Articles
<![CDATA[Perkembangan Perdagangan Islam di Nusantara pada Masa Lampau dan Kontemporer ]]>
<![CDATA[Fatma Azzahra]]>;
<![CDATA[Salmi Wati]]>;
<![CDATA[Andy Riski Pratama]]>
<![CDATA[ Jurnal Riset Rumpun Agama dan Filsafat Vol. 3 No. 1 (2024): April : Jurnal Riset Rumpun Agama dan Filsafat ]]>
Publisher : <![CDATA[Pusat Riset dan Inovasi Nasional ]]>
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DOI: 10.55606/jurrafi.v3i1.2179
<![CDATA[Islamic trade in Indonesia from pre-independence to contemporary times reflects various features, including nationalist missions, religious solidarity and Islamization. The pre-independence period was marked by nationalist and religious sentiments as a response to discriminatory Dutch colonialism. Religious solidarity is used to inspire unity and independence. After independence, the Islamic trade movement focused more on capitalizing religious organizations for the welfare of the people and da'wah. In the 1990s, the spirit of Islamization strengthened, influenced by the difficulty of access to trade resources and the search for Islamic identity amidst foreign domination. The BMT Movement, Islamic Banks, and Islamic philanthropic institutions responded to this phenomenon, prioritizing empowerment and community education. The phenomenon of the Indonesian trade movement is related to socio-political factors, such as the Dutch East Indies political system and the strength of non-indigenous trade. Islamic trade movements can be classified into two types: the pre-independence period, characterized by religious nationalism in business competition with non-indigenous groups; and post-independence, involving the consolidation of religious groups such as Muhammadiyah and NU, as well as the establishment of BMT and ZISWAF institutions. Islamic trade routes in the archipelago in the past included coastal areas, especially via sea routes which influenced the archipelago as an international trade center. The research method used is a qualitative Library Research approach with a historical-descriptive method. The research results show that the Islamic trade movement is developing in line with social and political dynamics in Indonesia.]]>
<![CDATA[Pelaksanaan Pembelajaran Pendidikan Agama Islam Pada Anak Tunagrahita Tingkat SMPLB Di Sekolah Luar Biasa (SLB) Negeri 1 Bukittinggi ]]>
<![CDATA[Nining Arianti]]>;
<![CDATA[Salmi Wati]]>;
<![CDATA[Zulfani Sesmiarni]]>;
<![CDATA[Muhiddinur Kamal]]>
<![CDATA[ Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 3 No. 2 (2023): Juni : Jurnal Pendidikan dan Sosial Humaniora ]]>
Publisher : <![CDATA[Pusat Riset dan Inovasi Nasional ]]>
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DOI: 10.55606/khatulistiwa.v3i2.1434
<![CDATA[This research is motivated by phenomena from the results of the researchers' initial observations about the implementation of Islamic religious education learning in mentally retarded children that the authors see. The PAI teacher in the SLB is only a general PAI teacher who has no special education for the SLB teaching profession, in the lesson plan designed in the RPP it has not been fully implemented according to plan, in the learning process it is difficult for the teacher to explain and convey material because every child must be served in a way different due to the different abilities of students, the unavailability of Islamic religious education learning books for children with special needs. This study aims to find out how to plan Islamic religious education for mentally retarded children at SMPLB Class VIII at Special School (SLB) Negeri 1 Bukittinggi and to find out how the learning process for Islamic religious education for mentally retarded children at Class VIII SMPLB at Special Schools ( SLB) Negeri 1 Bukittinggi. This study uses field research that is descriptive qualitative. Collecting data in this study by means of interviews, observation and documentation. This study used 2 informants, namely Islamic Education teachers at SMPLB level as key informants and school heads as supporting informants. Based on the results of the study it can be concluded that the implementation of PAI learning has gone well according to the plan, but the core activities are not too based on the lesson plans that have been made.]]>
<![CDATA[PERBANDINGAN TINGKAT KECERDASAN SPIRITUAL DAN SOSIAL SISWA YANG TINGGAL DI ASRAMA DENGAN TINGGAL DI KOS PADA SMK GEMA NUSANTARA BUKITTINGGI ]]>
<![CDATA[Khusnul Khotimah]]>;
<![CDATA[Arifmiboy Arifmiboy]]>;
<![CDATA[Salmi Wati]]>;
<![CDATA[Charles Charles]]>
<![CDATA[ EDU RESEARCH Vol 5 No 3 (2024): EDU RESEARCH ]]>
Publisher : <![CDATA[IICLS (Indonesian Institute for Corporate Learning and Studies) ]]>
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DOI: 10.47827/jer.v5i3.414
<![CDATA[Hasil observasi awal penulis di SMK Gema Nusantara Bukittinggi menunjukkan beberapa masalah dengan fenomena yang ditemukan pada siswa SMK Gema Nusantara Bukittinggi adalah kecerdasan siswa masih terindikasi rendah, baik itu kecerdasan spiritual dan sosial dengan situasi siswa ada yang tinggal di asrama dan tinggal di kos. Salah satu upaya dalam membangun siswa yang berspiritual dan bersosial adalah dengan memilih lingkungan tempat tinggal yang baik, karena tempat tinggal memiliki pengaruh terhadap kecerdasan siswa. Penelitian ini bertujuan untuk mengetahui perbandingan tingkat kecerdasan spiritual dan siosial siswa SMK Gema Nusantara Bukittingg yang tinggal di asrama dengan yang tinggal di kos. Penelitian ini termasuk dalam jenis pemelitian kuantitatif bersifat komparatif. Populasi pada penelitian ini adalah seluruh siswa X, XII, dan XII yang tinggal di asrama dengan tinggal di kos. Dalam pengambilan sampel menggunakan teknik proportionete stratified random sampling. Teknik analisis data yang digunakan dalam penelitian ini adalah one sample t-test, independent sampel t-test, dan one way ANOVA. Hasil penelitian ini terlihat bahwa Ha di tolak dan Ho diterima, dengan nilai sig. (2-tailed) = 0.998 > 0.05, menunjukan bahwa tidak terdapat perbedan tingkat kecerdasan spiritual dan sosial yang tinggal di asrama dengan tinggal di kos pada SMK Gema Nusantara Bukittinggi]]>
<![CDATA[Pelaksanaan Metode Tikrar Dalam Tahfiz Al- Qur’an Kelas 7 di Pondok Pesantren Ti Tarusan Kamang, Nagari Kamang Mudiak ]]>
<![CDATA[Erni Sasmitha]]>;
<![CDATA[Salmi Wati]]>;
<![CDATA[Arman Husni]]>;
<![CDATA[Pendi Hasibuan]]>
<![CDATA[ Inspirasi Dunia: Jurnal Riset Pendidikan dan Bahasa Vol. 2 No. 2 (2023): Mei :Inspirasi Dunia : Jurnal Riset Pendidikan dan Bahasa ]]>
Publisher : <![CDATA[Universitas Maritim AMNI Semarang ]]>
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DOI: 10.58192/insdun.v2i2.765
<![CDATA[The reason for the author to raise this scientific work in the form of a thesis is because the writer found that in implementing the pledge method in tahfiz Al-Qur'an there were still obstacles faced by the teacher in implementing the pledge method. The problem that the author examines is how to implement the pledge method in tahfiz Al-Qur'an and the obstacles faced by teachers and students when using the pledge method at the TI Tarusan Kamang Islamic Boarding School. And this study aims to determine the implementation and constraints in using the tikrar method in tahfiz Al-Qur'an. This study uses a type of field research (field research) with a descriptive qualitative research type, which describes a phenomenon that occurs in accordance with existing data in the field. This study used two informants, namely the key informant was the tahfiz teacher at the Tarusan Kamang Islamic Boarding School, and the supporting informant was the students of the Tarusan Kamang Islamic Boarding School. Data collection techniques that researchers use are observation, interviews and documentation. Based on the results of the research conducted, the researchers found that at the Tarusan Kamang Islamic Boarding School not all students had Al-Qur'an tikrar and did not use the columns provided in the Al-Qur'an tikrar to mark the limits of memorization, muraja'ah and recitations.]]>
<![CDATA[Implementation of Active Learning Methods in Increasing Student Involvement in Islamic Religious Education Subjects ]]>
<![CDATA[Muaddyl Akhyar]]>;
<![CDATA[Iswantir M]]>;
<![CDATA[Salmi Wati]]>
<![CDATA[ al-Afkar, Journal For Islamic Studies Vol. 7 No. 4 (2024) ]]>
Publisher : <![CDATA[Perkumpulan Dosen Fakultas Agama Islam Indramayu ]]>
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DOI: 10.31943/afkarjournal.v7i4.1109
<![CDATA[In learning, there are components related to the learning process, one of which is the learning method. In connection with the learning process under study, it was found that so far the learning material at SMPN 2 Sintoga was taught through relatively conventional methods, so that the absorption of material for some students seemed monotonous and boring. This study aims to describe the learning methods applied at SMPN 2 Sintoga. The research method uses descriptive qualitative methods with primary data collection through interviews and observations As for secondary data obtained through documentation. The results showed that the application of active learning methods at SMPN 2 Sintoga was 100% unsuccessful, this was indicated by the results of observations and interviews with PAI teachers at SMPN 2 Sintoga. This is also influenced by 2 factors, namely supporting factors such as the existence of adequate learning facilities and resources, high student interest in learning, and the enthusiasm and professionalism of Islamic education teachers in guiding their students and inhibiting factors, namely the existence of some students who are still reluctant to express their opinions, and different student backgrounds. Active learning methods need to be improved so that students can be actively involved in learning activities.]]>
<![CDATA[SISTEM PENDIDIKAN ISLAM DI ANDALUSIA DAN KONTRIBUSINYA TERHADAP PENDIDIKAN ISLAM MASA SEKARANG ]]>
<![CDATA[Rahma Dona]]>;
<![CDATA[Salmi Wati]]>
<![CDATA[ JURNAL MULTIDISIPLIN ILMU AKADEMIK Vol. 1 No. 6 (2024): Desember ]]>
Publisher : <![CDATA[CV. KAMPUS AKADEMIK PUBLISHING ]]>
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DOI: 10.61722/jmia.v1i6.3044
<![CDATA[The development of Islamic education is always related to the periodization of Islamic history itself, one of which is education during the Umayyad Andalusian Dynasty. The purpose of this study is to find out; the history of the Umayyad Andalusian Dynasty, the education system of the Umayyad Andalusian Dynasty and the contribution of education in Andalusia to Islamic education today. This study uses a qualitative approach with a library research method through the collection of primary and secondary data from various information related to the history of the Umayyad Andalusian Dynasty, its education system. The results of this study indicate that Islam entered Andalusia in 711 AD under the leadership of Commander Thariq bin Ziyad. Islamic education has succeeded in giving birth to brilliant ideas in almost various disciplines. In addition, the progress of Andalusian culture can contribute to the development of better governance in the aspects of education, educational opportunities, and all efforts to develop to advance education, both general and Islamic education. The Islamic education system in Andalusia is an important main aspect in the history of Islamic education. His contribution to the development of science, integrative approaches, and teaching methods are still relevant and applied in Islamic education today. The combination of religious and general knowledge inherited from Andalusia inspires the modern education system today to continue to develop scientific traditions that include implementing general education without abandoning Islamic values.]]>
<![CDATA[Srikandi Minang yang Memberikan Inspirasi dalam Dunia Pendidikan Sepanjang Masa ]]>
<![CDATA[Popi Andriani]]>;
<![CDATA[Salmi Wati]]>
<![CDATA[ JURNAL MULTIDISIPLIN ILMU AKADEMIK Vol. 2 No. 1 (2025): Februari ]]>
Publisher : <![CDATA[CV. KAMPUS AKADEMIK PUBLISHING ]]>
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DOI: 10.61722/jmia.v2i1.3257
<![CDATA[The role of women in education has faced various challenges in the past due to traditional and cultural limitations that hampered their access to education. This research explores the contributions of Rahmah El-Yunusiyah and Rohana Kuddus, two Minangkabau women figures who were pioneers of women's education in Indonesia. Rahmah El-Yunusiyah founded Diniyyah Putri in 1923, creating an education system that focused on forming women with an Islamic spirit and empowerment in society. Rohana Kuddus, through the Amai Setia Craft School which she founded in 1911, fights for women's empowerment through skills and entrepreneurship-based education. This research uses a literature study approach to examine the dynamics of the thinking of these two figures in encouraging women's education, which is an important basis for gender equality in the field of education. The research results show that the education they initiated not only improves women's living standards, but also has a significant influence on social transformation, both at the local and international levels.]]>
<![CDATA[Hubungan Pemberian Pekerjaan Rumah (PR) Dengan Motivasi Belajar Siswa Di MDTA Nurul Yaqin Bukit Cangang Kota Bukittinggi ]]>
<![CDATA[Ansor Azhari Simanungkalit]]>;
<![CDATA[Salmi Wati]]>
<![CDATA[ Jurnal Budi Pekerti Agama Islam Vol. 2 No. 1 (2024): February: Jurnal Budi Pekerti Agama Islam ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia ]]>
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DOI: 10.61132/jbpai.v2i1.91
<![CDATA[This research was motivated by the low learning motivation of students at MDTA Nurul Yaqin Bukit Cangang, Bukittinggi City. Low motivation to learn is thought to be related to giving homework. The problem formulation in this research is: Is there a significant relationship between giving homework and students' learning motivation? This research aims to find out whether there is a significant relationship between giving homework and students' learning motivation. The hypothesis in this research is that there is a significant relationship between giving homework and learning motivation. The type of research used is correlational research. The population of this research was all students, totaling 53 students with a sample of 43 students. This research data is in the form of a questionnaire regarding homework assignments and student learning motivation. The results of this research obtained r = 0.956 at a very high level. This shows that H0 is rejected or HI is accepted, which states that there is a significant relationship between giving homework and students' learning motivation. The relationship between giving homework and students' learning motivation is a very high relationship with a coefficient of determination value of 0.956.]]>
<![CDATA[Integrasi Ilmu Pengetahuan Umum dan Agama dalam Pendidikan Islam Modern: Tantangan dan Peluang ]]>
<![CDATA[Arif Aulia Rizki]]>;
<![CDATA[Salmi Wati]]>
<![CDATA[ Jurnal Budi Pekerti Agama Islam Vol. 3 No. 1 (2025): February: Jurnal Budi Pekerti Agama Islam ]]>
Publisher : <![CDATA[Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia ]]>
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DOI: 10.61132/jbpai.v3i1.896
<![CDATA[The integration of general knowledge and religion in modern Islamic education is a crucial issue in the era of globalization and technological advancement. The main problem raised is the dichotomy between religious knowledge and general knowledge, which hinders the development of holistic Islamic education. The aim of this research is to explore the challenges and opportunities in the integration process, with a focus on philosophical, theological and practical approaches. The research method used is a literature review with qualitative analysis of relevant literature. The research results show that the integration of general knowledge and religion can increase the relevance of Islamic education to the needs of our time, although structural and paradigmatic challenges still constitute the main obstacles. Support from various parties is the key to successfully implementing this integration.]]>
<![CDATA[PENERAPAN METODE PEMBELAJARAN MIND MAPPING PADA MATA PELAJARAN FIQIH KELAS VIII DI MTsN 08 AGAM ]]>
<![CDATA[Afridho Achmad]]>;
<![CDATA[Darul Ilmi]]>;
<![CDATA[Salmi Wati]]>;
<![CDATA[Wedra Aprison]]>
<![CDATA[ An-Nahdlah: Jurnal Pendidikan Islam Vol 4 No 2 (2024): September-Desember ]]>
Publisher : <![CDATA[Institut Agama Islam Hamzanwadi NW Lombok Timur ]]>
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DOI: 10.51806/an-nahdlah.v4i2.389
<![CDATA[The problems faced in learning Fiqh in class VIII MTsN 8 Agam include lack of student focus and chatting activities that interfere with concentration. The use of the mind mapping method by teachers has not been fully effective, because many students have difficulty in imagining and creating, only making mind maps without understanding them, and not following guidelines such as using curved lines or colors. This research is descriptive qualitative, aiming to describe the application of the mind mapping method in the classroom. Data were collected through observation, interviews, and documentation, with teachers as the main informants and students as supporting informants. The results showed that the mind mapping method had been applied according to the steps outlined by Tony Buzan. In addition, the teacher also uses the lecture method to improve students' understanding. This method helps students understand the material more easily and increases their creativity in learning.]]>
