Pub Date : 2023-01-02DOI: 10.28918/tadibia.v2i2.6432
N. Muna
This study aims to determine the implementation of the development of the Tahfidz al-Quran curriculum with a full-day school system at SDQ Anwarul Muhlasin Magelang. One of the efforts made by the world of education to meet the expected needs is the existence of various models of formal education ranging from international school-based schools, full-day schools, boarding schools and other school models. This research is descriptive qualitative research. In data collection, the techniques used are interviews, observation, and documentation. Data analysis techniques through data reduction, data presentation and verification. The results of the study are (1) SDQ Anwarul Mukhlasin is a full-day school-based school that has a special characteristic, namely Tahfidz Al-Qur'an with the application of a curriculum that combines the national curriculum and the local content curriculum of Islamic boarding schools that insert the values of the Tablighi Jama'ah teachings (2) Anwarul Muhlasin SDQ curriculum development includes needs diagnosis, formulation of educational goals, selection of content organizations, selection of learning experience organizations, and evaluation.
{"title":"Curriculum Development of Tahfidz Al-Quran Full Day School System: A case in Indonesian Context","authors":"N. Muna","doi":"10.28918/tadibia.v2i2.6432","DOIUrl":"https://doi.org/10.28918/tadibia.v2i2.6432","url":null,"abstract":"This study aims to determine the implementation of the development of the Tahfidz al-Quran curriculum with a full-day school system at SDQ Anwarul Muhlasin Magelang. One of the efforts made by the world of education to meet the expected needs is the existence of various models of formal education ranging from international school-based schools, full-day schools, boarding schools and other school models. This research is descriptive qualitative research. In data collection, the techniques used are interviews, observation, and documentation. Data analysis techniques through data reduction, data presentation and verification. The results of the study are (1) SDQ Anwarul Mukhlasin is a full-day school-based school that has a special characteristic, namely Tahfidz Al-Qur'an with the application of a curriculum that combines the national curriculum and the local content curriculum of Islamic boarding schools that insert the values of the Tablighi Jama'ah teachings (2) Anwarul Muhlasin SDQ curriculum development includes needs diagnosis, formulation of educational goals, selection of content organizations, selection of learning experience organizations, and evaluation.","PeriodicalId":365301,"journal":{"name":"Tadibia Islamika","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130063082","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 : 2022-12-30DOI: 10.28918/tadibia.v2i2.6662
Anik Maghfiroh
Implementation of quality education requires professional teachers. The former Minister of Religion, Fachrul Razi, released the Madrasah Reform Realizing Education's Promise Program for the first time on 20 October 2020, which until now has been continued by the Minister of Religion Yaqut Cholil Qoumas. This program is long-term and lasts for five years to improve the quality of education management. PKB for educators at the Pekalongan Regency started in 2021. The implementation of the PKB program in KKG activities is carried out with a focus on achieving increased literacy and numeracy skills. The research objectives were: To analyze the teacher's PKB program implementation at KKG in Pekalongan. Analyzing the dynamics of teacher abilities before and after the PKB program at KKG in Pekalongan. Approximate data on the effectiveness of the PKB program implementation in increasing the literacy and numeracy of KKG teachers in Pekalongan. This study uses a mixed method. Data collection through questionnaires, interviews, observation, and documentation. Quantitative data analysis with data quality tests, classical assumptions, simple linear regression analysis, and hypothesis testing is processed through statistical analysis with the help of the SPSS software program. Analysis of descriptive qualitative data with three paths: data reduction, data presentation, and concluding. This research resulted in the findings that teachers are familiar with the material in each learning unit in the PKB module and from the analysis results, the conclusions H1-H4 are accepted. However, the positive correlation is included in the minimal category.
{"title":"Implementation of Professional Development Program for Developing Teachers' Literacy and Numeracy Skills: A Case in Indonesian Context","authors":"Anik Maghfiroh","doi":"10.28918/tadibia.v2i2.6662","DOIUrl":"https://doi.org/10.28918/tadibia.v2i2.6662","url":null,"abstract":"Implementation of quality education requires professional teachers. The former Minister of Religion, Fachrul Razi, released the Madrasah Reform Realizing Education's Promise Program for the first time on 20 October 2020, which until now has been continued by the Minister of Religion Yaqut Cholil Qoumas. This program is long-term and lasts for five years to improve the quality of education management. PKB for educators at the Pekalongan Regency started in 2021. The implementation of the PKB program in KKG activities is carried out with a focus on achieving increased literacy and numeracy skills. The research objectives were: To analyze the teacher's PKB program implementation at KKG in Pekalongan. Analyzing the dynamics of teacher abilities before and after the PKB program at KKG in Pekalongan. Approximate data on the effectiveness of the PKB program implementation in increasing the literacy and numeracy of KKG teachers in Pekalongan. This study uses a mixed method. Data collection through questionnaires, interviews, observation, and documentation. Quantitative data analysis with data quality tests, classical assumptions, simple linear regression analysis, and hypothesis testing is processed through statistical analysis with the help of the SPSS software program. Analysis of descriptive qualitative data with three paths: data reduction, data presentation, and concluding. This research resulted in the findings that teachers are familiar with the material in each learning unit in the PKB module and from the analysis results, the conclusions H1-H4 are accepted. However, the positive correlation is included in the minimal category.","PeriodicalId":365301,"journal":{"name":"Tadibia Islamika","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123430947","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 : 2022-12-11DOI: 10.28918/tadibia.v2i2.6440
Awaludin Baharshah
This study aimed at (1) analyzing the integrative thematic learning planning in the subject of Aqidah Akhlak subject, (2) analyzing the implementation of integrative thematic learning in the Aqidah Akhlak subject, (3) analyzing the evaluation of integrative thematic learning in the subject of Aqidah Akhlak, and (4) analyzing the supporting and inhibiting factors of integrative thematic learning in the Aqidah Akhlak subject. In this study, the author used a qualitative approach. This study obtained descriptive data that describes planning, implementation, evaluation, and the supporting and inhibiting factors of integrative thematic learning in the subject of Aqidah Akhlak with a research location at MI Istiqomah Sambas Purbalingga, Indonesia. In contrast, the data was obtained through interviews, observation, and documentation and then processed into information. The results of this study show that the implementation of integrative thematic learning in the subject of Aqidah Akhlak was conducted through three stages. First, initial activities, including greeting, asking for news, and attendance of students. Second, core activities include four activities: observing, asking questions, concluding, and discussing results. Third, the final activity includes giving homework and ending with closing greetings.
{"title":"Implementation of Integrative Thematic Learning to Teach Aqidah Akhlak (Moral Education): A Case in an Islamic Primary School in Indonesia","authors":"Awaludin Baharshah","doi":"10.28918/tadibia.v2i2.6440","DOIUrl":"https://doi.org/10.28918/tadibia.v2i2.6440","url":null,"abstract":"This study aimed at (1) analyzing the integrative thematic learning planning in the subject of Aqidah Akhlak subject, (2) analyzing the implementation of integrative thematic learning in the Aqidah Akhlak subject, (3) analyzing the evaluation of integrative thematic learning in the subject of Aqidah Akhlak, and (4) analyzing the supporting and inhibiting factors of integrative thematic learning in the Aqidah Akhlak subject. In this study, the author used a qualitative approach. This study obtained descriptive data that describes planning, implementation, evaluation, and the supporting and inhibiting factors of integrative thematic learning in the subject of Aqidah Akhlak with a research location at MI Istiqomah Sambas Purbalingga, Indonesia. In contrast, the data was obtained through interviews, observation, and documentation and then processed into information. The results of this study show that the implementation of integrative thematic learning in the subject of Aqidah Akhlak was conducted through three stages. First, initial activities, including greeting, asking for news, and attendance of students. Second, core activities include four activities: observing, asking questions, concluding, and discussing results. Third, the final activity includes giving homework and ending with closing greetings.","PeriodicalId":365301,"journal":{"name":"Tadibia Islamika","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116803079","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 : 2022-12-11DOI: 10.28918/tadibia.v2i2.6448
Ainul Wafa
The teacher's task is to give instructions and guide students for more progressive knowledge, skill, and self-constructivity to develop their potential. This article's purpose is to outline TQM's role in Islamic education institutions. This research uses a qualitative method through library research or data collection from several literatures that discuss the concept of Total Quality Management in educational institutions and implementation in Islamic education. The results of this study are expected (1) Improve quality and competitiveness for outputs (graduates) with an indicator of the competence of both intellectual and skill and intelligent mind, spiritual, emotional and balanced between hard skills and soft skills as well as active, creative and innovative and adaptive to the development of science and technology and employment. (2) Institutions of Islam that the implications can improve students' competencies that form the civilized man who is aware of the rights and obligations to God, on him and the environment. (3) creating integrated quality; integrated quality is not something that happens suddenly and appears before the teachers, employees and the headmaster. Quality must be planned. There is trilogy of quality, namely quality planning, quality control, and quality improvement. Because TQM prioritizes the integration of all functions and processes and empowers and involves all elements in the educational institution. TQM must be applied continuously and continuously in order to achieve a religious education, which gives satisfaction to students, parents and society.
{"title":"Total Quality Management (TQM) in Islamic Educational Institutions","authors":"Ainul Wafa","doi":"10.28918/tadibia.v2i2.6448","DOIUrl":"https://doi.org/10.28918/tadibia.v2i2.6448","url":null,"abstract":"The teacher's task is to give instructions and guide students for more progressive knowledge, skill, and self-constructivity to develop their potential. This article's purpose is to outline TQM's role in Islamic education institutions. This research uses a qualitative method through library research or data collection from several literatures that discuss the concept of Total Quality Management in educational institutions and implementation in Islamic education. The results of this study are expected (1) Improve quality and competitiveness for outputs (graduates) with an indicator of the competence of both intellectual and skill and intelligent mind, spiritual, emotional and balanced between hard skills and soft skills as well as active, creative and innovative and adaptive to the development of science and technology and employment. (2) Institutions of Islam that the implications can improve students' competencies that form the civilized man who is aware of the rights and obligations to God, on him and the environment. (3) creating integrated quality; integrated quality is not something that happens suddenly and appears before the teachers, employees and the headmaster. Quality must be planned. There is trilogy of quality, namely quality planning, quality control, and quality improvement. Because TQM prioritizes the integration of all functions and processes and empowers and involves all elements in the educational institution. TQM must be applied continuously and continuously in order to achieve a religious education, which gives satisfaction to students, parents and society.","PeriodicalId":365301,"journal":{"name":"Tadibia Islamika","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114500408","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 : 2022-11-30DOI: 10.28918/tadibia.v2i2.6261
Ahmad Furqon, Ma’mun Hanif
The school is one of the strategic places for forming character, family, and society. This is what underlies the need for a character education program in a school, intra-curricular, co-curricular, and extracurricular activities. The purpose of this study is to find out what kind of character-strengthening strategies can build student character based on the values of Islamic teachings. This type of research is qualitative research. Data collection techniques used observation, interviews, and documentation. The results of the study showed that strengthening character education through Islamic religious education at SMPN 01 Pemalang includes class-based character education in the form of a child's psychological approach, school-based character education in the form of lesson plan preparation that can form good character to students, community-based character education is implemented in activities in student extracurriculars, such as Rohis. In addition, character education is also carried out through guidance and counselling. From this implementation stage, it can be said that the spirit of character education has been appropriately implemented and optimally to have a good effect on students' character.
{"title":"Strengthening Character Education Through Islamic Religious Education: A Case in Indonesian Context","authors":"Ahmad Furqon, Ma’mun Hanif","doi":"10.28918/tadibia.v2i2.6261","DOIUrl":"https://doi.org/10.28918/tadibia.v2i2.6261","url":null,"abstract":"The school is one of the strategic places for forming character, family, and society. This is what underlies the need for a character education program in a school, intra-curricular, co-curricular, and extracurricular activities. The purpose of this study is to find out what kind of character-strengthening strategies can build student character based on the values of Islamic teachings. This type of research is qualitative research. Data collection techniques used observation, interviews, and documentation. The results of the study showed that strengthening character education through Islamic religious education at SMPN 01 Pemalang includes class-based character education in the form of a child's psychological approach, school-based character education in the form of lesson plan preparation that can form good character to students, community-based character education is implemented in activities in student extracurriculars, such as Rohis. In addition, character education is also carried out through guidance and counselling. From this implementation stage, it can be said that the spirit of character education has been appropriately implemented and optimally to have a good effect on students' character.","PeriodicalId":365301,"journal":{"name":"Tadibia Islamika","volume":"246 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132761593","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 : 2022-11-30DOI: 10.28918/tadibia.v2i2.6249
Abdul Hafidz Nasir
The values of mercy education become the teachings of every religion. However, these values have not been able to be realized in the daily life of students. This study aims to analyze whether the values of mercy education for each religion are the content of the religious education curriculum in schools, how the problems faced in instilling these love values in students, and how the revitalization efforts will be in the future. The research method used is literature research. Data collection techniques use documentation. The collected data were analyzed using critically performed tech s analysis. The results showed: First, the curriculum of religious education in schools for all religions in Indonesia has contained the value of love, albeit with different sequences. Second, the problem faced is that internalizing the value of love for students has not been appropriately realized because the method used is not appropriate. Third, instilling the value of love in students in religious learning needs to be revitalized by applying more effective learning methods. Three methods are considered effective for instilling the value of love in students: habituation, exemplary, and reflective learning methods. The results showed that learning the value of love and affection in schools is only limited to recognition and this shows that learning is only focused on knowledge/cognitive aspects without paying attention to the attitude/love aspect. Therefore, it is necessary to revitalize the cultivation process by applying more effective learning methods such as habituation, reflective, and exemplary learning.
{"title":"Revitalizing the Values of Mercy Education Through Religious Education Learning in the National Curriculum in Indonesia","authors":"Abdul Hafidz Nasir","doi":"10.28918/tadibia.v2i2.6249","DOIUrl":"https://doi.org/10.28918/tadibia.v2i2.6249","url":null,"abstract":"The values of mercy education become the teachings of every religion. However, these values have not been able to be realized in the daily life of students. This study aims to analyze whether the values of mercy education for each religion are the content of the religious education curriculum in schools, how the problems faced in instilling these love values in students, and how the revitalization efforts will be in the future. The research method used is literature research. Data collection techniques use documentation. The collected data were analyzed using critically performed tech s analysis. The results showed: First, the curriculum of religious education in schools for all religions in Indonesia has contained the value of love, albeit with different sequences. Second, the problem faced is that internalizing the value of love for students has not been appropriately realized because the method used is not appropriate. Third, instilling the value of love in students in religious learning needs to be revitalized by applying more effective learning methods. Three methods are considered effective for instilling the value of love in students: habituation, exemplary, and reflective learning methods. The results showed that learning the value of love and affection in schools is only limited to recognition and this shows that learning is only focused on knowledge/cognitive aspects without paying attention to the attitude/love aspect. Therefore, it is necessary to revitalize the cultivation process by applying more effective learning methods such as habituation, reflective, and exemplary learning.","PeriodicalId":365301,"journal":{"name":"Tadibia Islamika","volume":" 46","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132010617","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 : 2022-06-26DOI: 10.28918/tadibia.v2i1.5606
Raikhan Raikhan, Bagas Mukti Nasrowi
This research aims to describe the implementation of Takhassus Tahfidz program at the Formal Institution in Lamongan regency, the obstacles experienced during the implementation of the Tahfidz class, and the solutions offered from the obstacles experienced during the implementation of Tahfidz program. This research used a qualitative descriptive approach with case study research design. Data collection method used were observation, interview, and documentation. The data were validated through triangulation techniques. For data analysis technique, the researchers used qualitative analysis through the steps of data reduction, data presentation, and conclusion drawing or verification. The results of this study show that (1) the implementation of the Takhassus Tahfidz program at the formal institution in Lamongan regency is carried out with three stages of learning programs, planning (materials, media, methods: Bi Nadzhor, Talaqqi, and Taqrir, and time allocation); implementation (introduction, core: ziyadah and murojaah, and closing); then Evaluation (2) the obstacles faced during the implementation of the Takhassus Tahfidz program are environmental conditions, time management, personal matters, students’ motivation (low intention to memorize), the level of intelligence, and the student organization, (3) the solutions offered to overcome obstacles that occur during the implementation of the Takhassus Tahfidz program are by providing additional time; motivating the Tahfidz teachers, facilitating students with a cozy place to memorize, guiding students to manage time well, and prohibiting students to join student organization.
{"title":"Takhassus Tahfidz Program in Formal Institutions: Implementation, Obstacles, and Solutions","authors":"Raikhan Raikhan, Bagas Mukti Nasrowi","doi":"10.28918/tadibia.v2i1.5606","DOIUrl":"https://doi.org/10.28918/tadibia.v2i1.5606","url":null,"abstract":"This research aims to describe the implementation of Takhassus Tahfidz program at the Formal Institution in Lamongan regency, the obstacles experienced during the implementation of the Tahfidz class, and the solutions offered from the obstacles experienced during the implementation of Tahfidz program. This research used a qualitative descriptive approach with case study research design. Data collection method used were observation, interview, and documentation. The data were validated through triangulation techniques. For data analysis technique, the researchers used qualitative analysis through the steps of data reduction, data presentation, and conclusion drawing or verification. The results of this study show that (1) the implementation of the Takhassus Tahfidz program at the formal institution in Lamongan regency is carried out with three stages of learning programs, planning (materials, media, methods: Bi Nadzhor, Talaqqi, and Taqrir, and time allocation); implementation (introduction, core: ziyadah and murojaah, and closing); then Evaluation (2) the obstacles faced during the implementation of the Takhassus Tahfidz program are environmental conditions, time management, personal matters, students’ motivation (low intention to memorize), the level of intelligence, and the student organization, (3) the solutions offered to overcome obstacles that occur during the implementation of the Takhassus Tahfidz program are by providing additional time; motivating the Tahfidz teachers, facilitating students with a cozy place to memorize, guiding students to manage time well, and prohibiting students to join student organization.","PeriodicalId":365301,"journal":{"name":"Tadibia Islamika","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128565391","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 : 2022-06-26DOI: 10.28918/tadibia.v2i1.5607
Azis Awaludin
This study aims to determine the causes and obstacles faced by students of the Islamic Religious Education Study Program in carrying out literacy activities. This study used a qualitative descriptive approach, which provides an appropriate description or explanation that occurs in the field, with data collection methods namely observation, documentation and interviews. So that at the end of the study, it is expected to know the Literacy Culture of Students of the Islamic Religious Education Study Program which is useful as input for institutions/foundations as well as input for competent educators/lecturers. Based on the results of the study, it shows that the reading literacy culture among students is still very low, this is influenced by various factors. The first is the lack of awareness of students in obtaining books or not having books. Second, they prefer to hang out with friends by talking about things that are less likely to lead to learning on campus. Third, they prefer to play games and social networking than reading. Fourth, they are tired and unfocused because they have a side job to earn money for living. These factors arise from within students are generally due to laziness, lack of self-motivation. Although there have been efforts made by lecturers by giving lectures and the library to encourage students to practice a reading literacy culture. However, students themselves choose not to practice reading literacy culture. What is more important is how to optimize students who have a passion for reading and writing, which have added value as a source of information that can assist in carrying out the Tri Dharma of Higher Education.
{"title":"The Culture of Literacy Among Students of Islamic Education Program: A Case at a Private Islamic University","authors":"Azis Awaludin","doi":"10.28918/tadibia.v2i1.5607","DOIUrl":"https://doi.org/10.28918/tadibia.v2i1.5607","url":null,"abstract":"This study aims to determine the causes and obstacles faced by students of the Islamic Religious Education Study Program in carrying out literacy activities. This study used a qualitative descriptive approach, which provides an appropriate description or explanation that occurs in the field, with data collection methods namely observation, documentation and interviews. So that at the end of the study, it is expected to know the Literacy Culture of Students of the Islamic Religious Education Study Program which is useful as input for institutions/foundations as well as input for competent educators/lecturers. Based on the results of the study, it shows that the reading literacy culture among students is still very low, this is influenced by various factors. The first is the lack of awareness of students in obtaining books or not having books. Second, they prefer to hang out with friends by talking about things that are less likely to lead to learning on campus. Third, they prefer to play games and social networking than reading. Fourth, they are tired and unfocused because they have a side job to earn money for living. These factors arise from within students are generally due to laziness, lack of self-motivation. Although there have been efforts made by lecturers by giving lectures and the library to encourage students to practice a reading literacy culture. However, students themselves choose not to practice reading literacy culture. What is more important is how to optimize students who have a passion for reading and writing, which have added value as a source of information that can assist in carrying out the Tri Dharma of Higher Education.","PeriodicalId":365301,"journal":{"name":"Tadibia Islamika","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129511556","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 : 2022-06-26DOI: 10.28918/tadibia.v2i1.5605
M. Irfan
Moral education in children should be carried out as early as possible. So that when they grow up the children have noble morals. Parents, especially mothers, have the most important role in educating their children, because she is the first madrasah for their children. Children are like a pure white paper with no stains, while parents have the freedom to give any color according to what they want. The good or bad of children’s morals depend on the education provided by their parents. The objectives of this study were to find out the moral values contained in sura an-Nisa' verse 36, and to know the method of implementing moral education in children. This research used a qualitative approach with the type of field research. Data collection techniques used were interviews, observations, and documentation. The data analysis was carried out through data reduction, presentation and drawing conclusions. The results showed that the moral values contained in Sura An-Nisa' verse 36 are first, the vertical value (faith) to Allah Almighty and the prohibition of shirk. Second, the horizontal values, that is the command of doing good deeds to fellow human beings, including to both parents, relatives, orphans, poor people, close neighbors and distant neighbors, peers, travelers, and slaves; as well as the prohibition of being arrogant and self-aggrandizement, miserly and riya'. Moral education methods in children include habituation methods, exemplary methods, story methods, advice methods, and giving attention methods. This study concludes that fostering moral education in children, especially the moral values contained in surah an-nisa verse 36 is vital to be implemented in order to create good young generation.
{"title":"Fostering Moral Education in Children: A Study Based on the Moral Values Contained in Surah An-Nisa Verse 36","authors":"M. Irfan","doi":"10.28918/tadibia.v2i1.5605","DOIUrl":"https://doi.org/10.28918/tadibia.v2i1.5605","url":null,"abstract":"Moral education in children should be carried out as early as possible. So that when they grow up the children have noble morals. Parents, especially mothers, have the most important role in educating their children, because she is the first madrasah for their children. Children are like a pure white paper with no stains, while parents have the freedom to give any color according to what they want. The good or bad of children’s morals depend on the education provided by their parents. The objectives of this study were to find out the moral values contained in sura an-Nisa' verse 36, and to know the method of implementing moral education in children. This research used a qualitative approach with the type of field research. Data collection techniques used were interviews, observations, and documentation. The data analysis was carried out through data reduction, presentation and drawing conclusions. The results showed that the moral values contained in Sura An-Nisa' verse 36 are first, the vertical value (faith) to Allah Almighty and the prohibition of shirk. Second, the horizontal values, that is the command of doing good deeds to fellow human beings, including to both parents, relatives, orphans, poor people, close neighbors and distant neighbors, peers, travelers, and slaves; as well as the prohibition of being arrogant and self-aggrandizement, miserly and riya'. Moral education methods in children include habituation methods, exemplary methods, story methods, advice methods, and giving attention methods. This study concludes that fostering moral education in children, especially the moral values contained in surah an-nisa verse 36 is vital to be implemented in order to create good young generation.","PeriodicalId":365301,"journal":{"name":"Tadibia Islamika","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124702146","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 : 2022-06-25DOI: 10.28918/tadibia.v2i1.5604
M. Syaifuddin
The increased number of Islamic educational institutions in Indonesia, which has not been matched by an improvement in education quality, is the impetus for this study. There are still several Islamic educational institutions that have not been able to adequately integrate religious knowledge with science and technology. This is the objective of the boarding school program of the State Islamic Senior High School (Madrasah Aliyah Negeri) Insan Cendekia Pekalongan. This study seeks to present the implementation model of student activity programs based on scientific harmonization at MAN Insan Cendekia Pekalongan boarding school. Field research was utilized in this qualitative research design. This study's informants include the Head of Madrasah, the Deputy Head of Curriculum, the Deputy Head of Student Affairs, the Deputy Head of Dormitory, and students in the tenth grade. The researcher obtained information via interviews, observations, and documentation. In the meanwhile, the researcher verified the accuracy of the data by triangulating data sources, observers, and hypotheses. The data is then evaluated using reduction techniques, presentation, and data verification. According to the findings of this study, the implementation of student activity programs via the boarding school system at MAN Insan Cendekia Pekalongan adopts a separated integration system (SIS) paradigm.
印度尼西亚的伊斯兰教育机构数量增加，而教育质量却没有相应的提高，这是进行这项研究的动力。仍有一些伊斯兰教育机构未能将宗教知识与科学技术充分结合起来。这就是Insan Cendekia Pekalongan国立伊斯兰高级中学(Madrasah Aliyah Negeri)寄宿学校计划的目标。本研究旨在提出基于科学协调的MAN Insan Cendekia Pekalongan寄宿学校学生活动计划的实施模式。本定性研究设计采用实地调查。本研究的调查对象包括伊斯兰学校的校长、课程副主管、学生事务副主管、宿舍副主管和十年级的学生。研究人员通过访谈、观察和文献获取信息。同时，研究人员通过对数据源、观察者和假设进行三角剖分来验证数据的准确性。然后使用约简技术、表示和数据验证对数据进行评估。根据本研究的结果，曼恩仁山圣柏嘉隆岸寄宿学校系统的学生活动计划的实施采用分离整合系统(SIS)范式。
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