Pub Date : 2022-12-23DOI: 10.58645/jurnalazkia.v17i2.257
Penggunaan Media Powerpoint, Untuk Meningkatkan, Hasil Belajar, pihak yang paling, penting dan mempunyai, Tanggung Jawab, besar dalam mewujudkan, pendidikan yang efektif, kreatif dan menyenangkan, dalam setiap, pembelajaran. Dalam, pelaksanaan pembelajaran
Technological developments affect various sectors in Indonesia, including the most facilitated is technology in the field of education which also requires teachers to master technology so they can compete with world progress. In essence, technology includes learning media that makes it easier for students to understand learning material. And the good news is that learning media can be combined with conventional methods where the boredom caused can be minimized because the media offers meaningful and varied learning so that it can attract students' attention to learning. Among the various kinds of existing learning media, the right learning media for this problem is PowerPoint media. One of the advantages of PowerPoint learning media is to help students concentrate in the learning process so as to generate enthusiasm for learning and increase learning motivation. This is due to the interaction that occurs directly between students and learning resources. A good learning process will result in an increase in student learning outcomes.
{"title":"PENGGUNAAN MEDIA POWERPOINT UNTUK MENINGKATKAN HASIL BELAJAR SISWA","authors":"Penggunaan Media Powerpoint, Untuk Meningkatkan, Hasil Belajar, pihak yang paling, penting dan mempunyai, Tanggung Jawab, besar dalam mewujudkan, pendidikan yang efektif, kreatif dan menyenangkan, dalam setiap, pembelajaran. Dalam, pelaksanaan pembelajaran","doi":"10.58645/jurnalazkia.v17i2.257","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v17i2.257","url":null,"abstract":"Technological developments affect various sectors in Indonesia, including the most facilitated is technology in the field of education which also requires teachers to master technology so they can compete with world progress. In essence, technology includes learning media that makes it easier for students to understand learning material. And the good news is that learning media can be combined with conventional methods where the boredom caused can be minimized because the media offers meaningful and varied learning so that it can attract students' attention to learning. Among the various kinds of existing learning media, the right learning media for this problem is PowerPoint media. One of the advantages of PowerPoint learning media is to help students concentrate in the learning process so as to generate enthusiasm for learning and increase learning motivation. This is due to the interaction that occurs directly between students and learning resources. A good learning process will result in an increase in student learning outcomes.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130588341","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 : 2022-12-23DOI: 10.58645/jurnalazkia.v17i2.261
Nurlisma
Education in Islam has a very large portion related to the pattern of educating children, because each phase of children's growth has different characteristics and treatments according to their respective ages. To get optimal children's education based on Islamic teachings they need someone who helps the process and its development, there will be many factors that influence it, such as family, school, and community environment. Thus educating children according to their time and according to their age is very important to be considered and followed up, each phase and age requires different handling, therefore parents, teachers and the community play an important role for the success of children's education. Ages 0-7 years, 7 to 14 years, 15 to 21 years there are separate procedures according to age and development, the stages of educating are according to the teachings of the Prophet and Sayyidina Ali Bin Abi Talib, in formal education in madrasas the pattern of applying the art of educating children is also applied in schools. in madrasa education with learning patterns for children aged MI, MTs and MA. The purpose of Islamic education is to perfect, clean, purify and be able to bring the human heart to draw closer to Allah swt, to create a perfect Muslim person who is faithful, pious, knowledgeable, works and has a noble character in carrying out the mandate as a caliph and servant of Allah.
{"title":"KARAKTERISTIK POLA PEMBELAJARAN ANAK USIA MI, MTS DAN MA DITINJAU DARI SENI MENDIDIK SAYYIDINA ALI BIN ABI THALIB","authors":"Nurlisma","doi":"10.58645/jurnalazkia.v17i2.261","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v17i2.261","url":null,"abstract":"Education in Islam has a very large portion related to the pattern of educating children, because each phase of children's growth has different characteristics and treatments according to their respective ages. To get optimal children's education based on Islamic teachings they need someone who helps the process and its development, there will be many factors that influence it, such as family, school, and community environment. Thus educating children according to their time and according to their age is very important to be considered and followed up, each phase and age requires different handling, therefore parents, teachers and the community play an important role for the success of children's education. Ages 0-7 years, 7 to 14 years, 15 to 21 years there are separate procedures according to age and development, the stages of educating are according to the teachings of the Prophet and Sayyidina Ali Bin Abi Talib, in formal education in madrasas the pattern of applying the art of educating children is also applied in schools. in madrasa education with learning patterns for children aged MI, MTs and MA. The purpose of Islamic education is to perfect, clean, purify and be able to bring the human heart to draw closer to Allah swt, to create a perfect Muslim person who is faithful, pious, knowledgeable, works and has a noble character in carrying out the mandate as a caliph and servant of Allah.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133254537","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 : 2022-09-03DOI: 10.58645/jurnalazkia.v15i1.201
Nurlisma
Student participation is very important in the learning process, in addition to the activeness and learning outcomes achieved. Teachers must always be able to pay attention to every method and learning strategy that is suitable for students' conditions, the method every one is a teacher here is a method that is easy to use to obtain large and responsible student participation in class. Therefore, the use of this method is very hopeful of educators so that students can get maximum learning outcomes. As a concept for active learning, namely a process of teaching and learning activities in which students are involved intellectually and emotionally so that they can really play a role and participate actively in carrying out learning activities. The application of the every one is a teacher here method in learning Islamic religious education is the right choice of a teacher, students will easily master the material that will be delivered by a teacher and they will more quickly understand and understand teachings in the form of concepts and principles in material topics being taught, this is based on the main student-centered activities with teacher guidance, and the teacher is not the main role, the use of this method will be able to increase student motivation.
{"title":"HUBUNGAN PENERAPAN STRATEGI DALAM METODE EVERY ONE IS A TEACHER HERE DENGAN PENINGKATAN MOTIVASI BELAJAR PAI","authors":"Nurlisma","doi":"10.58645/jurnalazkia.v15i1.201","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v15i1.201","url":null,"abstract":"Student participation is very important in the learning process, in addition to the activeness and learning outcomes achieved. Teachers must always be able to pay attention to every method and learning strategy that is suitable for students' conditions, the method every one is a teacher here is a method that is easy to use to obtain large and responsible student participation in class. Therefore, the use of this method is very hopeful of educators so that students can get maximum learning outcomes. As a concept for active learning, namely a process of teaching and learning activities in which students are involved intellectually and emotionally so that they can really play a role and participate actively in carrying out learning activities. The application of the every one is a teacher here method in learning Islamic religious education is the right choice of a teacher, students will easily master the material that will be delivered by a teacher and they will more quickly understand and understand teachings in the form of concepts and principles in material topics being taught, this is based on the main student-centered activities with teacher guidance, and the teacher is not the main role, the use of this method will be able to increase student motivation.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125858255","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 : 2022-09-03DOI: 10.58645/jurnalazkia.v15i1.193
Bukhari
Character for science prosecutors in Islamic perspective is a principle that needs to be considered by knowledge pursuers. In the view of Islam it can be illustrated that there are four ethics namely the application of good intentions before occupying itself as someone who seeks knowledge. Choosing the right teacher for him, one of the teachers is able to do the commands of Allah in accordance with His Shari'a and is able to stay away from it. Every work carried out by someone will begin with prayer and earnest effort, because the key to success is based on the belief and trust in someone. This condition must be occupied by someone and character formation will occur for the prosecutors of Islamic religious knowledge.
{"title":"KARAKTER PENUNTUT ILMU DALAM PERSPEKTIF ISLAM","authors":"Bukhari","doi":"10.58645/jurnalazkia.v15i1.193","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v15i1.193","url":null,"abstract":"Character for science prosecutors in Islamic perspective is a principle that needs to be considered by knowledge pursuers. In the view of Islam it can be illustrated that there are four ethics namely the application of good intentions before occupying itself as someone who seeks knowledge. Choosing the right teacher for him, one of the teachers is able to do the commands of Allah in accordance with His Shari'a and is able to stay away from it. Every work carried out by someone will begin with prayer and earnest effort, because the key to success is based on the belief and trust in someone. This condition must be occupied by someone and character formation will occur for the prosecutors of Islamic religious knowledge.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130639761","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 : 2022-09-03DOI: 10.58645/jurnalazkia.v15i1.202
Rusnawati
In learning, the environment becomes a tool or media so that the implementation of learning will be smoother, students will quickly understand, and the learning process is carried out effectively. For that, the teacher must be able to take advantage of the environment as a source of learning for students. The formulation of the problem in this study is what is meant by the environment as a learning resource. What are the types of environments as learning resources. How does the environment function as a learning resource. And how is the use of the environment as a source of learning for students. To be able to find answers to the problems raised, the authors use a qualitative approach. From the research results, it can be concluded that the environment is everything that is around students that affects the development of students' lives, either directly or indirectly. The environment as a learning resource is one of the places and spaces used by the teacher in the process of implementing learning. Environments that can be used as a source of learning include community, natural, biotic and abiotic. Which has psychological, pedagogic and instructional functions. The environment as a learning resource can be done by teachers by presenting, designing, or bringing students through educational facilities and tools. So that the learning process takes place in an interesting, fun way and learners understand faster and learning goals are achieved effectively and efficiently.
{"title":"PEMANFAATAN LINGKUNGAN SEBAGAI SUMBER BELAJAR PADA PESERTA DIDIK","authors":"Rusnawati","doi":"10.58645/jurnalazkia.v15i1.202","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v15i1.202","url":null,"abstract":"In learning, the environment becomes a tool or media so that the implementation of learning will be smoother, students will quickly understand, and the learning process is carried out effectively. For that, the teacher must be able to take advantage of the environment as a source of learning for students. The formulation of the problem in this study is what is meant by the environment as a learning resource. What are the types of environments as learning resources. How does the environment function as a learning resource. And how is the use of the environment as a source of learning for students. To be able to find answers to the problems raised, the authors use a qualitative approach. From the research results, it can be concluded that the environment is everything that is around students that affects the development of students' lives, either directly or indirectly. The environment as a learning resource is one of the places and spaces used by the teacher in the process of implementing learning. Environments that can be used as a source of learning include community, natural, biotic and abiotic. Which has psychological, pedagogic and instructional functions. The environment as a learning resource can be done by teachers by presenting, designing, or bringing students through educational facilities and tools. So that the learning process takes place in an interesting, fun way and learners understand faster and learning goals are achieved effectively and efficiently.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127083218","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 : 2022-09-03DOI: 10.58645/jurnalazkia.v15i1.204
Teuku Sanwil
The purpose of this article is to find out the differences in learning outcomes of students who use the sociodrama method and how big is the increase in Mahārah al-Kalām to students who apply the sociodrama method in Arabic learning that has some maharah as their basic competencies. This is an experimental study, where the research subjects are students of Madrasah Aliyah or Islamic high school. Two homogeneous groups were taken as samples; Class XI-1 as an experimental class and Class XI-II as a control group. This research uses Randomized Pretest- Posttest Control Group Design as its research design. The results in this article are based on the results of statistical analysis which shows that the T- Posttest between the control and experimental groups shows that the value of T-count = -4.503
{"title":"METODE SOSIODRAMA UNTUK MENINGKATKAN KEMAMPUAN SISWA MADRASAH ALIYAH SWASTA UNGGUL NURUR-RASYAD AL-AZIZIYAH TIJUE","authors":"Teuku Sanwil","doi":"10.58645/jurnalazkia.v15i1.204","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v15i1.204","url":null,"abstract":"The purpose of this article is to find out the differences in learning outcomes of students who use the sociodrama method and how big is the increase in Mahārah al-Kalām to students who apply the sociodrama method in Arabic learning that has some maharah as their basic competencies. This is an experimental study, where the research subjects are students of Madrasah Aliyah or Islamic high school. Two homogeneous groups were taken as samples; Class XI-1 as an experimental class and Class XI-II as a control group. This research uses Randomized Pretest- Posttest Control Group Design as its research design. The results in this article are based on the results of statistical analysis which shows that the T- Posttest between the control and experimental groups shows that the value of T-count = -4.503 <T-table = 2.037 (Ha is accepted) which means that there are significant differences of the learning outcomes between the control group and the experimental group. Whereas the T-test of pretest and posttest of the experimental group resulted in a calculated T-value = 13,348 <T-table = 2,035 (Ha is accepted), which means that there was a significant increase in student learning outcomes in the experimental group. \u0000 ","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131202542","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 : 2022-09-03DOI: 10.58645/jurnalazkia.v15i1.198
N. Wardhani
The notion of renewal of Islamic education has a lot to do with the idea of renewing Islamic thought and institutions as a whole. In other words, the renewal of Islamic education cannot be separated from the rise of Islamic renewal ideas and programs. This is because the basic framework behind Islamic reform as a whole is that Islamic thought and institutions are prerequisites for the rise of Muslims in modern times. Without an overhaul of thought as explained, no other form of reform can be realized. By taking into account several factors which are the cause of the birth of Islamic education renewal, according to the authors, in outline there have been two thoughts on the renewal of Islamic education, both patterns are: 1. The pattern of Islamic education renewal which is oriented towards modern educational patterns in the West, which later became known as modernist movement, and 2. Renewal of Islamic education oriented towards the aim of refining Islamic teachings.
{"title":"POLA PEMBAHARUAN PENDIDIKAN ISLAM DI TURKI","authors":"N. Wardhani","doi":"10.58645/jurnalazkia.v15i1.198","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v15i1.198","url":null,"abstract":"The notion of renewal of Islamic education has a lot to do with the idea of renewing Islamic thought and institutions as a whole. In other words, the renewal of Islamic education cannot be separated from the rise of Islamic renewal ideas and programs. This is because the basic framework behind Islamic reform as a whole is that Islamic thought and institutions are prerequisites for the rise of Muslims in modern times. Without an overhaul of thought as explained, no other form of reform can be realized. By taking into account several factors which are the cause of the birth of Islamic education renewal, according to the authors, in outline there have been two thoughts on the renewal of Islamic education, both patterns are: 1. The pattern of Islamic education renewal which is oriented towards modern educational patterns in the West, which later became known as modernist movement, and 2. Renewal of Islamic education oriented towards the aim of refining Islamic teachings.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133406845","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 : 2022-09-03DOI: 10.58645/jurnalazkia.v15i1.199
Nufiar
Abdul Hamid AL-Hasyimi, Mendidik Ala Rasulullah, ( Jakarta: Pustaka Azzam, 2001) Terj. Ibn Ibrahim. Azhari Arsyad, Media Pembelajaran, (Jakarta: Raja Grafindo Persada, 2007). Asnawir dan Basyiruddin Usman, Media Pembelajaran, (Jakarta: Ciputat Press 2002). Arief S. Sadiman, dkk, Media Pendidikan, (Jakarta: Rajawali, 1990), Cecep Kustandi, Media Pembelajaran, Manual dan Digital, (Bogor: Ghalia Indonesia, 2001) Muhammad Suwaid, Mendidik Anak Bersama Nabi, ( Solo: Pustaka Arafah, 2009) Terj. Salafuddin Abu Sayyid. Muhaimin , et, all, Paradigma Pendidikan Islam, Bandung: Remaja Rosdakarya, 2001. M. Ngalim Purwanto, Supervisi Pendidikan, (Bandung: Remaja Rosdakarya, 1998) Nana Sudjana dan Ahmad Rivai, Media Pengajaran, (Bandung: Sinar Baru, 2001). Niken Ariyani, Pembelajaran Multimedia di Sekolah, (Jakarta: Prestasi Pustakarya, 2010) Angkowo dan A. Kosasih, Optimalisasi Media Pengajaran, (Jakarta: Grasindo, 2007) Wina Sanjaya, Perencanaan dan Desain Sistem Pembelajaran, Cetakan Kedua, (Jakarta: Kencana, 2009). Yudhi Munadi, Media Pembelajaran: Sebuah Pendekatan Baru, ( Ciputat: Gaung Persada, 2008) Yunahar Ilyas, Kuliah Akidah Islam, (Yogyakarta: LPPI, 2005).
Abdul Hamid AL-Hasyimi，《教育阿拉-拉苏鲁拉》，（雅加达：Pustaka Azzam，2001 年）Terj. Ibn Ibrahim. Azhari Arsyad，《学习媒体》，（雅加达：Raja Grafindo Persada，2007 年）。Asnawir and Basyiruddin Usman, Learning Media, (Jakarta: Ciputat Press, 2002).Arief S. Sadiman 等人，《教育媒体》，（雅加达：Rajawali，1990 年），Cecep Kustandi，《学习媒体，手册与数字》，（茂物：Ghalia Indonesia，2001 年），Muhammad Suwaid，《用先知教育儿童》，（梭罗：Pustaka Arafah，2009 年），Terj.Salafuddin Abu Sayyid. Muhaimin, et, all, Paradigm of Islamic Education, Bandung：青少年工作坊，2001 年。 M. Ngalim Purwanto，《教育监督》，（万隆：Remaja Rosdakarya，1998 年）。 Nana Sudjana 和 Ahmad Rivai，《媒体教学》，（万隆：Sinar Baru，2001 年）。Niken Ariyani，《学校多媒体学习》，（雅加达：Prestasi Pustakarya，2010 年）Angkowo 和 A. Kosasih，《教学媒体优化》，（雅加达：Grasindo，2007 年）Wina Sanjaya，《学习系统的规划与设计》，第二版，（雅加达：Kencana，2009 年）。 Yudhi Munadi，《学习媒体：Yunahar Ilyas，《伊斯兰信条讲座》，（日惹：LPPI，2005 年）。
{"title":"PERAN MEDIA GAMBAR DALAM PEMBINAAN AKHLAK ANAK","authors":"Nufiar","doi":"10.58645/jurnalazkia.v15i1.199","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v15i1.199","url":null,"abstract":"Abdul Hamid AL-Hasyimi, Mendidik Ala Rasulullah, ( Jakarta: Pustaka Azzam, 2001) Terj. Ibn Ibrahim. \u0000 \u0000Azhari Arsyad, Media Pembelajaran, (Jakarta: Raja Grafindo Persada, 2007). \u0000Asnawir dan Basyiruddin Usman, Media Pembelajaran, (Jakarta: Ciputat Press 2002). \u0000Arief S. Sadiman, dkk, Media Pendidikan, (Jakarta: Rajawali, 1990), \u0000Cecep Kustandi, Media Pembelajaran, Manual dan Digital, (Bogor: Ghalia Indonesia, 2001) \u0000 \u0000Muhammad Suwaid, Mendidik Anak Bersama Nabi, ( Solo: Pustaka Arafah, 2009) Terj. Salafuddin Abu Sayyid. \u0000 \u0000Muhaimin , et, all, Paradigma Pendidikan Islam, Bandung: Remaja Rosdakarya, 2001. \u0000 \u0000M. Ngalim Purwanto, Supervisi Pendidikan, (Bandung: Remaja Rosdakarya, 1998) \u0000 \u0000Nana Sudjana dan Ahmad Rivai, Media Pengajaran, (Bandung: Sinar Baru, 2001). \u0000Niken Ariyani, Pembelajaran Multimedia di Sekolah, (Jakarta: Prestasi Pustakarya, 2010) \u0000 \u0000Angkowo dan A. Kosasih, Optimalisasi Media Pengajaran, (Jakarta: Grasindo, 2007) \u0000 \u0000Wina Sanjaya, Perencanaan dan Desain Sistem Pembelajaran, Cetakan Kedua, (Jakarta: Kencana, 2009). \u0000 \u0000Yudhi Munadi, Media Pembelajaran: Sebuah Pendekatan Baru, ( Ciputat: Gaung Persada, 2008) \u0000 \u0000Yunahar Ilyas, Kuliah Akidah Islam, (Yogyakarta: LPPI, 2005).","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125957051","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 : 2022-09-03DOI: 10.58645/jurnalazkia.v15i1.196
Mustafa, MA
Islamic education has entered a new chapter in its long journey. Namely the era of digitalization and industrial acceleration that has penetrated in all aspects of life. Uniquely, Islamic education is a little too late to say that it has not at all made adjustments to the new style which prioritizes accelerated access, automation, connectivity and efficiency that is completely controlled with the internet system. Strong pressure is increasingly felt when the outside world is increasingly innovating in its latest findings, Islamic Education seeks to innovate and make significant changes. Islamic education in addition to being an obligation, is absolutely needed by every Muslim child for the sake of his existence. Especially when entering the era of globalization which is full of challenges. Islamic education which emphasizes aspects of spiritual intelligence has a format for maintaining, utilizing, and developing human nature in anticipating spiritual crises in the era of globalization.
{"title":"PENDIDIKAN ISLAM DIERA REVOLUSI INDUSTRI 4.0","authors":"Mustafa, MA","doi":"10.58645/jurnalazkia.v15i1.196","DOIUrl":"https://doi.org/10.58645/jurnalazkia.v15i1.196","url":null,"abstract":"Islamic education has entered a new chapter in its long journey. Namely the era of digitalization and industrial acceleration that has penetrated in all aspects of life. Uniquely, Islamic education is a little too late to say that it has not at all made adjustments to the new style which prioritizes accelerated access, automation, connectivity and efficiency that is completely controlled with the internet system. Strong pressure is increasingly felt when the outside world is increasingly innovating in its latest findings, Islamic Education seeks to innovate and make significant changes. Islamic education in addition to being an obligation, is absolutely needed by every Muslim child for the sake of his existence. Especially when entering the era of globalization which is full of challenges. Islamic education which emphasizes aspects of spiritual intelligence has a format for maintaining, utilizing, and developing human nature in anticipating spiritual crises in the era of globalization.","PeriodicalId":218597,"journal":{"name":"JURNAL AZKIA : Jurnal Aktualisasi Pendidikan Islam","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127211232","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 : 2022-09-03DOI: 10.58645/jurnalazkia.v15i1.203
Siti Hawa
This research is entitled "the role of the teacher as a role model according to the Albert Bandura concept in implementing the 2013 curriculum" while the problem in this study is how the role of the teacher as a role model according to the Albert Bandura concept in implementing the 2013 curriculum and the Albert Bandura concept of the teacher as a role model in implementing curriculum 2013. in this study the author uses the method of Library Research and Fild research and in accordance with the topic of this discussion, the Al-Quran and a number of books related to the role of teachers as role models according to Albert Bandura in implementing The 2013 curriculum, scientific writings and other literature related to the role of teachers as role models according to Albert Bandura in implementing the 2013 curriculum. The importance of the role of teachers as role models for students is related to character personalities to help build the character of students. Character education can be implemented through existing programs in schools, such as integrating character education in learning and implementing character education through extracurricular activities. In this case, the role of the teacher is not only to educate students according to the demands of the curriculum, but also to personally provide an example to students by becoming a role model of individual characters. Teachers who become role models will be able to show attitudes and behaviors that are in accordance with the values and norms in everyday life so that students can see and imitate them. The role of teachers as individual character role models will support character education programs and help students to have good character personalities.
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