data analysis uses reflective thinking logically to interpret the inclusive values of Islamic education and reflect them into strategic steps to answer the challenge of exclusivity. This study shows that Islam carries an inclusive spirit characterized by terminologies such as at-ta'arruf, at-tasammuh, at-tawassuth, and at-ta'awun. The urgency of inclusive Islamic education is intended so that the character of inclusive Islam is truly taught in learning. To change the paradigm of Islamic education from exclusive to inclusive, improvements are needed in curriculum elements, educators, and learning strategies.

scholarly journals Development of Islamic Religious Education Learning Model based on Multicultural Values

2019 ◽  
Vol 1 (1) ◽  
pp. 1-19
Author(s):  
Amiruddin Amiruddin ◽  
Askar Askar ◽  
Yusra Yusra
Keyword(s):  
Multicultural Education ◽  
Religious Education ◽  
Lesson Plan ◽  
Learning Model ◽  
Islamic Education ◽  
School Level ◽  
Design Development ◽  
Learning Models ◽  
High School Level ◽  
Model Based

The focus of this study is to examine the design development of multicultural value-based Islamic education learning models at the high school level. This research is qualitative research. Data collection is done by observation, interview, and documentation. While the data analysis technique used is data reduction, data presentation, data verification, and drawing conclusions. The results of the study showed that, the design of the development of the learning model that determined multicultural values, which were integrated in the Islamic Religious Education subject, b) syllabus, c) lesson plan, d) used the Islamic education learning model based on multicultural values, and c) conducted an assessment towards the process of learning activities, which is a follow-up to learning, the approach to developing learning models, namely the approach to justice and equality without discrimination, called cultural pluralism, which provides opportunities and freedom for all elements to show and develop their respective identities, both from language, ethnicity, religion and so on. While developing models of Islamic education learning based on multicultural values ​​because; a) multicultural education is not a special subject, b) promotes equality between students of different backgrounds, c) the diversity of students that causes misunderstandings that can lead to disputes between fellow students.

scholarly journals 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

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

scholarly journals Ragam Pendekatan dalam Pengembangan Kurikulum Pendidikan Agama Islam (PAI)

FONDATIA ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 27-41
Author(s):  
Muhamad Ghazali Abdah
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Education System ◽  
Teaching And Learning ◽  
Learning Model ◽  
Islamic Education ◽  
Social Reconstruction ◽  
Education Curriculum ◽  
Modern Times ◽  
Educational Processes

The curriculum is an inseparable part of an education system, because it is one component in determining the achievement of a goal. Likewise the Islamic religious education curriculum (PAI) also has a very central role in various educational processes in order to achieve the direction and purpose of Islamic education itself. Islamic education aims to develop all the potential that humans have based on the Shari'ah of Islam. However, the PAI curriculum in fact, still holds problems in life, for example the learning model is still dogmatic, repository and overlapping, and the religious concepts taught have no relevance in life in modern times today. Educators and all education staff are required to truly be able to understand the curriculum and be able to develop it. In developing an Islamic religious education curriculum (PAI) certain approaches are needed, so that the curriculum developed can lead students towards the desired changes. Educators can choose a number of approaches that are appropriate to their learning model and of course by paying attention to the characteristics of Islamic religious education itself. Among the approaches that can be used in curriculum development there are four, namely: academic, humanistic, technological and social reconstruction approaches. The developed curriculum can later be implemented by various PAI teachers in the teaching and learning process in schools.

scholarly journals PENERAPAN TEKNIK MENGKLARIFIKASI NILAI (VALUE CLARIFICATION TECHNIQUE) UNTUK MENINGKATKANPEMAHAMAN BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Martoni Martoni ◽  
Andrizal Andrizal ◽  
Helbi Akbar
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Subject Matter ◽  
Belief System ◽  
Affective Domain ◽  
Islamic Education ◽  
Fifth Grade ◽  
Fifth Grade Students ◽  
The Subject

<p><em>The subject of Islamic Education is a subject that focuses on the affective domain or attitude which consists of a vehicle for planting values, morals, and standard norms such as social sense, nationalism, and even a belief system. From the results of interviewing researchers with one of the PAI teachers, it was found that there were several problems in learning Islamic Religious Education including: Students had difficulty understanding Islamic Education subject matter, especially on material, imitating the attitude of Prophet As, Prophet Musa and Prophet Isa. Students also feel bored and bored in learning so that students do not interpret the learning process. The data in this study were obtained from observation, interviews, tests and documentation, with 8 students consisting of 3 men and 5 women. The results of the research on the implementation of the value clarification technique were proven to be able to improve the learning comprehension of fifth grade students in PAI subjects at SD N 003 Lubuk Kebun Logas Tanah Darat District. This can be seen from the results of the Pre-Cycle test of only 25%, Cycle I rose to 41.7%, Cycle II rose to 75% and Cycle III had reached 87.5% in PAI subjects at SD N 003 Lubuk Kebun Logas Tanah District Land.</em></p><p><strong><em>Keywords: </em></strong><em>Value </em>Clarification<em> </em><em>Techniques</em><em>; Learning Understanding.</em></p>

scholarly journals Pengembangan model pembelajaran berbasis konstruktivistik kolaboratif mata pelajaran Pendidikan Agama Islam untuk meningkatkan kemampuan berfikir kritis siswa kelas V SDN Meri 1 Kota Mojokerto

2017 ◽  
Vol 7 (1) ◽  
pp. 61
Author(s):  
Sudar Kajin
Keyword(s):  
Critical Thinking ◽  
Religious Education ◽  
Learning Experience ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Islamic Education ◽  
Learning Tool ◽  
Innovative Learning ◽  
Interesting Learning

Constructivism-Collaborative-based learning tools in improving critical thinking skills become an interesting learning model and assist the teacher's task in improving the effectiveness of learning, hence the need of an innovative learning tool to improve students' critical thinking ability. One learning tool that includes a set of planned learning experience that is arranged in a systematic, operational, and directed to help students master specific learning objectives is a collaborative-based Constructivist-Collaborative learning tool in improving the ability to think critically. The purpose of this research development is: 1.) To determine the feasibility of constructive collaborative lesson constructivist Islamic Education lesson according to peers. 2) To know the feasibility of constructive collaborative lesson of constructivism of Islamic Religious Education subject by Expert 3) To know the interest of the students of grade V of SDN Meri 1 Kota Mojokerto to the constructivist constructivism lesson of Islamic Education subject. The selection and use of collaborative constructivist-based learning models can effectively streamline and streamline the implementation of learning. For that purpose, collaborative constructivism-based learning model is absolutely necessary. Islamic Religion Education Learning Learning This collaborative constructivism based learning model has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Constructivist constructivist lesson of Islamic Religious Education is feasible according to peers. 2) constructivist constructivism lesson of Islamic Religious Education is feasible according to Expert 3) Grade V students of SDN Meri 1 Kota Mojokerto are interested in collaborative constructivist lesson of subjects of Islamic Religious Education

scholarly journals Implementasi Model Discovery Learning dalam Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti di SMAN 1 Bulukumba

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Andi Muhammad Asbar
Keyword(s):  
Learning Model ◽  
Discovery Learning ◽  
Islamic Education ◽  
Learning Needs ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Patterns ◽  
Thinking Ability ◽  
Development Of Attitudes ◽  
Quality Learning

The results of research on the implementation of discovery learning model on the subjects of Islamic Education and Character in SMAN 1 Bulukumba, is a model of discovery learning has been applied by Islamic Education Teachers and Character in SMAN 1 Bulukumba in terms of input, process and output components. In the learning needs to be evaluated, especially on aspects of process components and output components on aspects of student skills. Educators are required to maximize in applying the learning model in order to obtain a quality learning situation, active and develop the attitude and knowledge of students. The application of the discovery learning model is not an easy task, by which the teacher takes a lot of time and not all students are able to make the discovery, this model does not apply to all topics. Related to the time and strategy of discovery learning requires a longer duration, due to the rational thinking ability of students is still limited and cultural factors or habits that still use the old learning patterns. The implication of this research, it is expected that the teacher of Islamic Education and Character can implement the scientific approach of discovery learning model in the learning process in class well, evaluate, repair and development both in terms of planning, implementation and assessment in using discovery learning model to run effective and systematic. And the creation of student-centered learning oriented development of attitudes, knowledge and skills of students.

Konsep Pengembangan Kurikulum Pendidikan Agama Islam di MTS VIP Queen Al Khadijah Cilacap

2021 ◽  
Vol 3 (1) ◽  
pp. 65
Author(s):  
Khusnul Khotimah Maulidiyah ◽  
Al Manaf
Keyword(s):  
Curriculum Development ◽  
Religious Education ◽  
Teacher Collaboration ◽  
National Curriculum ◽  
Islamic Education ◽  
Learning Needs ◽  
Learning Material ◽  
General Science ◽  
Religious Knowledge ◽  
The Times

Education in Indonesia is always experiencing development and renewal on the basis of adjusting to the needs of society and the dynamics of the times. As with the PAI curriculum, it also continues to make updates because PAI is a subsystem of the national curriculum. Therefore, PAI learning needs to be considered maximally and can also be actualized in the lives of students. This study uses a descriptive qualitative approach which aims to reveal an understanding of curriculum development at MTs Queen Al Khadijah Cilacap. As for the results of his research, the curriculum development process that occurred at MTs VIP Queen Al Khadijah was a process of a series of curriculum updates carried out in an integrated-interconnection manner, by making Islamic teachings and values a guide and a source of consultancy for the development of various subjects so that they could integrate the curriculum 2013 and Pesantren and can be balanced between general science and religious knowledge. One of its implementations is the teacher collaboration learning model, meaning that general subject teachers can collaborate with Islamic religious education teachers (PAI) to compile concrete and detailed learning designs according to the theme of the learning material. Keywords: Curriculum Development, Curriculum Islamic Education, Islamic Education

scholarly journals Membangun Keimanan dan Toleransi Beragama Melalui Model Pembelajaran Hiwar Jadali di Masa Pandemi Covid-19

2020 ◽  
Vol 7 (2) ◽  
pp. 163-180
Author(s):  
Munawar Rahmat ◽  
Endis Firdaus
Keyword(s):  
Religious Education ◽  
Religious Belief ◽  
Comparative Method ◽  
Learning Model ◽  
The Other ◽  
Islamic Education ◽  
Religious Tolerance ◽  
The Right

Abstract. Religious tolerance among students is quite problematic. The results of previous studies showed that student’s intolerance was quite high. The question is, how to teach students a solid faith and be tolerant of other religions and different Islamic groups? Abdurrahman An-Nahlawi, An Islamic Scholar and Professor of Islamic Education in Egypt introduced seven types of Quranic methods, one of which is Hiwar Jadalī (dialogue-argumentative Qurani). This method is thought to strengthen faith as well as religious tolerance of students, provided that the lecturer can choose the right verses. This study aims to produce Hiwar Jadalī learning model in Islamic Religious Education to strengthen the religious belief and tolerance of UPI students. This research uses descriptive-comparative method. Two classes used the Hiwar Jadalī learning model while the other two classes used the ordinary model. As a result, Hiwar Jadalī’s learning model was proven to be more effective in strengthening students’ faith and religious tolerance. Abstrak. Toleransi beragama di kalangan mahasiswa cukup bermasalah. Hasil-hasil penelitian terdahulu menunjukkan intoleransi mahasiswa cukup tinggi. Pertanyaannya, bagaimanakah mengajarkan keimanan yang kokoh kepada mahasiswa sekaligus toleran terhadap agama dan golongan Islam lain yang berbeda?. Abdurrahman An-Nahlawi, Ulama dan Guru Besar Pendidikan Islam Mesir mengenalkan tujuh jenis metode Qurani, salah satunya Hiwar Jadalī (dialog-argumentatif Qurani). Metode ini diduga dapat mengokohkan keimanan sekaligus toleransi beragama bagi mahasiswa, dengan catatan dosen dapat memilih penggalan ayat-ayat yang tepat. Penelitian ini bertujuan menghasilkan model pembelajaran Hiwar Jadalī dalam Pendidikan Agama Islam untuk mengokohkan keimanan dan toleransi beragama mahasiswa UPI. Penelitian ini menggunakan metode deskriptif-komparatif. Dua kelas menggunakan model pembelajaran Hiwar Jadalī sedangkan dua kelas lainnya menggunakan model biasa. Hasilnya, model pembelajaran Hiwar Jadalī terbukti lebih efektif mengokohkan keimanan dan toleransi beragama mahasiswa.

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