scholarly journals MODEL PENGEMBANGAN PENDIDIKAN AGAMA ISLAM DI PERGURUAN TINGGI UMUM (Studi Multisitus di Universitas Brawijaya dan Universitas Negeri Malang)

2019 ◽  
Vol 2 (1) ◽  
pp. 88-113
Author(s):  
Ahmad Buchori Muslim
Keyword(s):  
Data Analysis ◽  
Religious Education ◽  
Learning Strategy ◽  
Individual Case ◽  
The State ◽  
Learning System ◽  
Islamic Education ◽  
State University ◽  
Education Curriculum ◽  
Design Data

Universities as autonomous educational institutions in the administration of education, made the development of this course will be submitted to the respective colleges. So that the implementation of the model of Islamic education among college one with the other universities are no exception can be different between the UB and the State University of Malang. Therefore in this study are the focus of research is; 1) how the Islamic education curriculum development at the UB and the State University of Malang; 2) how the learning system of Islamic education at the UB and the State University of Malang. This study uses qualitative approach, case study type with multi-site design, data analysis techniques in this study through the stages of data analysis of individual cases with the steps of data collection, data reduction, data presentation, and then draw a conclusion, after analysis of individual case data and then do the data analysis cross-site. These results indicate that the model of development of Islamic Religious Education conducted at UB and the State University of Malang is 1) the development of Islamic education curriculum using a competency-based curriculum, developed by learned center theme-based curriculum approach to social reconstruction. 2) learning system of Islamic education at both universities held in the classical cross-faculty and monitoring the deepening of learning outside the classroom with student active learning approach and contextual learning which leads to inquiry learning strategy. Generally that model of Islamic religious education at public universities can be categorized to a central model isolated entities / mechanisms and a decentralized model with interconnected entities / systemic organism.

scholarly journals The Role of Integrated Schools in Improving Islamic Education in Muslim Minority Areas of Cambodia

2020 ◽  
Vol 4 (2) ◽  
pp. 163
Author(s):  
Wien Anisa Yahyani ◽  
Rido Kurnianto ◽  
Ayok Ariyanto
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Religious Education ◽  
School System ◽  
Qualitative Data ◽  
National Curriculum ◽  
Islamic Education ◽  
Education Curriculum ◽  
Muslim Minority

This study aims to find out how to improve Islamic religious education in the Krouch Chmar area, Cambodia where this area is an Islamic village in the middle of Cambodia, which is a majority Buddhist community, then the Musa Asih Integrated School (SEPAMA) is present which has a role in helping increase in Islamic education. This research uses qualitative methods, data collection using observation, interviews and documentation, qualitative data analysis is carried out continuously to completion. The findings of this researcher are that Islamic religious education in the Krouch Chmar area began to develop with the existence of an integrated school system where this school has a combination of curriculum, namely the national curriculum and the Islamic religious education curriculum, through this school finally Islamic religious education begins to increase because children and the community can easily learn Islamic religious education, this is supported by programs owned by SEPAMA, so that from this school it provides a role in improving Islamic religious education in Islamic minority areas in Cambodia, starting from a pedagogical role, a moral-spiritual role and a socio- culture which ultimately improves Islamic religious education in the area.

scholarly journals Implementasi Kurikulum dan Strategi Pembelajaran Pendidikan Agama Islam pada PAUD

2015 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Zul Fa
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Religious Education ◽  
Curriculum Implementation ◽  
Implementation Process ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Religious Values ◽  
Education Curriculum ◽  
Childhood Education

Kurikulum merupakan bagian integral dari pendidikan. Kurikulum juga merupakan media untuk menumbuhkan nilai-nilai agama pada anak-anak, terutama di bidang pendidikan anak usia dini (usia 0-6 tahun). Fokus utama dari penelitian ini adalah beberapa Pendidikan Anak Usia Dini (PAUD) di Kota Salatiga dan Kabupaten Semarang. Penelitian ini bertujuan untuk memperoleh suatu tujuan, faktual, akurat dan sistematis proses pelaksanaan kurikulum pendidikan Islam dan strategi yang diterapkan pada objek penelitian. Data dikumpulkan dengan beberapa metode yaitu observasi, dokumentasi dan wawancara. Kemudian data yang dikumpulkan dianalisis dengan menggunakan pendekatan deskriptif kualitatif. Hasil penelitian menunjukkan pelaksanaan kurikulum pendidikan agama Islam di PAUD di Salatiga dan kabupaten Semarang sudah mengacu pada standar di Permendiknas Nomor 58 tahun 2009. Beberapa dari mereka belum mengacu patokan dasar pemerintah. Mereka juga melakukan pengembangan yang sesuai dengan karakteristik masing-masing lembaga. Bahan pendidikan agama Islam yang diberikan cocok dengan tahap perkembangan peserta didik. Materi tersebut disampaikan melalui bercerita, bercakap-cakap, tugas, Iqro ', simulasi dan praktek. Curriculum is an integral part of education. The curriculum is also a medium to cultivate of religious values in children,especially in early childhood education (ages 0-6 years). The main focus of this study is some early childhood education in Salatiga and Semarang district. This study is aimed to gain an objective, factual, accurate and systematic of curriculum implementation process of Islamic education and its strategies that applied in the research object. The data is collected by several methods namely, observation, documentation and interviews. Then the gathered data were analyzed using descriptive qualitative approach. The results indicate the implementation of Islamic religious education curriculum in early childhood education in Salatiga and Semarang districts already refers to the standards in Permendiknas No. 58 of 2009. Some of them have not referring to the government's basic benchmark. They also undertake the development which is appropriate with the characteristics of each institution. The materials of Islamic religious education is given suited with stage of learners’ development. It is delivered by storytelling, chatting, assignments, Iqro ', simulation and practice. Kata kunci: implementasi, kurikulum pendidikan Islam, strategi

scholarly journals The Implementation of Islamic Education: The Process of Instilling Akhlakul Karimah (Noble Characters) for Madrasah Tsanawiyah Students

2019 ◽  
Vol 4 (1) ◽  
pp. 117-125
Author(s):  
Muhammad Amri ◽  
Saharuddin Saharuddin ◽  
La Ode Ismail Ahmad
Keyword(s):  
High School ◽  
Data Analysis ◽  
Religious Education ◽  
Junior High School ◽  
Data Reduction ◽  
Implementation Process ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Mutual Respect ◽  
Data Presentation

Islamic Religious Education is an important and inseparable part of the educational curriculum in Indonesia. Besides being an obligation for its adherents, Islamic learning can instill the values of faith and make students possess noble morals (akhlakul karimah). This study aims to examine and discuss how the implementation process of Islamic education in instilling noble morals in students of Madrasah Tsanawiyah (Islamic Junior High School). This study uses a qualitative approach with data reduction, data presentation, and conclusion drawing as the data analysis. The sample of this study was the principal of the madrasah, vice-principal, students, and teachers of Islamic education in Madrasah Tsanawiyah Negeri 1 Makassar. The results of the analysis of this study indicate that through the implementation of Islamic Religious Education, the students could possess noble characters. There are eight behaviors that are applied to instill the noble characters, namely habituating the smiles, salaam, and greetings, mutual respect (tolerance), sunnah fasting on Monday and Thursday, performing the Duha prayer, performing dhuhr prayers, reciting the Quran, congregational prayer, and getting used to alms giving (infaq). These eight commendable behaviors are recommended for teachers and principals to be applied in their respective schools.

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.

Persepsi Guru Al-Qur’an Hadis tentang Implementasi Kurikulum 2013 di Madrasah Tsanawiyah Swasta Al Washliyah Stabat

2020 ◽  
Vol 19 (2) ◽  
pp. 145-163
Author(s):  
Maulida Maulida
Keyword(s):  
Qualitative Research ◽  
Religious Education ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Education Curriculum ◽  
Field Of Study ◽  
Learning And Teaching ◽  
Research Activities ◽  
Verbal Messages

  The objectives of this research are as follows 1). This study aims to determine the perception of Al-Quran Hadith teachers on the implementation of the 2013 curriculum at the Al Washliyah Stabat Private Tsanawiyah Madrasah. 2). To find out the implementation of the 2013 curriculum in Al-Quran Hadith learning at the Al Washliyah Stabat Private Tsanawiyah Madrasah. 3). To find out the role of Madrasah Tsanawiyah Private Al Washliyah Stabat in implementing the 2013 curriculum in the subjects of Al-Quran Hadith. This type of research is descriptive qualitative research, namely this type of research describes the state of objects or events without an intention to draw conclusions that apply in general. In this study, it is intended to describe the role of Madrasah Tsanawiyah Private Al Washliyah Stabat as a forum to form students who have superior quality by using the latest learning curriculum, namely Curriculum 2013. stabat. The background of the problem in this study is that the implementation of the Islamic education curriculum is not fully implemented in the Al-Washliyah Stabat Private Tsanawiyah Madrasah regarding the curriculum that is still applied in teaching and learning activities, namely the 2013 curriculum. Islamic religious education curriculum is limited to the field of study of Islamic Religious Education such as the field of study of the Qur'an and Hadith. This research is included in the qualitative research model, meaning that the data used in this study is qualitative data (data that does not consist of numbers) in the form of verbal messages, dialogues and writings that are the results of research through library research activities and field observations and conducting research. Documentation of the objectives of this study are: To find out the perception of Al-Quran Hadith teachers on the implementation of the 2013 curriculum in Madrasah Tsanawiyah Swasta Al Washliyah Stabat. To find out the implementation of the 2013 curriculum in Al-Qur'an Hadith learning at the Al Washliyah Stabat Private Tsanawiyah Madrasah. To find out the role of Madrasah Tsanawiyah Private Al Washliyah Stabat in implementing the 2013 curriculum in Al-Quran Hadith subjects. The results of this research are: Madrasah Tsanawiyah has a significant role in preserving the continuity of Islamic education and Islamic ethical moral values ​​in the implementation of the 2013 curriculum. In terms of the process of implementing learning in MTs. Private Al Washliyah Stabat has been implemented well by making students more participative in learning and teaching activities    

UPAYA MENINGKATKAN KEMAMPUAN SISWA DALAM MEMBACA ALQURAN DENGAN METODE DRILL (LATIHAN) MELALUI EXPLICIT INSTRUCTION

2020 ◽  
Vol 1 (2) ◽  
pp. 137-145
Author(s):  
Tabrani Lubis
Keyword(s):  
Action Research ◽  
Religious Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Explicit Instruction ◽  
Islamic Education ◽  
Research Subjects ◽  
Peer Tutors ◽  
Classroom Action Research

Penelitian ini bertujuan memaparkan metode Drill melalui explicit instruction dalam peningkatan proses belajar mengajar mata pelajaran Pendidikan Agama terutama dalam pengajaran aspek Alquran. Strategi pembelajaran yang dilakukan dengan menggunakan  tutor sebaya. Jenis penelitian ini adalah penelitian tindakan kelas dengan subjek penelitian kelas X.1 yang diajar oleh guru PAI. Hasil penelitian menunjukkan bahwa Metode drill/ latihan dapat meningkatkan kemampuan siswa dalam  membaca Alquran. Hal ini dapat dilihat dari penuturan huruf Alquran/ Hijaiyyah sesuai dengan kaidah ilmu tajwid. Para siswa menjadi fasih dan lancar. Para siswa juga termotivasi untuk meningkatkan kembali kemampuan membaca Alquran. Pengetahuan  siswa juga meningkat dengan adanya tugas mencari beberapa contoh bacaan Alquran sesuai dengan indikator pembelajaran. This study aims to describe the Drill method through explicit instruction in improving the teaching and learning process of Religious Education subjects, especially in teaching aspects of the Koran. The learning strategy is carried out using peer tutors. This type of research is classroom action research with research subjects in class X.1 taught by Islamic Education teachers. The results showed that the drill / exercise method could improve students' ability to read the Koran. This can be seen from the narrative of the letters of the Koran / Hijaiyyah in accordance with the rules of recitation. The students became fluent and fluent. Students are also motivated to improve their ability to read the Koran. Students' knowledge also increases with the task of finding several examples of reading the Koran according to the learning indicators.

scholarly journals Strategi Pembelajaran Shalat oleh Guru Penddidikan Agama Islam Terhadap Anak Tunadaksa di SDLB Negeri Pangkalpinang

2020 ◽  
Vol 1 (02) ◽  
pp. 67-79
Author(s):  
Ruzaipah ◽  
Muhammad Munir ◽  
Agus Ma’sum Aljauhari
Keyword(s):  
Religious Education ◽  
Physical Disability ◽  
Learning Strategy ◽  
Normal Function ◽  
Research Data ◽  
Islamic Education ◽  
Disabled Children ◽  
Considerable Time ◽  
Education Teacher ◽  
Education Strategy

The focus of the study is on the Islamic religious education strategy for disabled children. Disabled children are those with orthopedic disorders or disorders of normal function in bones, muscles, and joints because of congenital birth, illness, or accident. So that any movement or walking is necessary. Physical disability of disabled children causes them to go through obstacles to performing the prayers. With disabilities different from other children, the education teachers of Islam guide disabled children in performing prayers. The study aims to describe the learning strategy and to provide more information about the weaknesses and strengths of the learning strategy used by the Islamic religious education teacher. The study uses descriptive types of qualitative research. Data is obtained through methods of interviews, observation, and documentation. Research shows that the strategy used by the Islamic education teacher in The State SDLB of Pangkalpinang is a factually, contextual, and cooperative learning strategy. The weaknesses of these three strategies are that they cannot be used to students with hearing problems, teachers must be more intense in their guidance, and implementation requires considerable time. The advantage is that teachers can control the sequence and the broadness of the material, the study is more fun and less boring, and communicate with others.

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 Effectiveness the Use of Audio Visual Media in Teaching Islamic Religious Education

2020 ◽  
Vol 2 (1) ◽  
pp. 81-107
Author(s):  
Winarto Winarto ◽  
Ahmad Syahid ◽  
Fatimah Saguni
Keyword(s):  
Religious Education ◽  
Subject Matter ◽  
Time Allocation ◽  
Visual Media ◽  
Learning System ◽  
Islamic Education ◽  
Learning Activity ◽  
Learning Achievement ◽  
Role Of Parents ◽  
Teaching Learning

This study examines the effectiveness of using audio visual as media in improving learning achievement of a Islamic Junior high schools.  The study used qualitative methods with  observation, interview and documentation as techniques for data collection.  The results of this research shows that the use of audio visual media in enhancing the learning achievement of Islamic education at SMP Negeri 1 Palu was effective for several reasons: First, the use of audio-visual media can clarify the material that is taught, effectifying and functioning students’ sensory, both senses of sight and hearing in accordance with the nature of the characteristics of the material and subject matter that is taught. Second, gives stimulation, experiences and observations that is similar to students in the same time with the subject matter. Third, encourages students to be active in learning activity. By using the audio-visual media, we can also say that the PAI teachers have motivated the whole class to be actively included in the teaching learning proces. Fourth, audio-visual media is very effective in improving students’ interest and achievement in learning Islamic education. The supporting factors are the learning system thatt is used, the quality of teachers, the facilities and infrastructures, as well as the role of parents, communities and the agencies related. The factors that inhibit the effectiveness of using audio visual media are as follows: (1). Time allocation of learning, (2). Procurement of electricity.  To overcome these problems we can use genset macine as temporary power, desain the material an media in accodane with time.

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.

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