TADRIS: Jurnal Pendidikan Islam

The Analysis of 4C-Based Learning Implementation for Islamic Religious Education Students

Destriani, Idi Warsah, Asri Karolina, Sutarto, Gerard Krzic ‎ — Thu, 27 Jun 2024 20:00:44 +0700

The purpose of this study is to identify issues surrounding the application of 4C-based learning. In addition, this study looks at how lecturers address issues that arise with their pupils. The method used in this study is qualitative descriptive. Purposive sampling procedures were used in the selection of the 20 students and 2 lecturers participated in this study. Data were gathered by open-ended surveys, interviews, and observations. Data analysis involves gathering, condensing, presenting, and deriving conclusions using interactive models. Researchers found that lecturers tried to engage 4C based learning during their class. The necessary abilities, which include the capacity for critical and creative thought as well as collaboration and communication, must be tailored to the trends of the twenty-first century. Students' abilities to argue critically with others and to articulate their thoughts rationally serve as examples of this. Besides, students are able to exhibit their capacity for productive work, recognize the diversity within the team, show adaptability and a readiness to consider other people's viewpoints, assume joint accountability for group projects, and recognize the significance of each team member's contribution to a diverse group. They consider some applications such as Canva, Mind Master, Kahoot, and QR Code for their creativity supports. As well as, writing papers assignment is able to build students’ critical thinking skills. Students who possess critical thinking abilities may identify issues, come up with solutions, and gather and arrange data. Students’' ability to create topic papers and research papers serves as evidence of this.

Madrasah Committee: Implementation of “Merdeka Belajar” ‎and The Progress of Islamic Education in Pamekasan

M. Sahibuddin, Supandi, Untung, Akhmadul Faruq — Sun, 28 Apr 2024 00:00:00 +0700

The madrasa committee is an independent institution formed by educational institutions to have a role in improving the quality and services of education in the form of direction, support for both educational facilities and infrastructure, and supervision of the implementation of education in each education unit. The madrasa committee plays a role as an Education Advisory, Education Supporting, Education Mediatory, and even controlling the implementation of Education itself. We must carry out the policy of "Merdeka Belajar", because this is a mandate from the government that all education practitioners in each education unit are required to implement "Merdeka Belajar" policy which is then poured into the "Guru Penggerak", the education practitioners are through the program in each education unit. Therefore, madrasa committees must be present and support the policies of this program. In this research method, the researcher used a qualitative approach with a phenomenological descriptive type. The informants in this study are those who the researchers consider to know and are related to this research. The results of the study show that: 1) Madrasah committees have the duty and responsibility to make madrasas a progressive educational institution, 2) The potential and strengths of madrasas must be able to be explored and maximized so that later madrasas are no longer the number 2 educational institution but have become the leading choice of the community, 3) Madrasas become centers of excellence for education because educational institutions in the form of madrasas present more menus and scientific variants when compared to educational institutions in the form of schools.

Development of Flashcard Learning Media to Increase Learning Motivation to Memorize Juz 29 in the Al-Qur’an Educational Institute

Thu, 27 Jun 2024 00:00:00 +0700

Recently, santri’s (students) motivation in recognizing surah, especially in Juz 29 has decreased. Therefore, as the importance of recognizing surah, teachers need to design new strategies or tools to boost santri’s motivation. This research tries to develop Astati' an A'rif Surah (ARIFAH) flashcard as an innovation to increase motivation to recognize surah in Juz 29. This research aims to describe the development process of ARIFAH flashcard which consists of five stages. Adopting the ADDIE model development theory, this research employs Research and Development (R&D) focusing on the main five stages: analysis, design, development, implementation, and evaluation. Qualitative data will be analyzed descriptively, while quantitative data will be analyzed statistically. The developed learning media has been validated by media experts and material experts. In addition, the developed learning media has also been tested on tahfiz program santri who will memorize juz 29. The results showed that the percentage of validation test results to material experts was 87.5% with an excellent category. The results of the validation test for the media experts showed an exceptional category with a percentage of 100%. The use of media on santri gets 98.6% with an excellent category. At the same time the average motivation learning of santri gets 98.1% with an exceptional category. Based on the questionnaire results, the santri experienced an increase in motivation due to interesting and fun learning media. Therefore, it can be concluded that ARIFAH flashcards are very feasible to use as a learning media.

Improving Student’s Cooperative Skill in Learning Fiqh through Make-a-Match Learning Method

Fri, 28 Jun 2024 00:00:00 +0700

The study aimed to describe the impact of Fiqh learning actions using the Make-a-Match method on the cooperative skills of eleventh-grade students at Madrasah Aliyah Muhammadiyah 1 Kota Malang. This research used a qualitative approach with class action research (CAR) designed with two cycles. The study subjects were students in the 11th grade of the Department of Social Sciences Education (IPS), which had 18 students. Researchers collected data through observations, interviews, and documentation during the class action process. They then analyzed it through the Miles, Huberman, and Saldana procedures. Research results showed that the Make-a-Match method improved students' collaborative skills. Each of the collaborative skills indicators showed an improvement from cycle I to cycle II. The match-seeking technique required in applying this learning method instructed students to actively follow learning, be responsible as group members, interact, and collaborate.

Islamic Education Policy: New Directions of ‎Learning Based on Pancasila Learner Profile ‎at Mambaul Ulum Islamic Junior High School ‎in Ponjanan Timur

Abdul Muin, Moh Zaiful Rosyid, Habibur Rahman, Salman Alfarisi — Mon, 03 Jun 2024 00:00:00 +0700

This research aims to investigate the implementation of the Pancasila-based Student Profile Learning Management at Mambaul Ulum Islamic Junior High School in East Ponjanan as a systematic effort to strengthen the character and values of Pancasila among its students. The research method employed a qualitative approach conducted through in-depth interviews, participatory observation, and document analysis. The data were carefully analyzed through the stages of reduction, display, and verification to identify patterns and learning practices as well as the implementation of Islamic education policies and Pancasila values at the school. The results of the research indicate that the implementation of the Pancasila-based Student Profile Learning Management at Mambaul Ulum Islamic Junior High School in East Ponjanan is carried out to strengthen students' character through Pancasila values. The initial step involves teachers as facilitators in understanding these values. Pancasila integration is carried out in the curriculum and extracurricular activities. The roles of parents, teachers, and the community are important in student development. Pancasila values are integrated into both the curriculum and extracurricular activities. Meanwhile, the school culture is also created as conducive as possible to support the instillation of Pancasila values for students at the school.

Development of the 2013 Curriculum in Integrated Islamic Schools and the Distinctive Curriculum of SMPIT Al Uswah Bangil

Syarifah, Ahmad Saifulloh, Saiful Anwar, Rakhmatusakdiyah, Nur Firdaw Buerahen — Mon, 01 Jul 2024 00:00:00 +0700

This study aims to find out how the development of the Curriculum 2013 SIT (Integrated Islamic School), and the typical 8^th grade curriculum at SMPIT Al Uswah Bangil. This research is qualitative descriptive field research, the data collection techniques used are interviews, observations, and documentation using Miles and Huberman data analysis techniques, namely data reduction, data presentation, and drawing conclusions. The results showed that curriculum development at SMPIT Al Uswah Bangil was developed in all school curricular activities, namely intracurricular, co-curricular and extracurricular activities. SMPIT Al Uswah Bangil also uses the concept of Islamization of science, and the implementation of evaluation is carried out in the form of curriculum supervision techniques.

Digital Literacy of Millennials Santri: A Case Study In Pondok Pesantren Tahfidzul Quran Al-Jihadul Chakim Mojokerto

Mon, 01 Jul 2024 00:00:00 +0700

Pesantren or Islamic Boarding Schools is a type of classical educational institution that still exis nowadays. As time goes by, Pesantren always has formal educational institutions in the form of madrasah. Students who live in pesantren are identified as students who do not know the advancement of technology. Moreover, not being allowed to use cell phones in the pesantren area is being another trigger. The purpose of this study is to find the related approach of MTs Al-Jihadul Chakim in facilitating their students in digital literacy. This study uses qualitative methods, focusing on digital literacy. The results of this study found that MTs Al-Jihadul Chakim as a pesantren-based madrasah provides programs and facilities for its students to have digital literacy skills. The form of those approaches are programs such as ICT-based learning, assistance in managing social media wisely, coaching graphic design skills, and photos/videography program.