Pub Date : 2024-07-11DOI: 10.59373/attadzkir.v3i2.53
Mohammed Qasserras
Exploring two international philosophers’ scholarship with a lasting effect on education theory through a comparative qualitative study would help to synthesize alternative tools and epistemology to address the contemporary education landscape. Ibn Khaldun’s and John Locke’s intellectual legacy brought groundbreaking knowledge (Assabiyya & Social Contract), inspiring different social-political and modern education concepts. The findings indicated that though Ibn Khaldun and John Locke belong to other schools and eras, they share several philosophical and educational thoughts that enhance best education practices, hoping to turn the individual at the center of a new learning world order.
{"title":"Ibn Khaldun and John Locke’s Thoughts, Reframing Contemporary Education World Order","authors":"Mohammed Qasserras","doi":"10.59373/attadzkir.v3i2.53","DOIUrl":"https://doi.org/10.59373/attadzkir.v3i2.53","url":null,"abstract":"Exploring two international philosophers’ scholarship with a lasting effect on education theory through a comparative qualitative study would help to synthesize alternative tools and epistemology to address the contemporary education landscape. Ibn Khaldun’s and John Locke’s intellectual legacy brought groundbreaking knowledge (Assabiyya & Social Contract), inspiring different social-political and modern education concepts. The findings indicated that though Ibn Khaldun and John Locke belong to other schools and eras, they share several philosophical and educational thoughts that enhance best education practices, hoping to turn the individual at the center of a new learning world order.","PeriodicalId":197629,"journal":{"name":"At-tadzkir: Islamic Education Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141658307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-10DOI: 10.59373/attadzkir.v3i2.67
Ratnah, Syed Ahmad Ali Shah, Mumtaz Alam
This study examines the implementation of religious moderation values in Islamic religious education at SMK TI Bali Global Klungkung. Through a qualitative approach, the main finding of this research is the identification of ten religious moderation values being implemented: justice, balance, tolerance, centrism, love for the country, deliberation, improvement, pioneering, non-violence, and cultural friendliness. The implementation is achieved by integrating these values into the curriculum, evaluation techniques, and daily life practices, as well as through habituation and exemplification. The results have positive implications, such as establishing harmonious relationships between Muslim students and the community, increasing student achievement and creativity, and boosting the number of Muslim students in the school. The findings align with the concept of moderation in Islam, behavioristic theory, and expert opinions on religious moderation as a solution to the problem of radicalism. This research contributes to forming students with moderate, tolerant, fair, balanced, and non-violent characters who can adapt to a pluralistic environment following the objectives of Islamic education. The limitation of this study is that its scope is confined to one school.
本研究探讨了巴厘岛全球克隆孔学校（SMK TI Bali Global Klungkung）在伊斯兰宗教教育中贯彻宗教节制价值观的情况。通过定性方法，本研究的主要发现是确定了正在实施的十种宗教节制价值观：正义、平衡、宽容、中心主义、爱国、审议、改进、开拓、非暴力和文化友好。通过将这些价值观融入课程、评价技术和日常生活实践，以及通过习惯化和示范来实现这些价值观的落实。研究结果具有积极意义，如在穆斯林学生和社区之间建立和谐关系，提高学生的成绩和创造力，增加学校中穆斯林学生的数量。研究结果与伊斯兰教中的节制概念、行为主义理论以及宗教节制作为解决激进主义问题的专家意见相一致。这项研究有助于培养具有温和、宽容、公平、平衡和非暴力性格的学生，使他们能够按照伊斯兰教育的目标适应多元环境。本研究的局限性在于研究范围仅限于一所学校。
{"title":"Integrating Religious Moderation into Islamic Religious Education: Strategies and Impacts","authors":"Ratnah, Syed Ahmad Ali Shah, Mumtaz Alam","doi":"10.59373/attadzkir.v3i2.67","DOIUrl":"https://doi.org/10.59373/attadzkir.v3i2.67","url":null,"abstract":"This study examines the implementation of religious moderation values in Islamic religious education at SMK TI Bali Global Klungkung. Through a qualitative approach, the main finding of this research is the identification of ten religious moderation values being implemented: justice, balance, tolerance, centrism, love for the country, deliberation, improvement, pioneering, non-violence, and cultural friendliness. The implementation is achieved by integrating these values into the curriculum, evaluation techniques, and daily life practices, as well as through habituation and exemplification. The results have positive implications, such as establishing harmonious relationships between Muslim students and the community, increasing student achievement and creativity, and boosting the number of Muslim students in the school. The findings align with the concept of moderation in Islam, behavioristic theory, and expert opinions on religious moderation as a solution to the problem of radicalism. This research contributes to forming students with moderate, tolerant, fair, balanced, and non-violent characters who can adapt to a pluralistic environment following the objectives of Islamic education. The limitation of this study is that its scope is confined to one school.","PeriodicalId":197629,"journal":{"name":"At-tadzkir: Islamic Education Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141661101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-07DOI: 10.59373/attadzkir.v3i2.62
Miftachul Huda, Muhamad Arif, Mohamad Marzuqi Abdul Rahim, Muhammad Anshari
Studies on using Islamic religious education instructional media by educators exhibit considerable diversity, with several study findings emerging over the past decade. Notably, incorporating social media platforms such as YouTube and TikTok has been explored to enhance the learning experience. This study aims to achieve two primary goals based on the provided data. There are two main points to consider: firstly, the importance of selecting learning materials for Islamic religious education in the modern age, and secondly, the prevalence of technology-based learning media teachers utilize in Islamic religious education classes. A systematic literature review was employed by searching for results of scientific publications on the global indexation platform (Scopus-Google Scholar) with a period of 2014–2024 by PRISMA analysis. The research results show that the urgency of learning media for Islamic religious education can influence every learning process. Moreover, in the digital era, accessibility and inclusivity are absolute choices that teachers must pay attention to so that every Islamic religious education lesson can run according to the challenges of the times (student needs), be able to increase motivation and influence student learning outcomes. Meanwhile, the distribution of learning media used by Islamic religious education teachers in the technological era is divided into two categories: first, technology-based learning media without an internet network, and second, technology-based learning media with an internet network.
{"title":"Islamic Religious Education Learning Media in the Technology Era: A Systematic Literature Review","authors":"Miftachul Huda, Muhamad Arif, Mohamad Marzuqi Abdul Rahim, Muhammad Anshari","doi":"10.59373/attadzkir.v3i2.62","DOIUrl":"https://doi.org/10.59373/attadzkir.v3i2.62","url":null,"abstract":"Studies on using Islamic religious education instructional media by educators exhibit considerable diversity, with several study findings emerging over the past decade. Notably, incorporating social media platforms such as YouTube and TikTok has been explored to enhance the learning experience. This study aims to achieve two primary goals based on the provided data. There are two main points to consider: firstly, the importance of selecting learning materials for Islamic religious education in the modern age, and secondly, the prevalence of technology-based learning media teachers utilize in Islamic religious education classes. A systematic literature review was employed by searching for results of scientific publications on the global indexation platform (Scopus-Google Scholar) with a period of 2014–2024 by PRISMA analysis. The research results show that the urgency of learning media for Islamic religious education can influence every learning process. Moreover, in the digital era, accessibility and inclusivity are absolute choices that teachers must pay attention to so that every Islamic religious education lesson can run according to the challenges of the times (student needs), be able to increase motivation and influence student learning outcomes. Meanwhile, the distribution of learning media used by Islamic religious education teachers in the technological era is divided into two categories: first, technology-based learning media without an internet network, and second, technology-based learning media with an internet network.","PeriodicalId":197629,"journal":{"name":"At-tadzkir: Islamic Education Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141372810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-06-06DOI: 10.59373/attadzkir.v3i2.56
Habib Badawi
This academic study examines the profound educational reforms that took place in post-war Japan from 1945 to 1952. The paper focuses on the transformative impact of the United States Education Mission on the Japanese education system during the Allied Occupation. The overarching objective of these reforms was to establish a democratic educational framework encompassing changes in administration, curriculum, textbooks, and teacher performance. This study sheds light on the historical context, policy implementation, and societal responses to these reforms. Additionally, it explores issues related to women's higher education during this transformative era, providing a comprehensive analysis of a pivotal chapter in Japan's history.
{"title":"Education Reform in Post-War Japan: An Interdisciplinary Analysis of Policies, Impact, and Historical Context (1945–1952)","authors":"Habib Badawi","doi":"10.59373/attadzkir.v3i2.56","DOIUrl":"https://doi.org/10.59373/attadzkir.v3i2.56","url":null,"abstract":"This academic study examines the profound educational reforms that took place in post-war Japan from 1945 to 1952. The paper focuses on the transformative impact of the United States Education Mission on the Japanese education system during the Allied Occupation. The overarching objective of these reforms was to establish a democratic educational framework encompassing changes in administration, curriculum, textbooks, and teacher performance. This study sheds light on the historical context, policy implementation, and societal responses to these reforms. Additionally, it explores issues related to women's higher education during this transformative era, providing a comprehensive analysis of a pivotal chapter in Japan's history.","PeriodicalId":197629,"journal":{"name":"At-tadzkir: Islamic Education Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141380852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-20DOI: 10.59373/attadzkir.v3i1.61
M. A. Khoiruddin, Takhmid
This study aims to describe learning innovations based on seTARA daring at (Community Learning Activity Center) PKBM Sunan Kalijaga Lirboyo Kediri, which includes planning, implementation, and evaluation stages, including identifying supporting and inhibiting factors and improvement efforts made. This study used a qualitative approach with a case study. In-depth interviews with leaders, teachers/tutors, and students, as well as observations of the learning process and online classes, were used to gain an in-depth understanding of experiences in the educational environment. Supporting data were obtained from official documents such as the e-learning curriculum, teaching records, and learning outcome evaluation. The results show that the learning innovation based on the seTARA daring application is practical and can benefit the students. At the planning stage, meetings were held to design implementation strategies, discuss policies, and announce the strategies and policies to students. The implementation stage involves implementing the policy and practical guidance and improving tutor innovation. The evaluation stage assessed the success of learning innovations based on the seTARA daring application by collecting feedback from tutors and students, becoming the basis for future improvement and enhancement. This research provides an essential contribution to understanding the challenges and potential solutions to optimize e-learning in the equivalency education program in PKBM.
{"title":"Learning Innovation based on seTARA daring in the Community Learning Activity Center","authors":"M. A. Khoiruddin, Takhmid","doi":"10.59373/attadzkir.v3i1.61","DOIUrl":"https://doi.org/10.59373/attadzkir.v3i1.61","url":null,"abstract":"This study aims to describe learning innovations based on seTARA daring at (Community Learning Activity Center) PKBM Sunan Kalijaga Lirboyo Kediri, which includes planning, implementation, and evaluation stages, including identifying supporting and inhibiting factors and improvement efforts made. This study used a qualitative approach with a case study. In-depth interviews with leaders, teachers/tutors, and students, as well as observations of the learning process and online classes, were used to gain an in-depth understanding of experiences in the educational environment. Supporting data were obtained from official documents such as the e-learning curriculum, teaching records, and learning outcome evaluation. The results show that the learning innovation based on the seTARA daring application is practical and can benefit the students. At the planning stage, meetings were held to design implementation strategies, discuss policies, and announce the strategies and policies to students. The implementation stage involves implementing the policy and practical guidance and improving tutor innovation. The evaluation stage assessed the success of learning innovations based on the seTARA daring application by collecting feedback from tutors and students, becoming the basis for future improvement and enhancement. This research provides an essential contribution to understanding the challenges and potential solutions to optimize e-learning in the equivalency education program in PKBM.","PeriodicalId":197629,"journal":{"name":"At-tadzkir: Islamic Education Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140226758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-01DOI: 10.59373/attadzkir.v3i1.46
Muhammad Rizqi Kader, Muhammad Huusnur Rofiq, Muhammad Anas Ma`arif
This article describes the religious moderation education strategy and its implications at the Manado branch of the North Sulawesi Converts Association. The research that has been used is qualitative research with a phenomenological approach. The data collection techniques in this research are through observation, interview, and documentation. The important finding of this article is that the strategy of Religious Moderation Education at the North Sulawesi Converts Assembly Manado City Branch departs from the discussion of research results and the theory of David Hunger and Thomas L Whelen, which has several stages in strategy: the first stage, Strategy Formulation, the second stage, Strategy Implementation, Strategy, and the third stage, Strategy Evaluation. The Implication of the Religious Moderation Education Strategy at the North Sulawesi Mualaf Council Manado City Branch is based on the discussion of research results and the theory of Fethullah Gulen, which has several stages in Moderation Education: the first stage, Golden Generation, the second stage, Love and Tolerance, and the third stage, Islam Rahmatan Lil Alamin.
本文介绍了北苏拉威西皈依者协会万鸦老分会的宗教温和教育策略及其影响。研究采用的是现象学方法的定性研究。本研究采用的数据收集技术包括观察、访谈和文献记录。本文的重要发现是，北苏拉威西皈依者大会万鸦老市分会的宗教温和教育战略偏离了对研究成果的讨论以及大卫-亨格（David Hunger）和托马斯-L-惠伦（Thomas L Whelen）的理论，即战略分为几个阶段：第一阶段，战略制定；第二阶段，战略实施；第三阶段，战略评估。北苏拉威西省穆拉夫理事会万鸦老市分会宗教温和教育战略的意义》是基于对研究成果的讨论和法土拉-古伦的理论而撰写的，该理论将温和教育分为几个阶段：第一阶段，黄金一代；第二阶段，爱与宽容；第三阶段，伊斯兰 Rahmatan Lil Alamin。
{"title":"Religious Moderation Education Strategy at the Mualaf Assembly","authors":"Muhammad Rizqi Kader, Muhammad Huusnur Rofiq, Muhammad Anas Ma`arif","doi":"10.59373/attadzkir.v3i1.46","DOIUrl":"https://doi.org/10.59373/attadzkir.v3i1.46","url":null,"abstract":"This article describes the religious moderation education strategy and its implications at the Manado branch of the North Sulawesi Converts Association. The research that has been used is qualitative research with a phenomenological approach. The data collection techniques in this research are through observation, interview, and documentation. The important finding of this article is that the strategy of Religious Moderation Education at the North Sulawesi Converts Assembly Manado City Branch departs from the discussion of research results and the theory of David Hunger and Thomas L Whelen, which has several stages in strategy: the first stage, Strategy Formulation, the second stage, Strategy Implementation, Strategy, and the third stage, Strategy Evaluation. The Implication of the Religious Moderation Education Strategy at the North Sulawesi Mualaf Council Manado City Branch is based on the discussion of research results and the theory of Fethullah Gulen, which has several stages in Moderation Education: the first stage, Golden Generation, the second stage, Love and Tolerance, and the third stage, Islam Rahmatan Lil Alamin.","PeriodicalId":197629,"journal":{"name":"At-tadzkir: Islamic Education Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140088025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-25DOI: 10.59373/attadzkir.v3i1.50
Mohammed Qasserras
This study highlights how character and peacebuilding education is manifested within Islamic pedagogy. Islamic pedagogy promotes three crucial aspects to nurture character development: spirit, mind, and body. Its curriculum seeks to cultivate specific areas with the potential to create a healthy generation imbued with critical self-consciousness and critical other consciousness. This study examines two concepts deeply rooted in Islamic education philosophy, namely 'Tazkiyaah' and 'Taaruf', as critical elements shaping individual personality and broad cross-cultural relations. Islamic pedagogy is reenacting human character to contribute to designing a world that fits everyone, regardless of their differences. Islamic pedagogy is a teaching philosophy that focuses on the spirit, mind, body, and space. Spatial awareness is also needed for human beings; 'Taaruf' is the keyword in shaping this type of learning.
{"title":"Character and Peacebuilding in Islamic Pedagogy, 'Tazkiyah' and 'Taaruf' Concepts as A Case Study","authors":"Mohammed Qasserras","doi":"10.59373/attadzkir.v3i1.50","DOIUrl":"https://doi.org/10.59373/attadzkir.v3i1.50","url":null,"abstract":"This study highlights how character and peacebuilding education is manifested within Islamic pedagogy. Islamic pedagogy promotes three crucial aspects to nurture character development: spirit, mind, and body. Its curriculum seeks to cultivate specific areas with the potential to create a healthy generation imbued with critical self-consciousness and critical other consciousness. This study examines two concepts deeply rooted in Islamic education philosophy, namely 'Tazkiyaah' and 'Taaruf', as critical elements shaping individual personality and broad cross-cultural relations. Islamic pedagogy is reenacting human character to contribute to designing a world that fits everyone, regardless of their differences. Islamic pedagogy is a teaching philosophy that focuses on the spirit, mind, body, and space. Spatial awareness is also needed for human beings; 'Taaruf' is the keyword in shaping this type of learning.","PeriodicalId":197629,"journal":{"name":"At-tadzkir: Islamic Education Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140432421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-11DOI: 10.59373/attadzkir.v3i1.34
Muhammad Umair Khan Usman, Intan Madania, Rizky Dwi Ratna, Mohammad Maulana Nur Kholis
This article aims to describe the role of Islamic education teachers in shaping students' Islamic personality character. What is the role of Islamic education teachers in collaborating with Islamic education methods? How do Islamic Education teachers foster students in everyday life? How do teachers develop learning strategies in the Industrial Revolution era? This article uses literature study research, which collects sources from books and scientific articles. The findings in this paper are that teachers, in developing children's character, must be consistent with the principles of the teaching profession. Teachers have a dual role as motivators, collaborators, mentors, role models, and educators. The role serves to improve not only students' intelligence but also Islamic values. This role of teacher is also called scientific integration, namely balancing science education with cultural and Islamic values.
{"title":"Fostering Islamic Personality Students through The Role of Islamic Religious Education Teachers","authors":"Muhammad Umair Khan Usman, Intan Madania, Rizky Dwi Ratna, Mohammad Maulana Nur Kholis","doi":"10.59373/attadzkir.v3i1.34","DOIUrl":"https://doi.org/10.59373/attadzkir.v3i1.34","url":null,"abstract":"This article aims to describe the role of Islamic education teachers in shaping students' Islamic personality character. What is the role of Islamic education teachers in collaborating with Islamic education methods? How do Islamic Education teachers foster students in everyday life? How do teachers develop learning strategies in the Industrial Revolution era? This article uses literature study research, which collects sources from books and scientific articles. The findings in this paper are that teachers, in developing children's character, must be consistent with the principles of the teaching profession. Teachers have a dual role as motivators, collaborators, mentors, role models, and educators. The role serves to improve not only students' intelligence but also Islamic values. This role of teacher is also called scientific integration, namely balancing science education with cultural and Islamic values.","PeriodicalId":197629,"journal":{"name":"At-tadzkir: Islamic Education Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139785325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-11DOI: 10.59373/attadzkir.v3i1.34
Muhammad Umair Khan Usman, Intan Madania, Rizky Dwi Ratna, Mohammad Maulana Nur Kholis
This article aims to describe the role of Islamic education teachers in shaping students' Islamic personality character. What is the role of Islamic education teachers in collaborating with Islamic education methods? How do Islamic Education teachers foster students in everyday life? How do teachers develop learning strategies in the Industrial Revolution era? This article uses literature study research, which collects sources from books and scientific articles. The findings in this paper are that teachers, in developing children's character, must be consistent with the principles of the teaching profession. Teachers have a dual role as motivators, collaborators, mentors, role models, and educators. The role serves to improve not only students' intelligence but also Islamic values. This role of teacher is also called scientific integration, namely balancing science education with cultural and Islamic values.
{"title":"Fostering Islamic Personality Students through The Role of Islamic Religious Education Teachers","authors":"Muhammad Umair Khan Usman, Intan Madania, Rizky Dwi Ratna, Mohammad Maulana Nur Kholis","doi":"10.59373/attadzkir.v3i1.34","DOIUrl":"https://doi.org/10.59373/attadzkir.v3i1.34","url":null,"abstract":"This article aims to describe the role of Islamic education teachers in shaping students' Islamic personality character. What is the role of Islamic education teachers in collaborating with Islamic education methods? How do Islamic Education teachers foster students in everyday life? How do teachers develop learning strategies in the Industrial Revolution era? This article uses literature study research, which collects sources from books and scientific articles. The findings in this paper are that teachers, in developing children's character, must be consistent with the principles of the teaching profession. Teachers have a dual role as motivators, collaborators, mentors, role models, and educators. The role serves to improve not only students' intelligence but also Islamic values. This role of teacher is also called scientific integration, namely balancing science education with cultural and Islamic values.","PeriodicalId":197629,"journal":{"name":"At-tadzkir: Islamic Education Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139845428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to see whether there is a significant relationship or influence on students’ learning motivation towards Islamic religious education at MTs Arrukhshatul 'Ulum West Bandung with heterogeneous social, cultural, and cognitive factors of students using quantitative research. The research method used was a survey method with correlation analysis to see the relationship between the independent variables, namely students’ motivation, and the dependent variable, namely students’ learning outcomes, using the Problem-Based Learning (PBL) learning model. The population of this research was class IX students at MTs Arrukhshatul 'Ulum, with a sample of 30 students. The research instruments in this study used questionnaires and tests. Testing of the data analysis requirements consisted of normality tests and linearity tests with the hypotheses used, namely correlation and regression tests. From the research conducted, it was found that the data of the student’s learning motivation and students’ learning outcomes using the Problem-Based Learning (PBL) learning model is usually distributed and has a strong correlation with the strength of the coefficient with a Correlation Coefficient value of 0.952. Besides that, an interaction between learning motivation and learning outcomes of 90.5 % and the other 9.5% are influenced by external factors. Because the data is normally distributed, it is continued with a regression test, which produces data that meets the linearity criteria with the regression equation Y=32.758+0.653X.
{"title":"The Effects of Islamic Religious Education Learning on Students’ Motivation","authors":"Murharyana Murharyana, Ibnu Imam Al Ayyubi, Rifqi Rohmatulloh, Shoutika Nawadya Ikromi","doi":"10.59373/attadzkir.v3i1.44","DOIUrl":"https://doi.org/10.59373/attadzkir.v3i1.44","url":null,"abstract":"This article aims to see whether there is a significant relationship or influence on students’ learning motivation towards Islamic religious education at MTs Arrukhshatul 'Ulum West Bandung with heterogeneous social, cultural, and cognitive factors of students using quantitative research. The research method used was a survey method with correlation analysis to see the relationship between the independent variables, namely students’ motivation, and the dependent variable, namely students’ learning outcomes, using the Problem-Based Learning (PBL) learning model. The population of this research was class IX students at MTs Arrukhshatul 'Ulum, with a sample of 30 students. The research instruments in this study used questionnaires and tests. Testing of the data analysis requirements consisted of normality tests and linearity tests with the hypotheses used, namely correlation and regression tests. From the research conducted, it was found that the data of the student’s learning motivation and students’ learning outcomes using the Problem-Based Learning (PBL) learning model is usually distributed and has a strong correlation with the strength of the coefficient with a Correlation Coefficient value of 0.952. Besides that, an interaction between learning motivation and learning outcomes of 90.5 % and the other 9.5% are influenced by external factors. Because the data is normally distributed, it is continued with a regression test, which produces data that meets the linearity criteria with the regression equation Y=32.758+0.653X.","PeriodicalId":197629,"journal":{"name":"At-tadzkir: Islamic Education Journal","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139786254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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