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All Journal ISLAMICA: Jurnal Studi Keislaman Jurnal Pendidikan Islam DINAMIKA: Jurnal Kajian Pendidikan dan Keislaman Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam Islamika : Jurnal Ilmu-Ilmu Keislaman Tribakti: jurnal pemikiran keIslaman EDUKATIF : JURNAL ILMU PENDIDIKAN Darajat: Jurnal Pendidikan Agama Islam TAJDID: Jurnal Pemikiran Keislaman dan Kemanusiaan Atta'dib Jurnal Pendidikan Agama Islam Educenter: Jurnal Ilmiah Pendidikan JoEMS : Journal of Education and Management Studies Didaktika Religia Journal of Islamic Education Management Tsaqofah: Jurnal Penelitian Guru Indonesia Edudeena : Journal of Islamic Religious Education JEID Allimna Al-Abshar: Journal of Islamic Education Management Jurnal Inovasi Global Journal of Islamic Studies and Civilization Jurnal Intelek Dan Cendikiawan Nusantara EDUCENTER JURNAL PENDIDIKAN Tribakti: Jurnal Pemikiran Keislaman At-Tahdzib: Jurnal Studi Islam dan Muamalah Journal of Islamic Studies and Civilization Indonesian Journal of Humanities and Social Sciences Proceeding International Conference on Education IJoReSCo
Nur Ahid
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Religion Arts Humanities Astronomy Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Application of Discovery Learning Method as An Effort to Improve Learning Outcomes of Fikih Zakat Fitrah Material Class V C In MIN 2 Kediri City Much Rosyidi; Ahid, Nur; Khoiri, M. Alim; Saifullah; Ilham Tohari
Proceeding International Conference on Education Volume 01, Agustus Tahun 2023: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

In order to improve the learning outcomes of students in the Islamic jurisprudence subject Zakat Fitrah material in Kediri City, it is necessary to conduct classroom action research to obtain the significance of the influence of the Discovery Learning learning model on student learning outcomes, especially in the fiqh subject class Vc MIN 2 Kedirim City. The results of this research showed that the average score in the pre-cycle was 72.35 with a completion percentage of 64.7%. The learning results after carrying out the second cycle research by applying the discovery learning method to the learning of Islamic law regarding Zakat fitrah provisions, namely Total Value = 2580, Average Value = 75.88, and Learning Completeness = 91.2%. Based on the research results from Cycle 1 and Cycle 2, it can be concluded that the use of the learning model is effectively applied in learning ZakatFitrah materials.
Improving PAI Learning Outcomes with The Theme "Let's Pray" Through The Cooperative Method of Make a Match Model in Class 4 Students Of SDN Bandar Kidul 2 Kota Kediri Robi'ah, Siti; Zunairoh, Yuyun; Ahid, Nur
Proceeding International Conference on Education Volume 01, Agustus Tahun 2023: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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Abstract

PAI learning currently focuses more on developing abilities and information processing rather than simply absorbing information. Learners need to increase their activity through exercises or small group assignments and explaining ideas to others. PAI is a study material with abstract objects built through deductive reasoning, where the truth of a concept is obtained as a logical result of previous truths. This research aims to determine the improvement in PAI learning outcomes by applying the Make A Match model cooperative learning method to grade 4 students at SDN Bandar Kidul 2, Kediri City. This research uses an action research method consisting of three rounds. The research results show that the Make A Match model cooperative learning method can improve PAI learning outcomes and motivate students to learn .
Perkembangan Kurikulum Pendidikan Di Indonesia: Prinsip Dan Faktor Yang Mempengaruhi Marzuqi, Badrul Munir; Ahid, Nur
JoIEM (Journal of Islamic Education Management) Vol. 4 No. 2 (2023)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/joiem.v4i2.1284

Abstract

Abstract The curriculum is a key in the implementation of educational activities because it relates to determining the direction, content and process of education, which ultimately determines the types and qualifications of graduates of an educational institution. Curriculum development is a must as a form of positive-conceptual response considering the influence of scientific and technological developments, which are in line with the increasingly complex developments of the era. History records that there were eleven changes to the post-independence Indonesian curriculum, starting from the 1947 lesson plan curriculum, then the 1952 unraveled lesson plan curriculum, the 1964 education plan curriculum, the 1968 curriculum, the 1975 curriculum with the term unit of study, the 1984 curriculum with the CBSA concept, the 1994 curriculum, the 2004 KBK curriculum, the KTSP curriculum, the 2013 curriculum and most recently the independent curriculum. Curriculum development must be based on principles that include general principles in the form of principles of relevance, flexibility, effectiveness, efficiency, continuity, goal-oriented, lifelong education, synchronization, integrity, objectivity, and democracy. Specific principles include setting goals, content, learning experiences, and assessment. Factors that influence curriculum development include university factors, community factors and societal values ​​or norms. In addition, there are philosophical, psychological, socio-cultural, political, state development and world development, as well as science and technology factors. Abstrak Kurikulum merupakan sebuah kunci dalam pelaksanaan kegiatan pendidikan karena berkaitan dengan penentuan arah, isi dan proses pendidikan yang pada akhirnya menentukan macam dan kualifikasi lulusan suatu lembaga pendidikan. Pengembangan kurikulum merupakan satu keharusan sebagai bentuk respon positif-konseptual mengingat pengaruh perkembangan ilmu pengetahuan dan teknologi yang sejalan dengan perkembangan zaman yang semakin kompleks. Sejarah mencatat ada sebelas kali perubahan kurikulum pasca kemerdekaan Indonesia, mulai dari kurikulum rencana pelajaran 1947, kemudian menjadi kurikulum rencana pelajaran terurai 1952, kurikulum rencana pendidikan 1964, kurikulum 1968, kurikulum 1975 dengan istilah satuan pelajaran nya, kurikulum 1984 dengan konsep CBSA, kurikulum 1994, kurikulum KBK tahun 2004, kurikulum KTSP, Kurikulum 2013 dan yang terbaru kurikulum merdeka. Pengembangan kurikulum harus berdasarkan pada prinsip-prinsip yang meliputi prinsip-prinsip umum berupa prinsip relevansi, fleksibilitas, efektivitas, efisiensi, kontinuitas, berorientasi pada tujuan, pendidikan seumur hidup, sinkronisasi, integritas, objektivitas, demokrasi. Prinsip khusus meliputi penyusunan tujuan, isi, pengalaman belajar, dan penilaian. Faktor-faktor yang mempengaruhi pengembangan kurikulum diantaranya faktor perguruan tinggi, faktor masyarakat dan faktor nilai atau norma masyarakat. Selain itu ada faktor filosofis, psikologis, sosial budaya, politik, pembangunan negara dan perkembangan dunia, serta ilmu pengetahuan dan teknologi.
Madrasah curriculum development Rovi'i, Abdul; Ahid, Nur; Arif Musafak, Muhammad; Kurniadi, Yanwar
Educenter : Jurnal Ilmiah Pendidikan Vol. 2 No. 2 (2023): Educenter : Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v2i2.768

Abstract

The development of madrasah curriculum in Indonesia has undergone various transformations since the colonial period until now. The purpose of this research is to find out the development of madrasah curriculum in Indonesia. The research method used by researchers is library research. Based on the analysis, it can be concluded that the development of madrasah curriculum in Indonesia has undergone significant changes, especially after Indonesia's independence. The Indonesian government issued various policies to advance education in Indonesia, including Islamic religious education and madrasah. One of the policies issued is the integration between the general education curriculum and Islamic religious education in madrasas. The government can provide adequate financial support and experts for madrasah curriculum development. The community can support through active participation in educational activities, such as providing educational facilities and infrastructure. The industrial world can provide support in the form of internship programs and cooperation with madrasah to improve student skills. In the development of madrasah curriculum in Indonesia, there have been significant changes and developments since the establishment of Madrasah Aliyah in 1945. The currently implemented madrasah curriculum, the 2013 curriculum, has integrated general and religious education in a more balanced manner.
Preserving Identity through Education: The Role of Symbolic Capital in Cultural Reproduction at MMA Bahrul ‘Ulum Hidayah, Nurul; Ahid, Nur; Rahman, Zayad Abd; Qosim, Nanang
DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman Vol. 10 No. 1 (2025): Dinamika
Publisher : Islamic Faculty of KH. A. Wahab Hasbullah University, Jombang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/dinamika.v10i1.5865

Abstract

This study examines the process of cultural reproduction at Madrasah Mu’allimin Mu’allimat (MMA) Bahrul ‘Ulum through the sociological lens of Pierre Bourdieu. The research focuses on how this traditional Islamic educational institution sustains religious and cultural values by shaping the habitus of its students. Using a qualitative approach and analyzing daily practices within the pesantren environment, the study finds that MMA Bahrul ‘Ulum reproduces culture through internal mechanisms such as discipline reinforcement, classical Islamic text learning, and symbolic relationships between teachers and students. Symbolic and cultural capital play a crucial role in maintaining the institution’s authority amid social change. The findings reveal that the process of cultural reproduction at MMA Bahrul ‘Ulum is not passive but rather active and dynamic, enabling the institution to preserve tradition while adapting to contemporary challenges. This research highlights the strategic role of pesantren in maintaining cultural identity through the formation of a distinctive habitus.
Sustaining Islamic Educational Traditions: A Structural-Functional Analysis of Arab Pegon Translation in Pesantren Fathul Ulum MZ, Isniyatun Niswah; Ahid, Nur; Rahman, Zayad Abd
DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman Vol. 10 No. 1 (2025): Dinamika
Publisher : Islamic Faculty of KH. A. Wahab Hasbullah University, Jombang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32764/dinamika.v10i1.5872

Abstract

The kitab kuning (classical Islamic texts) has long been regarded as an authoritative reference in the pesantren (Islamic boarding school) tradition. These books, written by classical Islamic scholars, have been studied across generations and are viewed as time-tested sources of Islamic knowledge grounded in the Qur’an and Hadith. One distinctive method used in pesantren to comprehend the kitab kuning is the maknani method—a translation approach utilizing Arab Pegon, a modified Arabic script adapted to the Javanese language. The use of Arab Pegon serves not only as a learning aid but also holds historical significance in the spread of Islam in the Indonesian archipelago. Pesantren Fathul Ulum in Kwagean, Kediri, is one of the Islamic boarding schools that continues to preserve this Pegon translation tradition in the study of kitab kuning. This qualitative research aims to examine the tradition of translating kitab kuning into Arab Pegon at Pesantren Fathul Ulum through the lens of Talcott Parsons’ structural-functional theory, particularly the AGIL framework (Adaptation, Goal Attainment, Integration, and Latency). The findings reveal that Pegon translation functions both as a pedagogical tool and a socio-cultural mechanism that sustains the pesantren system. The pesantren’s ability to adapt its teaching methods to the diverse backgrounds of its students reflects the function of adaptation. The design of a learning system that preserves classical Islamic knowledge demonstrates the function of goal attainment. The function of integration is evident in the social structure and collective use of linguistic codes, thereby strengthening community cohesion within the pesantren. Meanwhile, the function of pattern maintenance is realized through the preservation of values, norms, and educational traditions across generations. Thus, the practice of Arab Pegon translation plays a vital role in maintaining the existence of pesantren as a traditional Islamic educational institution amid the dynamics of social change.
Pesantren and Tradition (Study Of Ta'dzim Affiliates in Character Education Al-Ghazali and Thomas Lickona) Aprillia, Try Heni; Masrof, Agus Harisuddin; Ahid, Nur; Huda, Syamsul
Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 01 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i01.2738

Abstract

The academic problems of this research stem from the environmental phenomenon of the Pesantren Al-Falah Ploso where the students still respect their Kyai, in other words, the ta’dzim attitude towards the teacher (Kyai) is still very well maintained. This is different from general education institutions in Indonesia. Ta’dzim itself is a form of character education and is a typical pesantren tradition. The research method used is Library Research with a qualitative approach. This study aims to examine the conception of character education of al-Ghazali and Tomas Lickona’s and its relation to the ta’dzim tradition at the Pesantren Al-Falah Ploso. The results showed that the ta’dzim tradition at the Pesantren Al-Falah Ploso was still well sublimated through divine values and human values. This is explained in detail in Al-Ghazali's conception of character education, namely to purify oneself (tazkiyat al-nafs) from despicable traits. Tazkiyat al-nafs is a way to get physical, spiritual, material and spiritual happiness, in this world and the hereafter. Meanwhile, according to Thomas Lickona, there are three important components in building character education, namely: Moral knowing, moral feeling, and moral action.
PENGEMBANGAN KURIKULUM PENDIDIKAN KARAKTER Melinda, Puspita Ega; Nur Ahid; Rosa Deninta
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 Nomor2, Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.26943

Abstract

Character education serves as a fundamental pillar in shaping a generation that excels not only intellectually but also in moral integrity and social responsibility. This article discusses the core principles, implementation strategies, curriculum development models, and the roles of key stakeholders in implementing character education in schools. A character-based curriculum must be designed based on relevance, sustainability, integration, and alignment with students’ socio-cultural context. Implementation strategies include intracurricular, extracurricular, and habituation activities within the school environment. Curriculum development is carried out through integrative, thematic, and hidden curriculum approaches aimed at comprehensive character formation. The active involvement of teachers, school leaders, parents, communities, and government is essential to creating an effective character education ecosystem. Teachers act as role models and facilitators, school leaders as transformative figures, parents as primary educators, and government as policy makers. Despite its importance, the implementation of character education faces various challenges, including limited teacher training, lack of integrated curricula, and weak stakeholder synergy. To address these issues, sustainable teacher training, stronger national policy support, and cross-sector collaboration are necessary. This article recommends enhancing the roles of all educational elements to ensure that character education moves beyond discourse into tangible practice, capable of forming morally strong and resilient generations to face the challenges of the 21st century.
Kontruktivisme dalam Pembelajaran Berdiferensiasi pada Proyek Penguatan Profil Pelajar Pancasila di SMAN 1 Grogol Udhiyana, Novi; Nur Ahid; Rini Susanti
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 1 No. 6 (2024): Desember 2024 - Januari 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Teori pembelajaran adalah landasan untuk memahami bagaimana individu belajar dan bagaimana guru dapat mendesain pembelajaran yang efektif. Teori pembelajaran dapat dibagi menjadi beberapa jenis berdasarkan pendekatan dan konsep yang mendasarinya. Diantara teori pembelajaran yang umum digunakan dalam pendidikan adalah teori konstruktivisme. Pembelajaran berdiferensiasi berfokus pada penyesuaian kebutuhan individu siswa berdasarkan kemampuan, minat, dan gaya belajar mereka. Setiap teori memiliki penerapan yang spesifik tergantung pada tujuan, konteks, dan kebutuhan siswa. Dalam praktik, guru sering menggabungkan berbagai teori untuk menciptakan pembelajaran yang efektif dan menarik. Penelitian ini menggunakan pendekatan deskriptif kualitatif untuk mengeksplorasi bagaimana teori pembelajaran konstruktivisme dan  diaplikasikan dalam konteks pembelajaran berdiferensiasi pada praktik Proyek Penguatan Profil Pelajar Pancasila (P5) di SMAN 1 Grogol. Pendekatan teori konstruktivisme ini dapat diterapkan melalui strategi seperti diferensiasi konten, proses, produk, dan lingkungan belajar, yang semuanya bertujuan untuk menciptakan pengalaman belajar yang efektif dan menarik. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi dapat meningkatkan keterlibatan siswa, memperkaya pengalaman belajar, dan memperkuat penguasaan konsep. Teori konstruktivisme memainkan peran penting dalam mendorong interaksi aktif antara guru dan siswa.
INTEGRASI NILAI-NILAI KEARIFAN LOKAL DALAM KURIKULUM SEKOLAH DI MI AL HUDA Rini Susanti; Nur Ahid; Novi Udhiyana
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 1 No. 6 (2024): Desember 2024 - Januari 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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Abstract

Abstrak Kearifan lokal memiliki potensi besar untuk diintegrasikan dalam kurikulum pembelajaran guna memperkuat nilai-nilai universal Islam, mengembangkan kontekstualisasi materi, meningkatkan minat belajar siswa, dan menghasilkan apresiasi budaya lokal. Integrasi kearifan lokal dalam kurikulum dan pendekatan pembelajaran memberikan konteks yang relevan bagi siswa untuk mengembangkan identitas budaya dan karakter yang kuat. Namun, masih diperlukan upaya untuk meningkatkan pemahaman dan partisipasi siswa serta untuk terus mengembangkan strategi pembelajaran yang lebih efektif. Kesimpulannya, integrasi kearifan lokal dalam pendidikan merupakan langkah penting dalam membentuk generasi yang memiliki identitas budaya yang kuat dan karakter yang berkualitas, serta berkontribusi pada pembangunan masyarakat yang harmonis dan berbudaya. Penelitian ini menyelidiki integrasi nilai-nilai kearifan lokal ke dalam kurikulum sekolah MI Al Huda Kedunglo Nronggot Kab.Nganjuk. Pendidikan yang sistematis dan terencana sangat penting untuk meningkatkan kualitas hidup siswa. Kurikulum berfungsi sebagai pedoman belajar yang bertujuan untuk mencapai tujuan pendidikan. Kajian ini menyoroti pentingnya memasukkan nilai-nilai kearifan lokal  ke dalam kurikulum untuk menciptakan generasi yang sadar spiritual. Penelitian ini merupakan  penelitian lapangan atau field research dengan menggunakan metode penelitian deskriptif kualitatif. Penelitian menunjukkan bahwa desain kurikulum yang efektif melibatkan identifikasi nilai-nilai kelembagaan, menilai kebutuhan pembelajaran, menetapkan tujuan pendidikan, dan evaluasi berkelanjutan. Kata Kunci: Kearifan Lokal
Co-Authors Abdul Kholid Abdullah, Ahmad Afif Aprillia, Try Heni Arif Musafak, Muhammad Ayad, Nahid Eva Fauziah Farahi, Naufal Al Fawzi, Tanya Fuad, Fitri Qurrota A’yunin Hamid, Fika Sirojul Hamida, Itsna Melani Hamidah, Ani Mar'atul Haq, Fikri Zakia Qoimul Hasbullah, Abdur Rouf Hilyah Ashoumi Ichda Kayisa, Nur Ilham Tohari khakim, dzikrul Khoiri, M. Alim Kurniadi, Yanwar Lailiyah, Shefy Badrul Marzuqi, Badrul Munir Masrof, Agus Harisuddin Melinda, Puspita Ega Moch. Zainuddin, Moch. Mu'in, Bahrul Much Rosyidi Muhammad Akhsanul Muhtadin Muhammad Muhammad MZ, Isniyatun Niswah Nadhirroh Fatma Yuthi, Salma Nanang Qosim Novi Udhiyana Nurhidayati Nurhidayati Nurul Hanani, Nurul NURUL HIDAYAH Rahman, Zayad Abd Rifa’i, Mukhamad Rini Susanti Robi'ah, Siti Rosa Deninta Rovi'i, Abdul Saifullah Shofiyah Shofiyah Sufirmansyah Sufirmansyah SUTRISNO Syamsul Huda Tomia, Enda Udhiyana, Novi Uswatun Hasanah Wahyono, Argo Adi Wijaya, Allamsyah Hadi Yasin Nurfalah Zunairoh, Yuyun