Pub Date : 2023-07-01DOI: 10.52166/edu-religia.v6i1.4212
Saefrudin Saefrudain
Islamic educational institutions are the nation's bastions that are consistent in caring for the nation's morals, with Islamic values. Islamic educational institutions have the role of organizing religion-based learning, but nowadays, with the demands of the times and the rapid development of science and technology, they are also required to provide general knowledge. Because K.H. Abdul Wahid Hasyim in developing and advancing Islamic educational institutions in Indonesia must be adapted to the needs of present and future society. In this study, the researchers put more emphasis on the aspect of how K.H. Abdul Wahid Hasyim modernized Islamic educational institutions in Indonesia, both elementary, secondary, and tertiary education, the purpose of which is for these institutions to be able to develop, progress and exist in an era of changing times that are so fast. The findings from this study are that K.H. Abdul Wahid Hasyim has forward-thinking ideas in modernizing Islamic educational institutions in Indonesia, including integrating religious and general curricula, establishing libraries as a source of knowledge, increasing motivation to study and writing, establishing higher quality Islamic educational institutions, reforming religious department institutions, improving courts religion and reforming the rituals of Hajj and Umrah
伊斯兰教育机构是国家的堡垒，在维护国家道德和伊斯兰价值观方面是一致的。伊斯兰教育机构具有组织以宗教为基础的学习的作用，但在时代的要求和科学技术的快速发展的今天，也要求他们提供一般的知识。因为K.H. Abdul Wahid Hasyim在印度尼西亚发展和推进伊斯兰教育机构必须适应当前和未来社会的需要。在这项研究中，研究人员更侧重于K.H. Abdul Wahid Hasyim如何使印度尼西亚的伊斯兰教育机构现代化，包括小学，中学和高等教育，其目的是使这些机构能够在瞬息万变的时代中发展，进步和存在。这项研究的结果是，K.H. Abdul Wahid Hasyim在印度尼西亚的伊斯兰教育机构现代化方面具有前瞻性的想法，包括整合宗教和普通课程，建立图书馆作为知识来源，增加学习和写作的动力，建立更高质量的伊斯兰教育机构，改革宗教部门机构，改善法院宗教和改革朝觐和朝圣仪式
{"title":"Abdul Wahid Hasyim's Thoughts in Modernizing Islamic Education Institutions in Indonesia","authors":"Saefrudin Saefrudain","doi":"10.52166/edu-religia.v6i1.4212","DOIUrl":"https://doi.org/10.52166/edu-religia.v6i1.4212","url":null,"abstract":"Islamic educational institutions are the nation's bastions that are consistent in caring for the nation's morals, with Islamic values. Islamic educational institutions have the role of organizing religion-based learning, but nowadays, with the demands of the times and the rapid development of science and technology, they are also required to provide general knowledge. Because K.H. Abdul Wahid Hasyim in developing and advancing Islamic educational institutions in Indonesia must be adapted to the needs of present and future society. In this study, the researchers put more emphasis on the aspect of how K.H. Abdul Wahid Hasyim modernized Islamic educational institutions in Indonesia, both elementary, secondary, and tertiary education, the purpose of which is for these institutions to be able to develop, progress and exist in an era of changing times that are so fast. The findings from this study are that K.H. Abdul Wahid Hasyim has forward-thinking ideas in modernizing Islamic educational institutions in Indonesia, including integrating religious and general curricula, establishing libraries as a source of knowledge, increasing motivation to study and writing, establishing higher quality Islamic educational institutions, reforming religious department institutions, improving courts religion and reforming the rituals of Hajj and Umrah","PeriodicalId":415425,"journal":{"name":"EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya","volume":"2019 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114906383","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 : 2023-06-11DOI: 10.52166/edu-religia.v6i1.4176
Salis Irvan Fuadi, Robingun Suyud El Syam, Anggitiyas Sekarinasih, H. Waseso
This study seeks to reveal how the implementation of the PAI supervisory supervision model in improving the personality and social competence of PAI teachers in the Wadaslintang District. This research is a qualitative type, using a descriptive explanatory case study strategy. The subjects used samples with several data sources from school principals, PAI supervisors and PAI teachers in Wadaslintang District, and structured interview data collection techniques, questionnaires or questionnaires, and documentation. After being analyzed, it was written that in choosing the model for the PAI supervisor in the Wadaslintang sub-district, they did not use certain analytical techniques, they simply chose the preferred model and adjusted it to the conditions of the teacher where the PAI teacher was in the Wadaslintang sub-district. Seeing the habits of PAI teachers in the Wadaslintang sub-district who are compact and considerate of the conditions of other people, especially fellow teachers, so that supervisors use artistic models. According to the artistic approach, the supervisor knows about learning and is experienced as a teacher so that the person concerned gives meaning to ongoing learning without deviating from it. Supervisor approach with several steps: (1) Does not provide information about the learning to be observed. (2) Observing teachers who are teaching; (3) Observations that are carried out thoroughly from the beginning to the end of learning; (4) Provide a formal interpretation of the results of observations; (5) Submission of teaching interpretation results to teachers both in writing and orally.
{"title":"Supervision Model of Supervisors of Islamic Religious Education in Improving The Personal and Social Competence of PAI Teachers in Wadaslitang District","authors":"Salis Irvan Fuadi, Robingun Suyud El Syam, Anggitiyas Sekarinasih, H. Waseso","doi":"10.52166/edu-religia.v6i1.4176","DOIUrl":"https://doi.org/10.52166/edu-religia.v6i1.4176","url":null,"abstract":"This study seeks to reveal how the implementation of the PAI supervisory supervision model in improving the personality and social competence of PAI teachers in the Wadaslintang District. This research is a qualitative type, using a descriptive explanatory case study strategy. The subjects used samples with several data sources from school principals, PAI supervisors and PAI teachers in Wadaslintang District, and structured interview data collection techniques, questionnaires or questionnaires, and documentation. After being analyzed, it was written that in choosing the model for the PAI supervisor in the Wadaslintang sub-district, they did not use certain analytical techniques, they simply chose the preferred model and adjusted it to the conditions of the teacher where the PAI teacher was in the Wadaslintang sub-district. Seeing the habits of PAI teachers in the Wadaslintang sub-district who are compact and considerate of the conditions of other people, especially fellow teachers, so that supervisors use artistic models. According to the artistic approach, the supervisor knows about learning and is experienced as a teacher so that the person concerned gives meaning to ongoing learning without deviating from it. Supervisor approach with several steps: (1) Does not provide information about the learning to be observed. (2) Observing teachers who are teaching; (3) Observations that are carried out thoroughly from the beginning to the end of learning; (4) Provide a formal interpretation of the results of observations; (5) Submission of teaching interpretation results to teachers both in writing and orally.","PeriodicalId":415425,"journal":{"name":"EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122972333","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 : 2023-05-12DOI: 10.52166/edu-religia.v6i1.4138
Miftahul Khoir, Kasuwi Saiban, M. Mustofa
This study uses a qualitative approach with a descriptive analysis method. (1) in-depth interviews carried out with data collection techniques, (2) participatory observation, and (3) documentation. The data analysis process starts with data collection, editing (sorting), and checking the validity of the data. To check the validity of the data, the researchers used the data triangulation method. The results of this study indicate that: 1) The religious character of students at SMA Manggala Sakti Solokuro: The students have strong faith, devotion to Allah SWT, have strong faith, adhere to Islamic law, the students have a noble character, and have good character. As for Social Care: Devotion, help, kinship, caring, cooperation, and tolerance. 2) Implementation of PAI learning in the Formation of religious character and social care at SMA Manggala Sakti Solokuro, planning in the form of syllabus, socialization, lesson plans, implementation of Islamic Religious Education (PAI) learning in shaping religious character and social care at SMA Manggala Sakti Solokuro through 2 ways, namely intracurricular and extracurricular, evaluation with authentic assessment, assessment of reference criteria, reporting of learning outcomes. 3) Factors supporting the implementation of PAI learning in shaping religious character and social awareness include: prayer room, Islamic library, loudspeakers, culture of shaking hands with teachers before entering school, strong encouragement from the teacher council, availability of the Qur'an, teaching aids and LCD in the classroom. each class, there is an on-site evaluation. While the inhibiting factors include: student association outside school, different student backgrounds, environmental factors that are less supportive, the absence of a mosque, and friends' association
{"title":"Implementation of Islamic Religious Education (PAI) Learning in the Formation of Religious Character and Social Concern Attitudes","authors":"Miftahul Khoir, Kasuwi Saiban, M. Mustofa","doi":"10.52166/edu-religia.v6i1.4138","DOIUrl":"https://doi.org/10.52166/edu-religia.v6i1.4138","url":null,"abstract":"This study uses a qualitative approach with a descriptive analysis method. (1) in-depth interviews carried out with data collection techniques, (2) participatory observation, and (3) documentation. The data analysis process starts with data collection, editing (sorting), and checking the validity of the data. To check the validity of the data, the researchers used the data triangulation method. The results of this study indicate that: 1) The religious character of students at SMA Manggala Sakti Solokuro: The students have strong faith, devotion to Allah SWT, have strong faith, adhere to Islamic law, the students have a noble character, and have good character. As for Social Care: Devotion, help, kinship, caring, cooperation, and tolerance. 2) Implementation of PAI learning in the Formation of religious character and social care at SMA Manggala Sakti Solokuro, planning in the form of syllabus, socialization, lesson plans, implementation of Islamic Religious Education (PAI) learning in shaping religious character and social care at SMA Manggala Sakti Solokuro through 2 ways, namely intracurricular and extracurricular, evaluation with authentic assessment, assessment of reference criteria, reporting of learning outcomes. 3) Factors supporting the implementation of PAI learning in shaping religious character and social awareness include: prayer room, Islamic library, loudspeakers, culture of shaking hands with teachers before entering school, strong encouragement from the teacher council, availability of the Qur'an, teaching aids and LCD in the classroom. each class, there is an on-site evaluation. While the inhibiting factors include: student association outside school, different student backgrounds, environmental factors that are less supportive, the absence of a mosque, and friends' association","PeriodicalId":415425,"journal":{"name":"EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya","volume":"426 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121957014","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 : 2023-04-15DOI: 10.52166/edu-religia.v6i1.4131
Hepi Ikmal, Nurul Afifah
This study discusses the implementation of the literacy-based Project Based Learning (PjBL) learning model in Jurisprudence learning in MAN 1 Lamongan using a case study qualitative approach and data collection through interviews, observation, and documentation. The result of this research is that the teacher assigns students to work on a project in the form of papers and videos, where when assigning students using this PjBL model, the steps of the PjBL model are also applied. Among them are questions. This step questions are carried out by asking basic questions students. Planning is done by grouping students and determining what is in the project. Scheduling determines the project completion time. Supervision is carried out by monitoring the project work process. The assessment was carried out by students presenting the results of the project. Evaluation, by reflecting between the teacher and students.
{"title":"Literacy-Based Project Based Learning (PjBL) in Fiqh Learning at MAN 1 Lamongan","authors":"Hepi Ikmal, Nurul Afifah","doi":"10.52166/edu-religia.v6i1.4131","DOIUrl":"https://doi.org/10.52166/edu-religia.v6i1.4131","url":null,"abstract":"This study discusses the implementation of the literacy-based Project Based Learning (PjBL) learning model in Jurisprudence learning in MAN 1 Lamongan using a case study qualitative approach and data collection through interviews, observation, and documentation. The result of this research is that the teacher assigns students to work on a project in the form of papers and videos, where when assigning students using this PjBL model, the steps of the PjBL model are also applied. Among them are questions. This step questions are carried out by asking basic questions students. Planning is done by grouping students and determining what is in the project. Scheduling determines the project completion time. Supervision is carried out by monitoring the project work process. The assessment was carried out by students presenting the results of the project. Evaluation, by reflecting between the teacher and students.","PeriodicalId":415425,"journal":{"name":"EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122779348","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 : 2023-04-13DOI: 10.52166/edu-religia.v6i1.4119
M. Romli, Muhammad Ufuqul Mubin
This study was designed using the type of research library research (library research). And the data collection method used is the documentation method. The primary data sources are the books of Ibn Khaldun, al-Ghazali, and the Permendiknas Book Number 16 of 2007. While the secondary sources are: other supporting books related to the concept of the teacher. Meanwhile, in analyzing the data the author uses content analysis techniques. The results of this study indicate that the concept of teacher perspective of Ibn Khaldun and al-Ghazali which is relevant to Permendiknas Number 16 of 2007 is that the teacher must; a) gentle and loving to students b) Mastering the material and having scientific specialization c) Teachers must always improve their quality d) Prioritizing moral education and character of children e) Sincere in teaching f) Teaching directly face to face g) Providing lessons according to ability students and not overdo it h) Mastering learning methods i) Respectful and authoritative j) Giving advice to students gently k) having noble character and can be an example for students
本研究采用研究型图书馆研究(library research)进行设计。所采用的数据收集方法为文献法。主要数据来源是Ibn Khaldun, al-Ghazali和Permendiknas 2007年第16卷的书籍。而次要资料来源则是:其他与教师概念相关的辅助性书籍。同时，在数据分析中采用了内容分析技术。本研究结果表明，与2007年Permendiknas Number 16相关的Ibn Khaldun和al-Ghazali的教师观概念是教师必须;a)温柔爱学生b)掌握材料，具有科学的专业性c)教师必须不断提高自己的素质d)优先考虑孩子的道德教育和性格e)教学真诚f)直接面对面教学g)根据学生的能力授课，不过分h)掌握学习方法i)尊重和权威j)温柔地给学生建议k)高尚的品格，可以成为学生的榜样
{"title":"Comparative Study of Teacher Concepts from the Perspective of Ibn Khaldun an Al-Ghazali and Their Relevance to Teacher Competence","authors":"M. Romli, Muhammad Ufuqul Mubin","doi":"10.52166/edu-religia.v6i1.4119","DOIUrl":"https://doi.org/10.52166/edu-religia.v6i1.4119","url":null,"abstract":"This study was designed using the type of research library research (library research). And the data collection method used is the documentation method. The primary data sources are the books of Ibn Khaldun, al-Ghazali, and the Permendiknas Book Number 16 of 2007. While the secondary sources are: other supporting books related to the concept of the teacher. Meanwhile, in analyzing the data the author uses content analysis techniques. The results of this study indicate that the concept of teacher perspective of Ibn Khaldun and al-Ghazali which is relevant to Permendiknas Number 16 of 2007 is that the teacher must; a) gentle and loving to students b) Mastering the material and having scientific specialization c) Teachers must always improve their quality d) Prioritizing moral education and character of children e) Sincere in teaching f) Teaching directly face to face g) Providing lessons according to ability students and not overdo it h) Mastering learning methods i) Respectful and authoritative j) Giving advice to students gently k) having noble character and can be an example for students","PeriodicalId":415425,"journal":{"name":"EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya","volume":"322 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122331205","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 : 2022-10-02DOI: 10.52166/edu-religia.v5i2.3402
M. S. Tholibin
This research is a field research with a qualitative approach. Data collection techniques using observation, documentation and interviews. Data analysis using induction and deduction models. After the data is grouped by type, the researcher re-checks the data, so that the data has no errors and can be presented in writing in the form of a research report. The results showed that the management of developing the independence of students at the Daruttauhid Al-Alawi Islamic Boarding School was carried out in three stages, namely (1) Planning was in place before the independence program was implemented such as holding meetings, selecting independence programs, and others. The planning stage includes: curriculum planning, teaching materials, personnel, facilities and infrastructure, and program planning; (2) The implementation of the program is carried out in several stages including carrying out teaching and learning activities, organization, routine compulsory Islamic boarding school activities, daily student activities, supporting activities, and boarding school discipline rules; (3) Supervision and evaluation of the program, caregivers and administrators as well as the community participate in evaluating these activities. If there are weaknesses, then input will be given for improvements in the future.
{"title":"Management of Student Independence Development in Pesantren","authors":"M. S. Tholibin","doi":"10.52166/edu-religia.v5i2.3402","DOIUrl":"https://doi.org/10.52166/edu-religia.v5i2.3402","url":null,"abstract":"This research is a field research with a qualitative approach. Data collection techniques using observation, documentation and interviews. Data analysis using induction and deduction models. After the data is grouped by type, the researcher re-checks the data, so that the data has no errors and can be presented in writing in the form of a research report. The results showed that the management of developing the independence of students at the Daruttauhid Al-Alawi Islamic Boarding School was carried out in three stages, namely (1) Planning was in place before the independence program was implemented such as holding meetings, selecting independence programs, and others. The planning stage includes: curriculum planning, teaching materials, personnel, facilities and infrastructure, and program planning; (2) The implementation of the program is carried out in several stages including carrying out teaching and learning activities, organization, routine compulsory Islamic boarding school activities, daily student activities, supporting activities, and boarding school discipline rules; (3) Supervision and evaluation of the program, caregivers and administrators as well as the community participate in evaluating these activities. If there are weaknesses, then input will be given for improvements in the future.","PeriodicalId":415425,"journal":{"name":"EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya","volume":"37 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120889366","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 : 2022-10-01DOI: 10.52166/edu-religia.v5i2.3399
Ah. Shidiq, Moh. Ufuqul Mubin
The process of digitizing the education system of Islamic boarding schools is a creation of Islamic boarding schools in conditions of life or times where all supporting activities are facilitated through technology, especially in the field of administration and learning. This research focuses on digitizing the education system at Pondok Pesantren Darussalam Tegalrejo, Prambontergayang, Soko District, Tuban Regency. A unique context that is natural and by utilizing various natural methods. This type of research uses a descriptive qualitative approach, namely research that intends to understand the phenomena of what is experienced by the research subjects such as behavior, perceptions, motivations, actions and others holistically, and by way of descriptions in the form of words and language. The results showed that at first, the educational activities of the Darussalam Tegalrejo Islamic boarding school in Prambonterga Village were only limited to the recitation of the classic yellow book, then moved further and adjusted to the times in the hope of being able to compete with good quality and quality. The process of digitizing the education system of the Darussalam Tegalrejo Islamic boarding school in Prambonterga Village which includes several aspects, namely: First, digitization in administration and learning, namely from learning activities, it is hoped that students are ready to become competent outcomes in facing future life, and can become human beings, not knowing beings. In addition, the digitalization of administration can support a more effective and efficient administration and filing process.
伊斯兰寄宿学校教育系统数字化的过程是伊斯兰寄宿学校在生活或时代的条件下创建的，所有支持活动都通过技术得到促进，特别是在管理和学习领域。本研究的重点是图班县Soko区Prambontergayang Pondok Pesantren Darussalam Tegalrejo的数字化教育系统。一个独特的环境是自然的，并利用各种自然的方法。这种类型的研究采用描述性定性方法，即研究旨在全面理解研究对象所经历的现象，如行为、感知、动机、行动等，并以文字和语言的形式进行描述。结果表明，Prambonterga村Darussalam Tegalrejo伊斯兰寄宿学校的教育活动最初仅局限于经典黄书的背诵，后来进一步发展，适应时代，希望能够以良好的质量和质量进行竞争。Prambonterga村Darussalam Tegalrejo伊斯兰寄宿学校教育系统数字化的过程包括以下几个方面:第一，管理和学习的数字化，即从学习活动中，希望学生准备好成为面对未来生活的称职成果，成为人，而不是无知的人。此外，管理的数字化可以支持更有效和高效的管理和归档过程。
{"title":"Modernization of Boarding Boards through Digitalization of The Education System in Pensantren","authors":"Ah. Shidiq, Moh. Ufuqul Mubin","doi":"10.52166/edu-religia.v5i2.3399","DOIUrl":"https://doi.org/10.52166/edu-religia.v5i2.3399","url":null,"abstract":"The process of digitizing the education system of Islamic boarding schools is a creation of Islamic boarding schools in conditions of life or times where all supporting activities are facilitated through technology, especially in the field of administration and learning. This research focuses on digitizing the education system at Pondok Pesantren Darussalam Tegalrejo, Prambontergayang, Soko District, Tuban Regency. A unique context that is natural and by utilizing various natural methods. This type of research uses a descriptive qualitative approach, namely research that intends to understand the phenomena of what is experienced by the research subjects such as behavior, perceptions, motivations, actions and others holistically, and by way of descriptions in the form of words and language. The results showed that at first, the educational activities of the Darussalam Tegalrejo Islamic boarding school in Prambonterga Village were only limited to the recitation of the classic yellow book, then moved further and adjusted to the times in the hope of being able to compete with good quality and quality. The process of digitizing the education system of the Darussalam Tegalrejo Islamic boarding school in Prambonterga Village which includes several aspects, namely: First, digitization in administration and learning, namely from learning activities, it is hoped that students are ready to become competent outcomes in facing future life, and can become human beings, not knowing beings. In addition, the digitalization of administration can support a more effective and efficient administration and filing process.","PeriodicalId":415425,"journal":{"name":"EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117082089","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 : 2022-10-01DOI: 10.52166/edu-religia.v5i2.3378
Agus Muhariyoto
This study has two purposes; (1) boarding school management at MTS Miftahul Ulum Magersari; (2) boarding school learning as an effort to create students with character at MTS Miftahul Ulum Magersari Plumpang Tuban.This study uses a qualitative approaching (qualitative research), namely is data presented in the form of verbal words not in the form of numbers. Data collection techniques using interviews, observation and documentation. The presence of researchers as an important instrument while still based on the principles of research ethics. The data was analyzed in three steps; data reduction, presentation and conclusion. The results of the study found two models. First, Boarding School Management at MTS Miftahul Ulum is a learning integrates the national curriculum and the foundation curriculum, namely Diniyah Takmiliyah learning, Formal Madrasah, deepen on talent and tahfidz, as well as classical book studies with orderly planning, implementation, and evaluation of learning for all educators. both formal and informal.Second, efforts to create students religiously, disciplined, independent and responsible characters at MTS Miftahul Ulum are carried out through habituation, example, internalization of values, rewards and punishments.
{"title":"Boarding School Learning Management as An Efforts to Create Students with Character","authors":"Agus Muhariyoto","doi":"10.52166/edu-religia.v5i2.3378","DOIUrl":"https://doi.org/10.52166/edu-religia.v5i2.3378","url":null,"abstract":"This study has two purposes; (1) boarding school management at MTS Miftahul Ulum Magersari; (2) boarding school learning as an effort to create students with character at MTS Miftahul Ulum Magersari Plumpang Tuban.This study uses a qualitative approaching (qualitative research), namely is data presented in the form of verbal words not in the form of numbers. Data collection techniques using interviews, observation and documentation. The presence of researchers as an important instrument while still based on the principles of research ethics. The data was analyzed in three steps; data reduction, presentation and conclusion. The results of the study found two models. First, Boarding School Management at MTS Miftahul Ulum is a learning integrates the national curriculum and the foundation curriculum, namely Diniyah Takmiliyah learning, Formal Madrasah, deepen on talent and tahfidz, as well as classical book studies with orderly planning, implementation, and evaluation of learning for all educators. both formal and informal.Second, efforts to create students religiously, disciplined, independent and responsible characters at MTS Miftahul Ulum are carried out through habituation, example, internalization of values, rewards and punishments.","PeriodicalId":415425,"journal":{"name":"EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127676568","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 : 2022-09-30DOI: 10.52166/edu-religia.v5i2.3394
Slamet Riadi
Academic Supervision aims to collect information or real conditions of the implementation of the duties of educators and education staff in accordance with their main tasks as a basis for conducting coaching, accreditation, and follow-up to improve the quality of student learning. The further goal is to use the results of accreditation to improve quality. The top target of Supervision is the development of a continuous quality improvement process; increasing the habit of carrying out tasks from the start with measurable quality, and getting used to each stage of work with clear quality. In the end, Supervision fosters a quality culture because quality is a culture that always upholds high targets at every step of the activity. Activities in this research analysis, through data reduction steps, data presentation, as well as drawing conclusions and verification. Principal's Academic Supervision Planning by compiling a supervision program plan which is carried out every year before the new school year begins. This is an illustration so that when entering the new school year all programs are ready to be implemented. The implementation of the Principal's Academic Supervision is by providing assistance in preparing RPP administration for Islamic Religious Education teachers through online, carrying out assessments of student learning outcomes. As well as the supervision model used in the academic Supervision carried out by the principal, namely the clinical model and the virtual-based artistic model. The implications of the Principal's Academic Supervision in improving the quality of Islamic Religious Education are learning effectiveness, increasing student achievement and achieving curriculum targets
{"title":"Virtual-Based Academic Supervision of School Based on Improving The Quality of Islamic Religious Education in Elementary School","authors":"Slamet Riadi","doi":"10.52166/edu-religia.v5i2.3394","DOIUrl":"https://doi.org/10.52166/edu-religia.v5i2.3394","url":null,"abstract":"Academic Supervision aims to collect information or real conditions of the implementation of the duties of educators and education staff in accordance with their main tasks as a basis for conducting coaching, accreditation, and follow-up to improve the quality of student learning. The further goal is to use the results of accreditation to improve quality. The top target of Supervision is the development of a continuous quality improvement process; increasing the habit of carrying out tasks from the start with measurable quality, and getting used to each stage of work with clear quality. In the end, Supervision fosters a quality culture because quality is a culture that always upholds high targets at every step of the activity. Activities in this research analysis, through data reduction steps, data presentation, as well as drawing conclusions and verification. Principal's Academic Supervision Planning by compiling a supervision program plan which is carried out every year before the new school year begins. This is an illustration so that when entering the new school year all programs are ready to be implemented. The implementation of the Principal's Academic Supervision is by providing assistance in preparing RPP administration for Islamic Religious Education teachers through online, carrying out assessments of student learning outcomes. As well as the supervision model used in the academic Supervision carried out by the principal, namely the clinical model and the virtual-based artistic model. The implications of the Principal's Academic Supervision in improving the quality of Islamic Religious Education are learning effectiveness, increasing student achievement and achieving curriculum targets","PeriodicalId":415425,"journal":{"name":"EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131340779","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 : 2022-09-30DOI: 10.52166/edu-religia.v5i2.3377
Alis Asikin
There are serious obstacles in the form of laziness in the learning process as well as difficulties experienced by students in remembering some Islamic religious education materials delivered by teachers and the purpose of this study is to find out the implementation and strategies of advance organizer learning models in increasing learning retention of Islamic Religious Education in SMP Negeri 1 students. Ngambon . The type of research used in this research is qualitative research. The data collection methods used are observation, interviews and documentation. The data obtained during the study were analyzed by data reduction steps, data presentation and drawing conclusions. The results of the study indicate that the implementation of the advance organizer learning model has been implemented by some teachers, but still needs improvement. Its contribution is to provide the ability to further arouse students' curiosity about the subject matter, provide opportunities for creative expression in the artistic aspect, enable students to learn through problem solving, test the truth of something, make discoveries (inquiry) on a problem topic, listen, learn independently. independently, learn to work together and to be more motivated in learning. advance organizer learning model strategy through three phases. The first phase is the presentation or presentation of students at SMP Negeri 1 Ngambon. The second phase is exploration by visiting the school library and surfing the internet. In the third phase, clarifying the meaning of the new learning material
学生在学习过程中存在着严重的障碍，表现为懒惰，以及难以记住教师讲授的一些伊斯兰宗教教育材料，本研究的目的是找出提前组织者学习模式在提高SMP Negeri 1学生伊斯兰宗教教育学习记忆方面的实施和策略。Ngambon。本研究使用的研究类型是定性研究。所使用的数据收集方法是观察、访谈和记录。通过数据简化步骤、数据呈现和得出结论对研究过程中获得的数据进行分析。研究结果表明，部分教师已经实施了提前组织者学习模式，但仍有待改进。它的贡献在于提供了进一步激发学生对主题的好奇心的能力，提供了在艺术方面创造性表达的机会，使学生能够通过解决问题来学习，测试事物的真相，对问题主题进行发现(探究)，倾听，独立学习。独立学习，学会合作，学习更有动力。通过三个阶段推进组织者学习模式策略。第一阶段是学生在Negeri Ngambon SMP的演讲。第二阶段是通过参观学校图书馆和上网进行探索。第三阶段，明确新学习材料的含义
{"title":"Advance Organizer Learning Model in Improving Islamic Religious Education Learning Retention","authors":"Alis Asikin","doi":"10.52166/edu-religia.v5i2.3377","DOIUrl":"https://doi.org/10.52166/edu-religia.v5i2.3377","url":null,"abstract":"There are serious obstacles in the form of laziness in the learning process as well as difficulties experienced by students in remembering some Islamic religious education materials delivered by teachers and the purpose of this study is to find out the implementation and strategies of advance organizer learning models in increasing learning retention of Islamic Religious Education in SMP Negeri 1 students. Ngambon . The type of research used in this research is qualitative research. The data collection methods used are observation, interviews and documentation. The data obtained during the study were analyzed by data reduction steps, data presentation and drawing conclusions. The results of the study indicate that the implementation of the advance organizer learning model has been implemented by some teachers, but still needs improvement. Its contribution is to provide the ability to further arouse students' curiosity about the subject matter, provide opportunities for creative expression in the artistic aspect, enable students to learn through problem solving, test the truth of something, make discoveries (inquiry) on a problem topic, listen, learn independently. independently, learn to work together and to be more motivated in learning. advance organizer learning model strategy through three phases. The first phase is the presentation or presentation of students at SMP Negeri 1 Ngambon. The second phase is exploration by visiting the school library and surfing the internet. In the third phase, clarifying the meaning of the new learning material","PeriodicalId":415425,"journal":{"name":"EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115568471","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：