Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Darajat: Jurnal Pendidikan Agama Islam
Anang Romli
Unknown Affiliation
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Sejarah Sosial Reformasi Pendidikan Islam Anang Romli
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.v4i2.711

Abstract

Abstract; This paper will describe the meaning of Islamic education reform, the real condition of Muslims, The outline of Islamic education reform. Along with changes in state configuration and political reforms in several Islamic countries that often occur in Islamic countries or countries with a majority Muslim population also have an impact on changes in educational formation where these changes occur. An inevitability is that where there is a change there are also challenges in the conditions of that change. In this case the Islamic State we mean there are two first terms, the Islamic State in the sense of a State whose principles and laws use Islamic teachings as sources. In the Middle Ages, Islam in a period of decline, Western hegemony almost occurred in all Muslim-majority countries. The Muslim community is starting to realize the situation they are facing. Especially the backwardness of Islam in developing outside the truth of revelation. Islamic countries were colonized by Europeans. Therefore, Muslims are forced to let go of the shackles and stranglehold of the west. With that, the Islamic community began to overhaul the pattern of thinking through educational institutions. Here, it is hoped that Muslims will start thinking about the independence of the nation, political culture and education
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

Abstract

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.
Co-Authors Raikhan Tsani Mazro’atur Rohmah