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All Journal YASIN: Jurnal Pendidikan dan Sosial Budaya AKHLAQUL KARIMAH: Jurnal Pendidikan Agama Islam
Huda, Saihul Atho' Alaul
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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

Abstract

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.
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

Abstract

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.
Peran Guru Pendidikan Agama Islam dalam Menerapkan Pendidikan Multikultural terhadap Pengembangan Sikap Toleransi Siswa di SMP Negeri 1 Ngoro Jombang Solekha, Siti Latifatus; Huda, Saihul Atho' Alaul; Waslah, Waslah
YASIN Vol 5 No 3 (2025): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i3.5531

Abstract

This study aims to analyze the role of Islamic Education (PAI) teachers in implementing multicultural education to develop students' tolerance at SMP Negeri 1 Ngoro Jombang. This research utilizes a descriptive qualitative method, with data collection techniques including observation, interviews, and documentation. The findings of this research indicate that Islamic Education teachers play a significant role in creating an inclusive learning environment that embraces diversity. Their roles include acting as guides, facilitators, and educators in the process of multicultural education. Islamic Education teachers at SMP Negeri 1 Ngoro Jombang successfully integrate values of tolerance, mutual respect between religions, and cultural diversity into the learning process. Moreover, these teachers serve as role models for students in fostering moderation and harmony among different religious groups. However, the study also identifies several external factors that support the implementation of multicultural education, such as school policies promoting diversity, the school's commitment to inclusivity, parental and community support, and collaboration between educators and school staff. A harmonious school environment also helps create a conducive learning atmosphere. On the other hand, external obstacles include a lack of parental awareness about the importance of multicultural education, insufficient teacher training in multiculturalism, and limited resources and learning media. Additionally, internal factors that support the implementation include the competence and professionalism of Islamic Education teachers, creativity in collaborative teaching, and active collaboration between subject teachers. Internal challenges identified include a lack of training and understanding related to multiculturalism, as well as limited facilities and learning resources.
Co-Authors Hasan, Muhammad Zainul Solekha, Siti Latifatus Waslah Waslah Waslah, Waslah