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GUIDANCE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN INSTILLING FAIR CHARACTER IN STUDENTS DURING THE PANDEMIC Moh. Sholihuddin
JP : JURNAL PENDIDIKAN Vol 6 No 1 (2022): MARET
Publisher : Institut Keislaman Abdullah Faqih (INKAFA) Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33754/jalie.v6i1.436

Abstract: A teacher, in addition to serving in teaching he also has a task in giving bimbingan to students.Â Â Of course, it does not have to be like a Counselor who in his job is to help clients solve problems in their clients' personal lives, but the guidance of the teacher in ques-tion is to direct students to be better.Â The guidance certainly also pays attention to positive and religious values.Â then it is natural that teachers must be a good tauladan, so that the upbringing participants feelin-spired and motivated. In this article discusses how the guidance of Islamic Religious Education teachers in instilling a fair character in the learners who are interviewed from the teacher. This article is the result of research on several elementary school teachers in Lasem Rembang. Results from data collected through interviews and obesrvasi. The results showed that the guidance of Islamic religious education teachers in instilling a fair character in students is through teacher transparency in providing assessment of student learning outcomes and learning in the form of methods of telling the stories of prophets in the Qur'an that tells about justice.Keywords: Character; learning outcomes;

DISKURSUS ILMU PENDIDIKAN ISLAM PADA PERIODE TABI’IN Moh. Sholihuddin
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 17 No. 02 (2021): September
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

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The evolutionary process that occurred from the khulafahurrasydin period was then taken over by the tabi'in. then the emergence of generations in the field of science in accordance with their expertise. Education that occurred in the tabi'in era underwent very significant changes. Referring to the field of science in accordance with the subject matter of each field of the tabi'in who learned and studied a lot by friends. Initiating very broad knowledge with various descriptions of subject matter to be taught to students and the next generation, subject matter taught to students includes religious knowledge such as the Qur'an, Hadith, Fiqh, Tafsir, Morals, Arabic and general sciences such as History , Literature, Arts and Natural Sciences. Thus the development of science is increasingly rapid until the times

PENDIDIKAN ISLAM DALAM PEMBINAAN AKHLAKUL KARIMAH ANAK : (Studi Pada Pesantren Dengan Lembaga Formal Dan Non-Formal) Moh. Sholihuddin
Atthiflah: Journal of Early Childhood Islamic Education Vol. 9 No. 1 (2022): Januari
Publisher : Prodi Pendidikan Islam Anak Usia Dini Institut Agama Islam Daruttaqwa Gresik

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There are three forms of educational institutions that develop in our country today, namely formal, non-formal and informal. A formal educational institution is an educational institution whose curriculum is created and managed by the government from the paud level to the college level. Then non-formal educational institutions are educational institutions whose curriculum is created and managed by the community which includes pesantren or dayah educational institutions. While informal education is education built or organized by families and the environment is only limited to education without being educated and does not require permission from the government. This article discusses Islamic education in the development of children's morals karimah in formal education and non-formal education. The method used in writing this article is the result of observation of formal and non-formal educational institutions in Lasem Rembang Regency. As a result, there are educational institutions or foundations that manage both (formal schools and boarding schools) there are also only boarding schools without any formal schools. In the development of morals in the formal institution of the teacher is the main person in charge other than as an educator teachers have responsibility for the development of student morals. In this institution, the level of discipline of students is higher, while in pesantren boarding schools the level of student piety is higher

DISKURSUS ILMU PENDIDIKAN ISLAM PADA PERIODE TABI’IN Moh. Sholihuddin
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 17 No. 02 (2021): September
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar

The evolutionary process that occurred from the khulafahurrasydin period was then taken over by the tabi'in. then the emergence of generations in the field of science in accordance with their expertise. Education that occurred in the tabi'in era underwent very significant changes. Referring to the field of science in accordance with the subject matter of each field of the tabi'in who learned and studied a lot by friends. Initiating very broad knowledge with various descriptions of subject matter to be taught to students and the next generation, subject matter taught to students includes religious knowledge such as the Qur'an, Hadith, Fiqh, Tafsir, Morals, Arabic and general sciences such as History , Literature, Arts and Natural Sciences. Thus the development of science is increasingly rapid until the times

Integrating Creative Digital Content in Pesantren: Improving Santri’s Digital Literacy And Islamic Learning Taufikin Taufikin; Sri Nurhayati; Habib Badawi; Ahmad Falah; Moh. Sholihuddin
Edukasia Islamika : Jurnal Pendidikan Islam Vol 10 No 1 (2025): Edukasia Islamika - Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v10i1.10326

Pesantren faces challenges in adapting traditional teaching methods to the development of digital technology. The digital literacy gap and limited infrastructure are the main obstacles to implementing the digitalization of learning. One solution is using creative digital content to improve learners' digital literacy and creativity. This study aims to analyze the implementation of creative digital content in learning in pesantren and assess its impact on digital literacy and creativity of students. In addition, this study also examines the main challenges of pesantren digitalization and proposes strategic solutions to ensure its effectiveness and sustainability. A qualitative approach with a case study at PPATQ Raudlatul Falah Bermi Gembong Pati Central Java was used as the research location, and the Observations were also made at four Islamic boarding schools in the Central Java region. Data were collected through interviews with Santri and Ustadz, joint observation and document analysis. The data were analyzed thematically to identify patterns in the pesantren education system. The results showed that digitization improved santri's understanding of learning materials and their memory. Santris, who actively participates in digital content creation, is more creative and has better digital skills than traditional methods. However, some challenges include inadequate teacher training and limited internet access. Therefore, strategies are needed to control and strengthen the infrastructure. This study contributes to developing digital learning models in Pesantren and provides policy recommendations for Pesantren leaders and stakeholders to support the transformation of Islamic education through technology

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