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All Journal LISANIA Jurnal Ilmu dan Pendidikan Bahasa Arab Tarbawi : Jurnal Pendidikan Islam LISANIA: Journal of Arabic Education and Literature EDUKATIF : JURNAL ILMU PENDIDIKAN ADDIN Santri: Journal of Pesantren and Fiqh Sosial Khazanah: Jurnal Mahasiswa Dinika: Academic Journal of Islamic Studies. Jurnal Ilmu Sosial dan Humaniora CHANNEL: Jurnal Komunikasi Quality EDUKASIA: Jurnal Penelitian Pendidikan Islam Arabia: Jurnal Pendidikan Bahasa Arab
Zuhri, Achmad
Universitas Islam Negeri Siber Syekh Nurjati Cirebon
Religion Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Medicine & Pharmacology Public Health Social Sciences

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UPAYA GURU PAI DALAM MENGATASI PROBLEMATIKA PEMBELAJARAN RANAH AFEKTIF DI SMAN 1 BAE KUDUS TAHUN 2017 Zuhri, Achmad
QUALITY Vol 5, No 2 (2017): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v5i2.3061

Abstract

This research explains: (1) How problem of teachingIslamic education for affective domain in SMAN 1 Bae Kudus; (2) How theteachers’effort of islamic education for affective domain in SMAN 1 Bae Kudus 2017 Academic Year. This research uses qualitative approach. The study was conducted at SMAN 1 Bae Kudus. Data collection was done by interview, observation, and documentation. The data obtained is analyzed by data reduction measures, data presentation, and conclusions. The researcher collected the data while doing the analysis activity until the concluding. The results obtained in this research indicate that (1) Problematic in learning PAI affective domain at SMAN 1 Bae Kudus include: Students not aware of phenomenon, lack of attention, students less active in responding to the response, students have no confidence in value, The value becomes stable and active in itself, not able to internalize the value, the difficulty of controlling student development, teacher learning evaluation, and the influence of technological progress. (2) PAI teacher's efforts in overcoming problematic in affective learning include:Praying in beginning of learning, giving reprimand and satire, Teacher gives stimulus in the form of story, establishing closeness with student, applying method of discussion, inserting a story, applying method market place, Be a role model for students, transfering religious values intensively, organizing religious activities, provididing motivation, establishing communication between teachers, students, and parents, paying attention and observing learners’ behavior, and controlling the technological progress.
Curriculum Management in Pesantren-Based Madrasah for Implementing Religious Moderation Ihsan, Ihsan; Zuhri, Achmad; Annas, Azwar; Noor, Faiq Maqdhum; Muthmainnah, Muthmainnah
QUALITY Vol 12, No 2 (2024): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v12i2.30677

Abstract

This study examines the curriculum of pesantren-based madrasahs as a support for the implementation of religious moderation, the traditions of santri (Islamic boarding school students) in practicing religious moderation, and the model of religious practices among santri in pesantren-based madrasahs. The research was conducted in Java, specifically in Madrasah al-Hidayat Lasem, Madrasah Qudsiyyah Kudus, MA KHAS Kempek Cirebon, Madrasah Aliyah Salafiyyah Syafi'iyyah Jombang, and Madrasah Hidayatul Mubtadi'in Lirboyo Kediri. The study used a qualitative method with a post-positivist phenomenological paradigm. Data collection techniques included observation, interviews and documentation. Data analysis was conducted through the stages of data collection, reduction, presentation, and conclusion.The findings indicate that the strengthening of madrasa curriculum is integrated with the values of religious moderation, such as the development of lesson plans and teaching materials that incorporate moderation values. In addition, traditional pesantren books are used as learning resources to inculcate moderate attitudes. Pesantren traditions, such as following the example of elders, preserving local traditions, maintaining a culture of writing, and fostering a scholarly environment, also support the implementation of religious moderation. The synergy between madrasas and interfaith institutions provides opportunities for santri to interact with non-Muslims, promoting patriotism, tolerance, open-mindedness, and anti-fanaticism.Based on these data, the study formulates a model of religious practices for santri that integrates the curriculum and pesantren traditions in promoting religious moderation. This model is expected to serve as a guideline for pesantren-based madrasahs in raising a generation of moderate santri who can contribute positively to national and societal life.
Co-Authors A. Bakhruddin Afiyah, Syifa Nur Aflah, Khusnul Al Ghozi, Ramadhan Assingkily, Muhammad Shaleh Attaymini, Rahmah Azwar Annas Azwar Annas, Azwar Bakhruddin, A. Dewi, Maya Sandra Rosita Fauziah, Nurul Fikari, Deni Fitria, Desika Dwi Franstama, Mulyo Hanifa, Aulia Nisa Hanik Hidayati Hoeruman, Moh Restu Ihsan Ihsan Ihsan Ihsan Khusnul Aflah Kurniawan, Ahmad Ramdani Laela Fitriyatul Khoeriyah Maya Sandra Rosita Dewi Muthmainnah Muthmainnah Nida Nur Hanifah Noor, Faiq Maqdhum Nurghifari, Fiqih Rahmah Attaymini Ramdani, Bahir Royyana, Daniya Sa'diah, Ipah Kholifatus Yanti Dwi Astuti, Yanti Dwi Zahro, Fathimatuz