Madrasah Jurnal - IDIA Prenduan
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THOUGHTS OF IBU SINA TO M. NATSIR: THE DEVELOPMENT OF ISLAMIC EDUCATION IN INDONESIA
Full text linkIslamic religious education in Indonesia has experienced a long journey influenced by various thoughts and contributions of great figures in Islamic history. This article examines the evolution of Islamic religious education in Indonesia with a focus on the thoughts of Ibn Sina as one of the great figures in the world of classical Islamic thought, and M. Natsir as a reformer of Islamic education in Indonesia in the 20th century. This study aims to analyze the contribution of the thoughts of these two figures to the formation and development of the Islamic religious education system in Indonesia, as well as how their ideas shape Islamic education patterns that are relevant to the social and cultural context of Indonesia. Ibn Sina, with his philosophical and scientific approach to education, has had a major influence on the intellectual tradition of Islam that is oriented towards science and spirituality. Meanwhile, M. Natsir played an important role in the modernization of Islamic education in Indonesia, emphasizing the importance of character and moral education through Islamic-based educational institutions. This study uses a historical and analytical approach to explore the traces of the thoughts of these two figures and their impact on the Islamic religious education system in Indonesia, which is expected to provide new insights in developing more dynamic and contextual religious education in the future.
Islamic Religious Education Curriculum Management in Developing Religious Tolerance Attitudes
Full text linkInstilling an attitude of religious tolerance from an early age is an urgent need in the context of a multicultural Indonesian society. However, in practice, various challenges are still found in elementary school environments, such as students' low understanding of the importance of tolerance and limited time and learning approaches used in Islamic Religious Education. This study aims to describe the PAI curriculum in developing students' religious tolerance attitudes at SDN 114339 Kuala Bangka. This study uses a qualitative field method with data collection techniques in the form of observation, interviews, and document studies. The results of the study indicate that Islamic Religious Education curriculum management plays an important role in developing students' religious tolerance attitudes. This is reflected in the planning process that involves the active role of teachers in providing role models and integrating Islamic values that uphold tolerance. In its implementation, learning methods are used that develop students' audio and visual abilities, such as making posters, showing videos, and writing short essays about tolerance. The obstacles faced include the diversity of students' backgrounds, their low understanding of tolerance, and the limited learning time which only takes place once a week
Avoiding Social Discord via Islamic Religious Education Rooted in Multiculturalism Islamic Religious Education
Full text linkThis study examines the methods used by Islamic Religious Education teachers to instill multicultural values aimed at preventing social conflict among students at SMA Negeri 1 Sigi. Johan Galtung’s conflict resolution theory and Albert Bandura’s social learning theory act as essential analytical frameworks to comprehend social conflict dynamics and the strategic role of IRE teachers. The study employs a qualitative case study method, gathering data via observation, interviews, and documentation. Data analysis employs the interactive model proposed by Miles and Huberman, with validity assured via triangulation of sources, theories, and methods. The results indicate that Islamic education based on multicultural principles and local knowledge can act as an effective tool not only for avoiding social discord but also for promoting a culture of harmony in a diverse society. This includes thoughtful discussions, incorporating religious values into social settings, fostering a fair educational atmosphere, engaging in interfaith and intercultural initiatives to improve positive interactions among groups, collaborative artistic endeavors that convert conflict into collective creativity, role-playing exercises that prepare individuals for peaceful reactions through practice, enhancing critical thinking and empathy, and demonstrating tolerance along with conflict resolution techniques. Educators engage not just in resolving conflicts (peace-making) but also in promoting a lasting culture of tolerance (peace-building) and ensuring order via inclusive regulations (peace-keeping), serving as role models and supporting inclusive settings (reciprocal determinism). This study provides a model for merging Pancasila values with Islamic education on a national scale and supplies a structure for teaching methods that harmonize religious
Integration of Montessori Approach with Tilawati and Ummi Methods for Children's Al-Qur'an Literacy
Full text linkQur'anic literacy skills in early childhood are an important foundation in Islamic education. However, the learning methods used are often conventional and less adaptive to the psychological development and learning needs of today's children, especially in urban environments. This study is aims to answer this need by analyzing the potential integration between the Montessori approach and popular Qur'anic learning methods in Indonesia, namely Tilawati and Ummi. This study uses a qualitative approach based on literature study, by examining various scientific sources related to Montessori pedagogical principles, characteristics of the Tilawati and Ummi methods, and the concept of children's Qur'anic literacy. The results of the study show that there are important common points between the three approaches, such as gradual learning, strengthening affection, and orientation to child development. The Montessori approach provides strength in the multisensory aspects and learning independence, while Tilawati and Ummi provide systematic reading and spiritual habituation. The integration of the three offers a more contextual, fun, and spiritual model of children's Qur'an literacy learning. This study makes a conceptual contribution to the development of early childhood Islamic education curriculum and opens space for the development of more adaptive learning models in the future
ISLAM POS DAN KOMUNIKASI RELIGIUS DI ERA DIGITAL: MEMBANGUN RUANG DAKWAH YANG ADAPTIF
Full text linkPerkembangan teknologi informasi telah mendorong transformasi cara penyampaian pesan keagamaan di era digital. Salah satu bentuk respons atas fenomena tersebut adalah kemunculan media daring berbasis Islam seperti *Islam Pos*, yang menjadi ruang baru dalam menyampaikan dakwah secara adaptif. Penelitian ini berada dalam diskursus ilmu komunikasi Islam, khususnya pada area komunikasi religius di media digital. Tujuan dari artikel ini adalah untuk menganalisis bagaimana *Islam Pos* membangun komunikasi religius yang efektif dan adaptif dalam menghadapi audiens digital yang beragam. Penelitian menggunakan pendekatan kualitatif deskriptif dengan metode analisis isi dan observasi partisipatif daring, serta wawancara dengan tim redaksi Islam Pos.Penelitian tidak berangkat dari hipotesis, melainkan dari asumsi bahwa media digital dapat menjadi ruang dakwah yang produktif apabila mampu mengemas pesan secara kontekstual dan komunikatif. Hasil penelitian menunjukkan bahwa *Islam Pos* menggunakan strategi komunikasi religius satu arah yang persuasif, didukung oleh gaya bahasa yang santun, narasi berbasis Al-Qur’an dan hadis, serta penggunaan media sosial sebagai alat penyebaran pesan. Efektivitas komunikasi dilihat dari tiga aspek: kognitif (pemahaman), afektif (sikap), dan konatif (perilaku). Meskipun begitu, tantangan juga teridentifikasi dalam bentuk segmentasi pembaca yang terbatas, kurangnya interaksi langsung, serta kredibilitas sumber konten yang belum merata.Kontribusi tulisan ini terletak pada pemetaan strategi dakwah digital berbasis media dan identifikasi prinsip adaptif dalam komunikasi religius kontemporer. Hasil penelitian ini penting karena menunjukkan bahwa media Islam daring tidak hanya berfungsi sebagai penyampai pesan, tetapi juga sebagai ruang dialog sosial-keagamaan yang relevan dan inklusif bagi masyarakat digital.
PENGUATAN KESADARAN GIZI ANAK SEKOLAH DASAR MELALUI PENYULUHAN SAYUR DAN BUAH SEBAGAI PRAKTIK PENDIDIKAN SOSIAL DI KECAMATAN GANGGA
Full text linkGood nutritional awareness in school-age children is very important to support optimal growth and development. However, the low consumption of vegetables and fruits among elementary school students is a problem that requires educational intervention. This study aims to analyze the effectiveness of vegetable and fruit consumption counseling in increasing nutritional awareness of elementary school students in Gangga District, North Lombok Regency. The method used is quantitative research with a quasi-experiment design using a pre-test and post-test control group approach. Counseling was carried out in the form of lectures with four-minute video media. The research sample consisted of 60 students who were divided into an experimental group and a control group. Data analysis was carried out using the Wilcoxon test to see changes in knowledge and attitude scores before and after counseling. The results showed that there was a significant improvement in students' knowledge and attitudes in the experimental group after being given counseling. The knowledge score increased from 43.00 to 75.00 (p=0.000), while the attitude score increased from 45.33 to 72.60 (p=0.000). On the other hand, in the control group that was not given counseling, there was a decrease in knowledge scores from 44.00 to 38.00 (p=0.039) and attitude scores experienced a slight increase from 41.00 to 42.66 (p=0.059), which was not significant. These findings indicate that without educational intervention, students' nutritional awareness tends to decline or remain stagnant. This study confirms that lecture-based counseling and audiovisual media are effective in increasing nutritional awareness of elementary school students. Therefore, nutrition education programs should be integrated into the school curriculum and supported by policies that encourage the consumption of vegetables and fruits from an early age. Further research is suggested to cover a wider range and use more diverse intervention methods
Problems of Female Students in Mastering Intajiah Skills
Full text linkArabic language learning can be defined as a process of conditioning students to understand four skills: writing skills, speaking skills, listening skills, and reading skills. These skills are categorized into receptive skills, such as reading and listening, and productive skills, such as writing and speaking. This research aims to identify the linguistic problems in learning Arabic skills for 4th-semester intensive students both in the classroom and in the dormitory, identify the non-linguistic problems in learning Arabic skills for 4th-semester intensive students both in the classroom and in the dormitory. The researcher uses a descriptive qualitative research approach with a field research type, employing the Miles and Huberman model. Data is collected through various data collection techniques, including interviews, observation, and documentation. The results of this study indicate that it has been implemented with intensive fourth-semester female students at university of Al-Amien Prenduan in campus and in the dormitory. The productive skill issues stem from various linguistic forms, which include, problems in composing verbal structures, problems in composing nominal structures, problems in vocabulary composition, and problems with language code-switching. Non-linguistic factors contributing to these issues include, lack of motivation to learn, insufficient knowledge before entering the Islamic boarding school, and uneven mastery of productive skill among female students. It can be understood that with a strong desire to learn Arabic, non-pesantren female students can master productive skill on par with boarding scool graduates
ISLAMISASI KONSEP PRODUKSI: MENGATASI ALIENASI PADA FITRAH MANUSIA
Full text linkThe paradigm of production in modern economics, rooted in capitalism, has led to the dehumanization and alienation of humans from their innate nature (fitrah). Production is no longer understood as an act of worship but merely as a mechanism of efficiency and capital accumulation. Departing from this problem, this study aims to examine and reconstruct the concept of production through an Islamization approach, in order to restore the spiritual and moral dimensions of economic activity. This research employs a qualitative descriptive method with a library research approach and philosophical hermeneutic analysis of the works of Western economic thinkers as well as classical and contemporary Islamic scholars. The findings indicate that Western economics places production within a materialistic and anthropocentric framework, whereas Islam views it as part of divine trust (amanah) and worship oriented toward justice, blessing (barakah), and sustainability. The Islamization of the concept of production offers an alternative paradigm that integrates spiritual, ethical, and social aspects into the economic system. Theoretically, this study contributes to enriching the epistemology of Islamic economics by positioning production as the central focus of economic Islamization, while practically, it provides direction for implementing an ethical, humane, and sustainable production system in accordance with maqasid al-shariah values.
IMPLEMENTATION OF AUTHENTIC ASSESSMENT OF PSYCHOMOTOR DOMAIN IN PAI LESSONS ON TABLIGH MATERIAL CLASS XI RPL TAMANSISWA SUKADAMAI
Full text linkThis study aims to analyze the implementation of authentic assessment in the psychomotor domain in Islamic Religious Education learning with Tabligh material in class XI RPL SMK Tamansiswa Sukadamai. This study uses a qualitative method with a descriptive approach. Data were collected through observation, interviews, and documentation of teachers, students, and principals. Analysis was carried out through data reduction, data presentation, and drawing conclusions. The results of the study showed that authentic assessment based on practice, such as group division, discussion, and presentation, was effective in improving students' ability to convey Islamic messages persuasively and politely. The assessment was carried out using instruments that included mastery of the material, delivery techniques, appropriateness of the content, and student performance. The obstacles faced included students' nervousness and lack of mastery of the material. In conclusion, authentic assessment can improve students' psychomotor skills, but requires support in the form of teacher training, improved facilities and infrastructure, and adaptive learning strategies. The 3F principle-based approach (Fun, Fresh, Focus) creates an interesting and relevant learning atmosphere to students' needs in the era of digital transformation
TRANSFORMATIONAL LEADERSHIP OF MADRASAH PRINCIPALS BASED ON ISLAMIC VALUES: AN INTEGRATIVE MODEL FOR TEACHER COMPETENCY DEVELOPMENT IN THE DIGITAL ERA
Full text linkThe rapid transformation of Islamic education in the digital era presents unique challenges for madrasah leadership in developing teacher competencies. The phenomenon of educational quality gaps between madrasah and conventional schools, particularly in technological literacy and innovative teaching methods, requires effective leadership strategies that integrate Islamic values with contemporary educational management. This study aims to analyze the transformational leadership role of madrasah principals in developing teacher competence through an Islamic values-based integrative model at Bustanuddin Galis Pamekasan Islamic Educational Institution. Employing a qualitative approach with single case study design, this six-month research utilized in-depth interviews with 20 purposively selected informants (including the principal, vice principals, subject teacher association coordinators, and teachers), participatory observation, and comprehensive document analysis of strategic plans, work programs, and professional development reports. The findings reveal that the principal successfully implements transformational leadership integrated with Islamic values (uswatun hasanah, syura, and spiritual motivation), resulting in a comprehensive teacher competency development model comprising seven key strategies: needs-based programs, in-house training, subject teacher association strengthening, mentoring systems, classroom action research, technology integration, and comparative studies. The research generates an innovative integrative model that combines professional and spiritual development aspects, demonstrating 85% improvement in teacher pedagogical competence and 78% enhancement in professional competence, contributing significantly to madrasah education quality enhancement and providing empirical evidence for Islamic educational leadership effectiveness