Jurnal Pendidikan Islam Indonesia
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Determination of Islamic Education Methods: Analysis of al-Qi?ah, al-Mau'i?ah, and al-Uswah al-Hasanah as Islamic Family Education Methods
No full textThe purpose of this study is to express ideas and develop knowledge about appropriate Islamic education methods as the development of Islamic family education methods, especially referring to the Qur'an as the main source of the basics of Islamic education. The method used is descriptive qualitative method because this research is a library research type. Due to the nature of this research, the data are taken from written sources, such as books, journals, papers, and various scientific literatures whose authenticity can be accounted for. The result of this research is that there are three methods of Islamic education which are mentioned directly in the Qur'an, namely; 1) the story method (al-Qi?ah), 2) the advice method (al-Mau'i?ah), 3) the exemplary method (al-Uswah al-Hasanah), in which these methods can be used as a method of developing Islamic family education. However, in fact there are many other methods that can be used as methods of family education in Islam, but are not mentioned directly in the Qur'an as the three methods have been mentioned
Disposition of Islamic Education Against the Principles of Democracy
No full textThe development of education in society requires a lively atmosphere so that good results can be obtained. Democratic education is thought to be the solution. Through a literature search, the research concludes: that the conception of Islam brought by the Messenger of Allah is something that does not conflict with democracy. However, the principles he offers have their own conception of democracy, whose conception is more beautiful than the conception of Western scientists' ideas. As for the principles of Islamic education which is the nature of Islamic democracy, it can be found in various principles, namely the tradition of free and right thinking (ijtihad); equality (al-musawwa), deliberation (shura), loyalty (bai'at); and parliament (majlis). In its implementation, the principles of democracy must be based on the principles of justice ('adl), truth (haqq), and freedom (hurriyyah). These principles can be practiced in educational activities so that Islamic education democracy is the implementation of Islamic democratic principles in Islamic educatio
Implementation of Islamic Religious Education Learning in an Independent Curriculum Perspective
No full textIslamic Religious Education the subject that emphasizes aspects of improving the behaviour of students had a responsibility to solve these problems, because of that PAI was expected to be able to motivate students to do good and leave everything that was prohibited by religion, the implementation of Islamic Religious Education gets space which was sufficient to be developed especially after the implementation of the independent curriculum, school managers were allowed to carry out learning innovations according to the interests and talents of students, based on this thought there was research on the Implementation of PAI in SD Asy-Syafaah (Full Day School), the focus of this research is 1 ) how was the implementation of PAI learning in the perspective of an independent curriculum 2) What were the supporting and inhibiting factors in the implementation of PAI learning. This study used a qualitative approach with descriptive methods, while data collection was carried out through interviews, observation and documentation. students can achieve the learning objectives of PAI based on the achievement of KKM PAI scores and students' memorization of the Koran was quite successful as well as the religious behaviour of students in their daily lives, and it provides sufficient space to develop students' interests and talents as mandated by the independent curriculum 2) in this implementation there were several supporting factors such as the availability of sufficient facilities and inhibiting factors including the input of students who were not yet adequate
Islamic Educational Systems and Institutions During the Prophet Muhammad SAW
No full textThe first Islamic education was carried out by the Prophet Muhammad SAW, a prophet and teacher who succeeded in creating a superior generation as the output of Islamic education. His ability to foster and form a community that has a high civilization is the best education system of all time. As a form of effort to grow and make human beings as stated in the word of Allah SWT and in the National Education System Law No. 20 of 2003 is through Islamic Education.
The results showed that the Islamic education system during the time of Prophet Muhammad SAW consisted of 4 components, namely 1) the goals of Islamic education were developing all human potential (tarbiyah), transferring knowledge from teacher to student (ta'lim), and educating morals and character (ta'dib), 2) educator tasks that must be fulfilled (make a clear work plan for the progress of students, make oneself a model or role model), and characteristics that must be possessed (sincere, honest, practicing knowledge, fair, noble character, tawadhu', courageous, cheerful, patient, guarding speech, consulting), 3) educational institutions (home, mosque, as-suffah, al-Khuttab), 4) methods (discussion and giving feedback, telling stories, parables and case studies, pictures and graphics) and the techniques applied (i.e. conditioning the learning atmosphere, interacting actively through auditory and visual interactions, using body language, doing self-reflection, giving affirmations and repetition, teaching the core of the lesson, guessing with questions, familiarizing students with various challenges, being honest , observe and classify
The Role of Islamic Religious Education Teacher in Preventing Radicalism in State Junior High Schools
No full textThe purpose of this study was to analyze and describe the role of PAI teachers in preventing radicalism in SMP Negeri 1 Gondang and to analyze and describe the strategies of PAI teachers in preventing radicalism in SMP Negeri 1 Gondang. The approach used in this study is to use a qualitative approach to the type of case study research. Data collection is done by observation, interviews, and documentation. Data analysis techniques include data reduction, data presentation, and data verification. From the research conducted, it can be concluded as follows: 1). The role of the Islamic Religious Education Teacher in Preventing Radicalism in Gondang 1 Public Middle School, namely, a) The teacher as a motivator for students, b) The teacher as a guide for understanding moral values, c) Doing good habituation by carrying out positive activities, d) Teacher as an evaluator. 2). The strategy for PAI teachers to prevent radicalism in Gondang 1 Public Middle School, namely, a) Through PAI learning in class, b) Through religious and extracurricular activities.
 
Philosophy of Religious Nationalist Character Education in Islamic Boarding School-Based Vocational Schools
No full textThis study aims to describe the philosophy of the religious nationalist character education program, as well as the role of schools in developing religious nationalist character e
This study aims to describe the philosophy of the religious nationalist character education program, as well as the role of schools in developing religious nationalist character education for D?rut Tauh?d Vocational School students. The research method used is a case study. Data collection techniques in this study used observation, interviews, and documentation studies. The results of this study indicate that religious nationalist character education is implemented through basic leadership training activities, mataba (new santri ta'aruf period), Commemoration of National/Islamic Holidays, community service programs, student council elections, and cycles. The philosophical values of religious nationalist character education developed by D?rut Tauh?d Vocational School are sourced from the Koran, hadith, Daarut Tauhiid Culture, and the Merdeka Curriculum. Specifically, the religious nationalist character developed at D?rut Tauhid Vocational School is the BaKu character (Good and Strong).
Keywords: character building; nationalist; religious
ducation for D?rut Tauh?d Vocational School students. The research method used is a case study. Data collection techniques in this study used observation, interviews, and documentation studies. The results of this study indicate that religious nationalist character education is implemented through basic leadership training activities, mataba (new santri ta'aruf period), Commemoration of National/Islamic Holidays, community service programs, student council elections, and cycles. The philosophical values of religious nationalist character education developed by D?rut Tauh?d Vocational School are sourced from the Koran, hadith, Daarut Tauhiid Culture, and the Merdeka Curriculum. Specifically, the religious nationalist character developed at D?rut Tauhid Vocational School is the BaKu character (Good and Strong).
Keywords: character building; nationalist; religiou
Sustainable Islamic Education: Literature Study Towards Achieving the Vision of Sustainable Development Goals (SDGs)
No full textAbstract: Sustainable Islamic education has an important urgency in realizing the vision of the Sustainable Development Goals (SDGs). This study uses the Systematic Literature Review (SLR) method to explore important concepts in continuing Islamic education that are relevant to the SDGs. The results of the study show that a contextual learning approach is key in increasing students' understanding of religious values and their application in everyday life according to their social and cultural context. In addition, the use of technology in Islamic learning has a significant role in expanding access to learning resources and increasing the interactivity between teachers and students. Adequate teacher competence in the fields of science and pedagogy is also a crucial factor in producing quality Islamic education. Competent teachers are able to provide teaching that is effective, in-depth, and relevant to the needs of students. Assessments tailored to students' needs and contexts help teachers monitor student progress holistically and provide constructive feedback to improve learning. Finally, good institutional management involves clear policies, optimizing resources, and creating a conducive learning environment. Overall, sustainable Islamic education that integrates the concept of contextual, technology-based learning, adequate teacher competencies, assessments according to needs, and good institutional management plays an important role in realizing quality education in accordance with the vision of the SDGs
Nationalism Education at the Lirboyo Islamic Boarding School, Kediri
No full textThis paper answers about nationalism education at the Lirboyo Islamic boarding school. This paper uses an ethnomethodological method. The results of the research, namely: first, Nationalism Education does not only focus on education in the classroom, even outside the classroom. This can be seen from several aspects. Both from the social environment, culture, state symbols and also in every process of Pondok Pesantren activities. Second, the task of the teacher must be able to provide an example of nationalism and tenacity in educating the students. Therefore, a teacher must have standardization, terms and criteria in teaching nationalism education. Third, the Lirboyo Islamic Boarding School made a nationalism curriculum that was taught to students at the Ma'had Aly level which was contained in the National Fiqh book.
The Quality of Learning in Mu’adalah Boarding School
No full textRecognition of Islamic boarding schools shows a stronger existence with updates and changes to the system, also supported by government policies with the term mu’adalah. The level of learning independence that was the potential of the mu’adalah Islamic boarding school students was the result of the construction of a comprehensive learning implementation system. The totality from the planning stage to implementation was a reflection of the quality of learning in mu’adalah Islamic boarding schools. The transformation and modernization of the mu’adalah Islamic boarding school were marked by the quality assurance of teaching staff starting from the aspects of qualifications and competencies aligned with government policies. The embodiment of the quality of learning mu’adalah was competence. The reflection of this description forms the basis that the purpose of this study was to look comprehensively at the quality of learning in the mu’adalah Islamic boarding school. This research took place at the Baitul Arqom mu’adalah Islamic boarding school and used a qualitative approach with the main respondents being ustadz, students, and boarding school administrators. The results of the study showed the quality of learning at Baitul Arqom Islamic Boarding School due to the evaluation of the implementation of the learning process in stages from weekly to the end of each semester. As for the evaluation of student learning, written tests, oral tests, and practice were carried out consistently with original assessments
Effective Thinking: Representation Implementation Word Square Learning Model on Islamic Religious Education
Full text linkThe philosophy of the learning process carries out at least five main dimensions, namely active, innovative, creative, effective and fun. The content of Islamic religious education learning materials such as the Koran, hadith, morality and others, requires a plurality of learning models. Harmony between the content of learning materials and the models used was a necessity that cannot be ruled out. One of the learning models that can be used in learning Islamic religious education is the word square. This study aims to examine more deeply the benefits of word squares in improving and developing the ability to think effectively as an indicator of the learning model. The research instrument used written interviews, with a questionnaire model with five component indicators of the ability to think effectively. The number of respondents was 35 students of class X at SMAN Darussholah Singojuruh Banyuwangi. The average research results for measuring the five component indicators of the ability to think effectively reach 93.7 per cent which confirms that the word square learning model played a role in improving and developing students' effective thinking