{"title":"Mitigation Literacy of Fire Disaster for Early Childhood by Integrating Islamic Values","authors":"Dinar Nur Inten, Dewi Mulyani, Arif Hakim","doi":"10.35316/jpii.v7i1.460","DOIUrl":"https://doi.org/10.35316/jpii.v7i1.460","url":null,"abstract":"This research departs from our concern as researchers about the various disasters that have occurred in our beloved country, as well as our concern for the future of the children affected by the disaster. Therefore, with the aim that early childhood literate and aware of the causes of disasters, as well as avoiding disasters that occur and dealing with disasters that occur, our research on disaster mitigation literacy for early childhood carried out by integrating three fun learning methods and integrating Islamic values. The disaster theme raised was the theme closest to children, namely fire. This study used a classroom action research method. The subjects were early childhood education children at Ar-Rahman school in the city of Bandung. The lesson began by explaining the concept of fire by integrating Islamic values, such as verses, hadiths and mahfudzot related to disasters. Furthermore, materials strengthening was implemented with various activities that involved children. In addition, at the peak of fire simulation, activities were also carried out. The results showed that disaster mitigation through literacy for early childhood on the theme of fire, by integrating Islamic values and involving children in learning, made children more sensitive to disasters, knew how to take action to prevent disasters from happening, knew the stages when facing fires, so that they can save themselves and become grateful servants of God.","PeriodicalId":31820,"journal":{"name":"Jurnal Pendidikan Islam Indonesia","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90414547","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}
{"title":"Determination of Islamic Education Methods: Analysis of al-Qiṣah, al-Mau'iẓah, and al-Uswah al-Hasanah as Islamic Family Education Methods","authors":"A. Saiin, Zaitun, Anwar M. Raadiamoda","doi":"10.35316/jpii.v7i1.453","DOIUrl":"https://doi.org/10.35316/jpii.v7i1.453","url":null,"abstract":"The purpose of this study is to express ideas and develop knowledge about appropriate Islamic education methods as the development of Islamic family education methods, especially referring to the Qur'an as the main source of the basics of Islamic education. The method used is descriptive qualitative method because this research is a library research type. Due to the nature of this research, the data are taken from written sources, such as books, journals, papers, and various scientific literatures whose authenticity can be accounted for. The result of this research is that there are three methods of Islamic education which are mentioned directly in the Qur'an, namely; 1) the story method (al-Qiṣah), 2) the advice method (al-Mau'iẓah), 3) the exemplary method (al-Uswah al-Hasanah), in which these methods can be used as a method of developing Islamic family education. However, in fact there are many other methods that can be used as methods of family education in Islam, but are not mentioned directly in the Qur'an as the three methods have been mentioned.","PeriodicalId":31820,"journal":{"name":"Jurnal Pendidikan Islam Indonesia","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80172086","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}
Dahani Kusumawati, Fakultas Agama Islam, Sofyan Rofi
{"title":"The Level of Student Learning Independence: Between the Future Goals and Facts","authors":"Dahani Kusumawati, Fakultas Agama Islam, Sofyan Rofi","doi":"10.35316/jpii.v7i1.463","DOIUrl":"https://doi.org/10.35316/jpii.v7i1.463","url":null,"abstract":"The level of student learning independence is a representation of the manifestation of various aspects both from internal and external factors of the students. The existence of motivation has an impact on self-awareness, creative, and critical attitudes of the students. It is also related to the effectiveness and efficiency of learning experienced by students. The role and the influence of learning independence can encourage student success in competency development. This study aims to look at the level of student learning independence in three SMP Muhammadiyah (Muhammadiyah Junior High School) in Jember, both as a whole and based on the gender of the students. This study uses a qualitative approach which research instrument is in the form of a questionnaire. The form of the answer is a choice using Likert scale which score range is 5-1 meaning positive-negative scale. The research respondents were 491 students of three schools. The data analysis techniques use percentages linked to five tabulation categories. The research results of those three schools illustrate that the level of student learning independence are good. Meanwhile, based on the gender aspect, the female students level of learning independence is higher than male students. Besides, the indicators having the lowest percentage on the aspect of student independence are making question examples and summaries of learning material.","PeriodicalId":31820,"journal":{"name":"Jurnal Pendidikan Islam Indonesia","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90857922","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}
Nur Khozin, Institut Fakultas Tarbiyah, Agama Islam, A. Fuad
{"title":"Nationalism Education at the Lirboyo Islamic Boarding School, Kediri","authors":"Nur Khozin, Institut Fakultas Tarbiyah, Agama Islam, A. Fuad","doi":"10.35316/jpii.v7i1.399","DOIUrl":"https://doi.org/10.35316/jpii.v7i1.399","url":null,"abstract":"This paper answers about nationalism education at the Lirboyo Islamic boarding school. This paper uses an ethnomethodological method. The results of the research, namely: first, Nationalism Education does not only focus on education in the classroom, even outside the classroom. This can be seen from several aspects. Both from the social environment, culture, state symbols and also in every process of Pondok Pesantren activities. Second, the task of the teacher must be able to provide an example of nationalism and tenacity in educating the students. Therefore, a teacher must have standardization, terms and criteria in teaching nationalism education. Third, the Lirboyo Islamic Boarding School made a nationalism curriculum that was taught to students at the Ma'had Aly level which was contained in the National Fiqh book..","PeriodicalId":31820,"journal":{"name":"Jurnal Pendidikan Islam Indonesia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82635778","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}
Hairul Huda, Siti Nursyamsiyah, Bahar Agus Setiawan
{"title":"The Quality of Learning in Mu’adalah Boarding School","authors":"Hairul Huda, Siti Nursyamsiyah, Bahar Agus Setiawan","doi":"10.35316/jpii.v7i1.461","DOIUrl":"https://doi.org/10.35316/jpii.v7i1.461","url":null,"abstract":"Recognition of Islamic boarding schools shows a stronger existence with updates and changes to the system, also supported by government policies with the term mu’adalah. The level of learning independence that was the potential of the mu’adalah Islamic boarding school students was the result of the construction of a comprehensive learning implementation system. The totality from the planning stage to implementation was a reflection of the quality of learning in mu’adalah Islamic boarding schools. The transformation and modernization of the mu’adalah Islamic boarding school were marked by the quality assurance of teaching staff starting from the aspects of qualifications and competencies aligned with government policies. The embodiment of the quality of learning mu’adalah was competence. The reflection of this description forms the basis that the purpose of this study was to look comprehensively at the quality of learning in the mu’adalah Islamic boarding school. This research took place at the Baitul Arqom mu’adalah Islamic boarding school and used a qualitative approach with the main respondents being ustadz, students, and boarding school administrators. The results of the study showed the quality of learning at Baitul Arqom Islamic Boarding School due to the evaluation of the implementation of the learning process in stages from weekly to the end of each semester. As for the evaluation of student learning, written tests, oral tests, and practice were carried out consistently with original assessments.","PeriodicalId":31820,"journal":{"name":"Jurnal Pendidikan Islam Indonesia","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84795180","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}
Alhamuddin Fakultas, Tarbiyah dan Keguruan, Abdul Rohman, Ahmad Zainul Fanani, Sultan Omar 'Ali
{"title":"Developing a Project-Based Learning Model for Slow Learners in Higher Education","authors":"Alhamuddin Fakultas, Tarbiyah dan Keguruan, Abdul Rohman, Ahmad Zainul Fanani, Sultan Omar 'Ali","doi":"10.35316/jpii.v6i2.404","DOIUrl":"https://doi.org/10.35316/jpii.v6i2.404","url":null,"abstract":"This study aims to develop a learning model for slow learner students in Higher Education. Slow learners are students who have low learning achievements under the average, either in one area or in all academic areas. This type of research was research and development using the ADDIE approach (Analysis, Design, Development, Implementation, Evaluation). The developed learning model was project-based learning. Data collection was conducted through interviews, observations, questionnaires, and tests. Data analysis used two approaches, namely qualitative and quantitative. The results of the study showed that project-based learning due to the activity level had increased compared to before using the PBL model. The result of the coefficient of determination revealed that the value of R square (R2) was 0.064 or 6.4%. This shows that the student activity was able to influence the variation of learning outcomes by 6.4% and the remaining 93.6% was influenced by other variables outside this research model. Thus, it is necessary to have a variety of strategies used by lecturers in delivering lectures, especially in a class where slow learners exist. In addition, attention and assignments also need to be given to slow learners so that they can attend lectures and understand the material presented properly and correctly like other students. For researchers, it is necessary to conduct further studies and research for the development of various learning models that are suitable for the needs of slow learner students.","PeriodicalId":31820,"journal":{"name":"Jurnal Pendidikan Islam Indonesia","volume":"232 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73605618","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}
{"title":"Virtual Pesantren: Pesantren Sustainability in Facing the Challenges of 4.0 Era","authors":"M. Rahman, Hanun Asrohah","doi":"10.35316/jpii.v6i2.403","DOIUrl":"https://doi.org/10.35316/jpii.v6i2.403","url":null,"abstract":"Pesantren is proven to have high resilience and adaptability. This is evidenced by its development which is so dynamic that it can exist to this day. Pesantren has to deal with the challenges of this 4.0 era which is so synonymous with automation due to the birth of technology, digitization, intelligent technology, the speed of information flow, and so on. However, pesantren is still able to adapt until finally, new variants of pesantren appear, such as virtual pesantren. The birth of this virtual pesantren is really clear evidence that pesantren can maintain its sustainability amid this sophisticated era, although on the one hand it must be admitted that virtual pesantren is not fully capable of displaying the character of pesantren as a whole, including in terms of learning. Thus, pesantren continuously tries to adapt themselves to the times and seeks to utilize technology as a tool to support the goals of the pesantren itself. Virtual pesantren is an example of the phenomenon of how pesantren survive and adapt to this 4.0 era.","PeriodicalId":31820,"journal":{"name":"Jurnal Pendidikan Islam Indonesia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83021082","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}
Gunawan Widjaja, S. Bhattacharya, Muhammad Anas Ma`arif, Aslan Aslan
{"title":"Anti-Radicalism Islamic Education Strategy in Islamic Boarding Schools","authors":"Gunawan Widjaja, S. Bhattacharya, Muhammad Anas Ma`arif, Aslan Aslan","doi":"10.35316/jpii.v6i2.405","DOIUrl":"https://doi.org/10.35316/jpii.v6i2.405","url":null,"abstract":"This article describes the anti-radicalism education management strategy at the Amanatul Ummah Islamic boarding school (Pesantren), Mojokerto. This article uses a type of qualitative research with a case study approach. The subject of this research is the Pondok Pesantren Amanatul Ummah Pacet Mojokerto. Informants from this study were teachers at Islamic boarding schools, foundation managers, and Islamic boarding school education staff. This article results in (1) The Amanatul Ummah Islamic Boarding School Education Planning is carried out once a year. As for the planning of anti-radicalism education, in particular, they selected teachers who understand NU Aswaja—strengthening the curriculum with the value of religious moderation. (2) Strengthening the curriculum in applying anti-radicalism education in Islamic boarding schools by providing an understanding of the Aswaja NU tradition. Discipline applies the NU tradition in all Islamic boarding school activities. The following recommendation is to research the aspects of moderation-based pesantren leadership patterns.","PeriodicalId":31820,"journal":{"name":"Jurnal Pendidikan Islam Indonesia","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85572027","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}
{"title":"Literacy-Based Islamic Cultural History Learning at Islamic Elementary School","authors":"Nurotul Faidah, Muhammad Anas Maarif","doi":"10.35316/jpii.v6i2.345","DOIUrl":"https://doi.org/10.35316/jpii.v6i2.345","url":null,"abstract":"The purpose of this article is to discuss the planning, implementation, and evaluation of literacy-based Islamic Cultural History learning at Madrash Ibtidaiyah/ Islamic Elementary School (MI) Tarbiyatul Ulum Pengampon Menganti Gresik. This article uses qualitative research with a case study approach. Sources of data are obtained from primary data and secondary data. Data collection techniques are observation, interviews, and documentation. Data analysis techniques are data reduction, data presentation, and verification/drawing conclusions. While the data validity technique uses the criteria of credibility, transferability, dependability, and confirmability. The results of this study are literacy-based Islamic Cultural History learning at MI Tarbiyatul Ulum Pengampon Menganti Gresik carried out in three stages, 1) Planning in the form of making Learning Implementation Plans tailored to student needs, 2) Learning implementation which is divided into three stages namely preliminary activities, core activities, and closing activities. In the core activities using various literacy-based methods and media, namely Lecture, Mind Mapping, Audio Visual and Reading Corner, 3) Learning evaluation is carried out covering three domains, namely affective, cognitive and psychomotor. ","PeriodicalId":31820,"journal":{"name":"Jurnal Pendidikan Islam Indonesia","volume":"92 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72843441","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}
Bagus Malik Alindra, Evi Fatimatur Rusydiyah, Nita Yalina
{"title":"Information and Communication Technology Competence of Islamic Education Teachers","authors":"Bagus Malik Alindra, Evi Fatimatur Rusydiyah, Nita Yalina","doi":"10.35316/jpii.v6i2.328","DOIUrl":"https://doi.org/10.35316/jpii.v6i2.328","url":null,"abstract":"Abstract : Information and Communication Technology has played its role in the educational process. It can be seen from the progress of the globalization era, teachers, especially Islamic Education teachers that must adapt and have ICT competencies that are in accordance with the needs of students in the learning process. Therefore, Islamic Education teachers must be able to develop their ICT competencies in the learning process, so that the learning process can run as expected in this era of globalization. This study used a qualitative method using a questionnaire interview instrument. The informants used were five Islamic Education teachers in the subjects of fiqh, moral aqidah, Qur'an hadith, SKI and Arabic. Then, the object used was the Islamic educational institution at MI Riyadlul Qori'in Ajung Jember. The results of this study were Islamic Education teachers at MI Riyadlul Qori'in that shown good ICT competencies from the four categories of ICT competencies. \u0000Key words : Competency, ICT, Islamic Education teacher","PeriodicalId":31820,"journal":{"name":"Jurnal Pendidikan Islam Indonesia","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89685324","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}