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Muhasabah Approach In Assessing Students' Social Behaviour In Madrasahs As A Solution In Overcoming Moral Degradation Raikhan
Fikroh: Jurnal Pemikiran dan Pendidikan Islam Vol. 17 No. 2 (2024): July
Publisher : Program Studi Pendidikan Agama Islam (PAI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37812/fikroh.v17i2.1567

The degradation of moral values among students in Indonesia has become increasingly evident over the last decade, prompting the development of character education programs, including the Pancasila student profile strengthening program. This study examines the use of the muhasabah approach (self-reflection) as a tool for assessing students' social behavior in madrasahs. Through interviews, observations, and data analysis, the study reveals that using muhasabah in assessments—focusing on principles of contextuality, fairness, openness, and communicative practices—significantly improves students' morality. Key indicators such as discipline, responsibility, honesty, and enthusiasm are evaluated using observation tools, attendance records, and recognition systems. The findings suggest that muhasabah not only fosters moral improvement but also reduces radicalism among students. The study underscores the potential of social assessments in educational institutions to instill strong moral values and contribute positively to national character development

Pembinaan Madrasah Jalur Formal di Pesantren (Telaah Implementasi UU Nomor 18 Tahun 2019) Mustofa, Idam; Raikhan
Darajat: Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2023): Darajat : Jurnal PAI
Publisher : Program Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah dam Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/darajat.v6i1.1639

Law Number 18 of 2019 provides the legal basis for integrating madrasahs with Islamic boarding schools (pesantren), aiming to ensure that formal madrasahs within pesantren meet national education standards. One of the challenges faced by formal madrasahs in pesantren is meeting the standards of formal education, including facilities, teacher qualifications, and appropriate curriculum. This research aims to broaden understanding and contribute to the development of formal madrasahs within pesantren. In this study, the researcher employed a secondary data analysis method following the procedures formulated by Heaton from Andrews. The research findings indicate that the development of formal madrasahs within pesantren demonstrates that pesantren are not solely focused on religious education but also provide opportunities for students to receive quality formal education. Several efforts can be made to address the challenges of formal madrasahs within pesantren, including enhancing the quality of education, teacher training to improve qualifications, collaboration with higher education institutions, improving facilities and infrastructure, developing integrated curricula, providing guidance and mentoring, establishing collaborative networks, and strengthening funding. As an alternative solution, it is recommended to transform the top-down and discriminatory approach to madrasah development into a participatory approach in order to achieve effectiveness. The development of formal madrasahs within pesantren towards effective madrasahs can refer to well-established madrasah development programs that have proven their credibility as models.

Pengaruh Self Regulated Learning Dan Lingkungan Teman Sebaya Terhadap Hasil Belajar Mata Pelajaran Fikih Kelas Xi Putri Ma Tarbiyatut Tholabah Kranji Paciran Lamongan Tsani Mazro’atur Rohmah; Anang Romli; Raikhan
Darajat: Jurnal Pendidikan Agama Islam Vol. 4 No. 2 (2021): Darajat : Jurnal PAI
Publisher : Program Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah dam Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/darajat.v4i2.1755

The purpose of this study was to determine: 1) students' self-regulated learning (SRL) 2) Students' peer environment 3) student learning outcomes 4) the effect of SRL on student learning outcomes 5) the influence of peer environment on student learning outcomes 6) the influence of SRL and peer environment on student learning outcomes. This study uses quantitative methods, data collection instruments using questionnaires and documentation. This research was conducted at MA Tarbiyatut Tholabah Kranji Paciran Lamongan. Respondents in this study amounted to 59 students. The independent variables of this study were SRL and peer environment, while the dependent variable was learning outcomes. The results of this study indicate that: 1) SRL Students are classified as good. This is evidenced by the results of descriptive analysis which states that the mean > mode (77.71>73). 2) The peer environment of students is quite good. This is evidenced by the value of the results of the descriptive analysis mean > mode (76.42>70). 3) Student learning outcomes are classified as Complete. This can be proven from the results of descriptive statistical analysis Mean > KKM (86.00> 70). 4) there is no significant effect of SRL on learning outcomes. This is evidenced by the value of t count < t table (1.074 < 1.672) and the value of sig. P-value is 0.287 > 0.05. The percentage of the influence of SRL on student learning outcomes is 2%. 5) There is a significant influence of peer environment on learning outcomes. This is evidenced by the value of t count > t tabel (4.267 > 1.672), and the value of sig. P-value is 0.000<0.05. The percentage of peer environment influence on learning outcomes is 24.2%. 6) There is a significant effect of SRL and peer environment on learning outcomes. This is evidenced by the value of F count > F tabel (9.183>3.16), and the value of Sig. or P-Value < 0.05 (0.000<0.05). The percentage of the influence of SRL and peer environment on student learning outcomes is 24.7%, while the remaining 75.3% is determined by other variables outside the study.

Pengembangan Kegiatan Kurikuler Sebagai Strategi Madrasah dalam Pencegahan dan Penanganan Bullying Raikhan
Darajat: Jurnal Pendidikan Agama Islam Vol. 6 No. 2 (2023): Darajat: Jurnal PAI
Publisher : Program Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah dam Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/darajat.v6i2.2047

Madrasas as Islamic educational institutions must be free from bullying, after the issuance ofPermendikbudristek number 46 of 2023 which regulates the prevention and handling of violence within educational unitsin Indonesia. This research wants to know the efforts of madrasas in handling and preventing axes of violence or bullyingin the madrasa environment. The research was carried out using a qualitative approach with a case study type of research.The results of this research show that madrasah strategies in preventing and handling bullying are implemented throughthree curricular activities, namely Intracurricular, Co-curricular and Extracurricular activities. Prevention and handlingactivities in extracurricular activities include learning discipline, discipline in entering class on time, discipline in dressingneatly, discipline in completing school assignments, discipline in listening when the teacher explains, discipline in lining upneatly, discipline in obeying madrasa rules. Co-curricular activities include ceremonies, roll calls, and Dhuha and Dhuhurcongregations, while extra-curricular activities include scouts, various sports teams, and the arts. The prevention valuesthat are instilled are obedience, conformity and order. Barriers to prevention and treatment are uncertain start times foractivities, lateness, use of students' personal books (BPS), lateness, activeness, students' lack of interest. The solution isstudents' personal books, working together with the boarding school administrators, making a picket teacher schedule,holding outreach by the madrasa head to all teachers, and building competent activities

Penguatan moderasi beragama: Revitalisasi guru dalam pembelajaran pendidikan agama Islam di madrasah Raikhan; Moh. Nasrul Amin
Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Vol. 4 No. 3 (2023)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jp2m.v4i3.20917

Kesalahan dalam pendidikan agama dapat menimbulkan kesalahpahaman dalam praktik keagamaan. Guru agama sebagai pembimbing utama harus menguasai nilai-nilai universal, bahan ajar agama, dan strategi pengajaran. Di sisi lain, guru juga menghadapi kondisi lingkungan, fasilitas, dan lingkungan siswa. Penguatan Moderasi Beragama merupakan proses pemahaman dan pengamalan ajaran agama secara adil dan seimbang untuk menghindari perilaku ekstrim atau berlebihan dalam pelaksanaannya. Oleh karena itu, perlu adanya penelitian dan pendampingan terhadap guru Madrasah melalui penguasaan Moderasi Penguatan Pendidikan Keagamaan. Pelayanan ini sangat penting bagi perkembangan lembaga Pendidikan Tinggi Islam di Indonesia dan bagi lembaga atau sekolah yang berada di bawah Kementerian. Dengan menggunakan metode Penelitian Berbasis Komunitas (CBR) dan dilakukan selama kurun waktu tiga bulan yaitu bulan Oktober, November, dan Desember 2022 hasilnya menunjukkan bahwa Madrasah dalam melaksanakan Penguatan Moderasi Beragama mengalami kemajuan yang signifikan. Penerapan program Penguatan Moderasi Beragama memberikan dampak positif terhadap peningkatan kapasitas sekolah dan pelaksanaannya baik dalam kegiatan kurikuler maupun ekstrakurikuler.

Takhassus Tahfidz Program in Formal Institutions: Implementation, Obstacles, and Solutions Raikhan; Nasrowi, Bagas Mukti
Tadibia Islamika: Journal of Holistic Islamic Education Vol 2 No 1 (2022): Tadibia Islamika: Journal of Holistic Islamic Education, May 2022
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/tadibia.v2i1.5606

This research aims to describe the implementation of Takhassus Tahfidz program at the Formal Institution in Lamongan regency, the obstacles experienced during the implementation of the Tahfidz class, and the solutions offered from the obstacles experienced during the implementation of Tahfidz program. This research used a qualitative descriptive approach with case study research design. Data collection method used were observation, interview, and documentation. The data were validated through triangulation techniques. For data analysis technique, the researchers used qualitative analysis through the steps of data reduction, data presentation, and conclusion drawing or verification. The results of this study show that (1) the implementation of the Takhassus Tahfidz program at the formal institution in Lamongan regency is carried out with three stages of learning programs, planning (materials, media, methods: Bi Nadzhor, Talaqqi, and Taqrir, and time allocation); implementation (introduction, core: ziyadah and murojaah, and closing); then Evaluation (2) the obstacles faced during the implementation of the Takhassus Tahfidz program are environmental conditions, time management, personal matters, students’ motivation (low intention to memorize), the level of intelligence, and the student organization, (3) the solutions offered to overcome obstacles that occur during the implementation of the Takhassus Tahfidz program are by providing additional time; motivating the Tahfidz teachers, facilitating students with a cozy place to memorize, guiding students to manage time well, and prohibiting students to join student organization

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