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All Journal EDUKASI: Jurnal Pendidikan Islam Tadrib: Jurnal Pendidikan Agama Islam Jurnal Pendidikan Agama Islam Al-Thariqah Risâlah, Jurnal Pendidikan dan Studi Islam AL-Hikmah: Jurnal Studi Agama-agama Tadarus: Jurnal Pendidikan Islam Studia Religia: Jurnal Pemikiran dan Pendidikan Islam Kuttab: Jurnal Ilmu Pendidikan Islam Jurnal al-Ulum : Jurnal Pemikiran dan penelitian ke-Islaman Journal AL-MUDARRIS VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Journal on Education Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Jurnal Pendidikan Islam Al-Hayat: Journal of Islamic Education Ar-Fachruddin: Journal of Islamic Education
Asrori Asrori
Program Studi Pendidikan Agama Islam, Universitas Muhammadiyah Surabaya
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mechanical Engineering Social Sciences Other

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Implementation of Active Learning Methods in Islamic Elementary School/Implementasi Metode Active Learning di Madrasah Ibtidaiyah Abd Hamid; Asrori Asrori; Rusman Rusman
Al-Mudarris: Journal Of Education Vol 5, No 1 (2022): edisi APRIL
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/al-mudarris.v5i1.932

Abstract

The purpose of this study was to determine: (1) the ability of educators to apply the active learning method, (2) the activities of educators during the application of the active learning method, (3) the activities of students during the application of the active learning method and (4) student learning outcomes, during the application of the active learning method. The results showed that: (1) The ability of educators to manage learning methods in the first cycle was 2.41 for the second cycle increased to 2.93 and in the third cycle increased again to 3.00. So for three cycles there was an increase from cycle I, cycle II, and cycle III with good categories, (2) the activity of educators in the first cycle of material delivery activities was 34.33%. In the second cycle the dominant activity decreased to 22.33% while in the third cycle the dominant activity of educators was to provide guided training by 24.33%, (3) the student activity in the first cycle was 36.67%, the second cycle decreased to 26.67% until the third cycle. . the cycle decreased again to 23.33 so that for three cycles in general there was an increase, and (4) the learning mastery of classical students in the application of learning in the first cycle 60 to the second cycle increased to 88.89% and in the first cycle increased to 88.89 cycle II III has been achieved.
Implementation Of The Ta'shil Method In Understanding The Ta'lim Al Mutaallim Book At The Tahfidzul Quran Al Iman Islamic Boarding School Muhammad Askarullah Tsabit; Asrori Asrori; Rusman Rusman
At-Tarbiyat Vol 5 No 2 (2022): Islamic Education In Indonesia
Publisher : Sekolah Tinggi Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.v5i2.479

Abstract

This study discusses the Ta'shil Method in understanding the Ta'lim Al Mutaallim Book, including: (1) Implementation of the Ta'shil Method in understanding the Ta'lim Al Mutaallim Book on Aqidah Akhlak material. (2) Strengths and weaknesses of the Ta'shil Method in understanding the Book of Ta'lim Al Mutaallim on Aqidah Akhlak material. The design used in this study is field research because the researchers went directly to the field to get data that were in accordance with the facts and made observations to collect data related to research on the implementation of the Ta'shil Method at Islamic boarding school al Iman Sedayulawas Lamongan in understanding the book Ta'lim al Mutaallim on Akidah Akhlak material, the results of this study are descriptive data obtained from interviewees as well as data that has been written and from the observations of researchers. The research was carried out at the Tahfidzul Qur'an Al-Iman Islamic Boarding School located in Sedayulawas village, Brondong district, Lamongan district, East Java province, this Islamic boarding school was founded in 2016 and was taken care of by Ustad Sofi Muallim. The results showed that: (1) Implementation of the Ta'shil method in understanding the Book of Ta'lim Al Mutaallim on the Aqidah Akhlak material at the Tahfidzul Quran al Iman Al Iman Al Iman Sedayulawas Lamongan First, Tadarruj (gradual), Second, Tikrar (Repeating), Third, Focus, Fourth, good mentoring. (2) The supporting factor for the ta'shil method at the Al Iman Islamic boarding school is that it is easy for students to build a stronger and more perfect understanding framework because it starts from the basics and always continues between books. The inhibiting factor for the implementation of the first ta'shil, the use of the ta'shil method, a cleric must attend class every day, if the ustad is unable to find a temporary substitute and this is not easy because he has to find a cleric who masters the book. The ta'shil method is a relatively new method in the Islamic boarding school environment, this makes people not sure about the results of this method.
Peningkatan Kemampuan Siswa Pada Pemahaman Bidang Studi Al Islam Dengan Pembelajaran Berbasis Konstruktivistik Kontekstual di SMP Muhammadiyah 10 Surabaya Amrozi Amrozi; Asrori Asrori
TADARUS Vol 9, No 1 (2020)
Publisher : Prodi Pendidikan Agama Islam - Fakultas Agama Islam ( FAI )

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (729.586 KB) | DOI: 10.30651/td.v9i1.5450

Abstract

Masih banyak guru yang menggunakan pembelajaran konvensional untuk bidang studi al-Islam, tentu saja tidak relevan. Mereka beralasan metode ini lebih mudah dilaksanakan. Pemecahan masalah pendidikan dengan kondisi di lapangan saat ini seperti tersebut di atas,  sebenarnya telah dilakukan oleh pemerintah dengan berbagai pembaharuan, antara lain dengan pelatihan dan peningkatan kompetensi guru.Metode yang di gunakan dalam penelitian adalah penelitian tindakan kelas. Penelitian yang dilakukan dengan menekankan adanya niat yang tinggi untuk bertindak memecahkan masalah dan menyempurnakan situasi. Ini merupakan pencermatan terhadap kegiatan yang sengaja dimunculkan, dan terjadi dalam sebuah kelas.Berdasarkan penelitian pada siklus 1, 2 dan 3 diperoleh simpulan sebagai berikut: Kemampuan guru dalam mengelola pembelajaran kontruktivistik yang kontekstual selama tiga siklus mengalami peningkatan. Padasiklus I yaitu dengan nilai rata-rata sebesar 2,41 dengan kategori baik, siklus II : 2,93 dengan kategori baik, dan siklus III sebesar 3,00 dengan kategori baik; 2. Aktivitas guru selama pembelajaran selama tiga siklus, 2. Ketuntasan belajar siswa secara klasikal pada siklus I yaitu 60%, kemudian pada siklus II meningkat menjadi 88,89% danpadasiklus III menurun menjadi 86,67%, 3. Respon siswa pada penerapan model pembelajaran kontruktivistik yang kontekstual dengan media patung manusia, air dan debu padamateri wudhu, tayamum dan mandi wajib yaitu dengan banyaknya siswa yang menjawab setuju sebesar  82,86 %.
Implementasi Metode Pembelajaran Kuis Interaktif Berbasis Mentimeter pada Mata Pelajaran Pendidikan Agama Islam Resti Nur Lailia Qodriani; Asrori; Rusman
Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 7 No. 2 (2022): Jurnal Pendidikan Agama Islam Al-Thariqah
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/al-thariqah.2022.vol7(2).9689

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar siswa pada penerapan metode pembelajaran kuis interaktif berbasis mentimeter untuk mata pelajaran Pendidikan Agama Islam (PAI). Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK). Populasi yang digunakan dalam penelitian ini merupakan siswa kelas XI IPA 1 di SMA Muhammadiyah 1 Surabaya sebanyak 21 siswa. Dalam pelaksanaannya penelitian ini menggunakan satu tahapan pra-siklus dan dua tahapan siklus dengan tindakan yang berbeda. Pra siklus dilakukan dengan menggunakan metode pembelajaran ceramah, sedangkan dua siklus selanjutnya menggunakan metode pembelajaran kuis interaktif berbasis mentimeter dengan perlakukan yang berbeda. Penilaian melalui kuis akan dilakukan pada setiap siklusnya untuk mengetahui peningkatan hasil belajar siswa melalui metode pembelajaran kuis interaktif berbasis mentimeter. Hasil yang didapatkan pada pra siklus adalah rata-rata nilai siswa sebesar 45,7 dan hanya 14,3% siswa yang lolos mencapai KKM. Kemudian hasil belajar siswa pada kuis siklus pertama menjadi 72,4 dan tingkat kelulusan siswa mencapai 38,1%. Pada siklus terakhir hasil rata-rata nilai siswa yang didapatkan sebesar 91,4 dan tingkat kelulusan 100%, yang artinya semua siswa memenuhi KKM sebesar 75. Simpulan berdasarkan hasil penelitian ini adalah penerapan metode pembelajaran kuis interaktif berbasis mentimeter berpengaruh positif terhadap peningkatan hasil belajar siswa
Problem Posing Method In Establishing Students' Creative Thinking Ability In Islamic Education Subjects Abizard Rafli Asrafzani; Moch. Charis; Asrori Asrori; Gamal Abdul Nasir Zakaria
At-Tarbiyat Vol 5 No 3 (2022): Islamic Education In Indonesia
Publisher : Institut Agama Islam An-Nawawi Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37758/jat.v5i3.476

Abstract

The problem posing method in shaping students' creative thinking skills in PAI subjects at SMKN 12 Surabaya, this is the title and purpose of this research. This study uses qualitative research methods or types of descriptive research. The results of the implication of the problem posing method in shaping students' creative thinking skills in PAI subjects at SMKN 12 Surabaya are going very well, this is based on observations and learning activities where students are required to make questions that are in harmony with the material provided. For this reason, students of SMKN 12 Surabaya became the subject of research. while the object of this research is the ability to think creatively in which there is a cognitive domain of students who develop knowledge and information in students' intellectual skills. By using the problem posing method, students have the ability to think creatively in accordance with what Johnson said, it will become a habit of mind that is trained with intuition, activates imagination, and reflexes will generate ideas. There are supporting factors, namely curiosity that appears more inclined to each question that is presented to make students able to improve their creative thinking skills and for the inhibiting factor students are afraid to answer because they are not sure of the answer.
DERADICALIZATION THROUGH UNDERSTANDING THE VALUE OF RELIGIOUS MODERATION IN MA'HAD DARULROHMAH PATTANI THAILAND Sudarat Phan-ae; Asrori Asrori; Rusman Rusman
Kuttab : Jurnal Ilmu Pendidikan Islam Vol 7, No 1 (2023): Kuttab : Jurnal Ilmu Pendidikan Islam
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ktb.v7i1.1475

Abstract

Internalization of the value of religious moderation or wasatiyah as a form of resistance to extremism. The notion of radicalism caused by an internal misunderstanding of religious texts can be stemmed by a moderate understanding of Islam. This study aims to find out how the values of religious moderation are in Maahad Darulrahmah Pattani Thailand and how the method of cultivating religious moderation values is in Maahad Darulrahmah Pattani Thailand. This study used descriptive qualitative, observational data collection techniques, and interviews with the research subject, the Head of Maahad Darulrahmah Pattani Thailand. The results of the first study, the values of Religious Moderation in Maahad Darulrahmah Pattani Thailand are as follows: Tawassuth, Tawazun, I'tidal, Tasamuh, Musawah, Shura, Islah, Aulawiyah, Tatawwur wa ibtikar, Tahadhdhur, Al-Muwathanah, Qudwatiyah. The two methods of instilling the value of religious moderation in Maahad Darulrahmah Pattani Thailand are as follows: Madrasa, Halaqah Method, Hidden curriculum
STRATEGI GURU PAI DALAM MENGATASI SISWA SLOW LEARN DI SMP BANGKALAN Wahyu Aliffah Salsabilla; Asrori Asrori; Hayumuti Hayumuti
VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan Vol 14, No 1 (2023): APRIL
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/ve.v14i1.2156

Abstract

ABSTRAKPenelitian ini bertujuan untuk mencari solusi bagi guru PAI dalam mengatasi siswa dengan gangguan Slow Learner atau lamban belajar di SMP Al-Falah. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian field research (penelitian lapangan). Teknik pengumpulan data menggunakan observasi, wawancara, Analisis data menggunakan reduksi data. Hasil dari penelitian menunjukkan bahwa strategi yang dilakukan guru dalam mengatasi siswa slow learner pada mata pelajaran PAI diantaranya: 1) strategi guru dalam meberikan motivasi kepada siswa yang kurang percaya diri. 2) menempatkan siswa yang mengalami slow learner di bangku barisan depan. 3) merubah metode pembelajaran agar menjadi lebih menarik. Implikasi pada strategi ini siswa menjadi lebih faham dan fokus terhadap materi PAI, dan siswa menjadi lebih semangat dalam belajar Agama Islam.Kata Kunci: Strategi, Lamban Belajar, PAI ABSTRACTThis study aims to find solutions for PAI teachers in dealing with students with slow learner disorders or slow learners at Al-Falah Middle School. This study used a qualitative approach with the type of field research (field research). Data collection techniques using observation, interviews, and data analysis using data reduction. The results of the study show that the strategies used by the teacher in overcoming slow learner students in PAI subjects include: 1) the teacher's strategy in motivating students who lack self-confidence. 2) placing students who are slow learners in the front row seats. 3) change the learning method to make it more interesting. Keywords: Strategy. Slow Learn, PAI
CRITICAL INCIDENT STRATEGY: IMPROVING MOTIVATION AND LEARNING OUTCOMES OF ISLAMIC EDUCATION STUDENTS IN PATTANAKARNSUKSA SCHOOL SONGKHLA THAILAND Fareezee Rattanayium; Asrori Asrori; Rusman Rusman
Jurnal Al-Ulum : Jurnal Pemikiran dan Penelitian Ke-Islaman Vol 10 No 2 (2023): al-Ulum: Jurnal pendidikan, penelitian dan pemikiran keislaman
Publisher : Universitas Islam Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31102/alulum.10.2.2023.140-153

Abstract

Critical Incident Strategy: Increasing Motivation and Learning Outcomes of Islamic Education Students is a strategic issue to be studied in depth through the research process. The method used in this research is PTK with 33 students as subjects. This research consists of 2 cycles in it with motivational targets in cycle 1 and cycle 2, namely student motivation in the medium and high categories, while on learning outcomes, namely the minimum class criterion value in cycle 1 is 65, cycle 2 is 75. The results of the study show, with critical incident strategy, obtained motivation and learning outcomes have increased. The results in the first cycle were 24.24% of students who had a very high category, in the second cycle it increased by 84.85%, while in the high category it became 15.15%. The increase in learning outcomes in the cognitive aspect can be seen from the percentage of class completeness in the initial conditions of 9%, the first cycle was 45.45% and in the second cycle, it increased to 87.87%, while the increase in the class average value from the initial conditions was 58.00 Cycle I 71.67 in cycle II 76.39. Based on the results of the study it can be concluded that the critical incident strategy "increases" motivation and student learning outcomes. The implication of research on Critical Incident Strategy: Increasing Motivation and Learning Outcomes of Islamic Religious Education Students is to determine learning strategies to improve learning outcomes which can be seen from their learning motivation
Questions Students Have Method: Improvement Creativity and Learning Outcomes in Islamic Education Hafshah Safrindra F; Asrori; Rusman
Risalah, Jurnal Pendidikan dan Studi Islam Vol. 9 No. 2 (2023)
Publisher : Fakultas Agama Islam Universitas Wiralodra Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/jurnal_risalah.v9i2.478

Abstract

The research objective was to find out the application of the Questions Students Have method to increase creativity and learning outcomes at SMPN 1 Muhammadiyah Surabaya. This research is a classroom action research. Observation and test data collection techniques. Analytical descriptive data analysis technique. Research shows that 1) The percentage of student creativity increases dramatically in each cycle, with student creativity included in the sufficient category in the first cycle 28.5% good category, 38.1% sufficient category and 33.3% lacking and developing in the second cycle good category 52.3%, sufficient category 30.8 and less category 9.5%. 2) Student learning outcomes in each cycle increased by 100%, the completeness level in the first cycle was 28.6%, the average learning result was 70.71%, the mastery level in the second cycle was 100%, with an average learning result of 93.57%.
Improving Creativity and Learning Outcomes Through Team-Assisted Individualization Learning Islamic Education Lessons Abbas Lumbilsa; Asrori; Rusman
EDUKASI : Jurnal Pendidikan Islam (e-Journal) Vol. 11 No. 2 (2023): Edukasi: Jurnal Pendidikan Islam
Publisher : Tarbiyah Departement collaboration with AMCA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54956/edukasi.v11i2.371

Abstract

The purpose of this research is to improve the level of creativity and student learning outcomes of Islamic education. This study uses classroom action research to see the success of Team Assisted Individualization learning in increasing the creativity and learning outcomes of students in Islamic education in class VII (Junior High School) Wittayasansuksa School Songkhla Thailand. The research results can be seen from the increase in percentage, in the first cycle, the average student learning creativity is at a score of 42.50%, included in the (creative) category, while in the second cycle, the average student learning creativity has increased to reach a score of 47.50. % category (creative) and 30% category (very creative). Student learning outcomes have also increased. This can be seen from the percentage increase, in the first cycle, the average student learning outcomes were at a score of 25% (good) category, while in the second cycle, the average student learning outcomes experienced an increase in achieving a score by 60% category (good) and 25% category (Very Good).  
Co-Authors Abbas Lumbilsa Abd Hamid Abdul Haris Abizard Rafli Asrafzani Agus Tinus Amrozi Amrozi Andry Ferdian Fareezee Rattanayium Gamal Abdul Nasir Zakaria Ghadah Al Murshidi Hafshah Safrindra F Hanif Rasyidu Hanna Widygea Marbella Hayumuti Hayumuti HIDAYAT, MOCH CHARIS Ika Puspitasari Ismaidah Khoirunisaa Isomudin Isomudin Junaina Bintang Novita Khozin Khozin Kipty Aviatri Marta M. Nurul Humaidi Manal Hendawi Masudi, Muhammad Maulana Miftachul Huda Muhammad Askarullah Tsabit Muhammad Habibi Muhammad Hambal Shafwan Muslimah, Kiki Cahya Resti Nur Lailia Qodriani Rusman Rusman Rusman Rusman Rusman Rusman Rusman Rusman Rusman Sudarat Phan-ae Syarifatul Mutaqorribain Terence Lovat Tobroni Tobroni Wahyu Aliffah Salsabilla