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All Journal Jurnal Ilmiah Didaktika : Media Ilmiah Pendidikan dan Pengajaran Ta'dibuna: Jurnal Pendidikan Islam Murobbi: Jurnal Ilmu Pendidikan Cendekia: Jurnal Kependidikan dan Kemasyarakatan
Anshori, Irfan
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Religion Education Social Sciences

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Tipologi pengajaran dan pendidikan Islam di Banten dalam pengaruh tokoh ulama abad 19-20 Murniasih, Eri; Anshori, Irfan
TA`DIBUNA Vol 13 No 1 (2024)
Publisher : LPPM Universitas Ibn Khaldun, Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tadibuna.v13i1.15379

Abstract

Banten has a lot of culture and culture and is synonymous with the sultanate, so it has many Islamic educational institutions and centers of Islamic government. This research aims to describe the history of the development of Islamic education in Banten in the 19th and 20th centuries. This research was carried out using the literature study method through the approach of figures (ulama) who were influential in spreading Islam. Judging from the struggle and contribution to education and organizations in the Banten region. The research results show that Banten's progress cannot be separated from the disciplined work of its ulama in aspects of Islamic science. Four models or patterns of Islamic religious education and teaching institutions are known and running from time to time in Banten, namely Islamic religious education in Islamic boarding schools, madrasas, majlis ta'lim, and religious education in public schools. The progress of Islam in Banten was also supported by the establishment of Islamic organizations such as Mathla'ul Anwar, Al-Khairiyah, and Mathla’ul Anwar Linahdlatil Ulama (MALNU) which became the basis of Islamic power in Banten.   Abstrak Banten memiliki banyak kultur, budaya serta identik dengan wilayah kesultanan sehingga banyak mencetak lembaga pendidikan keislaman dan pusat pemerintahan Islam. Tujuan penelitian ini menggambarkan sejarah perkembangan pendidikan Islam di Banten abad 19-20. Penelitian ini dilakukan dengan metode studi kepustakaan melalui pendekatan tokoh (ulama) yang berpengaruh dalam menyebarkan Islam. Dilihat dari perjuangan serta kontribusinya dalam pendidikan, dan organisasi yang ada di wilayah Banten. Hasil Penelitian menunjukkan bahwa kemajuan Banten tidak terlepas dari kiprah para ulamanya yang disiplin dalam aspek keilmuan Islam. Dan terdapat empat model atau pola institusi pendidikan dan pengajaran agama Islam yang dikenal dan berjalan dari waktu ke waktu di Banten yaitu pendidikan agama Islam di pondok pesantren, madrasah, majelis ta’lim dan pendidikan agama di sekolah umum. Kemajuan Islam di Banten juga di dukung dengan didirikannya organisasi Islam seperti Mathla’ul Anwar, Perguruan Al-Khairiyah serta Mathla’ul Anwar Linahdlatil Ulama (MALNU) yang menjadi basis kekuatan Islam di Banten.  
THE USE OF ARTICULATION LEARNING MODELS IN PAI SUBJECTS AT SMPN 1 PONTANG, BANTEN Wasehudin, Wasehudin; Anshori, Irfan; Marzuki, Marzuki
Jurnal Ilmiah Didaktika Vol 23 No 1 (2022): Jurnal Ilmiah Didaktika August 2022
Publisher : Center for Research and Publication Universitas Islam Negeri (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jid.v23i1.13608

Abstract

This study aims to determine the application of the articulation learning model at SMP Negeri 1 Pontang, especially in the subject of Islamic Religious Education. The method used is a qualitative method using SWOT analysis. The approach in this study is presented descriptively. This research was conducted at SMP Negeri 1 Pontang, Pontang District, Serang Regency, Banten Province. This research explains in detail the flow of articulation learning and also presents about Strenght, Weaknesses, Opportunities and Threats. The results of this study show that the articulation learning model on the strength aspect can train students' absorption and train students' readiness. On the aspect of weakness, this learning model can only be used by certain subjects. The opportunity aspect of this learning model, students are trained in speaking, can speak loudly and clearly. Meanwhile, on the threat aspect, this learning model can not be completed if a teacher is not able to manage learning time, because the articulation learning model requires a lot of time. With the implementation of the articulation learning model in PAI subjects, there are no longer students who think that PAI subjects are boring subjects.
Penggunaan Model Pembelajaran Artikulasi dalam Meningkatkan Hasil Belajar Siswa di SMPN 2 Pontang Anshori, Irfan; SA Putri, Alvi; Qonitah, Ainul
Muróbbî: Jurnal Ilmu Pendidikan Vol. 8 No. 2 (2024): September
Publisher : Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52431/murobbi.v8i2.3149

Abstract

This research aims to measure the use of the articulation learning model on student learning outcomes at SMP Negeri 2 Pontang. This research method uses quantitative methods; using a descriptive approach. The research results explain that the articulation learning model helps teachers in the learning process. The stages of this learning model are very systematic; starting from delivering the material to delivering the material; Benefits of using articulation models; produce students who are independent, dare to appear independent. The advantages of the articulation learning model; all students are involved, train student readiness, train student understanding and increase student participation. Lack of model articulation; requires a lot of time, is suitable for certain materials, the material obtained is small. Analysis of the Articulation Model on Learning Outcomes shows that the coefficient index rxy = 0.44 is between (0.40-0.70). This means that the Articulation Model and learning outcomes have a moderate correlation. The results of the significance test show that tcount = 4.4389 > ttable = 9.48. This means there is a significant positive correlation between the articulation model and learning outcomes. The contribution of the articulation model to learning outcomes is 20.22%. Tujuan penelitian ini untuk mengukur penggunaan model pembelajaran artikulasi pada hasil belajar siswa di SMP Negeri 2 Pontang. Metode penelitian ini menggunakan metode kuantitatif; dengan menggunakan pendekatan deskriptif. Hasil penelitian menjelaskan bahwa model pembelajaran artikulasi membantu guru dalam proses belajar. Tahapan model pembelaajran ini sangat sistematis; mulai dari penyampaian materi hingga penyimpulan materi; Manfaat penggunaan model artikulasi; menghasilkan siswa yang mandiri, berani tampil mandiri. Kelebihan model pembelajaran artikulasi; semua siswa terlibat, melatih kesiapan siswa, melatih daya serap pemahaman siswa dan meningkatkan partisipasi siswa. Kekurangan model artikulasi; membutuhkan waktu yang banyak, cocok untuk materi tertentu, materi yang didapat sedikit. Analisis Model Artikulasi pada Hasil Belajar menunjukan indeks koefesien rxy = 0,44 berada antara (0,40-0,70). Ini berati Model Artikulasi dengan hasil belajar terdapat korelasi yang sedang. Hasil uji signifikansi diketahui bahwa thitung = 4,4389 > ttabel = 9,48. Ini berati terdapat korelasi positif yang signifikan antara model artikulasi dengan hasil belajar. Kontribusi model artikulasi pada hasil belajar adalah 20,22%.
Using Multi-Grade Teaching in Strengthening Students' Character Post-FTF Learning Wasehudin, Wasehudin; Wathoni, Kharisul; Hassan, Razali Bin; Anshori, Irfan; Faisal Akbar, Muhammad
Cendekia: Kependidikan dan Kemasyarakatan Vol 20 No 2 (2022)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v20i2.4586

Abstract

This research aims to learn multigrade teaching techniques to strengthen students' character values. Research methods include descriptive research through a qualitative approach. Researchers collect data through interviews, observation, and documentation. Qualitative data analysis is the collection, simplification, presentation of data, and conclusion. The results of this study describe that multi-grade teaching is closely related to strengthening the character values of post-face-to-face learning students. The process includes combining several grade levels with a maximum number of 25 students and then being given material by one teacher who emphasizes the learning process for students. The technique provides opportunities for students to improve the character values they have obtained. This technique encourages students to grow in learning effectively and efficiently and strengthens the character of students after the last 2 years, and students rarely meet with teachers. Some of the values obtained through multi-grade teaching: are independence, ethics, and cohesiveness.   
Co-Authors Faisal Akbar, Muhammad Hassan, Razali Bin Kharisul Wathoni Marzuki Marzuki Murniasih, Eri Qonitah, Ainul SA Putri, Alvi Wasehudin, Wasehudin