Journal of Islamic Education Research
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Religious Conversion in Marginalized Communities in the Perspective of Islamic Education Values
No full textThe diversity of religions in the world produces a unique phenomenon, namely religious conversion or conversion of religious adherents from one religion to another, for example converting from Christianity to Hinduism, Hinduism to Islam, and so on. The phenomenon of religious conversion, as experienced by parents in Kaliagung Hamlet, Kendalrejo Village, Tegaldlimo, Banyuwangi is because parents who experience religious conversion from Hinduism have different experiences and backgrounds before they decide to embrace Islam. This is closely related to human psychological problems because these actors experience drastic changes in their lives. Likewise with the way parents who practice religious conversion in instilling the values of Islamic education in their children. Because Islamic religious education has a very important role and position in the life of religious people. Based on this phenomenon, the authors are interested in studying Religious Conversion in Kaliagung Hamlet, Kendalrejo Village, Tegaldlimo, Banyuwangi. The research focus in this study is 1) What are the factors behind the occurrence of religious conversion? 2) How are the perpetrators of religious conversion in instilling the values of Islamic education in children? This research uses a descriptive qualitative approach. Methods of data collection using observation, interviews, and documentation. While the technique of obtaining data using purposive sampling. Furthermore, for data analysis, the authors used a qualitative descriptive analysis technique, namely data in the form of written and oral data from the informants studied to fully describe the phenomena that exist in the field. Based on the analysis that the researchers found in the field regarding the conversion of parents' religion and the inculcation of Islamic religious education values in children, the conclusion is that the factors behind parents experiencing a religious conversion in Kaliagung Hamlet, Kendalrejo Village, Tegaldlimo, Banyuwangi originate from internal factors (from within) and internal factors. external (from outside/environment). The values of Islamic religious education are: instilling faith and worship in children. The values of aqidah are faith in Allah, faith in angels, faith in Allah's books, faith in Allah's messengers, faith in the Last Day, and faith in qada' and qadar. While the values of worship are teaching the Qur'an, prayer, zakat, fasting, and pilgrimage. Whereas way parents practice religious conversion by instilling the values of Islamic education by motivating children, setting an example for children, and forming habits in children
Learning Assessment Techniques for Islamic Religious Education Curriculum 2013
No full textThe purpose of this study is to describe the various skills evaluation techniques used in Islamic education learning, as well as their advantages and disadvantages by using the library research method. Skills assessment is the value given to students according to their capacity to apply knowledge and carry out tasks according to the specified indicators. Assessment of abstract skills and assessment of actual skills are two categories in which skills are evaluated based on qualitative inquiry findings and documentation as sources. This project is simpler because it affects students' critical thinking skills when the findings of the multiple skills test study are compared with performance, product, and portfolio. However, each type of skill assessment has its advantages and disadvantages. The greatest benefit is that, when compared to tests, all four are equally reliable in determining student aptitude. In addition to the benefits, there must also be disadvantages. Of the four, the time limit is the most important. When evaluating student talent through performance, products, projects, and portfolios, teachers must spend a lot of time. Therefore the teacher must be extra careful in assessing student competence because it is done continuously
Contribution of Digital Branding for Improving Madrasah Tsanawiyah Quality Education’s on the Pantura Area’s of Lamongan
No full textDiscussion in this article is about the importance of madrasahs in utilizing digital media in branding themselves or building a madrasa self-image hammering digital media, especially social media digital platforms which have become a daily necessity of the community. According to researchers, the encouragement of the use of digital media is very necessary because the direction of society at this time is more active in surfing in cyberspace than in the real world, proof that discussions in social media on an issue develop faster than issues that are not blowed-up in digital media. The method used in this discussion is a qualitative method with a multi-site case study approach in three tsanawiyah madrasahs in the pantura kabupten Lamongan area. The results of this study show that the implementation of digital branding strategies in three MTs in Lamongan district has many points of similarity. There are at least two Strategies, namely the first: brand expression through logo, vision, mission, motto and tagline. Both communication brands. The branding communication strategy is to introduce the institution to the external which is displayed digitally on the school's website, school social media, such as facebook, Instagram, twitter and Youtube. All three have branding that is favored differently. MTs Mazrotul Ulum further strengthens the personality of teachers and educators as madrasa ambassadors. while MTs Tarbiyatut Tholabah highlighted his achievements in extracurricular championships. As well as MTs Muhammadiyah 2 Karangasem is self-sufficient with its International Cambridge progra
Islamic Religious Education Literacy and Numeration In the Perspective of the Al-Quran and Hadith
No full textThe word Iqra 'is usually translated as "read.” This understanding follows the word Qara'a, which first meant "gathering.” The Qur'an o.” en uses the word Qara'a in various verses. When he received this sentence the, Prop,het Muhammad trembled and said he could not read. However, this verse’s revelation shows how the highest glorification and assessment of the ability to read and write various sciences is. These verses show that Allah SWT teaches people diverse knowledge, He opens multiple secrets, and He gives different keys to open the treasury of Allah's command, namely with a qalam or pen. Besides tongue reading, Allah also ordained that knowledge can be recorded. The Prophet Muhammad was a person who was not good at reading and writing, but he understood the importance of literacy. Literacy here is the ability to read and write. Including the ability to speak, calculate and solve problems at hand
Implementation of Student Facilitator and Explaining (SFE) Strategies in Islamic Education Learning
No full textThe Student Facilitator and Explaining are learning strategies in which the teacher can present or demonstrate the material in front of students and then allow them to explain to their friends. The Islamic Religious Education teacher at Mahfilud Duror II Vocational School saw students' lack of enthusiasm to participate in learning. The Islamic Religious Education Teacher used the Student Facilitator and Explaining strategy because he felt this strategy was easier to solve the student's problems and was under the learning objectives. The purpose of implementing the Student Facilitator and Explaining is to make students more active and to practice public speaking for students. The research context discusses how to plan, implement, and evaluate the Student Facilitator and Explaining in learning Islamic Religious Education at Mahfilud Duror II Vocational School. Strategy planning Student Facilitator and Explaining in Islamic education learning: syllabus, lesson plans, and worksheets. (2) Implementation of the Student Facilitator and Explaining in Islamic education learning, which is related to the steps for implementing the Student Facilitator and Explaining in education Islamic learning following the preparation of lesson plans, namely preliminary activities, core activities, and closing activities. Related the obstacles in implementing the Student Facilitator and Explaining in Islamic education learning are the need for more learning resources, time allocation, and student learning motivation. (3) Evaluation of the Student Facilitator and Explaining in education Islamic learning, namely attitude evaluation, namely self-assessment, peer-to-peer, and observation techniques; evaluation of knowledge using written tests, namely multiple choice and descriptions, and evaluation of skills in the form of projects
Statistical Analysis in Determining the UIN Kiai Haji Achmad Siddiq (UIN KHAS) Jember Students' Readiness Toward the Internet-Based Learning System
No full textThis research focuses on finding out how far the readiness of UIN KHAS Jember students in facing this e-learning learning system is, so research is carried out in the form of a survey. From the survey results, it is hoped that data can be obtained regarding what factors influence the e-Learning-based learning system to be applied to UIN KHAS Jember students. The variables used are Study Habits and Technology Habits. The data analysis method used in this research is the 1 sample proportion test and the Chi-Square test. Respondents used were UIN KHAS Jember students Class of 2015, 2016, 2017, and 2018. From a series of data collection to the analysis stage, several conclusions can be drawn, namely the number of UIN KHAS Jember students ready to face the e-learning learning system by 60% (or more than 50% of students). The variables that affect student readiness in dealing with e-learning learning systems are study habits and technology habits. From each of these variables, it turns out that only the attitude factor towards the learning system and the length of time on the internet are very significant or affect student readiness
Role of Majlis Ta'lim Mahabbatul Khadijah in Fostering Religious Education for Young Women in Kediri Sedayu Village, West Lombok
No full textThis study examines the role of Majlis Ta'lim Mahabbatul Khadijah in fostering religious education for young women in Kediri Sedayu Village, West Lombok. The formulation of the main problem discussed is how the role of this majlis ta'lim or Islamic forum is to foster religious education for young women in Kediri Sedayu Village, West Lombok, and how the coaching process is. This study aims to find out how the role of this majlis ta'lim is to foster religious education for young women in Kediri Sedayu Village, West Lombok, and how the coaching process is. This study indicates several roles of the majlis ta'lim Mahabbatul Khadijah in fostering the religious education of young women in Kediri Village, West Lombok, as a place for teaching and learning to increase religious knowledge, a place to build networking, and a place of study for free. Meanwhile, the coaching process carried out by the majlis ta'lim in fostering the religious education of young women is by conducting study activities and practicing religious values ??such as holding clean Friday programs and social services. For example, clean Friday programs such as cleaning the prayer rooms or mosques in Kediri Sedayu Village, West Lombok. Meanwhile, the form of social service activities carried out by the Mahabbatul Khadijah majlis ta'lim such as providing donations to orphans and responding to natural disasters. This research implies that it is hoped that the majlis ta'lim Mahabbatul Khadijah will be able to contribute to society, especially to young women, in order to add insight into Islamic religious education
Internalizing Islamic Education Values in Raising Environmental Awareness Character: a Case Study at Madrasah Tsanawiyah Negeri 2 Malang
No full textAdiwiyata is one way to instill environmental awareness in the school community. MTs Negeri 2 Malang, as one of the participating schools in the Adiwiyata program, integrates the Adiwiyata program with subjects including religious subjects to internalize Islamic Education or PAI values ??so that students care about the environment. This study aims to determine the process of internalizing PAI values ??in raising environmental awareness character and their implications. This research uses a qualitative method with the type of case study research. The analysis used is descriptive. This study indicates that the PAI values internalized by students to foster environmental awareness characters are divided into three; aqidah, sharia, and akhlaq values. Internalizing these values ??goes through 3 stages; the value transformation, which focuses on cognitive abilities; the value transaction, which is a process of self-accustoming; and the transinternalization stage, where students are getting used to practicing the values ??that have been taught. From the internalization of values, there are changes in students' attitudes and behavior towards the environment
Life Skills Education Implementation in Increasing the Autonomy of 21st-Century Santri at Pondok Pesantren Al-Machfudzoh, Jabon Sidoarjo
No full textThe 21st century known as the period of globalization has had so much influence on the life sector. The education sector is no exception; the period of globalization is marked by the mingling of western culture and the rapid development of technology and qualified expertise in various work and industry sectors. They are making it a new challenge for Islamic boarding schools or pondok pesantren that must maintain their existence in carrying out their duties and responsibilities as an institution that provides not only religious provisions but also skills and praxis for santri in facing the 21st century. This study uses a qualitative research approach with the type of case study. The implementation of life skills education in increasing emotional, behavior, and cognitive autonomy contained various pesantren activities such as development activities: al- banjari, computer mastery, scouts, English club, keputrian, karate, and PGPQ program. There are life skills educations in implementing self-development programs, namely personal and social skills, including general and specific ones
Global Religious Diversity Values in the Study of International Relations Courses and Their Contributions in Character Education
No full textOne of the educational missions that continue to be echoed is character education. Although the development of science and technology is advanced and evolving, to face the metaverse era, characters must continue to be directed, shaped and guided, especially among students as a younger generation. One of the values that must be strengthened is the value of religious and global diversity, from the profile of Pancasila students. Global diversity means being open-minded in interacting with other cultures, maintaining self-identity, and believing that such attitudes are part of the fear of God Almighty. This research aims to examine and describe these values in international relations courses. Data is collected through interview methods and literature studies of the subject matter. Data analysis uses reduction techniques, conclusions and data presentation. The results showed that in international relations courses, the value of global diversity is highly integrated. Discussion of international relations, international cooperation, international treaties, the international community and issues in international relations. The value of global character-diversity is needed in international associations. Strengthening religious values in the self so as not to be easily affected from the international negative environment. Understanding other cultures that are equipped with faith, solidarity and love for their own culture, giving birth to a generation that is able to interact with the world, take positive knowledge and lessons, and implement the progress of the country. This condition contributes to the efforts of character education and the formation of global citizens who uphold the value of faith in god