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All Journal Grouper: Jurnal Ilmiah Perikanan Shar-E: Jurnal Kajian Ekonomi Hukum Syariah JPM: JURNAL PENGABDIAN MASYARAKAT Journal of Mathematics and Scientific Computing With Applications Indonesian Journal of Research and Educational Review (IJRER) Jurnal Dunia Pendidikan Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat International Journal of Public Health Excellence (IJPHE) Cendekiawan: Jurnal Pendidikan dan Studi Keislaman Jurnal Pendidikan Transformatif Journal of Language and Literature Studies Jurnal Pembangunan Perikanan dan Agribisnis Jurnal Riset Rumpun Ilmu Ekonomi (JURRIE) Journal of Contemporary Islamic Primary Education Journal of Contemporary Gender and Child Studies SIMPLEX: Journal of Economic Management JMT (Jurnal Matematika dan Terapan) Multidisciplinary Indonesian Center Journal Fatih: Journal of Contemporary Research Mesada: Journal of Innovative Research Media Gizi Khatulistiwa
Juliani
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Optimizing Islamic Religious Education Learning with the Blended Learning Method Hasan Albashri; Juliani; Nur Azizah; Devi Wahyu Ramadhani; Siti Zahara
Journal of Contemporary Islamic Primary Education Vol 2 No 3 (2024): April
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v2i3.301

Abstract

Blended Learning is a learning facility that is carried out by combining various media in delivery methods, teaching models, and learning styles, with the help of information and communication technology appropriately to achieve the desired learning objectives. The pandemic period has seen the popularity of the blended learning approach. However, very few studies summarize the effectiveness of blended in different countries. Therefore, it is meaningful and necessary to examine the effectiveness of blended learning across the world. However, optimizing blended learning needs to be accompanied by adequate facilities and infrastructure as well as human resources. Both teachers and students must have technology-based knowledge to be able to use the facilities used in this blended learning method.
Obstacles in the Implementation of Islamic Religious Education in Indonesian Schools: Analysis of Suboptimal Learning Ananda Siddik; Juliani; Dinda Anggraini; Dinda Aldini; Desi Lestari
Journal of Contemporary Islamic Primary Education Vol 2 No 3 (2024): April
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v2i3.302

Abstract

Islamic Religious Education (PAI) plays an important role in forming the character and morals of students in Indonesia. However, its implementation often encounters various obstacles which cause PAI learning to be less than optimal. This research aims to analyze the obstacles that exist in implementing PAI in Indonesian schools, with a focus on aspects of learning that are not optimal. This research uses a qualitative approach with a case study method in several schools in Indonesia, which involves interviews with PAI teachers, students, and school officials, as well as direct observation of the learning process. The research results show that there are several significant obstacles in implementing PAI, including the lack of competence of PAI teachers, limited educational resources, and a lack of appropriate learning support facilities. Apart from that, low student motivation factors, the influence of the family and social environment, and limited time allocated for PAI in the curriculum also contribute to less-than-optimal learning. This research reveals that although PAI has a strategic role in education, external and internal factors in schools need to receive more attention so that the learning process can run effectively. Therefore, this research recommends increasing training for PAI teachers, providing adequate facilities, and strengthening the role of parents and the community in supporting religious learning in schools.
Islamic Religious Education Curriculum as a Vessel for Developing Islamic Character in the Modern Era Muhammad Aldi; Juliani; Nazwa Intani; Pingkan Nabila; Sutia Nur Aulia Liza
Journal of Contemporary Islamic Primary Education Vol 2 No 3 (2024): April
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v2i3.303

Abstract

Islamic Religious Education (PAI) plays a vital role in shaping the Islamic character of students in the modern era. The PAI curriculum is designed to instill Islamic values that are relevant to contemporary challenges, helping to shape individuals with noble morals and integrity. This article discusses the implementation of the PAI curriculum in character building, the methods used, and the challenges faced in the context of modernization.
Building Islamic Awareness in Daily Life: The Role of Teachers in Islamic Religious Education Juliani; Nazwa Azzahra Siregar; Nadia; Annisa Raudhatul Jannah; Luthfi Az Zahra
Journal of Contemporary Islamic Primary Education Vol 3 No 1 (2024): Agustus
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v3i1.304

Abstract

This study adopts a qualitative approach with descriptive methods through literature studies to analyze the role of Islamic Religious Education teachers in developing students' character. Islamic Religious Education Teachers not only play a role in providing knowledge, but also as mentors who help students develop the morals, ethics and religious values needed to form individuals with noble character. Instilling religious awareness in everyday life, such as getting used to worship, is the focus in forming students' character. Teachers play an important role in instilling religious principles to form moral behavior in accordance with Islamic teachings, through habits such as congregational prayer, dhikr, and memorizing murojaah. This character development also aims to create individuals who are independent, responsible and contribute to society, as well as building a civilization that is in accordance with Islamic values. Islamic Religious Education, as regulated in Government Regulation of the Republic of Indonesia Number 55 of 2007, aims to achieve physical and spiritual balance, form a Muslim personality with morals, and guide students towards happiness in this world and the hereafter.
Revealing the Problem of Deficiencies in the Implementation of Islamic Religious Education Subjects in Indonesian Schools Citra Aulia Rahmi; Juliani; Iqbal Nur Afazi; Julaiha; Dhea Puja Puspita; Ahmad Dimas Syahputra
Journal of Contemporary Islamic Primary Education Vol 3 No 1 (2024): Agustus
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v3i1.305

Abstract

Islamic Religious Education (PAI) plays a strategic role in shaping the character and morals of students in schools. However, various obstacles often hinder its optimal implementation. This article aims to analyze the factors causing the suboptimal implementation of PAI in Indonesian schools and propose solutions based on recent literature. Issues such as limited time allocation, inadequate resources, lack of diverse teaching methods, and teachers’ competencies in utilizing technology are comprehensively discussed. Proposed solutions include extending learning time, developing teaching materials, conducting teacher training, adopting interactive teaching methods, and fostering parental and community support. This study is expected to serve as a reference for improving the quality of PAI learning in schools.
Teachers as Drivers of Islamic Experience: An Innovative Approach to Islamic Religious Education Learning Nur Cahyati; Juliani; Nuriyani; M. Arfinal; Muhammad Fahmi Harahap
Journal of Contemporary Islamic Primary Education Vol 3 No 1 (2024): Agustus
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v3i1.306

Abstract

The purpose of this study is to identify the importance of teachers as drivers of Islamic experiences by using or implementing an innovative approach to Islamic Religious Education learning which can ultimately create an Islamic experience with the very important role of teachers in Islamic Religious Education learning is indeed true. This research is included in the category of library research, which is a type of research that prioritizes text analysis and tries to collect research data from various literature sources. The literature used as a reference is journals, E-Books, and other materials. To provide an overview that is in accordance with the purpose of writing this journal, this study also uses a qualitative approach with descriptive methodology. The data collection method used in this study is literature collection, which is the process of collecting library materials that are in accordance with the topic of discussion. Islamic Religious Education Learning, it is very important to innovate Islamic Religious Education learning to increase student learning motivation and improve student thinking levels. So that Islamic Religious Education learning will produce results in everyday life. Because learning Islamic Religious Education is initially boring if using a conventional model that is limited in the classroom, then with the existence of an innovative learning model that can be applied to the subject will encourage students to learn Islamic Religious Education so that an Islamic experience is created.
Islamic Religious Education Curriculum Based on Islamic Morals: Strategic Steps for Character Education Mei Cindy Armaini; Juliani; Nazwa Fathiyatul Haq; Amanda Putri Handayani; Nur Fazrah Hasibuan
Journal of Contemporary Islamic Primary Education Vol 3 No 1 (2024): Agustus
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v3i1.307

Abstract

Education is the most important pillar in building the nation's civilization. Islamic Religious Education (PAI) curriculum based on Islamic morals is an approach in curriculum design and implementation that integrates Islamic teachings, especially in the aspect of morals, as the core of education. The main objective of this curriculum is to educate students not only in the aspect of religious knowledge, but also in the formation of good character in accordance with Islamic moral values. Research methods that can be used to examine the Islamic Education Curriculum based on Islamic morals: strategic step for character education is to use a qualitative method with the type of library study (library research), This library research method is used to analyze where researchers focus more on the use of large numbers of words and language rather than numbers. In addition, in this method, the data collected is data taken from certain sources such as literature, documents, journals, or previous research reports. In shaping the character of students, educators must have strategic ways so that the goals of character education can be achieved optimally, namely: involve all parties, be an example, integrate values and ethics, develop a positive learning environment, Get used to and train, Communicate with respect, Pay attention to child development, Instill disciplinary habits, Tell inspiring experiences, and Plan learning: Lesson planning. In creating character in students, the PAI curriculum must be appropriate, and educators and parents of students must participate more in practicing the moral values that have been taught.
The Role of Teachers in Implementing the Islamic Religious Education Curriculum Based on Noble Morals Juliani; Bagas Herawan; Fiqri Farhanul Khair; Muhammad Alif Fiqri
Journal of Contemporary Islamic Primary Education Vol 3 No 2 (2024): Desember
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v3i2.309

Abstract

The curriculum is one of the most important components in the education system, so it is a tool to achieve educational goals as well as a guideline for implementing education at all types and levels of education. Teachers, as curriculum implementers, must be able to implement the curriculum in learning activities. With an understanding and mastery of the curriculum, teachers can choose and determine the direction and objectives of learning, methods, techniques, media, and assessment tools that are in accordance with the material taught in the teaching and learning process. The question examined in this study is what teachers need to do to implement a noble and morally based Islamic Religious Education curriculum that is not only understood but can also be applied in everyday life. This research is qualitative research with a descriptive approach using interactive and non-interactive methods. To achieve the goal of an effective learning process, especially in facing the challenges of ever-growing social change, curriculum development is very important not only for the government and managers of Islamic educational institutions, but also for the managers of Islamic educational institutions themselves. This is a very serious problem. The development of Islamic religious curriculum in Islamic educational institutions has a big role. Therefore, it is natural that educators and teachers in the field of Islamic education strive to understand and continue to develop the curriculum.
The Impact of the Non-Implementation of the Optimal Islamic Religious Education Curriculum in Indonesian Schools Heriyanto; Juliani; Erimawahti; Andini; Hesti Indah Sari
Journal of Contemporary Islamic Primary Education Vol 3 No 2 (2024): Desember
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v3i2.310

Abstract

The failure to optimally apply the PAI curriculum has a significant impact on various aspects of education, including students' understanding of religion, character formation, quality of learning, and academic achievement. This research identified several causal factors, such as teacher perceptions, student interests, infrastructure, family environment, government policy, curriculum format, community support, and quality of human resources. The most prominent impacts are students' shallow understanding of religion, difficulty in reading the Koran, and weak internalization of moral values. Apart from that, the non-applicability of the curriculum also contributes to an increase in deviant behaviour, ethical crises, mental health problems, and a decrease in the overall quality of learning. To overcome this problem, comprehensive efforts are needed involving various parties, such as evaluating and revising the curriculum, improving the quality of teachers, providing adequate facilities and infrastructure, collaborating with parents, and effective outreach regarding the importance of religious education.
Islamic Religious Education Curriculum as a Pillar of Islamic Character Formation for Students Jihan Fira Aziza; Juliani; Pitri Ramawati; Pranata Seju Surbakti; Muhammad Reza Fahlevi
Journal of Contemporary Islamic Primary Education Vol 3 No 2 (2024): Desember
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/jcipe.v3i2.311

Abstract

This study aims to analyze the role of the Islamic Religious Education (PAI) curriculum as a fundamental pillar in shaping students' Islamic character in the era of globalization. Utilizing a library research method, data were collected from various academic literature sources, including scholarly journals, books, and official documents published within the last five years. The findings indicate that the PAI curriculum significantly contributes to the internalization of moral, social, and spiritual values among students. Strategies such as project-based learning, extracurricular activities, and the reinforcement of Islamic values have proven effective in shaping students’ Islamic character. However, the implementation of this curriculum faces challenges, including limited resources, inadequate teacher training, and insufficient time allocation for Islamic character education. The study concludes that the development of an adaptive PAI curriculum is essential to meet contemporary needs, integrating technology and value-based approaches. Furthermore, this research provides practical implications, emphasizing the need for innovative teaching methods, continuous teacher training, and supportive policies to ensure the effectiveness of the PAI curriculum in fostering a generation with strong Islamic character, capable of navigating modern challenges.
Co-Authors A Halim Abdi Fadillah Ade Irma Yunita Harahap Ade Lylyana Ade Najira Yani Adinda Syafira Ahmad Dimas Syahputra Ahmad Fauzi Aisyah Akhmalia Fitri Aisyah Wulandari Sisworo Akbar Al Fadillah Akhiriyah Ramadhani Al Hafila Hafiz Alipna Wulandari Alzaiti Bilbina Amanda Kuslaina Amanda Putri Handayani Amanda Rezeki Padila Ananda Indri Anisya Ananda Siddik Andi Kasrida Dahlan Andi Sitti Umrah Andi Syaputra Andika Hagia Ginting Andini Anisa Dwi Lestari Anisa Suge Annisa Raudhatul Jannah Annisa Suge Hartati Annur Muharridha Arga Nugroho Arif Akbar Arwina Nadila Asmawati Astina Windiani Atikah Rahmah Syawalyah Wijaya Atila Zulfani Irawan Atiqah Zahrah Aulia Nurrohmah Aura Mahdiyah Ayu Dwi Ananda Ayu Nisa Lestari AYU PERTIWI Ayu Safrida Yanti Bagas Herawan Bella Charisma Bella Nabilla Bintang Nabila Bintang Zahrani Bunga Pariama Br Sembiring Calvin Apriando Ginting Chintia Nurul Noviyanti Citra Aulia Rahmi Dahliansyah Dandi Wijaya DANI KURNIAWAN Dara Putri Cia Dea Puspita Sari Demak Sariyani Br Sihotang Desi Lestari Devi Wahyu Ramadhani Dewi Agustin Dhea Puja Puspita Dian Dana Ramadhan Dina Novianti Dinda Afriyanti Dinda Aldini Dinda Anggraini Dinda Aulia Prastiwi Dinda Oktavia Dinda Syahada Dio Septiawan Diwani Elfarisyah Duha Rizqia Durroh Ma Dwi Ajeng Prasasti Dwi Andini Dwi Apriani Dwi Khairunisapril Egi Anisa Egianisa Br Sitepu Erik Aldi Yansyah Erimawahti Erwiantono Eva Marsela Fadhillah Syahfitri Fadilah Khairani Faiz Zahfa Faradita Br Ginting Farah Fadhila Farhan Zacky, M. Faridsyah Bisyar Hafi Farlentia Era Dewi Farraz Aulia Ihsan Fatiyah Fitri Fatiyyah Fitri Febrina Dafit, Febrina Fikri Farhanul Khair D. Munthe Fiqi Fahlevi Fiqri Farhanul Khair FITRIYANA Gunawan Santoso Gusti Haqiqiansyah Hasan Albashri Helminuddin . Heriyanto Heru Susilo Hesti Indah Sari Hilal Fatra Humam Mahdi Ihsan Maulana Ihwal Syahwaluddin Ike Septi Mulyaningsih Ilham Ramadan Ginting Imelda Ariska Indah Sri Ratih Inzri Willa Iqbal Ayyoby Iqbal Nur Afazi Isfah Nurhadillah Rizki Isma Pratiwi Isnda yaa Dila Isnda Yaa Dilla Jannah, Nurul Jariyah Jihan Fira Aziza Jivani Syahdilla Jonni Syah R.Purba Julaiha Juliah Annisa Juliana Kanaya Maisa Mulia Kati Zinger Wan Ranto Khairani Balqis Khairul Hidayat Khairunnisa Harahap Khairunnisa Yuharqie Khomsatunnisa Kliven Brem Ginting Kliven Brema Ginting Kristiana Lintang Alifia Lbs Lintang Alifia Lubis Lisa Seprina Br. Sembiring Luthfi Az Zahra M Azzubair M Riska Mariska M Rivai M. Arfinal M. Farhan Zacky M. May Saisar M. Rifqi Syahreza Masrianto Mayanti, Andi Mei Cindy Armaini Meisya Fatiha Andrianti Melinda Mhd Abdi Fadillah Ritonga Mhd Aslam Fikri Lubis Mhd Ibra Alfatir Mhd Raihan Nasution Mhd Wahyu Mita Dwi Amanda Mudia Hawa Nur Muhammad Afiv Sa’dan Muhammad Aldi Muhammad Alif Fiqri Muhammad Fahmi Harahap Muhammad Haikal Muhammad Ikhsan Prabudi Muhammad Iskandar Z Muhammad Katon BagasKara Muhammad Raihan Nasution Muhammad Rasyid Ridha Muhammad Reza Fahlevi MUHAMMAD SYAFIQ Muhammad Syafril Muhammad Wahyu Mutia Bonarija Nabila Nabila Azura Nasution Nada Nabilah Nadia Nadia Azani Nadia Nurul Hasanah Nadila Raihanun Nazwa Nadilla Yolanda Nadita Febriayu Najamuddin, Andi Najla Fadhilah Najla Fadhillah Nazwa Azzahra Siregar Nazwa Fathiyatul Haq Nazwa Intani Nazwa Raisha Nia Nazlia Nida Khafia Lubis Nily Khatimah Ningsih, Etik Sulistiowati Nisrina Salsabila Normansyah Nova Anggraini Nova Indrianti Nova Kemala Syahputri Nova Mei Devi Novi Sutia Nur Azizah Nur Cahyati Nur Fadilah Ikhwany Pulungan Nur Fazrah Hasibuan Nur Hikmah Nur Indah Sari Nur Syifa Arida Nurhayati Nuriyani Nurma Nurmala Sari Nurmala Syahfitri Nurmalasari Nurrizky Natasha Gunawan Nurul Afifah Nurul Arsih Nurul Husna Hasibuan Nurul ‘Ala Oktawati, Nurul Ovia pai, vinsensiua Patmahwati Pingkan Nabila Pitri Ramawati Poppy Pranata Seju Surbakti Prilintan Gita Aulia Putri Ameylia Putri Maisyarah Batubara Rahma Dhini Zulham Putri Siregar Rama Maulana Ramadhani, Akhiriyah Ramadhania Br Sitepu Ramanda Syahpitri Rana Sinta Raniah Putri Candrawati Rayyan Dina Amaliya Rendy Prayoga Reni Purnama Sari Rika Pratiwi Rina Puspita Amalia Rindu Putri Hasanah Rambe Rio Pranata Rizky Alfi Syahrin Rosa Miana Sabariani Sabila Fatun Nisa Said Abdusysyahid Sakila Rosa Salsabila Amalia Salsabila Balqis Salsabila Yumna Sarah Riza Sella Amelia Selpi Trianda Sari Seno Lugito Septia Pandini Septia Putri Delima Shelvi Triana Dewi Shofy Widya Sari Silvi Sahpitri Sindy Cahyani Sinta Nur Hilalyah Sintia Siska Wulandari Siti Ardianti Rumanda Siti Nuramailia Siti Nurul Qomariah Siti Rohayu Siti Selvira Siti Ully Azhar Siti Zahara Sofi Arlina Sofi Malinda Saragih Sri Devi SRI RAHAYU Sri Rahayu Amri Suci Indah Sari Sugiarti, Wiwi Sulistia Safitri Sulistianto, Erwan Suri Susanti Suriani Lase Sutia Nur Aulia Liza Syahri Fatul Ulya Tiara Dinda Lestari Tiara Melysa Br. Sembiring Toyyibah Nasution Tri Umaya Sari Ulfa Yus Alfalisa Ulpa Sari Ummi Kalsum Marwan Umrati Varisa Nun Andini Veryna Zahra Alrandy Vikri Viola Asiska Wahyu Rizqi Ardana Widya Astrina widya, Ade Windy Audiya Wiransyah Yohana Syabilla Yulia Intan Br. Karo Karo Yulia Rama Salsabilla Yuni Siti Azwari Yustina Andra Zakiah Ulfah Zaskia Aurelia Ziyadatu Azriya Zulfizar