Articles
<![CDATA[Perancangan Aplikasi Steganografi Dengan Teknik LSB dan AlgoritmaRC4 & Base64 Encoding ]]>
<![CDATA[Soleh, Oleh]]>;
<![CDATA[Alfiah, Fifit]]>;
<![CDATA[Yusuf, Budi]]>
<![CDATA[ Technomedia Journal Vol 3 No 1 Agustus (2018): Technomedia Journal ]]>
Publisher : <![CDATA[Pandawan Incorporation, Alphabet Incubator Universitas Raharja ]]>
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DOI: 10.33050/tmj.v3i1.493
<![CDATA[The concealment of secret messages by inserting messages into an image file or more commonly known as steganography is the development of cryptography. This hidden secret message with steganography does not attract attention because the message is simply inserted into a file. Many methods are used to hide messages with steganography. Some methods of steganographic algorithms use a combination to perform the task of concealment of secret messages. From the existing method, of course has its own shortcomings and advantages. The method used is LSB (Least Significant Bit) method, RC4 algorithm and Encoding Base64. This method combines cryptographic techniques with steganography techniques. The message is encrypted before it is inserted into a file. Implementation of this method can later help users to send messages safely without being noticed by others.]]>
<![CDATA[STRATEGI MEMBANGUN GENERASI BERAKHLAK MELALUI PENDEKATAN PENDIDIKAN ISLAM DI LINGKUNGAN SEKOLAH ]]>
<![CDATA[Nabila, Kamelia]]>;
<![CDATA[Yusuf, Budi]]>;
<![CDATA[Rohman, Taufikur]]>
<![CDATA[ AZKIYA Vol 7 No 1 (2024): Januari - Juni 2024 ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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DOI: 10.53640/azkiya.v7i1.1638
<![CDATA[Moral education in schools is very important in forming the character of the younger generation who have morals and integrity. Building morals includes developing good values, with the aim of creating intelligent, emotional and spiritual individuals. Teachers and parents have a crucial role in this process. Islamic education in schools provides a strong framework for moral formation through a values-based curriculum, character education, and a supportive environment. It is hoped that these strategies will be able to form a generation that not only excels academically, but also has noble morals, which are the main pillars in building a harmonious and prosperous society.]]>
<![CDATA[PELAKSANAAN PEMBELAJARAN FULL DAY SCHOOL (Studi Kasus di SMA Negeri 1 Kota Bangun) ]]>
<![CDATA[Yusuf, Budi]]>
<![CDATA[ AZKIYA Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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DOI: 10.53640/azkiya.v1i2.520
<![CDATA[The purpose of this study was to find out about the implementation of full day school learning that was implemented by SMA Negeri 1 Kota Bangun. The results obtained from this study are schools that implement full day school learning, SMA Negeri 1 Kota Bangun integrating all the daily activities of students in school into a series of learning curriculum, full day school implementation in SMA 1 Kota Bangun implemented to maximize implementation of learning by: 1. Addition to Learning Time, 2. Material enrichment from curriculum content, 3. Religious deepening by practicing it in daily life, 4. Extracurricular activities carried out to explore and sharpen the talents and potential of students.]]>
<![CDATA[Kurikulum 2013 dan Relevansi Pembelajaran HOTS di Sekolah; (Tinjauan Teoritis Pendidikan Terhadap Pembelajaran Abad XXI) ]]>
<![CDATA[Mukmin, Mukmin]]>;
<![CDATA[Radiyah, Isna]]>;
<![CDATA[Yusuf, Budi]]>
<![CDATA[ AZKIYA Vol 2 No 2 (2021): Juli-Desember 2021 ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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DOI: 10.53640/azkiya.v2i2.913
<![CDATA[XXI Century Education experienced a paradigm change because it was influenced by the response of the world of education to the Industrial Revolution 4.0. On the other hand, the Industrial Revolution 4.0 helped encourage the birth of the Educational 4.0 era which was perceived by many parties as an era of the use of digital technology in the learning process, or known as the cyber system) which was able to make the learning process continuously without limit of space and time. The Indonesian government's policy to implement the 2013 curriculum (K-13) in learning is the answer to various expectations for various skills that must be possessed by learners in the XXI century. Learning is termed with 4C (Communication, Collaboration, Critical Thinking and Problem Solving, Creativity and Innovation) which is the real ability to go to the K-13 learning. This goal is certainly only able to be realized if the learning is done at school using high-level thinking skills (Higher Order Thingking Skills/HOTS) which is defined as the wider use of thoughts to find new challenges.]]>
<![CDATA[STRATEGI MEMBANGUN GENERASI BERAKHLAK MELALUI PENDEKATAN PENDIDIKAN ISLAM DI LINGKUNGAN SEKOLAH ]]>
<![CDATA[Nabila, Kamelia]]>;
<![CDATA[Yusuf, Budi]]>;
<![CDATA[Rohman, Taufikur]]>
<![CDATA[ AZKIYA Vol 7 No 1 (2024): Januari - Juni 2024 ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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DOI: 10.53640/azkiya.v7i1.1638
<![CDATA[Moral education in schools is very important in forming the character of the younger generation who have morals and integrity. Building morals includes developing good values, with the aim of creating intelligent, emotional and spiritual individuals. Teachers and parents have a crucial role in this process. Islamic education in schools provides a strong framework for moral formation through a values-based curriculum, character education, and a supportive environment. It is hoped that these strategies will be able to form a generation that not only excels academically, but also has noble morals, which are the main pillars in building a harmonious and prosperous society.]]>
<![CDATA[LINGKUNGAN PENDIDIKAN ISLAM PADA GENERASI MILENIAL DI ERA GLOBALISASI ]]>
<![CDATA[Yusuf, Budi]]>;
<![CDATA[Alpata, Ahmad Rudi]]>;
<![CDATA[Farhan, Farhan]]>
<![CDATA[ Al-Ulum: Jurnal Pendidikan Islam Vol 5, No 3 (2024) ]]>
Publisher : <![CDATA[Yayasan Rahmat Islamiyah ]]>
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DOI: 10.56114/al-ulum.v5i3.11741
<![CDATA[This study explores of the environment on Islamic education for the millennial generation in the era of globalization. The main issue addressed is how globalization and technology affect the Islamic education process. The research aims to investigate the impact of social and technological environments on the understanding and practice of religious values among millennials. The study employs a qualitative approach with literature analysis and relevant case studies. The findings indicate that millennials face significant challenges in distinguishing between traditional and modern values. Technology and social media play crucial roles in accessing and disseminating religious information, but they can also cause identity confusion and value shifts. Therefore, Islamic education needs to adapt new approaches relevant to the dynamics of globalization to maintain the essence of Islamic teachings. ]]>
<![CDATA[LINGKUNGAN PENDIDIKAN ISLAM PADA GENERASI MILENIAL DI ERA GLOBALISASI ]]>
<![CDATA[Yusuf, Budi]]>;
<![CDATA[Alpata, Ahmad Rudi]]>;
<![CDATA[Farhan, Farhan]]>
<![CDATA[ Al-Ulum: Jurnal Pendidikan Islam Vol 5, No 3 (2024) ]]>
Publisher : <![CDATA[Yayasan Rahmat Islamiyah ]]>
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DOI: 10.56114/al-ulum.v5i3.11741
<![CDATA[This study explores of the environment on Islamic education for the millennial generation in the era of globalization. The main issue addressed is how globalization and technology affect the Islamic education process. The research aims to investigate the impact of social and technological environments on the understanding and practice of religious values among millennials. The study employs a qualitative approach with literature analysis and relevant case studies. The findings indicate that millennials face significant challenges in distinguishing between traditional and modern values. Technology and social media play crucial roles in accessing and disseminating religious information, but they can also cause identity confusion and value shifts. Therefore, Islamic education needs to adapt new approaches relevant to the dynamics of globalization to maintain the essence of Islamic teachings. ]]>
<![CDATA[PELAKSANAAN PEMBELAJARAN FULL DAY SCHOOL (Studi Kasus di SMA Negeri 1 Kota Bangun) ]]>
<![CDATA[Yusuf, Budi]]>
<![CDATA[ AZKIYA Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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DOI: 10.53640/azkiya.v1i2.520
<![CDATA[The purpose of this study was to find out about the implementation of full day school learning that was implemented by SMA Negeri 1 Kota Bangun. The results obtained from this study are schools that implement full day school learning, SMA Negeri 1 Kota Bangun integrating all the daily activities of students in school into a series of learning curriculum, full day school implementation in SMA 1 Kota Bangun implemented to maximize implementation of learning by: 1. Addition to Learning Time, 2. Material enrichment from curriculum content, 3. Religious deepening by practicing it in daily life, 4. Extracurricular activities carried out to explore and sharpen the talents and potential of students.]]>
<![CDATA[Kurikulum 2013 dan Relevansi Pembelajaran HOTS di Sekolah; (Tinjauan Teoritis Pendidikan Terhadap Pembelajaran Abad XXI) ]]>
<![CDATA[Mukmin, Mukmin]]>;
<![CDATA[Radiyah, Isna]]>;
<![CDATA[Yusuf, Budi]]>
<![CDATA[ AZKIYA Vol 2 No 2 (2021): Juli-Desember 2021 ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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DOI: 10.53640/azkiya.v2i2.913
<![CDATA[XXI Century Education experienced a paradigm change because it was influenced by the response of the world of education to the Industrial Revolution 4.0. On the other hand, the Industrial Revolution 4.0 helped encourage the birth of the Educational 4.0 era which was perceived by many parties as an era of the use of digital technology in the learning process, or known as the cyber system) which was able to make the learning process continuously without limit of space and time. The Indonesian government's policy to implement the 2013 curriculum (K-13) in learning is the answer to various expectations for various skills that must be possessed by learners in the XXI century. Learning is termed with 4C (Communication, Collaboration, Critical Thinking and Problem Solving, Creativity and Innovation) which is the real ability to go to the K-13 learning. This goal is certainly only able to be realized if the learning is done at school using high-level thinking skills (Higher Order Thingking Skills/HOTS) which is defined as the wider use of thoughts to find new challenges.]]>
<![CDATA[STRATEGI MEMBANGUN GENERASI BERAKHLAK MELALUI PENDEKATAN PENDIDIKAN ISLAM DI LINGKUNGAN SEKOLAH ]]>
<![CDATA[Nabila, Kamelia]]>;
<![CDATA[Yusuf, Budi]]>;
<![CDATA[Rohman, Taufikur]]>
<![CDATA[ AZKIYA Vol 7 No 1 (2024): Januari - Juni 2024 ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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DOI: 10.53640/azkiya.v7i1.1638
<![CDATA[Moral education in schools is very important in forming the character of the younger generation who have morals and integrity. Building morals includes developing good values, with the aim of creating intelligent, emotional and spiritual individuals. Teachers and parents have a crucial role in this process. Islamic education in schools provides a strong framework for moral formation through a values-based curriculum, character education, and a supportive environment. It is hoped that these strategies will be able to form a generation that not only excels academically, but also has noble morals, which are the main pillars in building a harmonious and prosperous society.]]>
