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All Journal Darajat: Jurnal Pendidikan Agama Islam Tabyin; Jurnal Pendidikan Islam GAJIE; Global Journal of Islamic Education
Niken Ristianah
Sekolah Tinggi Agama Islam Darussalam Nganjuk
Religion Humanities Education Library & Information Science Social Sciences

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Internalisasi Nilai-Nilai Keislaman Perspektif Sosial Kemasyarakatan Niken Ristianah
Darajat: Jurnal Pendidikan Agama Islam Vol. 3 No. 1 (2020): Darajat : Jurnal PAI
Publisher : rogram Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (310.235 KB)

Abstract

Islamic religion has a conception of beliefs, rules, norms or ethics which indeed must be believed and implemented consistently. Islamic values ​​are essentially a collection of principles of life, also in the form of teachings about how humans should live life. In the process of internalizing values, the chosen strategies, approaches and methods are needed. Transinternal is one of the appropriate strategies in internalizing religious values. Transinternal strategy is a way to teach values ​​with several stages, namely by carrying out the transformation of values, followed by the transaction of values, and the transinternalisation of values. Islamic values ​​can be actualized through Islamic Religious Education in several environments, both family, school, and community. the three environments must be able to work well together so that the values ​​that have been instilled internalized in the individual so that they will become personalities. The approach to inculcating Islamic values ​​uses the approach to instilling values ​​with a variety of methods, both exemplary, habituation, advice, supervision, and punishment. Strategies that can be used so that the embedded Islamic values ​​are well internalized in individuals, can use a strategy of value transformation, value transactions and value transinternalisation
Konsep Manajemen Mutu Pendidikan Niken Ristianah; Toha Ma’sum
TABYIN: JURNAL PENDIDIKAN ISLAM Vol 4 No 01 (2022): Juni
Publisher : STAI Ihyaul Ulum Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/tabyin.v4i01.169

Abstract

Quality is the most important aspect in every educational institution, where quqlity is believed to be the main capital in facing competition. Therefore, managing and educational institution must be comprehensive and integrated. This is inseparable from how a institution manages that quality. Manajement of quality management is basically directed to meet consumer needs consistenly and achieve continous improvement in every aspect ot the activities of educational institution. Basically, quality management seeks to improve the quality of work productivity andefficiency trough performance improvement both internally and externally. The quality of education can be seen from the fulfillment of eight educational standart that must be met by school. The eight educational standart include, content standart (curriculum implementation and development), process standart, assessment standart, graduate competency standart, standart of educators and education personnel, standart of elemet management in educational institution, standart of education financing, standart of educational facilities and infrastructure.
Overcoming the Dichotomy of Knowledge and Practice: Developing a Multiple Intelligence-Based Ire Learning Model Niken Ristianah; Fihris Kholifatul Alam
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.v2i2.4828

Abstract

The challenges of education in the 21st century demand a paradigm shift from centralized and monolithic learning to participatory learning that accommodates the diversity of student potential. However, the reality of Islamic Religious Education (IRE) learning in schools is often still trapped in conventional methods that only focus on developing linguistic and logical-mathematical intelligence. This article aims to conceptualize the development of an Islamic Religious Education (IRE) learning model based on Howard Gardner's theory of multiple intelligences as an alternative solution to create more holistic and meaningful learning. The method used is a literature study (library research) by analyzing various relevant sources regarding the theory of multiple intelligences, the challenges of Islamic Religious Education (IRE) learning, and the development of learning models. The results of the discussion indicate that the integration of the theory of multiple intelligences in Islamic Religious Education (IRE) learning can be done through four strategic steps: (1) identifying learning objectives, (2) analyzing teaching materials, (3) recognizing the characteristics of student intelligence, and (4) developing diverse learning methods. This model is expected to optimize students' full potential, make Islamic Religious Education (IRE) learning more enjoyable, and ultimately shape student character that aligns with Islamic values ​​holistically.
Co-Authors Fihris Kholifatul Alam Toha Ma’sum