Pengembangan Buku Ajar Akidah Akhlaq  Dengan Menggunakan Metode  Inkuiri Pada Siswa kelas 2 di Madrasah Tsanawiyah Miftahul Ulum

Abstract: Islamic education learning is learning that has many roles in science, religion because be a role model all Muslims in the world. Besides, the Islamic religion can ensure the needs of the Islamic community life in this world and the Hereafter later. Therefore, it is important in the learning process of Islamic religious education, a teacher should have a lot of learning materials are varied and qualified in its implementation. One is a model of cooperative learning instructional materials in which a teacher is no longer a lecture in teaching but it was students who many propses an active role in learning and teaching. Long learning model needs to be updated in order to continue learning to walk properly and in accordance with the demands of the future will face the students later. Change is inevitable again, vorefer into the demands of the Islamic Ummah , but the changes are not out of the rules of the teachings of Islam that has taught him. That is why it is possible learning materials provides opportunities for Islamic religious education teachers to always be active in the learning process according to their individual needs lembanga Islamic education. This study focused on how the effectiveness of Islamic religious education learning materials with a model inkuiru? Certainly address this problem requires a learning model that can please the students learn continuously to obtain the expected results. Students will not be able to learn seriously as long as there is no motivation given the teacher to the students, so it turned out not to be enough wit a science teacher who had qualified without having learning models that support. One satuya to the spirit of learning that encourages students to learn is a model Inkuiri .

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Ragam Pendekatan dalam Pengembangan Kurikulum Pendidikan Agama Islam (PAI)

FONDATIA ◽

10.36088/fondatia.v3i1.158 ◽

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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Penerapan Model Pembelajaran Kooperatif Tipe Think-Pair-Share Untuk Meningkatkan Pemahaman Siswa Tentang Shalat Sunnah

Intiqad Jurnal Agama dan Pendidikan Islam ◽

10.30596/intiqad.v13i1.6763 ◽

2021 ◽

Vol 13 (1) ◽

pp. 155-169

Author(s):

Wahyu Hidayat ◽

◽

Muzakkir Muzakkir ◽

Hamsiah Hamsiah ◽

Irnawati Irnawati ◽

...

Keyword(s):

Cooperative Learning ◽

Learning Outcomes ◽

Learning Process ◽

Descriptive Analysis ◽

Active Role ◽

Research Process ◽

Learning Model ◽

Islamic Education ◽

Analysis Techniques ◽

Class Viii

Cooperative learning model Think Pair Share is a process of learning activities that includes providing material, group division, giving questions, giving questions and delivering the results of group discussions conducted by students. Cooperative Think Pair Share type centers on students so that students play an active role and are directly involved in the learning process. This research process was carried out because of the learning process which was still classified as classic and less effective. In addition, the role of students is still not maximized then the learning process which takes place in the morning and afternoon today makes students bored and bored with the subject matter. This is the lack of understanding of students about prayer, especially Sunnah prayer and lack of interest, enthusiasm and learning outcomes of students in the learning process in Islamic Education subjects. This study aims to improve students' understanding of Sunnah prayer in Islamic Education subjects by applying the Think Pair Share Type Cooperative learning model in class VIII.3 SMP Negeri 2 Mattirobulu, Pinrang. The variable that becomes the target of change in this study is the result of increasing student understanding, while the action variable used in this study is the Think Pair Share Type Cooperative learning model. This type of research is a classroom action research conducted in 2 cycles, each cycle consisting of four stages, namely planning, acting, observing, and reflecting. The data collection techniques used was observation, interviews, tests and documentation. The data analysis techniques used were quantitative and qualitative descriptive analysis techniques. The results showed that the learning outcomes of students from cycle I to cycle II had increased. Thus, it can be concluded that the application of the Think Pair Share Type Cooperative learning model can improve the results of students' understanding of Sunnah prayer at SMP Negeri 2 Mattirobulu, Pinrang.

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Urgensi Model Pembelajaran Interaktif dalam Meningkatkan Prestasi dan Motivasi Belajar Siswa dalam Mata Pelajaran Pendidikan Agama Islam

Tsamratul Fikri | Jurnal Studi Islam ◽

10.36667/tf.v15i1.698 ◽

2021 ◽

Vol 15 (1) ◽

pp. 1

Author(s):

Fauzi Rahmanul Hakim

Keyword(s):

Religious Education ◽

Learning Process ◽

Learning Model ◽

Islamic Education ◽

Learning Problems ◽

Learning Method ◽

Learning Models ◽

Literature Study ◽

Study Approach ◽

Left Behind

In learning Islamic Religious Education (PAI) students need a learning model that is appropriate and precise in its characteristics. Learning model is termed by interpreting a broader scope than the learning method or strategy. Therefore, the learning model can be interpreted as planning which is used as a reference or rule in the learning process carried out in the classroom and can be a determinant of learning equipment such as teaching materials, books, curriculum, and so on. So it can be said that the learning model is a directional framework from the educator for the teaching process. This research tries to present an overview of the learning problems of an interactive model in the practice of Islamic education. Islamic education is now faced with various kinds of challenges, demands and needs that have never existed before. So it is not enough with just one learning model, it takes innovation in the renewal of the learning model that is tailored to the system needs, curriculum, human resource competencies, infrastructure, and others. If not, then Islamic education in practice will be increasingly left behind because it becomes a problem of learning models that do not adapt to developments. This research uses a literature study approach, data collection through text studies, then the data obtained is analyzed using content analysis. This method intends to analyze the problems of interactive learning in Islamic education practices. So it becomes a solution if the urgency learning model is made into a good innovation from its weaknesses and strengths. Because the learning process of students will be considered more effective if students after learning can find out something that was not previously known. So, learning achievement will change for the better with a change in new behavior in the level of reason, knowledge, thinking or advancement of physical potential.

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Pengembangan model pembelajaran Pendidikan Agama Islam konstruktivistik bermetode hiwar qishashi pada Siswa Kelas VII di MTs Mujahidin Sooko Mojokerto

Progressa Journal of Islamic Religious Instruction ◽

10.32616/pgr.v1.2.72.15-20 ◽

2018 ◽

Vol 1 (2) ◽

pp. 15

Author(s):

Muhammad Munib

Keyword(s):

Religious Education ◽

Learning Process ◽

Learning Strategy ◽

Empirical Test ◽

Cognitive Conflict ◽

Learning Model ◽

Islamic Education ◽

Test Results ◽

Independent Manner ◽

Use Of Resources

Constructivism learning is one of the models of learning process that states in the learning process begins with creating cognitive conflict. The objectives of this research are: To make the learning model of Constructivist Islamic Education using hiwar qishashi in class VII students in MTs Mujahidin Sooko Mojokerto. Result of research Development of learning model of Constructivist Islamic Education bermetode hiwar qishashi on Student Class VII in MTs Mujahidin Sooko Mojokerto this is as follows. 1) Product revised based on theoretical and empirical test results are: Revision by Student by questionnaire: (1) improve the use of resources in applying the model (2) Change the way of evaluation in the use of the model (3) Improve the model appearance or change the learning strategy. 2) The developed product is attractive for classroom learning in a classical and independent manner. 3) This product product can ease the burden of teacher in teaching. 4) The result of expert validation and trial, Constructivistic Learning Model hiwar qishashi is feasible to be used for the subject of Islamic Religious Education. 5) The product developed can improve students' learning motivation, and motivation is one of the requirements of the implementation of productive learning model.

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Pengembangan model pembelajaran Pendidikan Agama Islam konstruktivistik bermetode hiwar qishashi pada Siswa Kelas VII di MTs Mujahidin Sooko Mojokerto

Progressa Journal of Islamic Religious Instruction ◽

10.32616/pgr.v1i2.72 ◽

2018 ◽

Vol 1 (2) ◽

pp. 15

Author(s):

Muhammad Munib

Keyword(s):

Religious Education ◽

Learning Process ◽

Learning Strategy ◽

Empirical Test ◽

Cognitive Conflict ◽

Learning Model ◽

Islamic Education ◽

Test Results ◽

Independent Manner ◽

Use Of Resources

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ISLAMIC EDUCATION TEACHERS’ EFFORTS IN DEVELOPING STUDENTS’ SPIRITUAL POTENCIAL IN LEARNING (A STUDY AT SMP N 29 PADANG)

Ta dib ◽

10.31958/jt.v20i2.716 ◽

2017 ◽

Vol 20 (2) ◽

pp. 167

Author(s):

Silvia Susrizal

Keyword(s):

Religious Education ◽

Learning Process ◽

Learning Model ◽

Islamic Education ◽

Not Given ◽

Religious Attitude ◽

Teacher Effort ◽

Attitude Behavior ◽

Spiritual Potential ◽

Do So

This study was conducted because of the need to develop students’ spiritual potential in the learning process conducted by teachers of Islamic Education at SMP N 29 Padang. The purpose of this study is to determine the efforts undertaken by teachers of Islamic Religious Education to develop the spiritual potential of students in improving the learning process.In this research, teacher effort in developing potencial student has not been maximal yet. Aamong the indication is that students have not showed their religious attitude to students either through attitude, behavior, speech or association because the learning model created in the learning process has not given opportunity for students to do so. So that the learning has not given meaning to the students themselves which resulted the ungrowth of the students’ awareness.

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

International Journal of Higher Education ◽

10.5430/ijhe.v10n2p253 ◽

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.

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PENDIDIKAN AGAMA ISLAM BEWAWASAN SPIRITUALITAS EKOLOGI: Telaah Materi dan Model Pembelajaran

Al-Tahrir Jurnal Pemikiran Islam ◽

10.21154/altahrir.v17i2.1057 ◽

2017 ◽

Vol 17 (2) ◽

pp. 471

Author(s):

Mohammad Muchlis Solichin

Keyword(s):

Religious Education ◽

Inquiry Learning ◽

Contextual Learning ◽

Islamic Education ◽

Islamic Culture ◽

Learning Materials ◽

Ecological Spirituality ◽

History Of ◽

Itu Model ◽

Thematic Learning

Abstract: Ecological Spirituality is an awareness for connecting the environment through education. Education is a means of shaping the character of the environmental awareness. The knowledge and awareness of the importance of the environment can be fostered through the process of learning in school/madarasah. Ecological Spirituality can be implemented in the Learning of Islamic Education (PAI) by integrating the concept of Islam which is related to the environment into the teaching. This paper focus on 1) What are the learning materials of Islamic Religious Education (PAI) associated with ecological spirituality?, 2) How is the implement of the learning model of Islamic Religious Education (PAI) with associated with ecological spirituality. The findings revealed that the PAI learning materials which is related to the ecological spirituality comprising the learning of environment in the perspective of Alquran, Hadith, Fiqh, Aqidah, Moral and History of Islamic Culture. Meanwhile, the learning models encompassing a contextual learning, thematic learning and, inquiry learning models.الملخص: إن الروحانية الإيكولوجية هو الوعي للقدرة على التعامل مع البيئة، وأن ينمّى هذا الوعي – بقدر المستطاع – عن طريق التربية. والتربية هي الوسيلة لتكوين طبيعة الاهتمام والوعي بالبيئة. ويكون الفهم عن الوعي بالبيئة يمكن تنميته عن طريق عملية التعليم في المدارس. والروحانية الإيكولوجية يمكن تكوينها عن طريق عملية التربية الإسلامية ببيان التعاليم الإسلامية المتعلقة بالبيئة والعالم. وتركيز هذا المقال هو: 1) ما هي المواد في التربية الإسلامية في ضوء الروحانية الإيكولوجية: 2) كيف تطبيق نماذج التعليم في مادة التربية الإسلامية في ضوء الروحانية الإيكولوجية. ومن البيانات المجموعة يمكن الاستنتاج منها : أن مواد تعليم مادة التربية الإسلامية في ضوء الروحانية الإيكولوجية تحتوى على تعليم موضوع البيئة في ضوء القرآن والسنة والفقه والعقيدة والأخلاق وتاريخ الثقافة الإسلامية. وأما نماذج تعليم مادة التربية الإسلامية على ضوء الروحانية الإيكولوجية فهي : نموذج التعليم السياقي، ونموذج التعليم الموضوعي، ونوذج التعليم على أساس التحقيق. Abstrak: Spiritualistas Ekologi merupakan suatu kesadaran untuk mampu berhubungan dengan lingkungan yang ditanamkan melalui jalur pendidikan. Pendidikan merupakan wahana pembentukan karakter peduli terhadap lingkungan. Pemahaman, kesadaran akan pentingnya lingkungan alam dapat ditumbuhkembangkan melalui proses pembelajaran di sekolah/madarasah. Spiritualitas Ekologi dapat dilakukan melalui pembelajaran Pendidkan Agama Islam (PAI) dengan menjelaskan ajaran Islam berkaitan dengan lingkungan, alam. Fokus tulisan ini adalah 1) Apa saja materi pembelajaran Pendidikan Agama Islam (PAI) berwawasan spiritualitas ekologi, 2) Bagiamana pelaksanaan model-model pembelajaran Pendidikan Agama Islam (PAI) berwawasan spiritualitas ekologi. Dari penelusuran data, terungkap bahwa materi pembelajaran PAI berwawasan spiritualitas ekologi meliputi pembelajaran lingkungan hidup dalam perspektif Alquran, Hadis, Fiqh, Aqidah, Akhlak dan Sejarah Kebudayaan Islam. dan Akhlak. Sementara itu model-model pembelajaran (PAI) berwawasan spiritualitas ekologi, adalah model pembelajaran kontekstual, model pembelajaran tematik, dan model pembelajaran, inquiry.

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UPAYA MENGURANGI MISKONSEPSI PADA PEMBELAJARAN FISIKA MELALUI MODEL PEMBELAJARAN INKUIRI (INQUIRY LEARNING)

10.31234/osf.io/fc7qm ◽

2020 ◽

Author(s):

Ayu Amelia Aprilia ◽

Nana

Keyword(s):

Learning Process ◽

Inquiry Learning ◽

Learning Model ◽

Learning Material ◽

Learning Models ◽

Learning Materials ◽

Physics Learning ◽

Student Activity ◽

Existing Problems

The purpose of this paper is to describe how the effort to reduce misconceptions in Physics learning material using inquiry learning models. This writing is motivated by the large number of students who are still experiencing errors in understanding Physics learning materials. For this reason, efforts need to be made to reduce misconceptions in learning physics. The inquiry learning model can be used to reduce students' misconceptions. The method used in this paper is the study of literature by studying some literature to be analyzed and made conclusions. The results of this paper show that using inquiry learning models in the physics learning process can be a solution to reduce the misconception of material in the classroom. The inquiry learning model is applied to students where when the activity takes place the teacher is only a guide who directs the students then the students actively seek and understand the learning, generating ideas to find solutions in solving existing problems. Learning can increase student activity in the classroom so that not only accept all the material provided by the teacher but actively seek for themselves and there is openness where learning will facilitate the various hypotheses of students that must be proven and its truth openly.

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Brain-Based Online Learning Design in The Disruptive Era for Students in University

Journal of Educational and Social Research ◽

10.36941/jesr-2021-0147 ◽

2021 ◽

Vol 11 (6) ◽

pp. 277

Author(s):

Andi Kristanto ◽

. Sulistiowati ◽

Hirnanda Dimas Pradana

Keyword(s):

Online Learning ◽

Learning Process ◽

Field Trials ◽

Learning Model ◽

Learning Design ◽

Development Research ◽

Design Development ◽

Learning Materials ◽

Percentage Score ◽

The Brain

The learning model is a collection of activities that occur during the teaching and learning process with the objective of achieving the set goals. The brain-based online learning model developed is a solution to the students' learning problems. The majority of students struggle to interpret all of the learning materials they receive. This resulted in students' dissatisfaction with the learning materials. The purpose of this research is to develop a brain-based online learning process design based on the aforementioned problems. The Lee & Owens model of development was used in this development research. The stages of the Lee & Owens development model are analysis, design, development, implementation, and evaluation. The development research findings are as follows: (1) the media experts' assessment, which resulted in an 89.35% score with a valid category. (2) The assessment of the developed learning materials by material experts resulted in a score of 91.23% with a valid category. (3) expert evaluation, with an overall score of 86.35% for having a valid category. (4) The results of individual trials produced a percentage score of 88.5% with a valid category. (5) The results of small group trials indicated an overall percentage score of 81.60% of valid categories. (6) Field trials are classified as valid when they receive a percentage of 79.89%. The results of the development indicate that the brain-based online learning design is feasible for use. Received: 11 August 2021 / Accepted: 27 October 2021 / Published: 5 November 2021

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