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All Journal TARBIYA ISLAMIA : Jurnal Pendidikan dan Keislaman Pena Islam Jurnal Pendidikan Agama Islam Nasir: Jurnal Pendidikan Islam
Amru Almu'tasim
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Religion Education Social Sciences

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Pengembangan Kurikulum Model Cambridge di Sekolah/Madrasah Amru Almu'tasim
Pena Islam Jurnal Pendidikan Agama Islam Vol 3 No 2 (2020): September
Publisher : Prodi PAI Fakultas Tarbiyah IAI Uluwiyah Mojokerto

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Abstract

Pengembangan kurikulum merupakan proses perencanaan kurikulum agar menghasilkan rencana kurikulum yang luas dan spesifik. Proses ini berhubungan dengan seleksi dan pengorganisasian berbagai komponen situasi belajar mengajar, antara lain penetapan jadwal pengorganisasian kurikulum dan spesifikasi tujuan yang disarankan, mata pelajaran, kegiatan, sumber dan alat pengukur pengembangan kurikulum. Pengembangan kurikulum merupakan suatu proses merencanakan, menghasilkan suatu alat yang lebih baik dengan didasarkan dengan hasil penialaian terhadap kurikulum yang telah berlaku, sehingga dapat memberikan kondisi belajar mengajar yang lebih baik. Dengan kata lain, pengembangan kurikulum model Cambridge merupakan kegiatan untuk menghasilkan kurikulum baru melalui langkah-langkah penyusunan kurikulum atas dasar hasil penilaian yang dilakukan selama periode waktu tertentu oleh Cambridge International, sebagai penyedia kualifikasi kurikulum internasional yang telah diujikan ke 1000 sekolah di 160 negara termasuk Indonesia. Sesuai namanya kurikulum tersebut merupakan bagian dari organisasi non profit Cambridge Assesment, universitas cambridge Inggris.
Profesionalisme Guru PAI Dalam Memanfaatkan Teknologi Informasi Dan Komunikasi (Studi Kasus SMA Negeri 1 Kutorejo Mojokerto) Amru Almu'tasim
Pena Islam Jurnal Pendidikan Agama Islam Vol 4 No 1 (2021): Maret
Publisher : Prodi PAI Fakultas Tarbiyah IAI Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12345/penais.v4i1.154

Abstract

Teacher professionalism is a qualified, competent, and committed professional teacher who is devoted to education. Information and Communication Technology is electronics that consists of hardware and software. Based on the results of data analysis, it can be seen that: 1) The professionalism of Islamic Religious Education Teachers in SMA Negeri 1 Kutorejo Mojokerto is maximal, teachers teach according to their fields, teachers understand structures, concepts, and scientific mindsets that support broad and deep subjects. 2) Teachers of Islamic Religious Education in Utilizing Information and Communication Technology at SMA Negeri 1 Kutorejo Mojokerto have made good use of them, especially teachers of Islamic religious education. The use of information and communication technology is considered to be very helpful for students in the learning process.
Sistem Pembinaan Mental Spiritual Narapidana Wanita Di Lapas Kelas II. B Mojokerto Jawa Timur Amru Almu'tasim
Pena Islam Jurnal Pendidikan Agama Islam Vol 4 No 2 (2021): September
Publisher : Prodi PAI Fakultas Tarbiyah IAI Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12345/penais.v4i2.193

Abstract

Mental coaching is one way to shape human morals so that they have a moral, virtuous and moral personality, so that they can avoid reprehensible nature as a countermeasure against the emergence of criminal acts. Mental development is also the first foundation in Islamic teachings. A good mentality will give birth to good deeds and happiness in human life, both physically and mentally. (1) The stage of spiritual mental development of female prisoners at the Class IIB Mojokerto Penitentiary includes the admission stage, personality development stage, assimilation stage, and triangulation stage. (2) The material for the mental spiritual development of female prisoners at the Class IIB Mojokerto Penitentiary includes the values of aqidah, shari'ah values, and moral values. (3) Methods for developing the mental and spiritual mentality of female prisoners at the Class IIB Mojokerto Penitentiary include the interview method, group work method, enlightenment method, lecture method, demonstration method, and question and answer method. (4) The mental and spiritual development system for female prisoners at the Class II.B Mojokerto Penitentiary is carried out based on the principles of protection, service, education, guidance, respect.
Analisis Kecerdasan Emosional Anak Pengendalian Diri dan Kemampuan Memecahkan Masalah Perspektif al-Qurân Hadits Amru Almu'tasim
TARBIYA ISLAMIA : Jurnal Pendidikan dan Keislaman Vol. 8 No. 1 (2019): Pebruari
Publisher : Education for Islamic Studies Department, Islamic University of Majapahit (Universitas Islam Majapahit) Mojokerto, Indonesia

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Abstract

This article examines children's emotional intelligence in terms of self-control abilities and problem solving. Emotional intelligence is formed in children so that children are able to control themselves, resist anger, be able to solve problems. Get to know yourself and others. From the results of the study, the authors can conclude that children's emotional intelligence is the dream of every parent because children are able to recognize the emotions of themselves and others, are able to solve problems without causing problems, are able to motivate themselves and have an empathetic attitude. So that children who have emotional intelligence are not easily offended, are not easily ignited by emotions, become children who are polite and patient. The results of this study show that 1). Parents always become exemplary emotion teachers for children, 2). Advise with constructive advice, 3). Give understanding to children with language and tone that is not scary.
Implementasi Pembelajaran Tematik Berbasis Kurikulum 2013 (Studi Multikasus di Mi Darut Taqwa Sengonagung Purwosari Pasuruan) Amru Almu'tasim
Pena Islam Jurnal Pendidikan Agama Islam Vol 5 No 1 (2022): Maret
Publisher : Prodi PAI Fakultas Tarbiyah IAI Uluwiyah Mojokerto

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Abstract

This study aims to describe and analyze: 1) the implementation of the 2013 Curriculum learning at Madrasah Ibtidaiyah Darut Taqwa Sengonagung Purwosari Pasuruan. 2) school efforts in order to successfully implement the 2013 Curriculum at Madrasah Ibtidaiyah Darut Taqwa Sengonagung Purwosari Pasuruan. 3) the supporting and inhibiting factors for the implementation of thematic learning based on the 2013 Curriculum at Madrasah Ibtidaiyah Darut Taqwa Sengonagung Purwosari Pasuruan. Based on data analysis and discussion, it can be concluded: 1) Implementation of 2013 Curriculum learning includes planning, implementation, and assessment of 2013 Curriculum-Based Thematic Learning 2) Implementing mental, moral, physical and artistic guidance to educators on matters relating to mental attitude and character. 3) Factors supporting and inhibiting the implementation of curriculum-based thematic learning.
Implementasi Nilai Aswaja dalam Pembelajaran PAI di SMKN 1 Sooko Mojokerto Amru Almu'tasim
Nasir: Jurnal Pendidikan Islam Vol. 3 No. 2 (2025)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/nasir.v3i2.556

Abstract

Penelitian ini menelaah implementasi nilai Aswaja dalam pembelajaran PAI di SMKN 1 Sooko Mojokerto dengan pendekatan kualitatif deskriptif dan desain studi kasus. Subjek meliputi guru PAI, wakil kepala sekolah bidang kurikulum, dan peserta didik yang dipilih secara purposive. Data dikumpulkan melalui observasi partisipan, wawancara mendalam semi-terstruktur, dan studi dokumentasi (RPP, silabus, modul, instrumen penilaian), menggunakan pedoman observasi dan wawancara serta daftar periksa berbasis indikator tawasuth, tawazun, tasamuh, dan i‘tidal pada tahap perencanaan, pelaksanaan, dan penilaian. Keabsahan dijaga dengan triangulasi sumber–teknik–waktu, member check, dan jejak audit; analisis mengikuti model Miles and Huberman melalui pengodean tematik. Hasil menunjukkan implementasi efektif ketika empat pilar diintegrasikan konsisten ke dalam perencanaan kurikulum (ATP/RPP), strategi berpusat pada peserta didik (PBL, proyek, kontekstual), dan pemilihan sumber belajar yang meneguhkan moderasi. Keberhasilan ditopang penguatan kompetensi guru, sinergi ko-kurikuler/ekstrakurikuler, serta penilaian komprehensif (rubrik sikap, jurnal reflektif, portofolio, proyek sosial) yang dipadukan literasi digital keagamaan. Tata kelola PPEPP dan kemitraan orang tua dan komunitas moderat memperkuat keberlanjutan dan membentuk habitus moderat lulusan vokasi.
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