Universitas Islam Lamongan, Fakultas Agama Islam: OJS
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Peran Guru dalam Mengembangkan Nilai Agama dan Moral pada Anak Usia Dini di TK Pertiwi Pamekasan
No full textThis research aimed to analyze the role of teachers in developing moral and religious values in early childhood. The research method used was descriptive qualitative. Data collection and triangulation techniques were observation, interviews and documentation. The subjects of this study were three teachers at Pertiwi Pamekasan Kindergarten. The results of this study indicated: first, there are several roles of teachers in developing children's religious and moral values at Pertiwi Pamekasan Kindergarten, namely; a) carrying out responsibilities to children to provide habits, b) motivators and advice providers, c) role models, providing examples of good behavior, d) supervisors, and e) assessors or observers of children's development achievements. Second, the supporting and inhibiting factors faced by teachers in developing religious and moral values at Pertiwi Pamekasan Kindergarten. The supporting factors were; a) all teachers must be supporting factors for children b) support and cooperation between parents and teachers c) the school environment including facilities and infrastructure. Meanwhile, the inhibiting factors were non-conducive classes and some children who were less obedient. Third, solutions to the inhibiting factors faced by teachers in developing children's religious and moral values at Pertiwi Kindergarten, Pamekasan, included: a) holding regular meetings or parenting programs once every three months b) using appropriate learning methods c) conducting evaluations of teachers and finding solutions to existing problems d) restoring children's focus through ice breaking.Penelitian ini bertujuan untuk menganalisis peran guru dalam mengembangkan nilai moral dan agama anak usia dini. Metode penelitian yang digunakan adalah kualitatif deskriptif. Tekhnik pengumpulan data dan triangulasi yakni observasi, wawancara dan dokumentasi. Subyek penelitian ini adalah tiga guru di TK Pertiwi Pamekasan. Hasil penelitian ini menunjukkan: pertama, terdapat beberapa peran guru dalam mengembangkan nilai agama dan moral anak di TK Pertiwi Pamekasan yakni; a) melaksanakan tanggung jawab pada anak untuk memberikan pembiasaan b) motivator dan pemberi nasehat, c) role model, pemberi contoh perilaku yang baik d) pengawas, dan e) penilai atau pengamat terhadap ketercapaian perkembangan anak. Kedua, faktor pendukung dan penghambat yang dihadapi guru dalam mengembangkan nilai agama dan moral di TK Pertiwi Pamekasan. Faktor pendukungnya adalah a) semua guru harus menjadi faktor pendukung bagi anak b) dukungan dan kerjasama antara orang tua dan guru c) lingkungan sekolah termasuk sarana dan prasarana. Sedangkan faktor penghambatnya adalah kelas yang tidak kondusif dan beberapa anak yang kurang patuh. Ketiga, solusi faktor penghambat guru dalam mengembangkan nilai agama dan moral anak di TK Pertiwi Pamekasan. a) mengadakan pertemuan rutin atau program parenting tiga bulan sekali b) menggunakan metode yang sesuai c) mengadakan evaluasi terhadap diri sendiri dan para guru serta mencari solusi-solusi terhadap permasalahan yang ada d) mengembalikan fokus anak melalui ice breaking
Melampaui Toleransi: Sintesis Tematik Realitas Sosial Masyarakat Multikultural Gresik
No full textKeberagaman masyarakat Indonesia sering dipahami melalui konsep toleransi yang bersifat normatif. Pendekatan ini belum sepenuhnya menggambarkan realitas sosial keberagaman yang dijalani masyarakat dalam kehidupan sehari-hari. Artikel ini bertujuan mengkaji realitas sosial masyarakat multikultural dengan menempatkan moderasi beragama sebagai praktik sosial. Penelitian ini menggunakan pendekatan kualitatif melalui sintesis tematik atas dua penelitian lapangan di Kabupaten Gresik, yaitu di Kelurahan Sukorame (Kampung Pancasila) dan Kelurahan Tlogopatut (Kampung Moderasi). Data dianalisis berdasarkan hasil wawancara dan observasi lapangan. Hasil kajian menunjukkan bahwa kerukunan antarumat beragama terbangun melalui keberagaman yang dinormalisasi dalam kehidupan sosial, penguatan ruang sosial informal, partisipasi lintas agama, serta peran aktor lokal dalam menjaga harmoni. Temuan ini menegaskan bahwa moderasi beragama di tingkat masyarakat berfungsi sebagai etos sosial yang dihidupi bersama.Keberagaman masyarakat Indonesia sering dipahami melalui konsep toleransi yang bersifat normatif. Pendekatan ini belum sepenuhnya menggambarkan realitas sosial keberagaman yang dijalani masyarakat dalam kehidupan sehari-hari. Artikel ini bertujuan mengkaji realitas sosial masyarakat multikultural dengan menempatkan moderasi beragama sebagai praktik sosial. Penelitian ini menggunakan pendekatan kualitatif melalui sintesis tematik atas dua penelitian lapangan di Kabupaten Gresik, yaitu di Kelurahan Sukorame (Kampung Pancasila) dan Kelurahan Tlogopatut (Kampung Moderasi). Data dianalisis berdasarkan hasil wawancara dan observasi lapangan. Hasil kajian menunjukkan bahwa kerukunan antarumat beragama terbangun melalui keberagaman yang dinormalisasi dalam kehidupan sosial, penguatan ruang sosial informal, partisipasi lintas agama, serta peran aktor lokal dalam menjaga harmoni. Temuan ini menegaskan bahwa moderasi beragama di tingkat masyarakat berfungsi sebagai etos sosial yang dihidupi bersama
PERAN HADIS DALAM MENDIDIK AKAL DAN MEMBANGUN KARAKTER SISWA
No full textHadith as the main source of Islamic teachings has an important role in educating the mind and building human character. In Islam, reason is seen as a gift that must be educated to be able to think critically, rationally, and based on religious values, while character includes the formation of noble morals that become the basis of human behavior. This study aims to analyze the role of hadith in the education of reason and character building and its relevance in modern life. The research method used is qualitative with a descriptive-analytical approach through a literature study, which involves an in-depth study of the traditions related to the education of reason and character building. The results show that the Prophet's hadith provides comprehensive direction in educating the intellect through the recommendation to study and think critically, as well as building character through the internalization of moral values such as honesty, patience, and compassion. This synergy between intellect and character education not only forms intelligent and moral individuals, but also supports the creation of a harmonious and civilized society. This study emphasizes the importance of integrating the teachings of hadith in the education system to create a complete human being in accordance with the goals of Islamic education.Hadith as the main source of Islamic teachings has an important role in educating the mind and building human character. In Islam, reason is seen as a gift that must be educated to be able to think critically, rationally, and based on religious values, while character includes the formation of noble morals that become the basis of human behavior. This study aims to analyze the role of hadith in the education of reason and character building and its relevance in modern life. The research method used is qualitative with a descriptive-analytical approach through a literature study, which involves an in-depth study of the traditions related to the education of reason and character building. The results show that the Prophet's hadith provides comprehensive direction in educating the intellect through the recommendation to study and think critically, as well as building character through the internalization of moral values such as honesty, patience, and compassion. This synergy between intellect and character education not only forms intelligent and moral individuals, but also supports the creation of a harmonious and civilized society. This study emphasizes the importance of integrating the teachings of hadith in the education system to create a complete human being in accordance with the goals of Islamic education
Pengaruh Permainan Ular Tangga Modifikasi Terhadap Kemampuan Higher Order Thinking Skill (Hots) Anak Taman Kanak-Kanak Pertiwi 1 Kantor Gubernur Padang
No full textThis research is motivated by the problem of unstimulated HOTS abilities of children in Pertiwi 1 Kindergarten, Padang Governor's Office.This happens because learning activities are always centered on teachers and learning activities that always use LKA every day so that children are easily bored and quickly bored because there are no interesting activities and are carried out every day in learning.This study aims to meet how much influence the modified snakes and ladders game has on children's HOTS abilities in Pertiwi 1 Kindergarten, Padang Governor's Office.The research method used is quantitative with an experimental approach in the form of a quasi-experiment.Using a research sample in group B5 consisting of 10 children in the experimental class and 10 children in the control class.Data analysis techniques used include normality tests, homogeneity tests and hypothesis tests.To test the difference in children's HOTS abilities before and after being given treatment.The results of the research data analysis, the average pre-test for the experimental class was 14 and 14.7 for the control group.While the average post-test for the experimental group was 21.4 and 19.7 for the control class.The difference shows that for the experimental class using the snakes and ladders game and the control class using flashcards are homogeneous.The results of the study can be said to be significant because the use of modified snakes and ladders games has the advantage of stimulating HOTS abilities in children.The advantage of this snakes and ladders game is that children can solve simple problems, analyze images and compare one image with another.Thus it can be concluded that there is an influence of the modified snakes and ladders game on the HOTS abilities of children at Pertiwi 1 Kindergarten, Padang Governor's Office.Penelitian ini dilatar belakangi dengan permasalahan belum terstimulasinya kemampuan HOTS anak di Taman Kanak-Kanak Pertiwi 1 Kantor Gubernur Padang. Hal ini terjadi karena kegiatan pembelajaran hanya selalu berpusat kepada guru saja dan kegiatan pembelajaran yang setiap harinya selalu menggunaka LKA sehingga anak mudah jenuh dan cepat bosan karena tidak ada nya kegiatan yang menarik ang dilakukan setiap harinya dalam pembelajaran. Penelitian ini bertujuan untuk memenuhi seberapa besar pengaruh permainan ular tangga modifikasi terhadap kemampuan HOTS anak di Taman Kanak-Kanak Pertiwi 1 Kantor Gubernur Padang. Metode Penelitian yang digunakan adalah kuantitatif dengan pendekatan eksperimen dalam bentuk quasy eksperimen. Menggunakan sampel penelitian di kelompok B5 yang terdiri dari 10 anak di kelas eksperimen dan 10 anak di kelas kontrol. Teknik analisis data yang digunakan meliputi uji normalitas, uji homogenitas dan uji hipotesis. Untuk menguji perbedaan kemampuan HOTS anak sebelum dan sesudah diberikan perlakuan. Hasil analisis data penelitian, rata-rata pre-test untuk kelas eksperimen 14 dan 14,7 untuk kelompok kontrol. Sedangkan rata-rata post-test untuk kelompok eksperimen adalah 21,4 dan 19,7 untuk kelas kontrol. Perbedaan tersebut menunjukkan bahwa untuk kelas eksperimen dengan menggunakan permainan ular tangga dan kelas kontrol dengan menggunakan flashcard adalah homogen. Hasil penelitian dapat dikatakan signifikan karena penggunaan permainan ular tangga modifikasi memiliki keunggulan dalam menstimulasi kemampuan HOTS pada anak. keunggulan dari permainan ular tangga ini adalah anak dapat memecahkan masalah sederhana, menganalisa gambar dan membandingkan antara gambar yang satu dengan yang lainnya. Dengan demikian dapat disimpulkan bahwa terdapat pengaruh permainan ular tangga modifikasi terhadap kemampuan HOTS anak Taman KanakKanak Pertiwi 1 Kantor Gubernur Padang
Eksplorasi Pemanfaatan Media Pembelajaran dalam Pengenalan Budaya Lokal Kabupaten Jember
No full textThe fading and forgetting of local culture in Indonesia are a result of increasing technology and globalization. Teachers are expected to be able to utilize media and surrounding potential to increase children's knowledge regarding regional culture, moral values, and ethics that are in accordance with cultural culture in Indonesia. This study aims to describe the use of learning media to introduce local culture. This study uses a descriptive qualitative research approach with observation, interview, and documentation data collection techniques. The data analysis technique uses Miles and Huberman analysis techniques. The study's results suggest that introducing early childhood learners to topics about local culture can be an engaging learning experience. The introduction of local culture implemented in learning includes traditional games, regional traditions, typical arts, typical foods, regional potential, and religious traditions. Teachers design local culture introduction activities in an attractive manner, utilizing a variety of learning media. Teachers utilize media available in the school environment; if the media is not available, then teachers make their own learning media by utilizing natural materials, used materials, or game materials that can be found in the surrounding environment and utilizing various learning resources that are easily accessible and simple to obtain.Seiring dengan meingkatnya teknologi dan arus globalisasi, budaya lokal di Indonesia mulai luntur dan dilupakan. Guru diharapkan mampu memanfaatkan media dan potensi sekitar dalam upaya meningkatkan pengetahuan anak terkait budaya daerah, nilai moral dan etika yang sesuai dengan kultur budaya di Indonesia. Penelitian ini bertujuan untuk mendeskripsikan pemanfaatan media pembelajaran dalam mengenalkan budaya lokal. Penelitian ini menggunakan pendekatan penelitian kualitatif deskriptif dengan teknik pengumpulan data observasi, wawancara dan dokumentasi. Analisis data menggunakan miles and Huberman. Hasil penelitian menunjukkan bahwa topik pembelajaran mengenai budaya lokal dapat menjadi materi pembelajaran yang menarik untuk dikenalkan pada anak usia dini. Pengenalan budaya lokal yang diimplementasikan pada pembelajaran mencakup permainan tradisional, tradisi khas daerah, kesenian khas, makanan khas, potensi daerah, dan tradisi keagamaan. Kegiatan pengenalan budaya lokal didesain secara menarik dan memanfaatkan media pembelajaran yang beragam. Guru memanfaatkan media yang ada di lingkungan sekolah, jika media tidak tersedia maka guru membuat sendiri media pembelajaran dengan memanfaatkani bahan alam, bahan bekas maupun bahan permainan yang dapat ditemukan di lingkungan sekitar serta memanfaatkan berbagai sumber belajar yang mudah dijangkau dan mudah didapatkan
Pemikiran Islam Wasathiyah Prof. Habib Abdullah Bin Muhammad Baharun
No full textThe attitude of moderation of Prof. Dr. Habib Abdullah Baharun is contained in his book entitled "Ushul al-Wasathiyah", namely: 1) Wahdah al-Ummah (Unity of the Ummah), 2) Al-Ghuluw wa al-Takfir (Exaggeration and Disbelief), 3) The Principle of Moderation in Islam which includes: a) Respecting the sentence of monotheism, b) Abandoning things that are not beneficial, c) Giving advice and reminding others. The conditions that must be met by people who want to convey advice and reminders to others, include: 1) Having good knowledge and understanding, 2) Being earnest, not wasting time, and avoiding repeating sentences that make the listener bored Islamic Thought, Wasathiyah, Abdullah Bin Muhammad Baharunwith the advice conveyed, 3) Focused, 4) Not too burdensome in giving advice, 5) Using beautiful and easy-to-understand sentences, and 6) Not intending to seek the worl
Relevansi Keteladanan Tenaga Pendidik dalam Tradisi Pendidikan Islam Perspektif Ulama Tafsir
No full textThis study examines the concept of exemplary educators in Surah Al-Ahzab verse 21 through the interpretations of At-Thobari, Fakhrur Rozi, and Ibn ‘Ashur, focusing on the relevance of the Prophet Muhammad’s model (uswah hasanah) to modern education. Using a library research method and content analysis, the study finds that the three tafsir works offer complementary insights: At-Thobari stresses noble character and professional development, Fakhrur Rozi highlights justice and empathy, and Ibn ‘Ashur emphasizes leadership and moral formation. These findings affirm the Prophet’s example as a practical and holistic guide for value-based Islamic education, both theoretically and in practice.Penelitian ini mengkaji konsep pendidik teladan dalam Surah Al-Ahzab ayat 21 melalui tafsir At-Thobari, Fakhrur Rozi, dan Ibn ‘Ashur, dengan fokus pada relevansi keteladanan Nabi Muhammad (uswah Al-hasanah) serta relevansiya terhadap pendidikan modern. Dengan metode studi pustaka dan analisis isi, ditemukan bahwa ketiga tafsir memberikan pandangan yang saling melengkapi antara satu dengan yang lain. At-Thobari menekankan keadaban sosial dan pengembangan profesional sebagai kompetensi kunci pendidik. Sedangkan Fakhrur Rozi menyoroti keadilan dan empati, sementara Ibn ‘Ashur menekankan kepemimpinan dan pembinaan moral. Temuan ini menegaskan bahwa keteladanan Nabi merupakan panduan praktis dan holistik bagi pendidikan Islam berbasis nilai, baik secara teoritis maupun praktis
IMPLEMENTASI P5 MEDIA DIY HOME PROJECT: MENGEMBANGKAN KEMANDIRIAN SISWA PELAJARAN SENI BUDAYA
No full textLearning independence is a very important skill and needs to be developed, especially in art and culture lessons in elementary schools. When conducting observations, researchers found a low level of independence of students in class III C MI NU Metro when doing assignments, such as copying their friends' answers, not bringing equipment for drawing, which caused the learning process to be unconducive. So an effective learning approach is needed, namely by implementing DIY (Do It Yourself) home project media in the context of P5, namely independence. This study aims to determine the Implementation of P5 in developing student learning independence in Art and Culture lessons through DIY home projects. This study uses a qualitative approach with a case study method
Pencak Silat As a Character Building Strategy for Madrasah Ibtidaiyah Negeri 2 Serang Students; Thomas Lickona's Perspective
No full textJuvenile delinquency is currently rampant in society. There are many cases such as brawls, acts of violence, and truancy at school; for this reason, character formation in children is very important to be implemented from an early age. The study aims to analyze the strategy of instilling character values through extracurricular pencak silat at MIN 2 Serang, an Islamic elementary school in Serang, Banten. MIN 2 Serang was chosen as the location of the study because it has shown a positive impact on the formation of student character through pencak silat activities, which are part of the local culture of Banten. This study uses a qualitative approach with a descriptive case study method, and this study found that instilling character values is carried out through three stages: moral knowing, feeling, and doing. The results of the study indicate that the Character Value Instillation Strategy instilled by the trainer, namely using the Moral Knowing Strategy, fosters discipline, Moral Feeling instills empathy, and Moral Doing instills the value of responsibility, but from this instillation, there are supporting factors, including adequate facilities. At the same time, challenges such as the distance of students' homes become obstacles to character formation. This study contributes to developing a character education model rooted in local culture
Project-Based Learning in Science Learning: A Philosophical Perspective of Realism in Madrasah Ibtidaiyah
No full textThe philosophy of realism in education emphasizes direct experience and observation of concrete phenomena as the foundation of knowledge. This principle aligns closely with Project-based Learning (PjBL), which engages students in authentic tasks to solve real-world problems. This study analyzes the application of PjBL in grade 5 Natural Science learning at a Madrasah Ibtidaiyah in Yogyakarta and identifies factors influencing its implementation. Using a descriptive qualitative approach, which includes observation, interviews, and documentation, the findings reveal that PjBL reflects the principles of realism, as students construct knowledge through active participation and direct interaction with real phenomena. Teachers implemented PjBL through six stages, culminating in a project to create a simple lung model. This activity enabled students to understand the respiratory system through empirical observation, rather than memorization, by examining their breathing patterns before and after engaging in physical activity. PjBL enhanced conceptual understanding, practical skills, critical thinking, and creativity. High student engagement, teacher creativity, and institutional support facilitated implementation, while time limitations, scarce resources, and limited teacher knowledge presented challenges