TADRIS: Jurnal Pendidikan Islam

The Success of Fostering Religious Character to Boost the Enthusiasm of New Participants in Education

2025-01-21T18:34:54+07:00

The phenomenon of society's need to fulfill their children's religious character has an impact on the community's interest in enrolling their children in public schools. As a result, public schools experience a decrease in the number of students. Several public schools in the Ajatappareng Region of South Sulawesi Province implement various strategies for fostering religious character to meet the community's needs. This research aims to describe the strategies undertaken by public schools in shaping the religious character of students to increase the enthusiasm of new students. The study was conducted at SMP Negeri 1 Parepare and SMP Muhammadiyah Boarding School. These two locations were selected because they have successfully increased student enthusiasm through religious character development programs. The research method used is qualitative descriptive with data collection techniques through observation, documentation, and interviews with school officials. The collected data is then analyzed using the Milens data analysis model. The schools use the trans-internalization model to shape the religious character of students by involving all teachers, staff, and parents. The division of responsibilities for character development between schools and parents is clear, as outlined in the student's memorization control book. The formation of students' character adjusts to the religious dimension, resulting in observable changes in student behavior towards improvement in akhlaq (morality). The success of religious character formation has an impact on the increase of new student applicants in the 2023/2024 school year by 100% from the previous year.

The Role of Islamic Education In The Struggle For Palestine Independence: History of Resistance and Education Under Israel Opposition

2025-01-21T18:35:11+07:00

This research aims to find out the history of the Palestinian struggle and the close relationship between Islamic education and the struggle for independence. In addition, this research explores the role of education as a source of strength, how the struggle for independence is reflected in the curriculum, and the challenges and hopes of Islamic education in Palestine. The research method used is a qualitative descriptive approach, which makes it possible to explore and explain the contribution of Islamic education to the Palestinian struggle. Research methods include document analysis, literature study, and interviews with Islamic education experts. In this case, those interviewed were Islamic Education experts from UIN Sjech M. Djamil Djambek Bukittinggi and Islamic Education experts from UIN Arraniry Banda Aceh. The research results show that Islamic education had a key role in the struggle for independence under Israeli occupation, despite facing significant challenges such as access restrictions, school closures, and limited resources. Even so, Islamic education remains an important force in maintaining the spirit of struggle, nurturing cultural identity, and connecting the young Palestinian generation with the history of their struggle. The educational curriculum reflects the values of struggle and justice, which are the motivation for efforts to achieve independence. Amid ongoing conflict and pressure resulting from the occupation, education remains one of the main pillars of maintaining Palestinian identity and advancing the ideals of independence.

Development of the SYAM (Synectic – Amtsal) Model in Islamic Religious Education Learning at SMPN 1 Margahayu

2025-01-21T18:34:34+07:00

This study aims to develop and test the effectiveness of the SYAM (Synectic-Amtsal) Learning Model in improving student learning outcomes in Islamic Religious Education (PAI) subjects at the junior high school level. The SYAM model is designed by integrating the Synectic approach, which focuses on developing creativity and critical thinking through analogy, with the Amtsal method, which uses parables in the Qur'an to facilitate understanding of religious concepts. This study used a mixed methods approach with an exploratory sequential design, which involved qualitative analysis to design the model and quantitative tests to measure its effectiveness. The results showed that the implementation of the SYAM Model significantly improved students' understanding, as evidenced by the increase in mean scores from 79.35 in the pretest to 89.41 in the posttest based on paired sample t-test (p < 0.001) and Wilcoxon Signed Ranks Test (p < 0.001). This model not only helps students understand the material better but also improves critical thinking skills and internalization of religious values effectively. Nevertheless, this study has limitations on the number of samples and treatment duration, so it is recommended to conduct further research with wider coverage and longer duration. The results of this study make a significant contribution to the innovation of religion-based learning models that are interactive, relevant, and contextual to improve the quality of learning in schools.

Implementation of Islamic Education Values Based on Prophetic Communication in Forming Akhlakul Karimah in Madrasah Tsanawiyah

2025-01-21T18:34:16+07:00

This research aims to determine the implementation of Islamic education values based on prophetic communication in forming akhlakul karimah at MTs Darul Ulumissyar'iyyah Telang Karya in producing quality students. The research methods used are observation, interviews, and documentation. Data analysis techniques include data condensation, data presentation, and conclusions. The research results obtained show that efforts to produce quality students are implemented to be able to create students with a spirit of humanization (amar ma'ruf), liberation (nahi munkar), and transcendence (tu'minu billah). The implications of implementing Islamic education values based on prophetic communication at MTs Darul Ulumissyar'iyyah Telang Karya include (a) humanization: mutual respect, tolerance, social care, love of the country, compassion, respect for differences, mutual help among others; (b) liberation: high learning motivation; (c) transcendence: discipline, having responsibility in matters of worship.