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The Implementation of the Jigsaw Learning Model to Improve Students Learning Outcomes in the Subject of Akidah Akhlak for Grade VI at MI PSM Gedoro Ngawi Ratna Utami Nur Ajizah; Saiful Anwar; Anggun Saskiya; Dewi Nur Alipah; Miftahul Halima
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 9 No 1 (2023): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/al-lubab.v9i1.5684

With the development of science and technology, education in Indonesia continues to progress, and globalization is advancing. The goals of education cannot be achieved without a learning process within an educational institution. To attain perfect learning objectives, teachers need to innovate in their teaching methods. Jigsaw is a structured group work strategy based on cooperation and responsibility. In this research, the researcher employed the Classroom Action Research (CAR) method. This strategy is appealing when the material to be studied can be divided into several parts and does not require a specific sequence of delivery. Based on the results and discussion of the research, the researcher concludes that the use of the jigsaw learning model is capable of improving the learning outcomes of sixth-grade students in the subject of Akidah Akhlak at MI PSM Gedoro Ngawi.

Child Education from Islamic and Western Perspectives Puteri Azka Salsabila; Saiful Anwar; Jaziela Huwaida
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/al-lubab.v10i1.5754

Child education is a crucial aspect of individual and societal development. This study discusses and compares the concepts of child education from Islamic and Western perspectives, focusing on educational objectives, teaching methods, and the role of teachers. The background of this research stems from the need to understand the differences and similarities between these two approaches to create a more holistic and inclusive educational system. This research employs a library research method, gathering data from various relevant primary and secondary literature, including books, academic journals, and research articles. Data analysis is conducted descriptively and comparatively to identify the main themes, differences, and similarities in child education concepts from both perspectives. The findings indicate that child education from the Islamic perspective emphasizes character and spirituality formation, while Western education focuses more on developing critical thinking skills and active participation in society. Teaching methods in Islam are holistic, emphasizing moral and spiritual education, whereas Western education employs student-centered and interactive approaches. The role of the teacher in Islamic education is more of a moral exemplar and authoritative figure, whereas in Western education, the teacher acts as a facilitator supporting student exploration. The conclusion of this research is that integrating Islamic and Western educational approaches can result in a more comprehensive educational system, which not only develops the intellectual aspects but also the moral and spiritual aspects of children. Therefore, it is recommended to develop curricula and teaching methods that combine the moral values of Islamic education with the critical and creative approaches of Western education. Adequate teacher training is also essential to support the implementation of a holistic and student-centered educational approach.

Pengaruh Metode Pembelajaran Brainstorming Terhadap Hasil Belajar Fiqih Kelas 8 MTS Ma’arif NU 1 Kemranjen, Banyumas Mustofa, Idam; Anwar, Saiful; Haifah, Arga; Huwaida, Jaziela; Nurhasanah, Muwahidah
Jurnal Pendidikan Agama Islam Vol 3 No 1 (2024): Jurnal Pendidikan Agama Islam
Publisher : Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/paida.v3i1.5746

Beberapa factor yang menyebabkan kurangnya minat siswa dalam pembelajaran, berpusat pada guru saja dan menggunakan metode ceramah berdampak pada penurunan nilai dan pemahaman siswa pada mata pelajaran Fiqih. Tujuan penelitian ini untuk mengetahui pengaruh Metode Pembelajaran Brainstorming terhadap Hasil Belajar Fiqih Kelas 8 Mts Maarif NU 1 Kemranjen Banyumas. Penelitian ini menggunakan pendekatan kuantitatif Metode Eskperimen dengan True Experimen design. Populasi kelas 8 Mts Maarif NU 1 Kemranjen Banyumas dan sampel yang berjumlah 68 siswa. Metode yang digunakan dalam pengumpulan data adalah metode tes. Analisis data menggunakan uji Mann Whitney dengan bantuan spss 25. Hasil penelitian ini yaitu terdapat pengaruh Metode Pembelajaran Brainstorming terhadap hasil belajar kelas 8 Mts Maarif Nu 1 Kemranjen Banyumas melalui pretest dan posttest. Peneliti menggunakan uji Mann Whitney dengan nilai sebesar Asymp.Sig (2-tailed) yaitu 0,000 sehingga 0,000 < 0,05 dapat dilihat bahwasannya Ha diterima dan Ho ditolak. Berdasarkan kesimpulan peneliti mengajukan beberapa saran bahwa: 1) Kepada guru hendaknya menggunakan metode pembelajaran Brainstorming pada pelajaran Fiqih karena terbukti dapat meningkatkan serta mempengaruhi hasil belajar dan nilai siswi. 2) Sekolah atau Lembaga MTS Maarif NU 1 Kemranjen Banyumas agar dapat menginovasi metode pembelajaran yang baik.

Systematic Review: Meta-Synthesis of Implementation of Act No. 18 of 2019 on Pesantren Mustofa, Idam; Anwar, Saiful; Yusron, Moh. Alwi; Asrori, Asrori
EDUCAN : JURNAL PENDIDIKAN ISLAM Vol. 8 No. 1 (2024): Islamic Education
Publisher : Prodi PAI, Fakultas Tarbiyah, UNIDA GONTORs Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/educan.v8i1.11548

The study explores the implementation of Act No. 18 of the Year 2019 on Pesantren which covers the complexity of Pesantren management, mainly related to adaptation to the demands of the modern era, integrating knowledge into the curriculum, and improved management. The objective of the research is to conduct a meta-synthesis of ten studies related to the implementation of the Act on Pesantren, highlighting aspects such as management, human resources, finance, curricula, facilities, and the role of Pesantren in society. The research method uses a qualitative approach in a systematic review with meta-aggregation techniques. Research results show that the Act on Pesantren has a positive impact, including official recognition of Pesantren’s graduates, protection against the uniqueness of interns, and empowering interns in raising the Human Development Index (HDI) in Indonesia. Nevertheless, there are challenges such as ideological debates and variations in the implementation of the Act on Pesantren in various areas, mainly related to concerns about the loss of Pesantren’s independence.

Integration of Direct Instruction Methods and Independent Learning Curriculum in the Teacher Training and Development Program (TTDP) at Darussalam Gontor University Yusron, Moh. Alwi; Anwar, Saiful; Umami, Halida; Haikal, Muhammad; Mustofa, Idam
EDUCAN : JURNAL PENDIDIKAN ISLAM Vol. 8 No. 2 (2024): Evaluation of Islamic Education
Publisher : Prodi PAI, Fakultas Tarbiyah, UNIDA GONTORs Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/educan.v8i2.12516

This research investigates the implementation of the Integration of Direct Instruction Methods and Independent Learning Curriculum in the Teacher Training and Development Program (TTDP) at Darussalam Gontor University. The study employs a case study method to delve into the understanding of the execution, strengths, weaknesses, challenges, and opportunities within this integration. Findings reveal that TTDP at Darussalam Gontor University follows a three-step process: planning, execution, and evaluation. The execution involves the delivery of basic TTDP content, practical activities, and evaluation through tests and learning observations. The strengths of this integration lie in the enhancement of teaching quality, enabling trainee teachers to design more engaging learning experiences. However, challenges surface in the form of initial resistance to a shift in teaching paradigms and the need for institutional support. Opportunities exist in developing the professionalism of aspiring teachers and creating dynamic teaching materials. This research provides in-depth insights into the TTDP implementation, highlighting both positive changes and obstacles that need to be addressed. It contributes to understanding how the integration of direct instruction methods and independent learning curriculum can improve teacher training within this university context

Child Education from Islamic and Western Perspectives Azka Salsabila, Puteri; Anwar, saiful; Huwaida, Jaziela
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i1.5935

Child education is a crucial aspect of individual and societal development. This study discusses and compares the concepts of child education from Islamic and Western perspectives, focusing on educational objectives, teaching methods, and the role of teachers. The background of this research stems from the need to understand the differences and similarities between these two approaches to create a more holistic and inclusive educational system. This research employs a library research method, gathering data from various relevant primary and secondary literature, including books, academic journals, and research articles. Data analysis is conducted descriptively and comparatively to identify the main themes, differences, and similarities in child education concepts from both perspectives. The findings indicate that child education from the Islamic perspective emphasizes character and spirituality formation, while Western education focuses more on developing critical thinking skills and active participation in society. Teaching methods in Islam are holistic, emphasizing moral and spiritual education, whereas Western education employs student-centered and interactive approaches. The role of the teacher in Islamic education is more of a moral exemplar and authoritative figure, whereas in Western education, the teacher acts as a facilitator supporting student exploration. The conclusion of this research is that integrating Islamic and Western educational approaches can result in a more comprehensive educational system, which not only develops the intellectual aspects but also the moral and spiritual aspects of children. Therefore, it is recommended to develop curricula and teaching methods that combine the moral values of Islamic education with the critical and creative approaches of Western education. Adequate teacher training is also essential to support the implementation of a holistic and student-centered educational approach.

The Role of Teachers According to Ibn Jama'ah in the Book Tadhkirat al-Sami' wa'l-Mutakallim Anwar, Saiful; Mustofa, Idam; Zarkasyi, Azmi
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i2.5952

The book Tadhkirat al-Sami‘ wa’l-Mutakallim by Ibn Jama‘ah is a seminal work in the Islamic educational tradition, addressing the ethics and roles of teachers in the teaching process. This study aims to analyze the role of teachers as envisioned by Ibn Jama‘ah, focusing on the concepts of teachers as leaders of knowledge, ethical educators, and moral guides, while exploring its relevance to contemporary education. This research employs a library research method with a descriptive-analytical approach. The primary source is the book Tadhkirat al-Sami‘ wa’l-Mutakallim, complemented by secondary literature from books and academic journals. The analysis integrates classical and modern educational theories. The findings reveal that Ibn Jama‘ah regards teachers as central figures with significant responsibilities, not only in transferring knowledge but also in shaping students’ character through moral and spiritual example. These concepts, such as the importance of teachers' ethics and harmonious teacher-student relationships, remain relevant for character education in the modern era. The research implies the necessity of integrating moral and spiritual values into contemporary education to address global challenges such as ethical crises and dehumanization in educational systems. However, the study's focus on classical literature highlights the need for further empirical exploration to test its implementation in modern educational contexts. This study contributes to the literature on Islamic education by providing an in-depth analysis of Ibn Jama‘ah's concepts, which are rarely systematically addressed in contemporary research. The findings offer original insights bridging the tradition of classical Islamic education and the challenges of modern education.

Child Education from Islamic and Western Perspectives Azka Salsabila, Puteri; Anwar, saiful; Huwaida, Jaziela
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i1.5935

Child education is a crucial aspect of individual and societal development. This study discusses and compares the concepts of child education from Islamic and Western perspectives, focusing on educational objectives, teaching methods, and the role of teachers. The background of this research stems from the need to understand the differences and similarities between these two approaches to create a more holistic and inclusive educational system. This research employs a library research method, gathering data from various relevant primary and secondary literature, including books, academic journals, and research articles. Data analysis is conducted descriptively and comparatively to identify the main themes, differences, and similarities in child education concepts from both perspectives. The findings indicate that child education from the Islamic perspective emphasizes character and spirituality formation, while Western education focuses more on developing critical thinking skills and active participation in society. Teaching methods in Islam are holistic, emphasizing moral and spiritual education, whereas Western education employs student-centered and interactive approaches. The role of the teacher in Islamic education is more of a moral exemplar and authoritative figure, whereas in Western education, the teacher acts as a facilitator supporting student exploration. The conclusion of this research is that integrating Islamic and Western educational approaches can result in a more comprehensive educational system, which not only develops the intellectual aspects but also the moral and spiritual aspects of children. Therefore, it is recommended to develop curricula and teaching methods that combine the moral values of Islamic education with the critical and creative approaches of Western education. Adequate teacher training is also essential to support the implementation of a holistic and student-centered educational approach.

The Role of Teachers According to Ibn Jama'ah in the Book Tadhkirat al-Sami' wa'l-Mutakallim Anwar, Saiful; Mustofa, Idam; Zarkasyi, Azmi
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i2.5952

The book Tadhkirat al-Sami‘ wa’l-Mutakallim by Ibn Jama‘ah is a seminal work in the Islamic educational tradition, addressing the ethics and roles of teachers in the teaching process. This study aims to analyze the role of teachers as envisioned by Ibn Jama‘ah, focusing on the concepts of teachers as leaders of knowledge, ethical educators, and moral guides, while exploring its relevance to contemporary education. This research employs a library research method with a descriptive-analytical approach. The primary source is the book Tadhkirat al-Sami‘ wa’l-Mutakallim, complemented by secondary literature from books and academic journals. The analysis integrates classical and modern educational theories. The findings reveal that Ibn Jama‘ah regards teachers as central figures with significant responsibilities, not only in transferring knowledge but also in shaping students’ character through moral and spiritual example. These concepts, such as the importance of teachers' ethics and harmonious teacher-student relationships, remain relevant for character education in the modern era. The research implies the necessity of integrating moral and spiritual values into contemporary education to address global challenges such as ethical crises and dehumanization in educational systems. However, the study's focus on classical literature highlights the need for further empirical exploration to test its implementation in modern educational contexts. This study contributes to the literature on Islamic education by providing an in-depth analysis of Ibn Jama‘ah's concepts, which are rarely systematically addressed in contemporary research. The findings offer original insights bridging the tradition of classical Islamic education and the challenges of modern education.

Reconstructing Herbart's Teaching Method Based on Islamic Values: A Case Study at Darussalam Gontor Modern Islamic Boarding School. Yusron, Moh Alwi; Anwar, Saiful; Wardhani, Ayu Era
Jurnal Al-Fawa'id : Jurnal Agama dan Bahasa Vol 15 No 1 (2025): Maret
Publisher : STAI Ali bin Abi Thalib Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54214/alfawaid.Vol15.Iss1.776

This study examines the integration of Johann Friedrich Herbart's educational methods with Islamic values at Pondok Modern Darussalam Gontor, a prominent Islamic boarding school in Indonesia. Herbart's pedagogical framework, emphasizing structured teaching through five stages. preparation, presentation, association, generalization, and application. aligns with Islamic educational principles that focus on character development and comprehensive personal growth. Research Methods: The research employs a qualitative approach, utilizing literature review and case study methods. Data were collected through document analysis of Gontor's educational materials, observations of teaching practices, and interviews with educators and students to understand the implementation of Herbartian methods within an Islamic educational context. Findings: 1) Integration of Teaching Methods. 2) Balanced Curriculum. 3) Foreign Language Proficiency. 4) Comprehensive Evaluation. 5) Holistic Approach. This study highlights the successful integration of Western educational methods with Islamic values, offering a model for other educational institutions aiming to develop holistic and integrative learning systems. However, the research is limited to a single case study at Gontor; further studies could explore similar integrations in different educational settings to validate and expand upon these findings. The research provides a novel insight into how Herbart's educational concepts can be harmonized with Islamic principles, resulting in a comprehensive and effective educational system. This integration equips students with knowledge, skills, and character aligned with religious guidance and the demands of modern society.

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