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Strategi Pendidikan Life Skills di Pondok Pesantren al-Muhajirin 1 Bahrul Ulum Tambakberas Jombang Hasan, Muhammad Zainul; Waslah; Huda, Saihul Atho' Alaul
Akhlaqul Karimah: Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2023): Akhlaqul Karimah: Jurnal Pendidikan Agama Islam
Publisher : Samodra Ilmu: Lembaga Penelitian, Penerbitan, dan Jurnal Ilmiah

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

The research began with the observation of many graduates from Islamic boarding schools (pesantren) who still lacked self-confidence after completing their education. The aim of the Life Skills Education Strategy for Students at Al-Muhajirin 1 Bahrul Ulum Tambakberas Jombang Islamic Boarding School was to determine the strategies used in providing life skills education and the supporting and hindering factors in its implementation at the Islamic boarding school. The research employed a qualitative approach, involving methods such as observation, interviews, and document analysis with caregivers, teachers (ustadz), and the students themselves as the research subjects. Data analysis was conducted through triangulation, involving data reduction, data presentation, and drawing conclusions. The research findings are as follows: Vocational skills education through Cooperative Pondok activities aimed to enhance entrepreneurial skills. Social skills education through Security and Order and Roan activities aimed to improve social skills, cooperation, and effective communication among students. Academic skills education through Khitobah activities aimed to develop public speaking skills and self-presentation. As for the supporting and hindering factors: In vocational skills education, students were enthusiastic about participating in the cooperative, but a hindering factor was the prevalence of student debt. In social skills education, the management recognized the importance of responsibility and supervision, but a hindrance was the lack of discipline, and sometimes the management struggled to maintain order among the students. In academic skills education, students were enthusiastic about creating Khitobah presentations, but a hindering factor was their lack of self-confidence.

IMPLEMENTASI KURIKULUM MERDEKA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMA NEGERI 1 BANGIL: IMPLEMENTASI KURIKULUM MERDEKA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMA NEGERI 1 BANGIL Rokim, Rokim; Zakariyah; Waslah; Moh.Kholik
Akademika Vol 18 No 2 (2024): Akademika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/adk.v18i2.2384

The purpose of this study was to determine how to implement the Independent Curriculum in Islamic Religious Education and Character Education subjects at SMA Negeri 1 Bangil, starting from how to implement the Independent Curriculum which consists of teacher preparation, implementation methods and assessment methods, then problems that occur and efforts made by educators in implementing the Independent Curriculum in Islamic Religious Education and Character Education subjects. We already know that the Independent Curriculum is a new curriculum with a foundation as a refinement of the 2013 Curriculum, but in implementing this Independent Curriculum, it is necessary for teachers to apply it first before teaching it to students. So that it can build quality student character both in academics and in other fields. This study uses a descriptive qualitative approach by taking SMA Negeri 1 Bangil as the object. Data collection techniques are carried out through observation, interviews and documentation. Respondents in this study were the principal, curriculum vice principal, Islamic Religious Education and Character Education teachers for class X and students who understand this research. The results of this study indicate that the implementation of Islamic Religious Education and Character Education learning consists of 3 activities, the first is an introductory activity, then the core activity and is closed with a closing activity, plus the P5 project. Then there are problems that occur in the implementation of Islamic Religious Education and Character Education learning, namely educators do not participate in training, differentiated learning is not optimal and mindset. So that the efforts made to overcome these problems are by participating in internal/external workshops, increasing creativity as a teacher and sharing with fellow educators or people who know more (often ask questions)

The Implementation of Religious Moderation Values in Shaping Harmonious Student Character in Secondary Schools Waslah; Huda, Saihul Atho’ A’laul; Nashihin, Ahmad Ali
Journal of Islamic Education Research Vol. 6 No. 3 (2025): Journal of Islamic Education Research
Publisher : Faculty of Education and Teacher Training, Islamic State University of Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jier.v6i3.501

This study examines how the implementation of religious moderation values shapes harmonious student character in secondary schools. In a diverse educational setting, promoting tolerance and mutual respect is essential. Using a qualitative descriptive method, data were collected through interviews, observations, and documentation involving school principals, teachers, and students. The findings show that religious moderation is practiced through inclusive programs such as joint religious events, interfaith dialogue, and character-building activities. Teachers play a key role in modeling tolerance and resolving inter-religious tensions constructively. The consistent integration of moderation values fosters student character marked by openness, empathy, and peaceful coexistence. This research contributes to inclusive education practices and offers insights for schools in managing religious diversity effectively. Penelitian ini mengkaji implementasi nilai-nilai moderasi beragama dalam membentuk karakter siswa yang harmonis di sekolah menengah. Dalam lingkungan pendidikan yang beragam, penting untuk menumbuhkan sikap toleran dan saling menghargai. Metode yang digunakan adalah kualitatif deskriptif, dengan teknik wawancara, observasi, dan dokumentasi yang melibatkan kepala sekolah, guru, dan siswa. Hasil penelitian menunjukkan bahwa moderasi beragama diterapkan melalui kegiatan inklusif seperti acara keagamaan bersama, dialog lintas iman, dan pembinaan karakter. Guru berperan penting sebagai teladan dalam menyelesaikan ketegangan antaragama secara konstruktif. Integrasi nilai-nilai moderasi secara konsisten mampu membentuk karakter siswa yang terbuka, empatik, dan mampu hidup berdampingan secara damai. Penelitian ini berkontribusi pada praktik pendidikan inklusif dan memberikan wawasan bagi sekolah dalam mengelola keberagaman secara efektif.

Strategi Pendidikan Life Skills di Pondok Pesantren al-Muhajirin 1 Bahrul Ulum Tambakberas Jombang Hasan, Muhammad Zainul; Waslah; Huda, Saihul Atho' Alaul
Akhlaqul Karimah: Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2023): Akhlaqul Karimah: Jurnal Pendidikan Agama Islam
Publisher : Samodra Ilmu: Lembaga Penelitian, Penerbitan, dan Jurnal Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58353/jak.v2i2.133

The research began with the observation of many graduates from Islamic boarding schools (pesantren) who still lacked self-confidence after completing their education. The aim of the Life Skills Education Strategy for Students at Al-Muhajirin 1 Bahrul Ulum Tambakberas Jombang Islamic Boarding School was to determine the strategies used in providing life skills education and the supporting and hindering factors in its implementation at the Islamic boarding school. The research employed a qualitative approach, involving methods such as observation, interviews, and document analysis with caregivers, teachers (ustadz), and the students themselves as the research subjects. Data analysis was conducted through triangulation, involving data reduction, data presentation, and drawing conclusions. The research findings are as follows: Vocational skills education through Cooperative Pondok activities aimed to enhance entrepreneurial skills. Social skills education through Security and Order and Roan activities aimed to improve social skills, cooperation, and effective communication among students. Academic skills education through Khitobah activities aimed to develop public speaking skills and self-presentation. As for the supporting and hindering factors: In vocational skills education, students were enthusiastic about participating in the cooperative, but a hindering factor was the prevalence of student debt. In social skills education, the management recognized the importance of responsibility and supervision, but a hindrance was the lack of discipline, and sometimes the management struggled to maintain order among the students. In academic skills education, students were enthusiastic about creating Khitobah presentations, but a hindering factor was their lack of self-confidence.

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