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Pembentukan Karakter Disiplin Siswa Raikhan Raikhan
Darajat: Jurnal Pendidikan Agama Islam Vol. 1 No. 1 (2018): Darajat: Jurnal PAI
Publisher : rogram Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

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The purpose of research as follows: 1). To know the character of student discipline. 2). To know the formation of student discipline character.3). To know the methods and solutions encountered in the formation of student discipline character.The formation of character in this individual will be very useful in his life in the family, school, and community environment, whether it is in school and after graduating from the level of education that followed. Discipline in the broad sense that is a mirror of the life of the people of the nation and state. The meaning, from the description of the level of discipline of a nation can be imagined how high the low level of the nation's culture it has. This research is done by using qualitative approach, that is approach directed to background and individual holistically (whole). So in this case it should not isolate individuals or organizations into variables or hypotheses, but view them as part of a wholeness. The results of this study, that in the formation of student discipline character, which must be considered is habituation, exemplary, and discipline itself. But in this case, there are constraints and problems in realizing and shaping the character of discipline in the students, among the obstacles faced are incomplete infrastructures, student background and the application of character of discipline into the subjects

Politik Pendidikan: Studi Analitis Masa Rasulullah dan Khulafaur Rasyidin Raikhan Raikhan
Darajat: Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2018): Darajat : Jurnal PAI
Publisher : rogram Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

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Articles were arranged in order to find out the history of education at the time of the Messenger of Allah and his Companions, in the early days of the spread of Islam on the Arabian peninsula. This study starts from socioculture and various things that support the Mental formation of a Muhammad so that he becomes a human choice, up to the approach and strategy of Muhammad in carrying out his mission as a messenger of Allah, up to the time of the Companions. This study emphasizes more on literature research by emphasizing Muhammad as a human being without seeing his personality as a messenger of Allah, by analyzing various reading sources and opinions of leaders in Islam. The full conclusion of this study states that the election of Muhammad as a brave leader, honest, fair, educator, as well as an expert in political strategy naturally has been formed from a small, It is seen from the history of life, with all the tests and challenges from the parents have left behind , herding, even trading across countries.

Inovasi dan Difusi Sistem Pendidikan Nasional: Studi Kasus Implementasi Kurikulum Nasional Raikhan Raikhan
Darajat: Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2019): Darajat : Jurnal PAI
Publisher : rogram Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

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The concept of this paper is to know about the process of innovation and diffusion in the application of the National Curriculum or Curriculum on 2013. Problems related to K13 have been decided from the start that have had a profound impact on National education. This is where many international writers analyze the existing process of innovation and diffusion through Rogers' toeri about the diffusion of innovation. In this case it was found that there were four factors of weakness in the diffusion process: The First: national policy but not based on proportional academic texts, the thematic approach conceptualized did not reflect integrative or interdisciplinary thematic philosophy but was multidisciplinary, so it seemed forced. And on the other hand, the interdisciplinary approach paradigm is still not many practitioners who are able to implement in the learning process. Second; Communication Aspect; the diversity of Indonesia in one hand brings grace, but on the other hand this difference is not always able to be met by policy makers in this case the government, so that in the process of communication innovation K-13 many experience difficulties due to the many differences. Third: Time, Not more than two and a half years began to be used as a policy and finally dismissed while, K-13 Innovation can be considered very fantastic. Seeing how fast the K-13 is, which can be said to be instant, how much it is difficult to say that it has succeeded in implementing the K-13 will succeed. Fourth: Social system, the inevitability that Indonesian education personnel are still weak even though the need for a learning process that focuses on competency in the era of competition is one of the right solutions by reducing the burden of teaching material and emphasizing potential exploration and all characteristics of K-13 However, the communication process and time are so fast, it is not wrong if many say that this K-13 policy is too hasty and seems forced.

Analisis Perbedaan Hasil Belajar Mata Pelajaran Fikih MI Dengan Menggunakan Metode Ceramah dan Teams Games Tournament Raikhan Raikhan
Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 1 No. 1 (2018): Awwaliyah: Jurnal PGMI
Publisher : rogram Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

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The background of this research was that the quality of student learning outcome wasthe responsibility of the teacher. The teachers often still use the lecture method, so students become bored, therefore there must be innovation in the use of the teaching methods in accordance with the character of students. Learning method is very important to be able to improve student’s understanding and enthusiasm in following lesson. Among Teams Games Tournament (TGT) method. Student’s motivation to study was also necessary to improve the quality of student learning outcome, with the high motivation to study, the student would be very easy to interact in the learning environment. The purposes of this research were: 1) To determine differences in student learning outcome that was taught by lectureand Teams Games Tournament (TGT) method. 2) To determine differences in learning outcome on students who have different motivation to learn. 3) To determine the interaction between learning method on students who have different motivation to learn on the results. This research was a 2×2 factorial experiment design. The subject of this study was students of Class IV MI Mambaul Ulum Dagan. How to capture the subject of this study was with cluster random sampling technique, were the class IV B as group lecture, and IV A Class I as a group TGT. Data collection technique used tests and questionnaires,the analysis technique used was the Two-Way ANOVA (Analysis OF Variance). The first hypothesis test results showed that there was difference in learning outcome of students who were taught by the lecture method and TGT method, obtained sig 0.022 <0.05. Learning outcome of students who were taught by lecture method, amounted to 75.68, and the learning outcome of students who were taught by TGT method, amounted to 82.48. The second hypothesis suggests there were differences in learning outcome of students who had different motivation to learn, gained sig. amounted to 0.000<0.05. The average value of student learning outcome that had motivation to learnhigh of 88.00, the average value of student learning outcome of students who had low motivation to learn of 71.88. The third hypothesis exist the interaction between learning method on students who had differentmotivation to learn of the student learning outcome,obtained sig. by 0042> 0.05.

Transformation of Education Curriculum Development in Indonesia: History, Challenges, and Future Opportunities Muhammad Dzunniam; Raikhan Raikhan
Global Journal of Islamic Education Vol. 1 No. 1 (2025): Global Journal of Islamic Education (GAJIE)
Publisher : Magister Programme Of Islamic Education Departement at Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v1i1.3262

The development of the education curriculum in Indonesia reflects the social, political, and cultural dynamics since independence. Various curriculum changes, from the 1947 Curriculum to the Merdeka Curriculum, show the government's efforts to adapt education to the needs of society and global challenges. Each change is caused by challenges, such as gaps in educational infrastructure, teacher readiness in implementation, and differences in local characteristics. In addition, factors such as political dynamics, technological changes, and job market needs play a major role in the evolution of synchronization. Despite facing many challenges, great opportunities for curriculum development are open, especially with the use of digital technology, strengthening global literacy, and collaboration with world industries. The Indonesian government has taken strategic steps to design a curriculum that is adaptive to global changes, including the development of data-based policies, teacher training, and cooperation with international institutions.

From Welfare State To Identity Formation: Islamic Education Governance in the World's Three Largest Muslim Nations Raikhan Raikhan
Global Journal of Islamic Education Vol. 2 No. 2 (2026): Global Journal of Islamic Education (GAJIE)
Publisher : Magister Programme Of Islamic Education Departement at Institut Agama Islam Tarbiyatut Tholabah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/gajie.v2i2.4962

Islamic education in the three countries with the world's largest Muslim populations Indonesia, Pakistan, and India demonstrates the complexity of religious institutional adaptation to distinct state frameworks. The shift in the global demographic center of the Muslim population from the Middle East to Asia necessitates a comparative understanding of how Islamic education systems respond to the challenges of modernization, curriculum reform, and the demands for social mobility. This study aims to analyze the structures and regulatory frameworks of Islamic education, identify the challenges of curriculum reform, and explore the function of Islamic education as a vehicle for identity formation and social mobility across these three nations. The research employs a qualitative approach utilizing a cross-national case study design. Data were collected through policy document analysis (Indonesian Ministerial Regulation KMA 1503/2025, Pakistan's Single National Curriculum, India's National Education Policy 2020), government reports, and peer-reviewed literature published between 2019 and 2026. Data were analyzed using comparative thematic analysis, incorporating source triangulation to ensure credibility. The study identifies three models of Islamic education: the integrative-moderate model (Indonesia), characterized by the full integration of madrasahs into the national system and high social mobility; the ideological-parallel model (Pakistan), where madrasahs function as de facto welfare providers despite 86% of graduates entering the informal sector ; and the defensive-independent model (India), which is shifting toward national standardization through controversial policies. Resistance to curriculum reform in Pakistan and India is driven by ideological and political factors, whereas Indonesia employs a collaborative approach. Consequently, there is no monolithic model of Islamic education; rather, systemic success is measured by adaptability to 21st-century challenges without compromising Islamic ethics. Indonesia serves as a best practice for integration, whereas Pakistan and India face structural challenges necessitating context-specific approaches.

Sustainable Character Building: A Model for Integrating Coastal Islamic Values into Secondary Education Nuzulul Afillah; Suni Amanah; Narti Anwarina; Raikhan Raikhan
Syaikhuna: Jurnal Pendidikan dan Pranata Islam Vol 17 No 01 (2026): March
Publisher : STAI Syaichona Moh. Cholil Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62730/syaikhuna.v17i01.7799

This study aims to analyze the implementation of sustainability values within various educational activities at secondary education, encompassing intracurricular, extracurricular, and co-curricular programs. The scientific novelty lies in the development of a holistic integration model based on iman, ilmu, amal (faith, knowledge, practice) within the context of coastal Islamic education at secondary education. A descriptive qualitative approach was employed to explore how the principles of sustainability spiritual, social, cultural, and environmental are integrated into Islamic-based school activities. Data were collected through observation, documentation, and literature review. The findings reveal that intracurricular activities incorporate sustainability values through ecological responsibility, local resources, and green technologies. Extracurricular programs promote spiritual, social, and cultural sustainability. Co-curricular activities cultivate empathy and moral responsibility. Theoretically, this integration succeeds through a faith-based normative driver (khal?fah, amanah, i?s?n) that aligns moral identity with stewardship practices, strengthening intrinsic motivation for pro-environmental behavior. This study concludes that Islamic education holds great potential in fostering sustainable character development through a holistic approach, reinforcing Islamic schools as agents of social transformation toward sustainable development.

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