scholarly journals Inovasi Pembelajaran Pendidikan Agama Islam (PAI) Berbasis Teknologi Informasi

2019 ◽  
Vol 2 (2) ◽  
pp. 112-126
Author(s):  
Asmara Yumarni
Keyword(s):  
Information Technology ◽  
Religious Education ◽  
Large Scale ◽  
Educational Innovation ◽  
Secondary Data ◽  
Islamic Education ◽  
Primary Data ◽  
Compulsory Subject ◽  
Education Courses ◽  
Made In

The purpose of this study was to look at innovations in learning Islamic Education (PAI) at Prof. University. Dr. Hazairin, SH Bengkulu based on information technology in order to facilitate the learning process of PAI. The research method used is a qualitative method. Primary data is taken from interviews and observations, and secondary data is taken from documentation. Data analysis uses descriptive qualitative techniques. The results of the study found two themes, first, the policy of Islamic religious education courses in Unihaz refers to the law on higher education which confirms the existence of religious education courses. Secondly, innovations made in the learning of information technology-based Islamic education are; 1) Instructed using online journals or internet media as a source of searching for assignments, 2) Tasks made in the form of videos, 3) Division of tasks and Collection of tasks via e-mail and WhatsApp. In conclusion, the Religious Education Course is a national compulsory subject with the achievement of learning the formation of a whole student personality (kaffah), educational innovation carried out at Unihaz which is dominant is the Devolopment (Development) renewal which usually must undergo a development, and cannot be entered into large-scale dimension, Innovation is done to be able to solve educational problems. Conclusion, the use of information technology in PAI learning innovation at PTU must be developed and placed as a source of teaching materials, learning references, and information sources. Keywords: Learning Innovation, Information Technology, Islamic Religious Education (PAI)  

scholarly journals Teacher's Responsibility in Islamic Education (Relevance of Hamka and Hasan Langgulung Thought)

PALAPA ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 137-181
Author(s):  
Nurhadi Nurhadi ◽  
Muhammad Irhamuddin Harahap
Keyword(s):  
Physical Education ◽  
Moral Education ◽  
Religious Education ◽  
Secondary Data ◽  
Islamic Education ◽  
Data Sources ◽  
Primary Data ◽  
Social Education ◽  
Psychiatric Education ◽  
Library Research

Duties and responsibilities of teachers are not limited in society, even teachers included in this case are essentially strategic components that have an important role and responsibility in determining the progress of the nation's life and become the foundation of expectations of children's parents to make their children good children (anaks haleh) who know how to carry out their religious obligations and have a noble character (akhlak al-karimah). This study aims to determine; What are the Responsibilities of Teachers in Islamic Education according to Hasan Langgulung's Thought ?. What are the Responsibilities of Teachers in Islamic Education according to Buya Hamka's Thought ?. What is the relevance of Hasan Langgulung and Buya Hamka's thoughts on the Responsibilities of Teachers in Islamic Education ?. This research is a library research that uses various sources of literature as a source of research data. Primary data sources are the book Hamka Institution of Life and Budi and Hasan Langgulung Man and Education, An Analysis of Psychology, Philosophy and Education. While secondary data sources in research are books, articles, magazines, newspapers, or other sources, which are then drawn from these data. Based on the results of the processed data, it can be seen that the responsibilities of Teachers in Islamic Education according to Buya Hamka's thinking based on the explanation above, then the responsibility of educators namely educating: a). Faith Education; b). Moral education (morals); c). Physical education (physical and spiritual); d). Community social education; e). Intellectual education. While the Responsibility of Teachers in Islamic Education according to Hasan Langgulung's Thought covers at least 7 things, namely: a). Religious education which includes religious education, aqeedah and worship; b). Moral education (morals); c). Physical education which includes physical education and health; d). Psychological education consisting of psychiatric education and feelings; e). Community social education; f). Intellectual education. The relevance of the thoughts of Buya Hamka and Hasan Langgulung about the Responsibilities of Teachers in Islamic Education can be seen that Education basically revolves around science, charity, morals, and justice. All three are concepts that must be interconnected in the education process. Education for humans is not only to fulfill internal interests as dynamic creatures, but also external interests, namely the orderly and harmonious organization of human civilization.

scholarly journals The Contribution of Abdur Rozak Fachruddin in Muhammadiyah Education

2020 ◽  
Vol 9 (12) ◽  
pp. e40991211358
Author(s):  
Hasyimsyah Nasution ◽  
Saiful Akhyar Lubis ◽  
. Zailani ◽  
Rahmadi Ali
Keyword(s):  
Public Schools ◽  
Qualitative Method ◽  
Secondary Data ◽  
Islamic Education ◽  
Primary Data ◽  
School Of Education ◽  
Data Source ◽  
Made In

The aims of the research are to find out what contribution Abdur Rozak Fachruddin has made in Islamic education. This study used a qualitative method. The approach is a historical one. Meanwhile, the search of data source uses two methods, namely documentation and literature. There are two sources of data, primary and secondary. In this research, Primary data is referenced through books written by him and books written by others that discussing the figure. Meanwhile, secondary data is supporting data. The results of the study concluded that Abdur Rozak Fachruddin has contributed to Islamic education, especially to Muhamamdiyah School of Education in Indonesia. The efforts were made such as revoking the ban on veiling for Islamic students in public schools, being Muhammadiyah teachers, providing courses for Hizbul Wathon development, and helping establishment of Muhammadiyah University in Yogyakarta.

scholarly journals Kompetensi Kepribadian Guru Pendidikan Agama Islam Perspektif Al-Ghazali di SMA/SMK Negeri Kota Tarakan

2021 ◽  
Vol 2 (1) ◽  
pp. 50
Author(s):  
Baharuddin Baharuddin ◽  
Adian Husaini
Keyword(s):  
High School ◽  
Religious Education ◽  
Field Research ◽  
Secondary Data ◽  
Islamic Education ◽  
Data Sources ◽  
Primary Data ◽  
Research Approach ◽  
Teacher Competence ◽  
General Aspects

<p>Teachers' certification as a medium to improve teacher competence is considered not optimal, so it is necessary to explore a more comprehensive concept. This study aimed to examine the Personality Competency of Islamic Religious Education Teachers (PAI) at Tarakan State High School/Vocational High School in al-Ghazali Perspective. This research is field research that is descriptive qualitative. This research approach is a theological, pedagogical, psychological, and managerial approach. This study's data sources are primary data sources consisting of principals, deputy heads, Islamic Education teachers, learners, and secondary data sources consisting of the necessary documentation. Research instruments use observation guides, interview guidelines, and checklist documentation. Data collection methods use observation, interviews, and documentation. Data processing and analysis techniques through three stages, namely data reduction, data presentation (data display), and conclusion withdrawal (data verification). Through collecting, processing, and analyzing data, it was found that in general aspects of the personality of Islamic Education teachers in Tarakan City in al-Ghazali Perspective still exist that need to be improved from less to good. The implication is: Teachers must have the right criteria, as stated by Al-Ghazali and the Law</p><p class="16aJudulAbstrak">Abstrak</p><p class="16bIsiAbstrak">Sertifikasi guru sebagai media untuk meningkatkan kompetensi guru, dinilai belum optimal, sehingga perlu untuk menggali sebuah konsep yang lebih komprehensif. Tujuan penelitian ini mengkaji Kompetensi Kepribadian Guru Pendidikan Agama Islam (PAI) di SMA/SMK Negeri Kota Tarakan dalam Perspektif al-Ghazali. Penelitian ini adalah penelitian lapangan yang bersifat deskriptif kualitatif. Pendekatan penelitian ini adalah pendekatan teologis, pedagogis, psikologis, dan pendekatan manajerial. Sumber data dalam penelitian ini yaitu sumber data primer yang terdiri dari kepala sekolah, wakil kepala, guru Pendidikan Agama Islam, peserta didik, dan sumber data sekunder yang terdiri dari dokumentasi penting. Instrumen penelitian menggunakan panduan observasi, pedoman wawancara, dan <em>check list</em> dokumentasi. Metode pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Adapun teknik pengolahan dan analisis data melalui tiga tahap, yaitu reduksi data, penyajian data (<em>display</em> data), dan penarikan kesimpulan (verifikasi data). Melalui proses pengumpulan, pengolahan, dan analisis data maka ditemukan hasil penelitian bahwa pada umumnya aspek kepribadian guru Pendidikan Agama Islam di Kota Tarakan dalam Perspektif al-Ghazali masih ada yang perlu ditingkatkan dari kurang baik menjadi baik. Implikasinya adalah: Guru harus memiliki kriteria baik sebagaimana telah diungkapkan oleh Al-Ghazali dan Undang-Undang.</p>

scholarly journals Gambar Dalam Proses Pembelajaran Pendidikan Agama Hindu Di Sd Negeri 2 Dauh Peken Tabanan

2018 ◽  
Vol 2 (2) ◽  
pp. 528
Author(s):  
I Gusti Ayu Kade Indri Sari ◽  
I Wayan Mandra ◽  
Ida Ayu Adi Armini
Keyword(s):  
Classroom Management ◽  
Religious Education ◽  
Field Research ◽  
Secondary Data ◽  
Primary Data ◽  
Research Approach ◽  
Student Interest ◽  
Qualitative Descriptive ◽  
Made In

<p><em>Image media is the result of hand painting that is printed or produced or the results of photography are poured in the form of images that have maximum appeal. In SD Negeri 2 Dauh Peken Tabanan in the process of learning Hindu education, the teacher tried to use picture media as a teaching aid because of the lack of student interest in Hindu religious education. The theory used to analyze problems is: Behavioristic Theory and motivation theory. This research approach is qualitative from primary data obtained through field research and secondary data obtained from several library documentation. To obtain data about the application of image media researchers applied data collection methods with methods of observation, interviews, literature and documentation. The collected data were analyzed using qualitative descriptive techniques with steps of reduction, data presentation, and conclusion drawing. The results of this study are (1) The application of image media in the learning process in this study took 4 stages, namely preparation, presentation, follow-up and closing. (2) Obstacles in the application of image media are indogeneous factors and exogeneous factors. (3) Efforts made in the application of image media are maximizing the making of image media, good classroom management and internal teacher and school policies.</em></p>

scholarly journals Kepribadian Guru Pendidikan Agama Islam Menurut Buya Hamka

2019 ◽  
Vol 8 (2) ◽  
pp. 135
Author(s):  
Laila Hamidah ◽  
Sawaluddin Siregar ◽  
Nuraini Nuraini
Keyword(s):  
Religious Education ◽  
Role Model ◽  
Secondary Data ◽  
Teaching Experience ◽  
Islamic Education ◽  
Primary Data ◽  
Good Communication ◽  
Library Research ◽  
Teacher Personality ◽  
Education Today

The teacher is a position or profession that requires special skills as a teacher. This work cannot be done by people who do not have the expertise to carry out activities or work as a teacher. Every teacher has a different personality and background and teaching experience. Every teacher has a personality according to the characteristics they have. Personality is actually an abstract, can only be seen through appearance, action, speech, how to dress, and how to deal with every problem. The teacher's personality is the main capital in carrying out the role and duty as an educator. Personality, character is a crown for a human, because that is what distinguishes humans from animals. Good character does not just appear, it is a lifelong learning process. To grow good character, a teacher can learn about the lives of characters who are considered to have good character or personality. Buya Hamka is a National figure who can be a role model in learning to have a great character and personality. The research conducted was included in the type of qualitative descriptive research with library research. The method used is critical analytical descriptive, the primary data source is the works of Buya Hamka who deal with professional teachers and the secondary data are similar works that have the same theme. The analysis in this study uses the method of content analysis. The results of the study are that the teacher according to Hamka functions as an institution that seeks to develop all the potential that exists in students to the fullest, in accordance with the rhythms of their development, both physicaly and mental spiritual have a good personality because students will imitate the behavior of his teacher. Teacher's Personality in Islamic Education According to Buya Hamka's Thought, the teacher must understand the concept of the educator as an exemplary subject, the tasks of the educator, and have character (traits), as befits an educator. Hamka expressed his opinion about how should the characteristics of Islamic religious education teachers, namely: 1) Having extensive knowledge, 2) Good communication, 3) Good example for students and those around them, 4) Ikhlash, 5) Having  good methods for teaching, 6) Humility, 7) Responsibility, 8) Confidence, 9) Gentleness, 10) Patience, 11) Passion, 12) Apply and say honestly. Relevance of Hamka's Thought about the Teacher's Personality of Islamic Education with Education Today Teachers should help shape the character, mind, character, and personality of students, so that he knows which is good and what is bad. While Islamic teaching is an attempt to fill the intellectuals of students with a number of knowledge. Keyword: Teacher Personality, Buya Hamka

Kajian pelu dan tidaknya penambahan term Budi Pekerti dalam konten buku Pendidikan Agama Islam dan Budi Pekerti untuk siswa SMU

1969 ◽  
Vol 7 (2) ◽  
pp. 61
Author(s):  
Salim Ashar
Keyword(s):  
Religious Education ◽  
Secondary Data ◽  
Holistic Education ◽  
Islamic Education ◽  
Ethical Values ◽  
Library Research ◽  
Split Personality ◽  
Objective View ◽  
The Right ◽  
Scientific Value

Character is a complicated issue, even considered an abstract problem. It is said to be abstract because the concept of manners is not yet operational. While good and bad standards for morals are in the objective view of God the Creator of man. If the character is ethics, it is very dangerous, because some of its value will be contrary to the moral lessons that exist in religious subjects. When both are taught (ethics and morals) then the threat is the students will later experience what is called a split personality, that is split personality. Students become confused because there are conflicting values, such as good values ​​in the sense of morals and good value in manners (call: ethics). There is no honest terminology of Arabic versions, honest English versions, false witnesses of Arabic and French versions, as there is no terminology about Arab or Turkish morality. This applies to humans when there is a pattern of intersection between ethical values ​​and customs: ethical values ​​derive from the "right" way (revelation), whereas customs are derived from the habits The purpose of this study are: 1) Describing whether or not the addition manners in the lessons of Islamic Religious Education. 2) Describe the material (content) in the lesson of Islamic Education and the intersection of Budi Pekerti based on traditional perspectives. This study uses "Library Research". The research data used is secondary data. Data collection techniques used are documentation. Data processing is done by conducting the activity of review, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. From the results of the discussion concluded: 1) Based on the perspective of Islam, the lessons of Islamic Religious Education need not be added with the character, because in fact holistic education includes in the Islamic Religious Education. 2) The content of Islamic Religious Education should include aspects of Islam, ie Aqidah, Shari'ah and Akhlak which are taught in a balanced way, but the lesson of character can be combined as long as the adat is the custom of the Muslims.

Efektifitas Pembelajaran Bahasa Arab 0 (nol) sks dalam membentuk Bi’ah al-‘Arabiyah pada Prodi PAI STIT Raden Wijaya

2018 ◽  
Vol 1 (2) ◽  
pp. 51
Author(s):  
Mustain Mustain
Keyword(s):  
Religious Education ◽  
Arabic Language ◽  
Islamic Education ◽  
Foreign Languages ◽  
Primary Data ◽  
Study Program ◽  
Effective Learning ◽  
Education Study ◽  
Arabic And English ◽  
Oriented Approach

Arabic subjects are very important to develop the ability to communicate. By learning Arabic, students can understand the conversation and reading in Arabic well. Formal Arabic Studies in Madrasahs are the main means for students to master Arabic. This study aims to: 1) Know the efforts of STI Pati Raden Wijaya Prodi in shaping Arabic environment on Prodi PIT STIT Raden Wijaya. 2) Knowing the supporting factors in shaping Arabic environment on PAI STIT Raden Wijaya Prodi. 3) Knowing the obstacles faced by Prodi PIT STIT Raden Wijaya in shaping Arabic environment at Prodi PIT STIT Raden Wijaya. This study uses oriented approach (paradigm) Descriptive-Qualitative, While the type of research is using case studies (Santoso, 2005). In this study the researchers themselves or with the help of others are the main data collectors. This research was conducted at Tarbiyah High School of Raden Wijaya Kota Mojokerto, on Islamic Religious Education Study Program. In this study, the primary data obtained by researchers is: the results of interviews with the Chairman of the Study Program of Islamic Education and Students Semester I (One). In this study used in analyzing data that has been obtained is by descriptive (non statistical) descriptive that is explorative. The conclusions of this research are: 1) Effort-uaha done Prodi in making effective learning arab language in Prodi PIT STIT Raden Wijaya are: a. He held yaum al-'araby twice a week on Friday. b. It was called shabah al-lughah a week twice before ta'lim afkar al-islamy began. c. The existence of study club on each mabna. 2) Factors that become supporters in forming bi'ah al-'arabiyah are: a. Attachment of mufradat in strategic places. b. Make plaques that are written / spoken in Arabic to make it easier to remember. c. Songs in foreign languages ​​(Arabic and English) to increase students' insight in developing the language. 3) The constraints faced in creating bi'ah al-'arabiyah namely: a. Ability and basic students are different. b. There is no class classification that suits the ability of each student. c. Lack of facilities / facilities and infrastructure. d. Competence musyrif / ah who are not all able to speak. e. The curriculum and materials that are presented have not been neatly arranged. f. The absence of a strict iqob for students who do not communicate arabic language everyday.

scholarly journals Metode Penanaman Pendidikan Islam pada Anak Menurut Abdullah Nashih Ulwan

2021 ◽  
Vol 10 (2) ◽  
pp. 177-190
Author(s):  
Nur Khosiin
Keyword(s):  
Descriptive Analysis ◽  
Secondary Data ◽  
Islamic Education ◽  
Primary Data ◽  
The Third ◽  
Primary Data Source ◽  
Secondary Data Source ◽  
Data Source ◽  
Points Of View ◽  
Interpretative Approach

Abdullah Nasih Ulwan’s provides several points of view in the realm of methods of planting Islamic education in children which can later be used as a means to achieve the goals of Islamic education. This research uses the documentation method with a descriptive-interpretative approach, namely an attempt to describe the interpretation of some of the texts of the book at-tarbiyah al-aulad fi al-Islam in the third chapter. As for the primary data source is the book at-tarbiyah al-aulad fi al-Islam, the secondary data source is books and related literature, while the data analysis used descriptive analysis. The results of this study there are five methods of planting Islamic education for children, namely educating by example, customary habits, advice, supervision, and through punishment.

scholarly journals Implementasi Sistem Bagi Hasil Mudharabah pada Koperasi Serba Usaha Amanah Desa Bunobogu Kecamatan Bunobogu Kabupaten Buol

Al-Buhuts ◽  
2017 ◽  
Vol 13 (2) ◽  
pp. 109-126
Author(s):  
Abdul Latif
Keyword(s):  
Small And Medium Enterprises ◽  
Descriptive Analysis ◽  
Secondary Data ◽  
Revenue Sharing ◽  
Profit Sharing ◽  
Primary Data ◽  
Analysis Method ◽  
Qualitative Descriptive ◽  
Medium Enterprises ◽  
Made In

This study aims to determine the system for the results of Mudharabah on Business Multipurpose Cooperative (KSU) Amanah Desa Bunobogu with Qualitative Descriptive Analysis method. This study uses primary data sources and secondary data relating to the annual revenue sharing system Mudharabah (2010-2014). The results of this study indicate that the profit sharing system is implemented by the Multipurpose Business Cooperative (KSU) Amanah Desa Bunobogu in the form of Mudharabah financing. With a guarantee statement on the process akadnya. In the event of negligence made by members who resulted in his business losing the goods made in the guarantee will be seized by the cooperative. Businesses that are established by members are mostly small and medium enterprises so often encountered bookkeeping that is not clear and just make a budget booklet at random. However, it does not become alaasan and hamper the growth of cooperatives which each year has increased the remaining results of operations. Unclear budget bookkeeping can result in member earnings manipulation, by lowering the profits earned and the effect on the revenue share installments

scholarly journals Analisis Kelayakan Isi LKS “Pintar Pendidikan Agama Islam Berkarakter” Kelas V SD

2021 ◽  
Vol 2 (1) ◽  
pp. 21-35
Author(s):  
Lisa Yulia Sari ◽  
Muhammad Aufa Muis
Keyword(s):  
Religious Education ◽  
Descriptive Analysis ◽  
Secondary Data ◽  
Research Literature ◽  
Primary Data ◽  
Analysis Method ◽  
Learning Materials ◽  
Is Research ◽  
Library Research ◽  
Literature Searches

This study aims to identify and describe the results of the feasibility analysis of the contents of the Islamic Religious Education Smart LKS content in terms of the suitability of the material description with KI/KD, the accuracy of the material, and the content of supporting learning materials. The type of research used is library research. Literature research is research based on literature searches related to the problems to be discussed. The method used is descriptive analysis method. The primary data sources in this study were obtained from the Smart LKS for Islamic Religious Education with Character, while the secondary data were obtained from books, journals, articles, laws and regulations, and so on. All data will be collected, analyzed, interpreted as well as by interpreting the object under study. The results showed that the suitability of the description of the material with KI-KD obtained a percentage of 65%, while in terms of the accuracy of the material it obtained a percentage of 72%, and in terms of supporting learning materials it obtained a percentage of 73.2%. When viewed as a whole, the percentage of sub-components is 70%, which shows that the Smart LKS for Islamic Religious Education is worthy of being used as a companion book for learning in elementary schools

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