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HUBUNGAN PEMBELAJARAN AKTIF, INOVATIF, KREATIF, EFEKTIF, MENYENANGKAN, GEMBIRA DAN BERBOBOT (PAIKEM GEMBROT) DENGAN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI SMK Ashari, Mohamad Yahya; Hamim, Sylvia Almahbubah
Jurnal Pendidikan Islam Vol 2, No 1 (2018): Juni
Publisher : Universitas Pesantren Tinggi Darul Ulum (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (388.502 KB)

Dalam upaya meningkatkan proses pembelajaran guru harus menguasai berbagai cara mengajar. PAIKEM GEMBROT sebagai acuan pembelajaran pendidikan agama Islam. Tujuan Penelitian mendeskripsikan PAIKEM GEMBROT dalam pembelajaran PAI, pembelajaran PAI dan hubungan PAIKEM GEMBROT dengan pembelajaran PAI. Jenis penelitian kuantitatif, dengan metode pengumpulan data observasi, wawancara, dokumentasi dan angket. Teknik analisis menggunakan rumus prosentase dan rumus korelasi product moment. Prosentase PAIKEM GEMBROT sebesar 39,17%, Sedangkan pembelajaran PAI sebesar 38,04%. Keduanya tergolong belum baik, karena termasuk kategori <40%-0%. Hasil Analisis korelasi product moment yaitu rhitung 0,990 dengan rtabel0,339 dengan taraf signifikansi 5% ini, berarti rhitung lebih besar dari pada rtabel (0,990 > 0,339) sehingga Ha diterima dan hipotesis Ho ditolak. Disimpulkan, terdapat hubungan yang signifikan PAIKEM GEMBROT di SMK Unggulan NU Mojoagung Jombang.

Hubungan Pembelajaran Aktif, Inovatif, Kreatif, Efektif, Menyenangkan, Gembira dan Berbobot (PAIKEM GEMBROT) dengan Pembelajaran Pendidikan Agama Islam di SMK Ashari, Mohamad Yahya; Hamim, Sylvia Almahbubah
Jurnal Pendidikan Islam Vol 2, No 1 (2018): Juni
Publisher : Universitas Pesantren Tinggi Darul Ulum (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Dalam upaya meningkatkan proses pembelajaran guru harus menguasai berbagai cara mengajar. PAIKEM GEMBROT sebagai acuan pembelajaran pendidikan agama Islam. Tujuan Penelitian mendeskripsikan PAIKEM GEMBROT dalam pembelajaran PAI, pembelajaran PAI dan hubungan PAIKEM GEMBROT dengan pembelajaran PAI. Jenis penelitian kuantitatif, dengan metode pengumpulan data observasi, wawancara, dokumentasi dan angket. Teknik analisis menggunakan rumus prosentase dan rumus korelasi product moment. Prosentase PAIKEM GEMBROT sebesar 39,17%, Sedangkan pembelajaran PAI sebesar 38,04%. Keduanya tergolong belum baik, karena termasuk kategori <40%-0%. Hasil Analisis korelasi product moment yaitu rhitung 0,990 dengan rtabel0,339 dengan taraf signifikansi 5% ini, berarti rhitung lebih besar dari pada rtabel (0,990 > 0,339) sehingga Ha diterima dan hipotesis Ho ditolak. Disimpulkan, terdapat hubungan yang signifikan PAIKEM GEMBROT di SMK Unggulan NU Mojoagung Jombang.

Pengaruh Intensitas Penggunaan Media Sosial Tiktok Terhadap Pembiasaan Akhlak Mahmudah Siswa Kelas XI Madrasah Aliyah Negeri 2 Mojokerto Akbar, Muhammad Khadafi; Ashari, Mohamad Yahya; Qomariana, Anna
Jurnal Teologi Islam Vol. 1 No. 2 (2025): NOVEMBER (in progress)
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/yfybe733

Penelitian ini bertujuan untuk mengetahui intensitas penggunaan media sosial tiktok siswa MAN 2 Mojokerto,untuk mengetahui pembiasaan akhlak mahmudah siswa di MAN 2, untuk mengetahui pengaruh intensitas penggunaan media sosial tiktok terhadap pembiasaan akhlak mahmudah siswa kelas XI di MAN 2 Mojokerto. Jenis penelitian ini adalah penelitian kuantitatif. Sampel penelitian berjumlah 85 siswa kelas XI. Teknik pengumpulan data meliputi observasi, wawancara, dokumentasi, dan angket. Hasil analisis data menggunakan uji regresi linear. Hasil penelitian menunjukkan 1) menunjukkan bahwa uji menunjukkan bahwa intensitas penggunaan media sosial tikok siswa MAN 2 Mojokerto dikategorikan cukup baik 2) Pembiasaan akhlak mahmudah siswa MAN 2 Mojokerto dikategorikan baik 3) Pengaruh intensitas penggunaan media sosial tiktok terhadap pembiasaan akhlak mahmudah siswa kela XI MAN 2 Mojokerto adalah signifikan, hal ini berdasarkan uji regresi linnear sederhana yang menunjukkan nilai sig. sebesar 0,001. Karena nilai sig. < 0,05 (0,001 < 0,05) maka Ho ditolak dan Ha diterima.

Analisis Kesalahan Menulis Bahasa Arab Pada Pembelajaran Imla Murid Kelas 2 Ula Madrasah Diniyah Darussalam Padar Kesamben Ngoro Jombang Ramadani, Rifki; Ashari, Mohamad Yahya; Muqoyyidin, Andik Wahyun
Jurnal Teologi Islam Vol. 2 No. 1 (2026): DESEMBER 2025 - MEI 2026
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/cdwesc42

The purpose of this study was to analyze Arabic writing errors, analyze the learning of dictation (imla'), and determine how teachers evaluate Arabic writing errors in Grade 2 Ula students at Madrasah Diniyah Darussalam Padar Kesamben Ngoro Jombang. This research used a descriptive qualitative research method, analyzing through a documentary study approach. The data collection techniques used were interviews, observation, and documentation. In the implementation, the teacher wrote the material on the board, explained it, conducted a question and answer session, then dictated simple vocabulary words that were repeated three times before the students wrote them in their notebooks. The teacher evaluated Arabic writing errors by collecting error data, identifying errors, classifying errors, and correcting student errors to provide appropriate guidance. The results showed that many students still made errors, such as errors in connecting letters, letter usage, letter length, and letter omissions and additions. Errors in writing Arabic among second-grade Ula students at Madrasah Diniyah Darussalam Padar Kesamben Ngoro Jombang are caused by a lack of mastery of basic Arabic writing skills, limited learning media, and the use of traditional teaching methods. The imla’ learning process is carried out through the dictation method, beginning with the teacher writing and explaining the material on the board, then dictating simple Arabic vocabulary three times for students to write down. Evaluation is conducted by collecting, identifying, classifying, and correcting students’ mistakes, and the results show that many students still make errors in writing Arabic. This evaluation also serves as a reference for teachers to understand students’ writing abilities and their comprehension of the material taught.

Alternative Education Strategy in The New Normal Era: إستراتيجية التعليم البديلة في العصر العادي الجديد Ashari, Mohamad Yahya; Mahfudhoh, Rifatul
Journal of Arabic Language Teaching Vol. 2 No. 1 (2022): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v2i1.1301

Covid 19 pandemic forces the humanbeing to change their habits and forces the teachers to innovate in their teaching. The application of approaches, methods, strategies and technics can make the students diligent in their study such as self-direct learning. The purposes of the paper are defining the strategy of Self-direct learning, the teacher role and the steps of Self-direct learning strategy. The paper uses qualitative approach by implementation of literature study and uses the procedures of miles and hubberman in data collecting and data analysis. The findings of the paper are : 1) The strategy of Self-direct learning that forces the students to upgrade the knowledge, the competence and the achievement based on personal inisiative in studying design, implementation and evaluation. 2) The strategy of Self-direct learning that forces the teacher to be the contact, supervisor and programmer in teaching. 3) The steps of Self-direct learning strategy composed of 3 (three) steps that are design, implementation and evaluation. The originality of the paper is The strategy of Self-direct learning forces the student freedom and awareness in studying. The paper type is literature study. إن جائحة كوفيد 19 شجع الناس على تحويل سلوكهم وشجع المدرسين على الابتكار في عملية التعليم بالغرفة الدراسية. فتطبيق عدة مداخل وطرائق واسترتيجيات وتكنيكات يجعل الطلاب نشيطين في التعلم منها إستراتيجية التعليم الموجه ذاتيا. اتجهت الدراسة إلى البحث عن تعريف إستراتيجية التعليم الموجه ذاتيا ودور المدرس فيها وخطواتها في التعليم. وأصبح نوع الدراسة دراسة مكتبية نظرية، فاستخدمت الدراسة مدخل البحث الكيفي مع تطبيق منهج الدراسة المكتبية واستخدمت منهج ميلس وهوبرمان في جمع وتحليل البيانات. توصلت الدراسة إلى: (1) إن استراتيجية التعليم الموجه ذاتيا هي التي تشجع الطلاب على تنمية المعرفة والمهارة والانجاز مؤسسة على المبادرة الشخصية في تصميم التعلم وتنظيم تنفيذه وتقويمه. و(2) إن استراتيجية التعليم الموجه ذاتيا تشجع المدرس على أن يكون متصلا ومرشدا ومنظما في التعليم. و(3) إن خطوات استراتيجية التعليم الموجه ذاتيا تكونت من 3 (ثلاث) خطوات، منها: التصميم والتنفيذ والملاحظة والتقويم. الاستفادة من هذه الدراسة بأن استراتيجية التعليم الموجه ذاتيا شجعت الطلاب على الدراية والاستقلال في التعلم.

Implementation Of Direct Reading Thinking Activity In Learning To Read In Arabic Lessons Ashari, Mohamad Yahya; Huda, Mokhammad Miftakhul; Mahfudhoh, Rifatul
Journal of Arabic Language Teaching Vol. 3 No. 1 (2023): ARKHAS ~ Journal of Arabic Language Teaching
Publisher : Postgraduate Study Programme of Universitas Islam Negeri KH. Achmad Siddiq Jember, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/arkhas.v3i1.1801

This study focused on the study of the implementation of the strategy DRTA (Directed Reading Thinking Activity) in learning to read in MTsN 15 Jombang. Obstacles faced in implementing the DRTA strategy and solutions made by Arabic teachers in the face of blocks in the teaching and learning process in Class 8-F. The research method used in this study is qualitative research. This research was conducted in MTsN 15 Jombang by involving the components in the madrasah as a data source or the research subject. The methods that researchers use in this study to collect data are observation methods, interview methods, and documentation methods. Based on the data findings in the field, the researcher can conclude that the process of implementation of the strategy DRTA in learning to read can be classified as part of the read-aloud, reading in the liver, and reading the analytical. Therefore, the strategy requires students to gain the ability to understand the text of a precise reading through systematic learning steps, ranging from reading aloud or inwardly to drawing conclusions based on the assignment given by connecting various knowledge that students have before and after reading. Implementation of the DRTA strategy, there are several obstacles faced. Still, Arabic teachers also make some efforts to overcome these obstacles so that Arabic language learning in Grades 8-F can run optimally, one of which is by forming study groups and student assignments and providing motivation to students by always giving confidence about the benefits of Arabic for the future of students both in religious life in the face of the global era.

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