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Building Students’ Moral Through Uswatun Hasanah Principles: A Systematic Literature Review Kandiri Kandiri; Arfandi Arfandi; Moh. Zamili; Masykuri Masykuri
Nadwa: Jurnal Pendidikan Islam Vol 15, No 1 (2021)
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2021.15.2.8179

School or madrasah needs to instill good attitudes in the form of speech and behavior in daily activities. The prophet taught Muslims a good example (uswatun hasanah) for students when they gathered and interacted with different communities. Uswatun hasanah, or excellent conduct, is an Islamic religious value born from training and habitual action by providing a good example. Religious and moral education is essential as the root of forming a believer-pious person. This study seeks to understand uswatun hasanah through systematic literature by exploring knowledge patterns in the national database. The results indicate that good moral guidance (uswah) is not based on theoretical teaching but necessitates concrete examples through the role and responsibility of educators in the context of learning and learning processes. As such, educators should be an example (uswatun hasanah) (a good example) for students through excellent conduct in day-to-day activities.

PEMANFAATAN MEDIA PEMBELAJARAN DALAM MENINGKATKAN KUALITAS PEMBELAJARAN PAI DI SEKOLAH Arfandi Arfandi
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 5 No. 1 (2020): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

In this globalization era, education technology programs, especially in Indonesia, have spread so quickly, not only in the level of basic education but also to the level of education at the college level. As an indication of the development of education technology, among others, there have been many different types of media learning in improving the quality of learning such as visual media, audio media, and audiovisual media. Of the various instructing media, all of which can support in the process of activities in learning and teaching, but the very urgent attention by every educator is that the use of the media not only look at the sophistication but more important is the quality of the implementation of learning activities in an educational institution, of course, it is necessary to adapt to some targets that are the mission of education. It is very important for a teacher in carrying out his duties as a teacher must have pedagogic competence, a teacher should have the ability to be in accordance with the methodology of learning both in terms of learning planning and in the implementation of learning. So, a teacher who already has competence and qualifications in both the mastery and ability in the use of learning media that will certainly affect the process of teaching actively, innovative, creative, and enjoyable.

PERAN GURU PROFESIONAL SEBAGAI FASILITATOR DAN KOMUNIKATOR DALAM KEGIATAN BELAJAR MENGAJAR Arfandi Arfandi; Mohamad Aso Samsudin
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 5 No. 2 (2021): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v5i2.1200

the role of professional teachers in carrying out activities as educators obligate to have a capability in the learning plan, performing the learning activities, and evaluate learning outcomes. Professional teachers have to own competence, both personal competence, pedagogical competence, and social competence. There are several important roles for a professional teacher that are as a leader, guide, supervisor, counselor, expeditor, motivator, facilitator, and communicator. The role of the teacher as a facilitator to provide great service with the aim of providing convenience to students in teaching and learning activities, to realize teachers as facilitators, teacher needs to provide various learning resources and learning media that are relevant as well as make active learning, innovative, creative and fun. Whereas, the teacher as a communicator in teaching and learning activities that the relationship between the teacher and students is not only "top-down" but a partnership, through the partnership model the teacher will act as a guide and companion in teaching and learning activities so that created a delight and democratic learning atmosphere.

Spiritualitas Kepemimpinan dalam Pengelolaan Pendidikan dan Pembelajaran Arfandi Arfandi
Jurnal Pendidikan Islam Indonesia Vol 4 No 1 (2019)
Publisher : Program Pascasarjana Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/jpii.v4i1.170

Spirituality in leadership is a leadership that leads the worldly dimension to the spiritual dimension. God is a true leader who inspires all deeds, influences and moves the conscience of His servants. Spirituality in leadership is leadership that forms values, attitude, behavior needed for intrinsic motivation to achieve a sense of spiritual survival. Spirituality-based leadership is not only about intelligence and skills in leadership, but also about the values of truth, honesty, integrity, creativity, wisdom, compassion. Spirituality in leadership is the way of a leader to pays attention to how other people can grow, develop and achieve the vision. There are three dimensions of spirituality in leadership they are first, the activities carried out by a manager (leader, head, chairman and others) with other people or groups. Second, the activities have purposes and third, management is carried out in the organization, so that so that becomes organization oriented. Therefore, the spirituality in leadership in the management of learning and education has significant impact on teachers, students, stakeholders, etc.

IMPLEMENTASI METODE TAKRIR UNTUK MEMPERCEPAT MENGHAFAL ALQUR’AN BAGI SISWA DI SEKOLAH DASAR Arfandi Arfandi; Hasanah Hasanah; Zainuddin Zainuddin
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 8 No. 1 (2023): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Faculty of Tarbiyah, University of Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v8i1.2935

In Indonesia, there are currently many places that provide education to thoroughly master the knowledge of the Al-Qur'an, but there are also places that provide education to become a Hafiz or Hafiza. SDIT Nurul Anshor is no exception, he is one of the educational institutions involved in the birth of little Hafiz and Hafiza. The takrir method is an effective method for improving memory and preserving the Al-Qur'an. To find out the effectiveness of memorizing the Koran with takrir strategies for students. In this study, the authors used a qualitative approach. There are two of his data in this survey: primary data and supplementary data. Data collection techniques include observations, interviews and documentation. Here are the findings: The implementation of Al-Qur'an memorization by takrir method in SDIT Nurul Anshor uses one page one page deposit system. Students then perform takrir before and after memorization in pairs, then a new memorization with ustadzah, and finally a memorization retest. Factors supporting the practice of Al-Qur'anic memorization in SDIT are parental and teacher motives, friend and environment motives, and good mood. Bad mood, unhealthy physical condition, laziness, and poor time management are the factors that prevent you from practicing Al-Qur'an memorization in SDIT.

STRATEGI PEMBELAJARAN EACH ONE TEACH ONE DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM Hariyanto Hariyanto; Arfandi Arfandi
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 7 No. 2 (2023): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Faculty of Tarbiyah, University of Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v7i2.2300

The results of observations at SMP Negeri 3 Situbondo showed that student learning outcomes in PAIBP material, especially the Thaharah subject, still reached the percentage of 50% or 16 students who completed out of 32 students. This is because students are still not able to master how to stay well. The reason is not only students but teachers who are less innovative in using learning strategies. Less varied learning models that have been applied by teachers in the field of study do not provide the widest opportunity for students to be active. Although the teacher has tried to make improvements, student learning outcomes are still relatively low. Therefore, efforts or methods can be made to improve student learning outcomes, one of which is by applying the each one teach one learning strategy. The each one teach one learning strategy, the reasons for using this strategy are 1) Support and improve the learning process. 2) Train students to be responsible. 3) This strategy can be used in all subjects: this research has two formulations (1) How is the implementation of the each one teach one learning strategy for the subject of PAIBP thaharah class VII material at SMP Negeri 3 Situbondo for the academic year 2021-2022?, (2) How is it improving student learning outcomes in PAIBP subjects through the implementation of the each one teach one learning strategy for class VII material at SMP Negeri 3 Situbondo for the academic year 2021-2022?. This study uses classroom action research with various kinds of data collection, namely observation, interviews and documentation. Based on the results of the research and discussion, it can be concluded as follows: (1) The application of the learning strategy of each one teach one subject of PAIBP thaharah class VII material at SMP Negeri 3 Situbondo in the 2021-2022 academic year is very effective, (2) There is an increase in student learning outcomes by 19% from 75% of the first cycle to 94% of the second cycle of PAIBP subjects through the application of the each one teach one learning strategy for class VII material at SMP Negeri 3 Situbondo in the 2021-2022 academic year.

THE USE OF ISLAMIC EDUCATION VALUES FOR MULTI-RELIGIOUS STUDENTS TO ACHIEVE TOLERANCE ATTITUDES Eriyanto Eriyanto; Arfandi Arfandi; St. Shofiyah; Mahendra Dhore
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 10 No. 1 (2025): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Faculty of Tarbiyah, University of Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v10i1.6921

Junior High School 1 Songgon is an educational institution that incorporates three religions into its curriculum—Islam, Hinduism, and Christianity and excels in terms of knowledge without sacrificing its students' attitudes or character. This study aims to explore the impact of encouraging Islamic religious education values on the tolerant attitudes of multi-religious students. The goal is to foster both intellectual and emotional intelligence, as well as positive attitudes and character traits. This is qualitative research, including data collected through observation, interviews, and documentation. The author analyzed data by gathering, reducing, presenting, and drawing conclusions. This study found that instilling Islamic religious education ideals in multireligious pupils at Junior High School 1 Songgon leads to a tolerant mindset. There is no discrimination between Muslim and non-Muslim students. Everyone in the Junior High School 1 Songgon environment desires the same treatment and educational services from educators and each other, who are all unified and aid each other regardless of their socioeconomic situation. The researcher's findings show that Muslim and non-Muslim students interact and mingle without feeling inferior or embarrassed to socialize. Instilling Islamic religious education values can foster tolerance among students of different religions.

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