Pub Date : 2022-12-21DOI: 10.29240/belajea.v7i2.4725
D. Destriani, Idi Warsah
The purposes of this study were to describe teacher's strategies in developing students' linguistic intelligence and to find out the supporting and inhibiting factors of teacher's strategies in developing students' linguistic intelligence. This study applied a qualitative approach with data collection techniques that entailed observation, interviews and documentation. The data analysis technique covered data reduction, data presentation, data verification, and drawing a conclusion. The study concluded that the teacher's strategies in developing students' linguistic intelligence rested on the indicators of linguistic intelligence itself. The listening indicator applied the Dictogloss strategy; the reading indicator implemented the Know Want to Learning strategy; the writing indicator used a guided writing strategy; and the speaking indicator deployed a cooperative learning strategy (CLS) by applying a discussion method resulting in that the students were able to explain the materials they had learned well.
{"title":"Teacher Strategy Deep Develop Intelligence Linguistics Student","authors":"D. Destriani, Idi Warsah","doi":"10.29240/belajea.v7i2.4725","DOIUrl":"https://doi.org/10.29240/belajea.v7i2.4725","url":null,"abstract":"The purposes of this study were to describe teacher's strategies in developing students' linguistic intelligence and to find out the supporting and inhibiting factors of teacher's strategies in developing students' linguistic intelligence. This study applied a qualitative approach with data collection techniques that entailed observation, interviews and documentation. The data analysis technique covered data reduction, data presentation, data verification, and drawing a conclusion. The study concluded that the teacher's strategies in developing students' linguistic intelligence rested on the indicators of linguistic intelligence itself. The listening indicator applied the Dictogloss strategy; the reading indicator implemented the Know Want to Learning strategy; the writing indicator used a guided writing strategy; and the speaking indicator deployed a cooperative learning strategy (CLS) by applying a discussion method resulting in that the students were able to explain the materials they had learned well.","PeriodicalId":33182,"journal":{"name":"Belajea Jurnal Pendidikan Islam","volume":"156 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81002916","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 : 2022-12-21DOI: 10.29240/belajea.v7i2.5678
Taqiyuddin Taqiyuddin
Tolerance is an attitude towards openness by recognizing the existence of all kinds of differences, both in terms of ethnicity, skin color, language, customs, culture and religion. For humans, following God's instructions is the right decision to deal with differences. Because God always reminds us of the diversity of people, be it religion, ethnicity, skin color, customs and so on. This study aims to describe the cultivation of tolerance by responding to differences in worship practices in students of class XII IPS 2 to MAS Tazakka Musi Rawas Utara. This type of research is descriptive qualitative. The determination of research subjects was carried out purposively. The research subjects were school principals, teachers, and fifth grade students. The data collection techniques used were interviews, observation, and documentation. Data were analyzed using the Miles and Huberman model, namely data reduction, data presentation, and drawing conclusions. Data validity testing techniques are source triangulation, technical triangulation, and cross check. The results of the study show that inculcating tolerance at MAS Tazakka Musi Rawas Utara provides a strong belief in students at school by prioritizing tolerance, so students can interpret ethical learning materials, giving students high habits in doing good deeds, tolerance, in everyday life, by carrying out programs to monitor extracurricular activities, namely the existence of muhadaroh, prayers, tambourines, and scouting activities.
宽容是一种开放的态度，承认种族、肤色、语言、习俗、文化和宗教等方面存在各种差异。对于人类来说，遵循上帝的指示是处理分歧的正确决定。因为上帝总是提醒我们人类的多样性，无论是宗教、种族、肤色、习俗等等。本研究旨在透过回应ips2班十二年级学生对MAS takakka Musi Rawas Utara敬拜行为的差异，来描述宽容的培养。这种类型的研究是描述性质的。研究对象的确定是有目的的。研究对象为学校校长、教师和五年级学生。使用的数据收集技术为访谈、观察和记录。数据分析采用Miles和Huberman模型，即数据简化、数据呈现、得出结论。数据有效性测试技术包括源三角测量、技术三角测量和交叉检查。研究结果显示，在MAS takakka Musi Rawas Utara灌输宽容，通过优先考虑宽容，为学生在学校提供了强大的信念，因此学生可以解释道德学习材料，在日常生活中，通过实施监控课外活动的计划，即muhadaroh，祈祷，手鼓和童子军活动的存在，让学生养成良好的习惯，宽容。
{"title":"Penanaman Toleransi Dalam Pembelajaran Akidah Akhlak di Madrasah Aliyah Swasta Tazakka","authors":"Taqiyuddin Taqiyuddin","doi":"10.29240/belajea.v7i2.5678","DOIUrl":"https://doi.org/10.29240/belajea.v7i2.5678","url":null,"abstract":"Tolerance is an attitude towards openness by recognizing the existence of all kinds of differences, both in terms of ethnicity, skin color, language, customs, culture and religion. For humans, following God's instructions is the right decision to deal with differences. Because God always reminds us of the diversity of people, be it religion, ethnicity, skin color, customs and so on. This study aims to describe the cultivation of tolerance by responding to differences in worship practices in students of class XII IPS 2 to MAS Tazakka Musi Rawas Utara. This type of research is descriptive qualitative. The determination of research subjects was carried out purposively. The research subjects were school principals, teachers, and fifth grade students. The data collection techniques used were interviews, observation, and documentation. Data were analyzed using the Miles and Huberman model, namely data reduction, data presentation, and drawing conclusions. Data validity testing techniques are source triangulation, technical triangulation, and cross check. The results of the study show that inculcating tolerance at MAS Tazakka Musi Rawas Utara provides a strong belief in students at school by prioritizing tolerance, so students can interpret ethical learning materials, giving students high habits in doing good deeds, tolerance, in everyday life, by carrying out programs to monitor extracurricular activities, namely the existence of muhadaroh, prayers, tambourines, and scouting activities.","PeriodicalId":33182,"journal":{"name":"Belajea Jurnal Pendidikan Islam","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78397602","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 : 2022-12-21DOI: 10.29240/belajea.v7i2.4294
Muhamad Parhan, Salmia Putri Elvina, Dini Siska Rachmawati, Alma Rachmadiani
This research was conducted with the aim of knowing the challenges that exist in educating millennial Muslims in this era of development that is always changing, especially in the era of the industrial revolution 4.0 with the hope of creating a modern Islamic Education environment. This industrial revolution brings many positive opportunities in everyday life, but in reality there are millennials who are not able to deal with this well. Many millennials are deviating, be it a moral crisis and also a social crisis. This research is qualitative research with a literature study approach. Primary and secondary data sources used are obtained through literature study research by looking for books or writings relevant to this research. To educate the millennial Muslim generation in the era of revolution 4.0 by creating a modern Islamic education environment, to develop and implement Islamic Education in the environment must be a strong collaboration and become a shared responsibility, between the family environment, schools, communities, and also the existing government. This is done in the hope that it can be a guideline for millennials in utilizing developments that were originally a challenge and become opportunities that always lead to positive things.
{"title":"Tantangan Mendidik Generasi Muslim Milenial Di Era Revolusi Industri 4.0 Untuk Menciptakan Lingkungan Pendidikan Islam Modern","authors":"Muhamad Parhan, Salmia Putri Elvina, Dini Siska Rachmawati, Alma Rachmadiani","doi":"10.29240/belajea.v7i2.4294","DOIUrl":"https://doi.org/10.29240/belajea.v7i2.4294","url":null,"abstract":"This research was conducted with the aim of knowing the challenges that exist in educating millennial Muslims in this era of development that is always changing, especially in the era of the industrial revolution 4.0 with the hope of creating a modern Islamic Education environment. This industrial revolution brings many positive opportunities in everyday life, but in reality there are millennials who are not able to deal with this well. Many millennials are deviating, be it a moral crisis and also a social crisis. This research is qualitative research with a literature study approach. Primary and secondary data sources used are obtained through literature study research by looking for books or writings relevant to this research. To educate the millennial Muslim generation in the era of revolution 4.0 by creating a modern Islamic education environment, to develop and implement Islamic Education in the environment must be a strong collaboration and become a shared responsibility, between the family environment, schools, communities, and also the existing government. This is done in the hope that it can be a guideline for millennials in utilizing developments that were originally a challenge and become opportunities that always lead to positive things.","PeriodicalId":33182,"journal":{"name":"Belajea Jurnal Pendidikan Islam","volume":"319 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77136424","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 : 2022-06-02DOI: 10.29240/belajea.v7i1.4220
Roisah Hasti Nawangsih Retnawati, Sri Lestari
Before the pandemic, teachers taught learning to read the Al-Quran by directly teaching makhraj letters, long-short rules, and tajwid to students. During the pandemic, the teacher conducted online learning, resulting in a decrease in student learning outcomes. This study aims to describe and evaluate the implementation of the Quran reading learning program using the Qiroati method during the pandemic. This research uses a qualitative approach with a case study design. Data was collected by conducting interviews with the principal, Qiroati team, classroom teachers, students, and parents. The results of this study revealed that the process of learning to read the Koran begins with the preparation of a lesson plan by the principal and the team, and then the plan is implemented by the Qiroati teachers. Qiroati learning is done online using Whatsapp Group (WAG), voice note (VN), and video call (VC). School management plays a role in arranging the schedule and distribution of teachers as well as providing learning infrastructure for Qiroati teachers. In this program, the involvement of parents is limited to providing infrastructure, but is minimal in providing assistance to children's learning. The implementation of online Qiroati learning has not succeeded in achieving the expected target. The implication of this research is that learning to read Qiroati online needs to use an interactive platform and utilize VAK (Visual, Auditory, Kinesthetic) modalities for students so that learning outcomes can be optimal.
在大流行之前，教师通过直接向学生讲授makhraj字母、长短规则和tajwid来教授学习阅读《古兰经》。在疫情期间，教师进行了在线学习，导致学生的学习成果下降。本研究旨在描述和评估大流行期间使用Qiroati方法实施《古兰经》阅读学习计划的情况。本研究采用案例研究设计的定性方法。通过对校长、Qiroati团队、任课教师、学生和家长的访谈来收集数据。研究结果显示，学习阅读《古兰经》的过程首先由校长和团队制定教案，然后由奇罗阿提教师实施教案。Qiroati学习是通过Whatsapp Group (WAG)、语音笔记(VN)和视频通话(VC)在线完成的。学校管理的作用是安排教师的时间安排和分配，为奇罗阿提族教师提供学习基础设施。在这个项目中，家长的参与仅限于提供基础设施，但在为孩子的学习提供帮助方面却很少。在线Qiroati学习的实施并没有达到预期的目标。本研究表明，在线学习Qiroati需要使用一个互动平台，并利用VAK(视觉、听觉、动觉)模式，以使学生的学习效果达到最佳。
{"title":"Pembelajaran Baca Al Quran dengan Metode Qiroati pada Masa Pandemi","authors":"Roisah Hasti Nawangsih Retnawati, Sri Lestari","doi":"10.29240/belajea.v7i1.4220","DOIUrl":"https://doi.org/10.29240/belajea.v7i1.4220","url":null,"abstract":"Before the pandemic, teachers taught learning to read the Al-Quran by directly teaching makhraj letters, long-short rules, and tajwid to students. During the pandemic, the teacher conducted online learning, resulting in a decrease in student learning outcomes. This study aims to describe and evaluate the implementation of the Quran reading learning program using the Qiroati method during the pandemic. This research uses a qualitative approach with a case study design. Data was collected by conducting interviews with the principal, Qiroati team, classroom teachers, students, and parents. The results of this study revealed that the process of learning to read the Koran begins with the preparation of a lesson plan by the principal and the team, and then the plan is implemented by the Qiroati teachers. Qiroati learning is done online using Whatsapp Group (WAG), voice note (VN), and video call (VC). School management plays a role in arranging the schedule and distribution of teachers as well as providing learning infrastructure for Qiroati teachers. In this program, the involvement of parents is limited to providing infrastructure, but is minimal in providing assistance to children's learning. The implementation of online Qiroati learning has not succeeded in achieving the expected target. The implication of this research is that learning to read Qiroati online needs to use an interactive platform and utilize VAK (Visual, Auditory, Kinesthetic) modalities for students so that learning outcomes can be optimal.","PeriodicalId":33182,"journal":{"name":"Belajea Jurnal Pendidikan Islam","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87367794","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 : 2022-06-02DOI: 10.29240/belajea.v7i1.4159
M. Idris
This article describes Islamic education and the era of Society 5.0 as well as opportunities and challenges for PAI students in achieving qualified teachers. This study uses library research methods using content analysis techniques and using a hermeneutic approach. This article produces several findings including: If the era of society tries to eliminate the gaps in social problems faced by humans as a result of technological advances, then Islamic education always carries the vision of rahmatan lil 'alamin. Then, the era of society 5.0 is not something that is feared by PAI students, because there are several opportunities to create teachers with character, including: Facilitating access to self-potential development and competence, Opening new jobs, Accelerating the development of Islamic educational institutions, The need for spiritual dimensions humans, the tendency to be more open and rational. Besides that, there are also several challenges, including: High potential for individuality, Speed competition, Expertise in IT, Ability to overcome various challenges faced and the emergence of multiple understandings. PAI teachers who have the character that students aspire to, of course, are not limited to educational institutions but are more oriented to the vision and mission of Islamic Education itself, namely rahmatan lil 'alamiin and carry the mission of happiness in the world and the hereafter.
本文描述了伊斯兰教育和社会5.0时代，以及PAI学生在成为合格教师方面面临的机遇和挑战。本研究采用图书馆研究方法，运用内容分析技术和解释学方法。这篇文章产生了一些发现，包括:如果社会时代试图消除人类因技术进步而面临的社会问题的差距，那么伊斯兰教育总是承载着rahmatan lil 'alamin的愿景。那么，社会5.0时代并不是PAI学生害怕的东西，因为有几个机会可以创造有个性的教师，包括:促进自我潜能的发展和能力的发展，开辟新的工作岗位，加速伊斯兰教育机构的发展，对人类精神维度的需求，更开放和理性的趋势。除此之外，还有一些挑战，包括:个性的高潜力，速度竞争，在IT方面的专业知识，克服面临的各种挑战的能力和多种理解的出现。拥有学生所向往的品格的PAI教师，当然不局限于教育机构，而是更面向伊斯兰教育本身的愿景和使命，即rahmatan lil’alamiin，肩负着现世和来世幸福的使命。
{"title":"Pendidikan Islam dan Era Society 5.0 ; Peluang dan Tantangan Bagi Mahasiswa PAI Menjadi Guru Berkarakter","authors":"M. Idris","doi":"10.29240/belajea.v7i1.4159","DOIUrl":"https://doi.org/10.29240/belajea.v7i1.4159","url":null,"abstract":"This article describes Islamic education and the era of Society 5.0 as well as opportunities and challenges for PAI students in achieving qualified teachers. This study uses library research methods using content analysis techniques and using a hermeneutic approach. This article produces several findings including: If the era of society tries to eliminate the gaps in social problems faced by humans as a result of technological advances, then Islamic education always carries the vision of rahmatan lil 'alamin. Then, the era of society 5.0 is not something that is feared by PAI students, because there are several opportunities to create teachers with character, including: Facilitating access to self-potential development and competence, Opening new jobs, Accelerating the development of Islamic educational institutions, The need for spiritual dimensions humans, the tendency to be more open and rational. Besides that, there are also several challenges, including: High potential for individuality, Speed competition, Expertise in IT, Ability to overcome various challenges faced and the emergence of multiple understandings. PAI teachers who have the character that students aspire to, of course, are not limited to educational institutions but are more oriented to the vision and mission of Islamic Education itself, namely rahmatan lil 'alamiin and carry the mission of happiness in the world and the hereafter.","PeriodicalId":33182,"journal":{"name":"Belajea Jurnal Pendidikan Islam","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79521693","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 : 2022-06-02DOI: 10.29240/belajea.v7i1.4207
N. Hidayah, Romelah Romelah
This study aims to explain the challenges in families in the millennial era, the description of al-Qur'an-based parenting in Luqman al-Hakim's perspective, and the implementation of al-Qur'an-based parenting in the millennial era. The research method used is library research by collecting books, journals, articles related to al-Qur'an-based parenting. The data collection technique used is documentation. This study found that there are two challenges in the millennial family, namely internal challenges associated with the different perspectives between parents and children caused by generation differences and external challenges related to the rapid development of technology in this millennial era. Through Luqman al-Hakim's al-Qur'an-based parenting, it is hoped that it can overcome challenges in millennial families because the education carried out by Luqman al-Hakim is very relevant for today's millennial families such as building a pattern of loving interaction between parents and children. The existence of exemplary figures who not only come from the mother, but the father must also play a role in it. The strengthening of faith, worship, and commendable morals must be applied to children early. In addition, it must be emphasized that technology can be used as a means of nurturing and education but is not the primary goal. Because, after all, technological developments cannot replace the emotional closeness between parents and children.
{"title":"Holy Qur’an Based Parenting from the Perspective of Luqman Al-Hakim In Millennial Era","authors":"N. Hidayah, Romelah Romelah","doi":"10.29240/belajea.v7i1.4207","DOIUrl":"https://doi.org/10.29240/belajea.v7i1.4207","url":null,"abstract":"This study aims to explain the challenges in families in the millennial era, the description of al-Qur'an-based parenting in Luqman al-Hakim's perspective, and the implementation of al-Qur'an-based parenting in the millennial era. The research method used is library research by collecting books, journals, articles related to al-Qur'an-based parenting. The data collection technique used is documentation. This study found that there are two challenges in the millennial family, namely internal challenges associated with the different perspectives between parents and children caused by generation differences and external challenges related to the rapid development of technology in this millennial era. Through Luqman al-Hakim's al-Qur'an-based parenting, it is hoped that it can overcome challenges in millennial families because the education carried out by Luqman al-Hakim is very relevant for today's millennial families such as building a pattern of loving interaction between parents and children. The existence of exemplary figures who not only come from the mother, but the father must also play a role in it. The strengthening of faith, worship, and commendable morals must be applied to children early. In addition, it must be emphasized that technology can be used as a means of nurturing and education but is not the primary goal. Because, after all, technological developments cannot replace the emotional closeness between parents and children.","PeriodicalId":33182,"journal":{"name":"Belajea Jurnal Pendidikan Islam","volume":"84 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83821360","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 : 2022-06-02DOI: 10.29240/belajea.v7i1.4202
Imam Mahmudi, M. Muthoifin, Imron Rosyadi
This study describes the learning strategy of tahfidzul Qur'an at the ma`had `aly level educational institution with the aim of knowing the right strategy to implement the tahfidzul Qur'an program, especially at the ma`had `aly level. This type of research is a descriptive analytical field research that is a narrative description that uses a qualitative approach. Data were collected through in-depth interviews, observation and documentation. The data analysis is carried out in stages, reduction, display, conclusion. The results of the study indicate that the learning strategy of tahfidzul Qur'an in Ma`had `Aly Baitul Qur`an applies an indirect learning strategy, the learning process uses the halaqah system. The learning strategy applies good steps and elements of learning strategies that are in accordance with the theory in its implementation. The learning methods applied are talqin, ziyadah, and muraja`ah. Muraja`ah is divided into three; ma`al ustadz, ma`azzamil and fardiyah. During the learning process, there are factors that support the success of students' memorization, namely the enthusiasm of the students, the supervisor's concern for the situation and condition of the students and the capacity they have in guiding students, applying the shalati ila mamati method, and a supportive environment. However, there are things that hinder learning achievement, namely staying up late at night, imagining and being lazy, and not feeling at home in halaqah. The efforts of educators in overcoming these obstacles is to conduct an evaluation once a week.
{"title":"Strategi Pembelajaran Tahfidzul Qur`an Di Ma`had `Aly (Studi Kasus di Ma`had `Aly Baitul Qur`an Wonogiri)","authors":"Imam Mahmudi, M. Muthoifin, Imron Rosyadi","doi":"10.29240/belajea.v7i1.4202","DOIUrl":"https://doi.org/10.29240/belajea.v7i1.4202","url":null,"abstract":"This study describes the learning strategy of tahfidzul Qur'an at the ma`had `aly level educational institution with the aim of knowing the right strategy to implement the tahfidzul Qur'an program, especially at the ma`had `aly level. This type of research is a descriptive analytical field research that is a narrative description that uses a qualitative approach. Data were collected through in-depth interviews, observation and documentation. The data analysis is carried out in stages, reduction, display, conclusion. The results of the study indicate that the learning strategy of tahfidzul Qur'an in Ma`had `Aly Baitul Qur`an applies an indirect learning strategy, the learning process uses the halaqah system. The learning strategy applies good steps and elements of learning strategies that are in accordance with the theory in its implementation. The learning methods applied are talqin, ziyadah, and muraja`ah. Muraja`ah is divided into three; ma`al ustadz, ma`azzamil and fardiyah. During the learning process, there are factors that support the success of students' memorization, namely the enthusiasm of the students, the supervisor's concern for the situation and condition of the students and the capacity they have in guiding students, applying the shalati ila mamati method, and a supportive environment. However, there are things that hinder learning achievement, namely staying up late at night, imagining and being lazy, and not feeling at home in halaqah. The efforts of educators in overcoming these obstacles is to conduct an evaluation once a week.","PeriodicalId":33182,"journal":{"name":"Belajea Jurnal Pendidikan Islam","volume":"1957 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91226065","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 : 2022-06-02DOI: 10.29240/belajea.v7i1.3273
Noza Aflisia, Afrial Afrial, Asri Karolina
Not infrequently humans ignore the obligations that have been imposed on them. Assuming obligations are just routine. In this paper, the author describes the concept of human obligations, and the implications of human obligations that Allah has determined in the Quran and Hadith for Islamic education. This research is library research by reviewing and analyzing the verses of the Quran, hadith, books, proceeding, and journals related to the concept of human obligation and its implications for Islamic education. The data collection technique is to review the data sources. The data obtained is then processed with data analysis techniques through the stages of analyzing the verses of the Quran and Hadith related to human obligations so as to find the concept of human obligations, understand and analyze the characteristics of Islamic education, analyze and find implications of the concept of human obligations towards Islamic education, and draw conclusions. Through this paper, it can be seen that humans have obligations to God, fellow humans, animals, and nature. To carry out all these human obligations, humans need direction and guidance from Islamic education which always encourages humans to fulfill their obligations properly according to what Islam wants, both in knowing Allah the Creator, forming noble character, and professionalism in managing nature.
{"title":"Konsep Kewajiban Manusia dan Implikasinya dalam Pendidikan Islam","authors":"Noza Aflisia, Afrial Afrial, Asri Karolina","doi":"10.29240/belajea.v7i1.3273","DOIUrl":"https://doi.org/10.29240/belajea.v7i1.3273","url":null,"abstract":" Not infrequently humans ignore the obligations that have been imposed on them. Assuming obligations are just routine. In this paper, the author describes the concept of human obligations, and the implications of human obligations that Allah has determined in the Quran and Hadith for Islamic education. This research is library research by reviewing and analyzing the verses of the Quran, hadith, books, proceeding, and journals related to the concept of human obligation and its implications for Islamic education. The data collection technique is to review the data sources. The data obtained is then processed with data analysis techniques through the stages of analyzing the verses of the Quran and Hadith related to human obligations so as to find the concept of human obligations, understand and analyze the characteristics of Islamic education, analyze and find implications of the concept of human obligations towards Islamic education, and draw conclusions. Through this paper, it can be seen that humans have obligations to God, fellow humans, animals, and nature. To carry out all these human obligations, humans need direction and guidance from Islamic education which always encourages humans to fulfill their obligations properly according to what Islam wants, both in knowing Allah the Creator, forming noble character, and professionalism in managing nature. ","PeriodicalId":33182,"journal":{"name":"Belajea Jurnal Pendidikan Islam","volume":"86 11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84001993","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 : 2022-06-02DOI: 10.29240/belajea.v7i1.4339
Ray Yolanza, M. Mardianto
Islamic education is not only about known about God or islamic concept, but student should be able to thinkfull with agument, analyse data, and think critically. Crytical think is need a procces to solve problem, analyse problem, sub problem and think carefully with all point of view. Student should be able to upgrade their critical think skills actualy to learn islamic education. The purpose of this study is analyze and describe ability critical think students to learn islamic education in senior high school Al-Azhar Medan. Subjects in this study were students of class XI Tahfidz Private High School Al-Azhar Medan academic of 2020-2021 with 120 students as subjects. This study uses a qualitative approach to describe students' critical thinking skills based from critical thinking indicators and based on the collected quantitative data. The author measures students' critical thinking skills by using tests and interviews. Result showed that student criical thinks ability are consisted of high critical thinker categories 35,9% critical thinker categories 46,6% quite critical thinker categories 11,6% and weak critical thinker categories 5,9%. Based on data SMA Swasta Al-Azhar Medan Student’s have been able to think critially in Islamic Education.
伊斯兰教的教育不仅仅是关于认识真主或伊斯兰教的概念，还应该让学生具备充分思考、分析数据和批判性思维的能力。批判性思维是解决问题、分析问题、细分问题和从各个角度仔细思考的一个过程。在伊斯兰教育中，学生应该能够真正提升他们的批判性思维能力。摘要本研究旨在分析与描述爱资哈尔棉兰高中批判性思维学生学习伊斯兰教育的能力。本研究以2020-2021学年棉兰塔赫菲兹私立高中11班学生为研究对象，选取120名学生作为研究对象。本研究以批判性思维指标和收集的定量数据为基础，采用定性方法描述学生的批判性思维能力。作者通过测试和访谈来衡量学生的批判性思维能力。结果表明，学生批判性思维能力由高批判性思考者类别占35.9%，批判性思考者类别占46.6%，相当批判性思考者类别占11.6%，弱批判性思考者类别占5.9%。根据SMA Swasta Al-Azhar的数据，棉兰学生已经能够在伊斯兰教育中进行批判性思考。
{"title":"Analisis Kemampuan Berfikir Kritis Siswa Sekolah Menengah Atas Pada Mata Pembelajaran Pendidikan Agama Islam","authors":"Ray Yolanza, M. Mardianto","doi":"10.29240/belajea.v7i1.4339","DOIUrl":"https://doi.org/10.29240/belajea.v7i1.4339","url":null,"abstract":"Islamic education is not only about known about God or islamic concept, but student should be able to thinkfull with agument, analyse data, and think critically. Crytical think is need a procces to solve problem, analyse problem, sub problem and think carefully with all point of view. Student should be able to upgrade their critical think skills actualy to learn islamic education. The purpose of this study is analyze and describe ability critical think students to learn islamic education in senior high school Al-Azhar Medan. Subjects in this study were students of class XI Tahfidz Private High School Al-Azhar Medan academic of 2020-2021 with 120 students as subjects. This study uses a qualitative approach to describe students' critical thinking skills based from critical thinking indicators and based on the collected quantitative data. The author measures students' critical thinking skills by using tests and interviews. Result showed that student criical thinks ability are consisted of high critical thinker categories 35,9% critical thinker categories 46,6% quite critical thinker categories 11,6% and weak critical thinker categories 5,9%. Based on data SMA Swasta Al-Azhar Medan Student’s have been able to think critially in Islamic Education.","PeriodicalId":33182,"journal":{"name":"Belajea Jurnal Pendidikan Islam","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81169838","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 : 2021-11-30DOI: 10.29240/belajea.v6i2.2590
M. Malik, Maslahah Maslahah
The axiology of primary Islamic education is a discourse that is still very meaningful and relevant today. All Islamic education processes, whether in linking curricula, educators, educational staff, students, institutions, and so on, have one typical estuary, namely supporting axiology in primary Islamic education. This exposure is needed to explain the axiology of education from various points of view, the axiology in Islam, the urgency and function of axiology of primary Islamic teaching, the branch of axiology called ethics and aesthetics, and the essence of axiology in Islamic primary education. The author uses qualitative research methods literature review to summarize, analyze, and synthesize various references to complete writing. The research results reveal that Islamic primary education's axiology talks about the value or benefits of Islamic education at the primary level. The concept of axiology in Islam is taken from the word qoyyimah, which means straight, straight in the interpretation of the path leading to God, a straight forward way with the provisions of the Qur'an and Hadith. The urgency of primary Islamic education's axiology to straighten the education system elements to stay on the right path. The axiology function of primary Islamic education includes speculative, normative, criticism, and theory. Ethics is the study of values and moral and aesthetic attitudes, which is part of the philosophy of values and evaluation that views human work from a beautiful and unfavorable perspective. The essence of axiology in primary Islamic education is to form human beings in the human person.
{"title":"Revitalization of the Concept of Educational Axiology: Perspectives of Islamic Philosophy","authors":"M. Malik, Maslahah Maslahah","doi":"10.29240/belajea.v6i2.2590","DOIUrl":"https://doi.org/10.29240/belajea.v6i2.2590","url":null,"abstract":"The axiology of primary Islamic education is a discourse that is still very meaningful and relevant today. All Islamic education processes, whether in linking curricula, educators, educational staff, students, institutions, and so on, have one typical estuary, namely supporting axiology in primary Islamic education. This exposure is needed to explain the axiology of education from various points of view, the axiology in Islam, the urgency and function of axiology of primary Islamic teaching, the branch of axiology called ethics and aesthetics, and the essence of axiology in Islamic primary education. The author uses qualitative research methods literature review to summarize, analyze, and synthesize various references to complete writing. The research results reveal that Islamic primary education's axiology talks about the value or benefits of Islamic education at the primary level. The concept of axiology in Islam is taken from the word qoyyimah, which means straight, straight in the interpretation of the path leading to God, a straight forward way with the provisions of the Qur'an and Hadith. The urgency of primary Islamic education's axiology to straighten the education system elements to stay on the right path. The axiology function of primary Islamic education includes speculative, normative, criticism, and theory. Ethics is the study of values and moral and aesthetic attitudes, which is part of the philosophy of values and evaluation that views human work from a beautiful and unfavorable perspective. The essence of axiology in primary Islamic education is to form human beings in the human person.","PeriodicalId":33182,"journal":{"name":"Belajea Jurnal Pendidikan Islam","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89402411","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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