PENERAPAN STRATEGI PEMBELAJARAN PARTISIPATORI LEARNING PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

Learning is an important part in the transformation of knowledge in both formal and non-formal education. As time goes by and the learning process still faces various problems in the field. Among those problems is related to the use of learning strategies by a teacher. The use of learning strategies should be able to increase learning motivation, but there are many uses of learning strategies that can not increase student motivation. From here the researchers tried to implement participatory learning strategies to increase student learning motivation in Islamic Religious Education subjects. The formulation of the problem in this study is how the effectiveness of the implementation of Participatory Learning Learning Strategies in Improving Student Learning Motivation in Islamic Religious Education Subjects in Pontang 1 Junior High School. While the purpose of this study is to describe the Effectiveness of Implementing Participatory Learning Strategies in Improving Student Learning Motivation in Islamic Religious Education Subjects. This research was conducted at Pontang 1 Junior High School. The research approach used in this study uses a qualitative approach while the research method used is a descriptive qualitative method. Data collection techniques used were observation, interviews and documentation. Data analysis using the Miles and Huberman model, which is an interactive analysis model. The steps of analysis include data reduction, data presentation and conclusion. The informants in this study are the principal, teachers of Islamic education subjects and students. In the process of carrying out this research there were 6 stages that were passed. The stages are as follows: 1) The stage of fostering familiarity, 2) The stage of identifying needs, resources, and possible barriers to learning, 3) The stage of formulating learning objectives, 4) The stage of preparing learning activities programs, 5) The stage of implementing learning activities and 6) Stage of assessment of the process and results of learning activities. The results of this study indicate that the application of this learning strategy is less effective for learning Islamic Religious Education subjects. students do not have a high motivation to learn so, in learning many students do not pay attention to the material. So that the application of this learning strategy is less effective students are less interested and less motivated to learn Islamic Religious Education because the material has already been obtained.

ETIKA MENUNTUT ILMU (STUDI KOMPARASI PEMIKIRAN AL-GHAZALI DAN ZARNUJI)

Al-Ghazali and Zarnuji are two figures who have an international reputation, also have broad insights about the teachings of Islam. Even though both of them live in two countries with different cultures and cultures, they have the same vision and mission in eradicating ignorance and elevating human dignity, namely through education. In the process of education, each of the prosecutors of knowledge will experience a process of seeking and seeking knowledge, so that in the process has ethics and manners in studying.The formulation of the problem in research is How does ethics study Al-Ghazali's perspective? How does ethics study Zarnuji's perspective? How is the comparative analysis of Al Ghazali and Al Zarnuji's views on ethics studying? The purpose of this research is to find out the ethics of studying Al-Ghazali's perspective, to know the ethics of studying Zarnuji's perspective, to find out a comparative analysis of the views of Al Ghazali and Al Zarnuji about ethics studying. And the benefits are adding to the insight and knowledge of researchers about the ethics of studying in the perspective of Al-Ghazali and Al Zarnuji, to further serve as a reference in attitude and behavior.The method used is a descriptive qualitative research method with historical, textual and comparative approaches. As for the analysis technique, researchers used descriptive analysis techniques through a qualitative approach in the form of descriptions.The results of his research are Ethics studying in Al Ghazali's perspective there are ten points, while ethics studying in Al Zarnuji's perspective there are five points. Ethical equality in seeking knowledge in the view of Al Ghazali and Al Zarnuji is, to straighten out intentions accompanied by cleansing the heart and soul, the prosecutor of knowledge should not involve much in worldly affairs, he must respect and respect science, teachers, and experts. The difference in ethics requires that the perspective of Al Ghazali and Al Zarnuji be reviewed in terms of the nature of the prosecutor of knowledge, aspects of the teacher or instructor, as well as the qualifications of the knowledge pursued or demanded.

HUBUNGAN KECERDASAN EMOSIONAL DAN MOTIVASI BELAJAR DENGAN HASIL BELAJAR SISWA PADA MATA PELAJARAN AKIDAH AKHLAK

Kecerdasan Emosional (EQ) dan motivasi belajar merupakan hal yang sangat penting dalam pembelajaran, karena hal tersebut mempunyai hubungan yang signifikan terhadap hasil belajar aqidah akhlak di Madrasah Tsanawiyah Darul Huda Cikoneng Pandeglang dan Madrasah Tsanawiyah Daarel Mu’min Cimanuk Pandeglang. untuk mendapatkan hasil belajar yang baik siswa diharapkan memiliki kecerdasan emosional dan motivasi belajar yang tinggi pada pelaksanaan pembelajaran. Rumusan masalah pada penelitian ini adalah : Hubungan kecerdasan emosional dengan hasil belajar aqidah akhlak dan Hubungan motivasi belajar dengan hasil belajar aqidah akhlak Penelitian ini menggunakan metode kuantitatif dengan teknik korelasional. Populasi dari penelitian ini adalah seluruh siswa Madrasah Tsanawiyah Darul Huda Cikoneng dan Madrasah Tsanawiyah Daarel Mu’min Cimanak Pandeglang. Dengan teknik sampling yang digunakan adalah teknik probability sampling. Instrument penelitian yang digunakan yaitu angket kecerdasan emosional dan motivasi belajar sebanyak 50 soal yang telah diuji validitas dan reabilitasnya; dan dokumen hasil belajar siswa yang diperoleh dari nilai penilaian akhir semester. Analisis data menggunakan uji korelasi ganda dan uji regresi ganda dengan bantuan kolmogorov smirnov pada SPSS version 22.0 for Windows. Kesimpulan yang diperoleh dari hasil penelitian ini adalah : 1) Terdapat hubungan yang positif dan signifikan antara X1 dengan Y sebesar 0,916, artinya tergolong sangat kuat. 2) Terdapat hubungan yang positif dan signifikan antara X2 dengan Y sebesar 0,710, artinya tergolong cukup kuat. 3) Terdapat hubungan yang positif dan signifikan antara X1, X2 dengan Y sebesar 0,85, artinya tergolong sangat kuat. Dengan demikian hasil penelitian ini berguna untuk meningkatkan hasil belajar melalui kecerdasan emosional dan motivasi belajar.

MANAJEMEN PEMBELAJARAN AGAMA DAN KEAGAMAAN DI ERA INDUSTRI 4.0

Industrial era 4.0 became a big chalangge for educators especially for religious and religious subjects or Islamic Educators. Because in addition to teaching religious content that is mandatory for Muslim believers, Islamic Religious Education must also teach that instruct muslim to be creative and innovative, along with teaching about inclusiveism in order to collaborate across ethnic, cultural and religious group in facing the area of disruptive innovation. Which is an opportunity for anyone to pay attention to linearity. Industry 4.0 as the CPS, IoT, and IoS era, has been very systemic, and every industry does not need many people, except computer operators, production network supervisors and all related to computer work control. Therefore, they must be creative people to develop entrepreneurship, or services that are needed by society. Opportunity to be able to do entrepreneurial works is huge, because the world now ignores linierity, instead appreciates more creativity and networking capabilities. Therefore, educators must educate their students, and lecturers also direct their students to be realistic and become creative people. Creative and innovative education has no subjects. Therefore, fostering and enhancing their creativity is done through pendagogy for all subjects, especially subjects such as Islamic Education in schools or universities, so that they can get used to being creative and innovative people. As well as, inclusivism must be forestered and forested through a learning process that touches on aspect of attitude or affective trough discussion and or other techniques that enchance the competencies or learners in collaborating across ethnic, cultural and religious backgrounds.

MEMBANGUN PARADIGMA DUNIA MODERN DAN ISLAM TERHADAP ILMU PENGETAHUAN

The development of science and technology at this time is one of the achievements of progress in this modern age can be said to be achieved but sometimes also has a harmful impact on the continuity of human life, depending on how humans take advantage of this knowledge so that science and technology can provide values ​​of value (value ), but on the contrary the improper use of technology will result in destruction so that it cannot provide benefits (disvalue). To dismiss all of this so that it does not affect the inappropriate use of religion (Islam) is deemed necessary as a guide in the use of knowledge and knowledge in the right direction. Through the revelation of the Prophet Muhammad SAW with a set of Al-Qur'an and Hadith invites seeking and obtaining knowledge with full wisdom, and places people who are knowledgeable at a high level. The meeting of Islam with the modern world views science as giving birth to various understandings and thoughts, because basically knowledge develops because humans have a curiosity in achieving the highest reality.

PEMBELAJARAN FIQIH SEBAGAI MATA KULIAH WAJIB PADA PERGURUAN TINGGI KEAGAMAAN ISLAM

The existence of FIQH as the main subject at each PTAI both private and public taught to students has a good purpose for scientific understanding of Islamic law. Learning FIQH has a progressive urgency that is taught science to students so that students are able to understand the basic Islamic law relating to human actions that are categorized as adults. Learning in Islamic religious colleges can choose and implement one or several variants of the integration relationship. The learning is based on Permenristedikti 44/2015 related to SNPT / national standard of higher education. Learning also has an interactive specificity, which occurs between students and lecturers. In interaction, of course, focus on students (Student Centered Learning) so that changes occur experienced by students into the cognitive realm, namely the ability to relate to knowledge, thoughts, and then the ability to prioritize feelings or known as affective terms. Fiqh is defined as a knowledge of Islamic law formulated by Islamic jurists (mujtahid) through the process of reasoning on the verses of the Qur'an and the hadith texts relating to human actions that are intelligent and mature. In the context of fiqh discussion here, fiqh in question is one of the Islamic Religious Education (PAI) courses relating to law, rules and procedures of worship to Allah SWT taught in tertiary institutions. In this case, fiqh is also one part of Islamic Religious Education courses that is directed to prepare students to recognize, understand, live and practice Islamic law which then becomes the basis of their way of life through guidance, teaching, exercise of use, practice and habituation

NILAI PENDIDIKAN KARAKTER DALAM ISLAM MELALUI KISAH ADAM AS DAN IBLIS

Adam as is the first prophet and man that God created on this earth. Before Adam was created, Allah SWT had hinted to the angels that he would make Adam the Caliph on this earth. That makes the angels ask questions to each other, especially the Devil who is one of the inhabitants of the sky who hears the word of God. The creation of Adam (as) did not make Satan happy, but he hated so much that he was finally expelled by God from heaven and threatened to tempt Adam and his grandchildren. This article contains the values ​​of character education that can be taken in the story of Adam and Satan, both from the very first time Adam was created until he was revealed to the earth, where all of the events of Adam were not escaped from Satan's observation.

ANALISIS SEQUENTIAL EXPLANATORY HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN AQIDAH AKHLAK DITINJAU DARI DISIPLIN, MINAT BELAJAR, DAN KECERDASAN EMOSIONAL

The objectives of the research is to investigate learning outcomes correlation to variables learning discipline, interest to learn, and emotional intelligence, either individually or together. The study was conducted on 282 learning outcomes in multi stage random sampling from 951 Senior High School students throughout the City of Cilegon. The research used a combination mixsed method of quantitative and qualitative research with sequential explanatory design. Analysis using simple partial regression and correlation, multiple correlation. The result of study indicated that usion of this is that there is very a significant and positive relationship between independent variables means learning discipline, interest to learn, and emotional intelligence together with performance dependent variable learning outcomes, calculation result of coefficient correlation is ry.123 = 0,2 and coefficient determinant is r2y.123 =0,027, and contribute to learning outcomes is 2,65 %, there are other influential factors is 97,35 % to learning outcomes. While the relationship independently of independent variables, learning discipline has no relationship and is non significant with learning outcome compared with other variables of correlation coefficient is ry.1 = 0,004 and coefficient determinant is r2y.1=0,000014 contribution to learning outcomes is 0,0014 %, interest to learn, correlation coefficient is ry.2= 0,14 very low, the nature of the spirit of learning with an interesting impression, fun, grow innovative and new ways of solving a problem of learning tasks, the results of qualitative research support quantitative research, Emotional intelligence,, correlation coefficient is ry.3= 0,082 coefficient determinant is r2y.3=0,007 contribute to learning outcomes is 0,67 %, while is 99,33 % contributed by other variables that are related to learning outcomes, the qualitatively advantages of good ability, the nature that reflects the feeling of optimism, able to do new things, have broad insight, full responsibility, persistent, high enthusiasm in learning.

PEMBENTUKAN KARAKTER DISIPILIN SISWA DALAM BERIBADAH MELALUI PEMBIASAAN SHALAT DHUHA DI MADRASAH TSANAWIYAH AL-KHAIRIYAH PIPITAN

The purpose of this study was to find out how the character of students discipline in the dhuha shalat worship at the Madrsah Tsanawiyah Al-Khairiyah Pipitan and to find out the factors that cause student discipline character in the dhuha prayer service. The background of this research is that there are still some students who have not been disciplinary refraction is often carried out through dhuha prayer activities. The problem formulation of this study is, 1) how is the character of student discipline in the dhuha prayer service at the Madrasah Tsanawiyah Al-Khairiyah Pipitan. 2) to find out the factora that cause the formation of students’character discipline in worship. The method used in this study is descriptive qualitativ. Data collection techniques by observation, interviews, documentatopn. While the date analysis used includes data reduction, data display, and conclusion. The conclusion of the formation of students’ disciplinary character in worship through the habit of praying dhuha in the Madrasah Tsanawiyah Al-Khairiyah Pipitan is sufficiently disciplined. This is see when students’ are disciplined in performing dhuha prayers and carrying out all the arrangements in the dhuha prayer. The factors tht couse the formation of the character of student discipline are habituation that is done repeatedly, the environment and the teacher as role models.

PERSPEKTIF TENTANG MAKNA BAIK DAN BURUK

Good and bad are antonyms words, which are used to judge or measure a state or thing and human actions. Values ​​based on these measures are qualitative and global, so that they become areas of ethical study. Likewise in Islam these two terms become one of the central discussions in Islam, so that in the Koran many identical terms are often used, for example khoir and hasan, al-toyyib, while the bad terms use al-qubh and al-syar , al-sa and al-khobits, and among Muslim theologians, the terms good and bad are also one of the topics of his study, such as Mu'tazilah and Ash'ariah. The concepts of good and bad in Ash'ariah theology, and Mu'tazilah have similarities and differences. The similarity is that the two schools agree that what is said to be good is what gives rise to good in the world, and in the hereafter, while the difference is in terms of the source of goodness. The Ash'ariah School, argues that the source of goodness is revelation from God, because only God is the only one who knows the effect of goodness, whereas according to the Mu'tazilah, the source of goodness is not only revelation, but also reason, because reason is a human resource that very large which gives instructions. Thus, good and bad in Islamic theology are very clear, because they come from revelation, but reason also becomes one of the sources when it does not conflict with revelation.