e-journal STAI Mahad Aly Al-Hikam Malang
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PENERAPAN METODE DEMONSTRASI DALAM MENGOPTIMALKAN HASIL BELAJAR PADA MATERI FIQIH DI MTS IBADURRAHMAN MALANG
Get PDFThe existence of methods in learning is very important. There are many methods that can be applied to fiqh learning, one of which is the demonstration method. The application of demonstration methods in fiqh learning is to help teachers deliver material and provide understanding to their students. This research uses a qualitative research approach field study This research aims to describe the application of demonstration methods in optimizing student learning outcomes in fiqih learning in MTs Ibadurrahman Sukun Malang as well as the advantages and disadvantages of applying demonstration methods to fiqih learning in MTs Ibadurrahman Sukun Malan
Metode Research and Development dalam Pendidikan Islam: Research and Development Methods in Islamic Education
Get PDFThis article discusses the Research and Development (R&D) method in Islamic education. R&D is a systematic process for developing and validating new products or programs or improving existing ones. In Islamic education, R&D is used to develop various Islamic educational products or programs, such as curriculum, teaching methods, learning materials, and training programs. This article explains the characteristics, models, and stages of R&D in Islamic education. The attributes of R&D include being structured and systematic, focusing on problem-solving, and having a value of benefit. The R&D models that can be used in Islamic education include the Borg and Gall Development Model, the Plomp Model, the ADDIE Development Model, the Sadiman Development Model, and the Dick and Carey Development Model. The stages of R&D according to Borg & Gall (1983) consist of (1) Research and Information Gathering, (2) Planning, (3) Developing the Initial Form of the Product, (4) Preliminary Field Test, (5) Revising the Main Product, (6) Main Field Test, (7) Revising the Operational Product, (8) Operational Field Test, (9) Revising the Final Product, and (10) Dissemination and Implementation. This research concludes that the R&D method is important in the development of Islamic education. R&D can help improve the quality of learning by producing effective and efficient educational products and programs.
Artikel ini membahas tentang metode Research and Development (R&D) dalam pendidikan Islam. R&D adalah proses sistematis untuk mengembangkan dan memvalidasi produk atau program baru atau menyempurnakan produk atau program yang sudah ada. Dalam pendidikan Islam, R&D digunakan untuk mengembangkan berbagai produk atau program pendidikan Islam, seperti kurikulum, metode pengajaran, materi pembelajaran, dan program pelatihan. Artikel ini menjelaskan tentang karakteristik, model, dan tahapan R&D dalam pendidikan Islam. Ciri khas R&D antara lain terstruktur dan sistematis, fokus pada pemecahan masalah, dan memiliki nilai manfaat. Model R&D yang dapat digunakan dalam pendidikan Islam antara lain Model Borg & Gall, Model Plomp, Model ADDIE, Model Sadiman, dan Model Dick and Carey. Tahapan R&D menurut Borg & Gall (1983) terdiri atas: (1) Penelitian dan Pengumpulan Informasi, (2) Perencanaan, (3) Pengembangan Bentuk Awal Produk, (4) Uji Lapangan Pendahuluan, (5) Revisi Produk Utama, (6) Uji Lapangan Utama, (7) Revisi Produk Operasional, (8) Uji Lapangan Operasional, (9) Revisi Produk Akhir, dan (10) Sosialisasi dan Implementasi. Artikel ini menyimpulkan bahwa metode R&D penting dalam pengembangan pendidikan Islam. R&D dapat membantu meningkatkan kualitas pembelajaran dengan menghasilkan produk dan program pendidikan yang efektif dan efisien.
Kata Kunci: Metode, Research and Development, R&D, Pendidikan Islam
Pelatihan Tata Cara Shalat yang Benar bagi Masyarakat Dusun Cokel Desa Patarselamat Sangkapura Gresik
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Prayer in Islam has a very special position both in terms of how it is commanded and included in special Sharia worship. However, despite this, many people do not understand the correct prayer procedures according to the guidance of Islamic law. Therefore, community service activities regarding training in correct prayer procedures are important to carry out, while the partners in this activity are the people of Cokel Hamlet. The method used in this activity is the Service Learning Method. The use of this method is intended to be able to see and evaluate the results of training implementation which have a direct impact on partner operations. The service learning method can be carried out in three stages: preparation stages, serving stages, and reflection stages. The results of this service ran smoothly and received full support from Cokel Hamlet community leaders because it could provide benefits in improving the quality of worship in the Cokel Hamlet community.
Keywords: Training, Prayers, Prayer Procedures.
Abstrak
Shalat dalam Islam mempunyai kedudukan yang sangat istimewa baik dilihat dari cara memperoleh perintahnya dan termasuk dalam Ibadah Syari’ah khusus. Namun meskipun demikian banyak kalangan masyarakat yang kurang memahami tentang tata cara shalat yang benar menurut tuntunan syariat Islam. Oleh karena itu, kegiatan pengabdian masyarakat mengenai pelatihan tata cara shalat yang benar menjadi penting untuk dilakukan dengan mitra kegiatannya adalah masyarakat Dusun Cokel. Metode yang digunakan dalam kegiatan ini adalah Metode Service Learning. Penggunaan metode ini dimaksudkan untuk dapat melihat dan mengevaluasi hasil dari pelaksanaan pelatihan yang berdampak langsung bagi operasional mitra. Tahapan metode service learning dilakukan dengan tiga tahapan: tahap persiapan, tahap melayani, dan tahap refleksi. Hasil pengabdian ini berjalan dengan lancar dan mendapat dukungan penuh dari tokoh-tokoh masyarakat dusun cokel karena dapat memberikan manfaat dalam peningkatan kualitas ibadah masyarakat dusun cokel.
Kata Kunci: Pelatihan, Shalat, Tata Cara Shalat
Pelatihan Penggunaan Media Pembelajaran Online bagi Guru TK/RA
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The focus of this service is emphasized on the analysis of how to provide knowledge and skills in using online learning media for kindergarten/RA teachers in Bululawang sub-district. This service is a type of community service carried out by lecturers involving students. Training on the use of online learning media for TK/RA teachers in Bululawang District is an activity that has a positive impact on the participants. With this training, participants gain knowledge about how to customize displays, and post several posts to publish their work and writing
Keywords: Training, Online Learning Media, Kindergarten Teachers.
Abstrak
Fokus pengabdian ini ditekankan pada analisis tentang bagaimana memberikan pengetahuan dan keterampilan dalam penggunaan media pembelajaran daring bagi guru TK/RA di Kecamatan Bululawang. Pengabdian ini merupakan salah satu bentuk pengabdian kepada masyarakat yang dilakukan oleh dosen dengan melibatkan mahasiswa. Pelatihan penggunaan media pembelajaran daring bagi guru TK/RA di Kecamatan Bululawang merupakan kegiatan yang memberikan dampak positif bagi para peserta. Dengan adanya pelatihan ini, peserta memperoleh pengetahuan tentang bagaimana melakukan berbagai tampilan, dan memposting beberapa tulisan untuk mempublikasikan hasil karya dan tulisan.
Kata Kunci: Pelatihan, Media Pembelajaran Daring, Guru TK/RA
Problematika Evaluasi Pembelajaran PAI pada Kurikulum Merdeka di SDN 09 Tiumang Dharmasraya: Problems in Evaluating Islamic Religious Education (PAI) Learning in the Merdeka Curriculum at SDN 09 Tiumang Dharmasraya
Get PDFThis study aims to investigate the competence of Islamic Education (PAI) teachers in conducting learning evaluations at SD Islam Kreatif Makkah in Padang City. Effective learning evaluation is considered crucial in enhancing overall educational quality. The research seeks to address gaps in understanding PAI teachers\u27 competencies specifically related to learning evaluation. The research employs a qualitative descriptive method, utilizing data collection techniques such as observation, interviews, and documentation studies with PAI teachers at the school under study. Findings indicate that PAI teachers\u27 competencies in learning evaluation tend to vary. Despite possessing strong theoretical knowledge, there are weaknesses in the practical application of learning evaluation. The study concludes by emphasizing the importance of enhancing PAI teachers\u27 practical evaluation skills through targeted training. It is anticipated that this approach can improve overall educational outcomes at SD Islam Kreatif Makkah in Padang City, and potentially in similar contexts at other schools.
Penelitian ini bertujuan untuk menyelidiki kompetensi guru Pendidikan Agama Islam (PAI) dalam melakukan evaluasi pembelajaran di SD Islam Kreatif Makkah Kota Padang. Evaluasi pembelajaran yang efektif dianggap krusial dalam meningkatkan kualitas pendidikan secara keseluruhan. Penelitian ini dilakukan untuk mengisi kesenjangan dalam pemahaman mengenai kompetensi guru PAI dalam konteks evaluasi pembelajaran. Metode penelitian yang digunakan adalah deskriptif kualitatif, dengan teknik pengumpulan data meliputi observasi, wawancara, dan studi dokumentasi terhadap guru PAI di sekolah yang diteliti. Hasil penelitian menunjukkan bahwa kompetensi guru PAI dalam evaluasi pembelajaran cenderung bervariasi. Meskipun memiliki pengetahuan teoretis yang kuat, terdapat kelemahan dalam penerapan praktis evaluasi pembelajaran. Kesimpulan dari penelitian ini menekankan pentingnya peningkatan keterampilan evaluasi praktis guru PAI melalui pelatihan yang ditargetkan. Dengan demikian, diharapkan dapat meningkatkan hasil pendidikan secara menyeluruh di SD Islam Kreatif Makkah Kota Padang dan mungkin juga di sekolah lainnya dengan konteks serupa.
Keywords: Evaluasi Pembelajaran PAI, Kurikulum Merdeka, Pendidikan Agama Islam
Literasi Digital Islami: Upaya Menangkal Radikalisme di Kalangan Pelajar
No full textIslamic Digital Literacy (IDL) is an integrative effort that combines digital competencies with Islamic values such as truth, honesty, noble character, and religious moderation. IDL emerges as a response to the challenges of the Industrial Revolution 4.0 and Society 5.0 era, where the rapid flow of information, hoaxes, hate speech, and radical propaganda pose serious threats to young generations, particularly students. The phenomenon of radicalism among students reflects their vulnerability to extremist ideologies that exploit social media for recruitment and dissemination of intolerant narratives. In this context, IDL serves a strategic role as an ideological filter, a means to strengthen critical awareness, and a digital da’wah medium promoting moderation. The roles of schools/madrasahs, teachers, parents, and communities are crucial in internalizing IDL through curriculum integration, contextual learning, parental supervision, and supportive social ecosystems. However, IDL implementation still faces challenges, including curriculum limitations, insufficient teacher capacity, and the dominance of social media algorithms amplifying manipulative content. Therefore, IDL must be developed collaboratively, systematically, and contextually to function effectively as a preventive strategy against radicalism while fostering a moderate and civilized digital culture.
Literasi Digital Islam (LDI) merupakan upaya terpadu yang menggabungkan kompetensi digital dengan nilai-nilai Islam, seperti kebenaran, kejujuran, akhlak mulia, dan moderasi agama. LDI muncul sebagai respons terhadap tantangan era Industry 4.0 dan Society 5.0, di mana arus informasi yang cepat, hoaks, ujaran kebencian, dan propaganda radikal menjadi ancaman serius bagi generasi muda, terutama siswa. Fenomena radikalisme di kalangan siswa mencerminkan kerentanan terhadap ideologi ekstremis yang memanfaatkan media sosial untuk perekrutan dan penyebaran narasi intoleran. Dalam konteks ini, LDI berperan strategis sebagai filter ideologis, sarana untuk memperkuat kesadaran kritis, dan media dakwah digital yang mempromosikan moderasi. Peran sekolah atau madrasah, guru, orang tua, dan komunitas sangat krusial dalam menginternalisasi LDI melalui integrasi kurikulum, pembelajaran kontekstual, pengawasan orang tua, dan ekosistem sosial yang mendukung. Namun, implementasi LDI masih menghadapi tantangan, termasuk keterbatasan kurikulum, kapasitas guru yang belum memadai, dan dominasi algoritma media sosial yang memperkuat konten manipulatif. Oleh karena itu, LDI harus dikembangkan secara kolaboratif, sistematis, dan kontekstual agar berfungsi efektif sebagai strategi pencegahan radikalisme sambil memupuk budaya digital yang moderat dan beradab.
Kata Kunci: Literasi Digital Islam, Pencegahan Radikalisme, Pendidikan Siswa
PERAN GURU KELAS DALAM PEMBELAJARAN SISWA SLOW LEARNER DI MADRASAH IBTIDAIYAH AR-ROIHAN LAWANG MALANG / THE ROLE OF THE CLASS TEACHER IN THE LEARNING OF SLOW LEARNER STUDENTS AT MADRASAH IBTIDAIYAH AR-ROIHAN LAWANG MALANG
No full textSlow learner students fall into the category of Children with Special Needs (CwSN) who have intellectual disabilities with an IQ score of 70-90, so they require longer study time. This article was based on qualitative approach and case study type of research at Madrasah Ibtidaiyah (MI) Ar-Roihan, Lawang District, Malang Regency. Data was obtained through participant-observation techniques, semi-structured interviews and documentation, then analyzed using the Miles, Huberman and Saldana interactive model. There are two findings of the article. First, the implementation of slow learner student learning at MI Ar-Roihan consists of the planning, implementation and learning assessment phases. Second, the Class Teacher have five roles in the learning of slow learner students at MI Ar-Roihan: a) As administrator, the Class Teacher prepares Instructional Teaching for slow learner students who follow the regular curriculum. For slow learner students who follow the modified curriculum, the Instructional Teaching are prepared by the Special Assistant Teacher (SAT) after communicating with the Class Teacher; b) As facilitator, the Class Teacher determines teaching materials and learning methods for slow learner students who follow the regular curriculum. For slow learner students who follow the modified curriculum, teaching materials and learning methods are determined by SAT; c) As teacher, the Class Teacher provides classical learning material to all students, including slow learner students. Then, each SAT will repeat the explanation to the slow learner students, according to their characteristics and needs; d) As educator, the Class Teachers collaborate with SAT to educate Islamic character values, such as honesty and self-confidence, to slow learner students; e) As evaluator, Class Teacher is in charge of compiling general report for regular students and CwSN. Meanwhile, SAT is in charge of compiling assessment reports for slow learner students only.
Keywords: Special Assistant Teacher (GPK), Class Teacher, MI Ar-Roihan, Inclusive Education, Slow Learner
PENERAPAN BUKU PRAKTEK UBUDIYAH SSKU (STANDAR SISWA KADER ULAMA) DALAM MENUNJANG PEMBELAJARAN PAI
Get PDFThe implementation of SSKU (Standard Student Cadre of Ulama) ubudiyah activities as a support for Islamic Religious Education (PAI) learning at MA Almaarif Singosari. This research aims to: (1) Identify the content of the material in the SSKU ubudiyah practice book, and (2) Analyze how the book is implemented at MA Almaarif Singosari.
This research used a descriptive qualitative approach, with data obtained through interviews, observation, and documentation. The data were then analyzed qualitatively to describe the application of SSKU.
The results showed that: (1) The content of the material in the SSKU ubudiyah practice book is considered good because it covers the cognitive, affective, and psychomotor aspects of students at each level of education (ula, wustho, and \u27ulya). (2) The implementation of the SSKU book goes through three main stages: planning (determining objectives, procedures, and schedules), implementation (including memorization activities, explaining, and individual and group practice), and annual evaluation to assess the implementation and success of the SSKU book as needed
PENGEMBANGAN BAHAN AJAR ENGLISH FUN LEARNING DENGAN APLIKASI CANVA MATERI HOW DO YOU GO TO SCHOOL KELAS IV MADRASAH IBTIDAIYAH
Get PDFThe development of English Fun Learning teaching materials presents a creative approach to English language learning, incorporating engaging elements such as games, songs, instructional content, quizzes, and practice questions. This research aims to explore the development of teaching materials for English language instruction at MI Darul Falah Menilo in class IV, specifically focusing on the validation of the appropriateness of these materials concerning the topic "How do you go to school." The researchers employed a Research and Development (R&D) method, which is centered on creating and evaluating educational products. The study follows a structured process comprising seven stages: gathering initial information, planning, development, product trials, initial product revisions, field trials, and final product revisions. The teaching materials created are designed using the Canva application, tailored for English subjects in class IV. Validation results revealed that the teaching material design experts rated the materials at 91%, material experts also assessed them at 91%, and learning experts rated them at 93%. Additionally, student feedback on the learning materials achieved a response rate of 92%. Therefore, it can be concluded that the English Fun Learning teaching materials are highly suitable for use by students in their learning process
IMPROVING SCHOOL ACCREDITATION THROUGH PRINCIPAL LEADERSHIP: A CASE STUDY IN MADRASAH TSANAWIYYAH
Get PDFAccreditation is a significant marker of school performance, influencing its competitiveness both nationally and internationally. This paper examines the role of the principal in improving accreditation at MTsS Ulumuddin, using a qualitative research approach. Data were gathered through interviews, observations, and documentation. The primary aim of this study is to explore how the leadership of the principal contributes to enhancing the school’s accreditation status. The findings emphasize the principal’s efforts in implementing the Merdeka Curriculum, fostering collaboration among teachers, students, and parents, and cultivating a culture of teacher reflection. These strategies directly contribute to improving the school’s accreditation. Additionally, the principal ensures the integration of technology in the learning process, customizes the curriculum to meet the diverse needs of students, and manages the school budget efficiently and transparently. By focusing on these areas, the principal drives the achievement of higher educational standards, which is essential for improving school accreditation. The study underscores the importance of strong leadership in advancing educational quality and accreditation, highlighting the principal’s proactive approach in aligning school operations with national standards and goals. Overall, this paper demonstrates that effective school leadership is a critical factor in improving both the accreditation process and educational outcomes.
Keywords: Leadership; Principal; Accreditation; Merdeka Curriculum; Educational Standards.
Abstrak
Akreditasi merupakan penanda penting kinerja sekolah, yang memengaruhi daya saing baik secara nasional maupun internasional. Artikel ini mengkaji peran kepala sekolah dalam meningkatkan akreditasi di MTsS Ulumuddin. Menggunakan pendekatan penelitian kualitatif, data dikumpulkan melalui wawancara, observasi, dan dokumentasi. Tujuan utama penelitian ini adalah untuk mengeksplorasi kepemimpinan kepala sekolah berkontribusi dalam meningkatkan status akreditasi sekolah. Temuan penelitian ini menekankan upaya kepala sekolah dalam menerapkan kurikulum merdeka, mendorong kolaborasi antara guru, siswa, dan orang tua, serta menumbuhkan budaya refleksi guru. Strategi ini secara langsung berkontribusi dalam meningkatkan akreditasi sekolah. Selain itu, kepala sekolah memastikan integrasi teknologi dalam proses pembelajaran, menyesuaikan kurikulum untuk memenuhi beragam kebutuhan siswa, dan mengelola anggaran sekolah secara efisien dan transparan. Dengan berfokus pada area ini, kepala sekolah mendorong pencapaian standar pendidikan yang lebih tinggi, yang penting untuk meningkatkan akreditasi sekolah. Studi ini menggarisbawahi pentingnya kepemimpinan yang kuat dalam memajukan kualitas dan akreditasi pendidikan, dengan menyoroti pendekatan proaktif kepala sekolah dalam menyelaraskan operasional sekolah dengan standar dan tujuan nasional. Secara keseluruhan, artikel ini menunjukkan bahwa kepemimpinan sekolah yang efektif merupakan faktor penting dalam meningkatkan proses akreditasi dan hasil pendidikan.
Kata kunci: Kepemimpinan; Kepala Sekolah; Akreditasi; Kurikulum Merdeka; Standar Pendidikan