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All Journal INCARE ZAHRA: Research and Tought Elementary School of Islam Journal Tafkir: Interdisciplinary Journal of Islamic Education Munaddhomah: Jurnal Manajemen Pendidikan Islam The JOER: Journal of Education Research INOVATIF: Jurnal Penelitian Pendidikan, Agama, dan Kebudayaan Arus Jurnal Psikologi dan Pendidikan Chalim Journal of Teaching and Learning Jurnal Manajemen Pendidikan Islam ZAHRA: Research and Tought Elementary School of Islam Journal Attaqwa:Jurnal Ilmu Pendidikan Islam Engagement: Jurnal Pengabdian Kepada Masyarakat Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman IRSYADUNA: Jurnal Kemahasiswaan
M Afif Zamroni
Universitas KH Abdul Chalim
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Strategy of Teacher Competency Development Program in Madrasah Tsanawiyah Rokhana Oktiasari; Hasyim Asyari; M. Afif Zamroni
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol 6 No 2 (2021): Islamic Education Management
Publisher : Program Studi Manajemen Pendidikan Islam Institut Pesantren KH Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndh.v6i2.1592

Abstract

The purpose of this article is to describe and analyze strategies, evaluations, and materials for competency development at Madrasah Tsanawiyah Darut Tauhid Driyoejo Gresik. The research method in this article is qualitative with a case study approach. The place of this research was conducted in Madrasah Tsanawiyah Darut Tauhid Driyoejo Gresik which is located at Jalan Raya Banjaran Driyorejo Gresik Village. The informants of this research were the head of the Madrasah, the head of the foundation, the deputy head of the madrasa, and several teachers. Data collection techniques with observation, interviews, and documentation. The results of this study are: 1) The material for the teacher competency development program that has been implemented at MTs Darut Tauhid consists of material for making teacher administration which includes four teacher competencies and material for using information techniques, namely making powerpoints, making google forms, making classrooms and using zoom applications. meetings; 2) The strategies used in teacher competency development are training, workshops, and Subject Teacher Consultations (MGMP); 3) Evaluation of coaching includes the coaching program that has been implemented, facilitators, coaching materials, participants, strategy for implementing the coaching program and budget.
The Strategy Head Madrasah Strengthening The Quality Of Education In Madrasah Ibtidaiyah Akmad Chostholani; Fadly Usman; Afif Zamroni
ZAHRA: Research and Tought Elementary School of Islam Journal Vol. 2 No. 2 (2021): ZAHRA: Research And Tought Elmentary School Of Islam Journal
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37812/zahra.v2i2.271

Abstract

This article aims to explain and analyze planning, implementation and evaluation strategies in strengthening the quality of education at Madrasah Ibtidaiyah Tarbiyatul Islamiyah Gresik. This article uses a qualitative research type with a descriptive design. This research takes place at Madrasah Ibtidaiyah Tarbiyatul Islamiyah Gresik. The research was carried out for three months, from February to May 2021. The technique of collecting data was observation, interviews with relevant informants and documentation. The results of this study are how madrasah strategies in strengthening the quality of education in institutions, both in terms of planning, implementation, and evaluation are strongly influenced by the madrasa head as a leader. Because all the strategies and policies used by the head of the madrasa determine the quality of an educational institution that is led. There are several things that the head of Madrasah Tarbiyatul Islmiyah does in strengthening the quality of education, including: 1) Providing examples of direct action with time discipline, 2) Carrying out programmatic and consistent implementation of activities, 3) Always evaluating programs carried out both internal and external evaluations. from outside so as to obtain accountable results.
Tantangan Pendiddikan Islam di Era Revolusi Industri 4.0 Abdurahman Jemani; M. Afif Zamroni
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 16 No. 2 (2020): September
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attaqwa.v16i2.55

Abstract

Islamic education needs to transform various kinds of core policies in the body of Islamic education itself which are considered capable of answering the challenges and demands. Islamic education in the face of the Industrial Revolution Era 4.0 is expected to be able to bring a positive impact in all walks of life of society, religion, nation and state, not least in the field of Islamic education itself. The era of revolution 4.0 has been able to give birth to a new phenomenon that is considered very disruption so that it demands the world of Islamic education to innovate and become competent competitors. The reality that is happening now, graduates of Islamic education are now faced with new challenges, demands, and needs that are different from previous generations. So it needs to be carried innovations to the system, governance, curriculum, human resource competencies, facilities and infrastructure, culture, work ethic, commitment to change, etc. These things need to be done and get special attention by policy makers in Islamic education. If this is ignored, then Islamic education will be crushed, increasingly left behind and abandoned by its followers. Therefore, concrete steps are needed for Islamic education to be able to remain competitive in this era of disruption. The solutive step offered is to be able to integrate and keep up with changes and developments in technology today for the realization of modern Islamic education and global competitiveness.
Pemberdayaan Desa Wisata Melalui Pengembangan Wisata Air Terjun Songgo Tuyo di Desa Nogosari Kec. Pacet Kabupaten Mojokerto Imam Safii; Alfin Fatih; Ashad Abdillah Rosyid; M Afif Zamroni; Hasyim Asy'ari
Engagement: Jurnal Pengabdian Kepada Masyarakat Vol 4 No 1 (2020): May 2020
Publisher : Asosiasi Dosen Pengembang Masyarajat (ADPEMAS) Forum Komunikasi Dosen Peneliti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/engagement.v4i1.144

Abstract

Natural tourism assets are frequently driven by market forces where rich people make investment by collaborating with local government. It is rarely that the local community has the authorization to manage the assets by themselves, including the people in Nogosari village with its Songgo Tuyo waterfalls. This community service aimed at supporting and assisting the local people to optimize the available assets by themselves. Asset Based Approach (ABA) was employed by maximizing the promotion of the existing assets through the combination of online promotion and a photo competition in the tourism area. The programs was succesful in raising new enthusiasm from the community to develop the tourism resources not only the waterfalls but also the infrastructure, services, cultural, culinary, and merchandise, and attracted more tourists to come
Program PKB AISBER Dalam Membentuk Kompetensi Bahasa Dan Keagamaan Siswa Siti Herlina; Gatot Sujono; Afif Zamroni
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 10 No. 2 (2021): September
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v10i2.301

Abstract

This article aims to explain and analyze the implementation of the AISBER PKB program at SDN Mulyoagung Kec. Balen Kab. Bojonegoro. The type of research used is a case study which is a descriptive analysis. As for the approach using qualitative which is a research method that aims to understand the phenomena that occur in the research subject. Data collection techniques through interviews, observation, documentation. Data analysis techniques include: data collection (data collection), data condensation (data condensation), data presentation (data display), drawing conclusions (condution drawing). The results of the AISBER PKB program research are planned through a meeting with the school development team and then socialized which is attended by all parents / guardians of students, the teacher council, for its implementation through self-development, counseling services, and taught by class teachers, with the habituation of akhlakul karimah which is 15 minutes before carrying out learning in the classroom. After carrying out regular learning, students are given additional lessons for 30 minutes. The AISBER PKB program can minimize the negative impact of using gadgets with reciting and studying activities at home, able to increase the ability to learn Islam and languages ??including Arabic and English, make children have more religious knowledge and become more religious and have skills in foreign languages, especially Arabic and English.
Penanaman Sikap Moderasi Beragama Pada Siswa Sekolah Dasar Melalui Pembelajaran PAI Silfia Dewi; M Afif Zamroni; Aris Adi Leksono
Irsyaduna: Jurnal Studi Kemahasiswaaan Vol. 4 No. 1 (2024): April
Publisher : LP3M IAI Al Urwatul Wutsqo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/irsyaduna.v4i1.1558

Abstract

This article aims to examine in depth the role of Islamic Religious Education Teachers in instilling an attitude of religious moderation in students at SDN 2 Kelod Kangin Semarapura Klungkung Bali and analyze its implementation and implications. A qualitative approach was used with data collection techniques through interviews, observation, and documentation of Islamic Religious Education Teachers, School Principals, learning processes, and interactions in the school environment. The results of the research show that Islamic Religious Education Teachers have a very important role, including providing exemplary examples with mutual respect and tolerance for religious differences, providing an understanding of religious moderation through interactive and participatory learning models in the classroom, and playing a role in creating good social interactions. Between students of different religions by upholding mutual respect, respect, and tolerance. The implementation of cultivating an attitude of religious moderation is carried out in three ways: the learning process in the classroom, interaction in the school environment, and interaction with the surrounding environment. In this implementation, it can be seen that Muslim and non-Muslim students respect each other and uphold tolerance by the values ??of religious moderation taught. The implication is that school policies are non-discriminatory in providing all students with the right to religious education and creating a sense of tolerance for students in broader social life. The research concludes that teachers strategically instil religious moderation through example, learning, and good social interaction. With proper implementation and supportive school policies, this effort positively impacts a more tolerant and harmonious social life.
Peran Guru PAI Dalam Gerakan Literasi Di Madrasah Ibtidaiyah Negeri Kota Banda Aceh Ismaidar M. Yacob; M. Afif Zamroni; Warti'ah Warti'ah
Irsyaduna: Jurnal Studi Kemahasiswaaan Vol. 4 No. 1 (2024): April
Publisher : LP3M IAI Al Urwatul Wutsqo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/irsyaduna.v4i1.1574

Abstract

This research examines the role of Islamic Religious Education (PAI) teachers in implementing the Literacy Movement in MIN 1 and MIN 11 Banda Aceh City. The aim is to identify the strategies and methods PAI teachers apply in fostering students' basic literacy, explore supporting and inhibiting factors in implementing the literacy movement, and formulate practical recommendations for stakeholders to increase the effectiveness of the literacy movement in madrasas. This research uses a descriptive qualitative approach with the type of field research. Data collection was carried out through participant observation, unstructured interviews and documentation. The research results show that the role of PAI teachers is very important in the literacy movement, including educators, teachers, inspirers, initiators, motivators, facilitators, class managers, mediators and evaluators. Implementing the literacy movement for students is carried out through three stages: habituation, development and learning. Activities include library visits, morning reading, building a physical environment rich in literacy, writing works, and learning outside the classroom. This research contributes to the development of educational science, especially in Islamic religious education and literacy, by integrating religious aspects to foster students' basic literacy.
Implementasi Active Learning Dalam Pembelajaran PAI Di SMK Negeri Tegalwaru Purwakarta Nana Supriatna; Hasyim Asy’ari; M Afif Zamroni
Irsyaduna: Jurnal Studi Kemahasiswaaan Vol. 4 No. 1 (2024): April
Publisher : LP3M IAI Al Urwatul Wutsqo Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/irsyaduna.v4i1.1587

Abstract

This research examines the implementation of the active learning model in Islamic Religious Education at Tegalwaru State Vocational School, Purwakarta. The aim is to increase students' interest in learning, participation and achievement of learning outcomes through active involvement in the learning process. This research uses a qualitative approach with descriptive methods. Data was collected through interviews, observation and document review. The research results show that the implementation of the active learning model is carried out through three main stages: planning, implementation and assessment. In the planning stage, the teacher prepares a Learning Implementation Plan (RPP), which includes objectives, materials, activity steps and appraisal. At the implementation stage, teachers apply active learning techniques such as group discussions, debates, games and presentations to increase student participation and interest in learning. Meanwhile, the assessment stage is carried out by considering cognitive, affective and psychomotor aspects and using Minimum Completeness Criteria (KKM) as the graduation standard. The active learning model has proven to be effective in creating an interactive, fun learning environment and encouraging students to be more proactive, creative and not quickly bored in the learning process. The school also pays special attention to extracurricular activities such as recitation and billing assignments to deepen students' understanding of Islamic Religious Education. This research contributes to efforts to improve the quality of Islamic religious education in Indonesia
Co-Authors Abdul Wahab Abdurahman Jemani Akmad Chostholani Anang Yuswanto Aris Adi Leksono Ashad Abdillah Rosyid Asyari, Hasyim Diah Syifaul A'yuni Diana Susilawati Sj Fadly Usman Gatot Sujono Hasyim Asy'ari Hasyim Asy’ari Hasyim Asy’ari Imam Safii Ismaidar M. Yacob Khamim Syaibani Kurnia Ilahi M. Alfin Fatikh M. Ali Haidar Mohamad Toha Muhammad Anas Ma`arif Muhammad Mujtaba Mitra Zuana Nana Supriatna Nur Lutfiyatul Khaqimah Rokhana Oktiasari Sarini Musyafiah Sigit Priyo Sembodo Silfia Dewi Siti Herlina Warti'ah Warti'ah