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Strategi Guru Pendidikan Agama Islam dalam Membina Akhlak Siswa di SMK Madyatama Palembang Pezi Ultra; Akmal Hawi; Ermis Suryana
Bahasa Indonesia, Bahasa English Vol 3 No 2 (2020): Muaddib : Islamic Education Journal
Publisher : Program Magister Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/muaddib.v3i2.6683

Penelitian ini bertujuan untuk menganalisis akhlak siswa kelas XI SMK Madyatama Palembang, menganalisis strategi guru Pendidikan Agama Islam dalam membina akhlak siswa kelas XI SMK Madyatama Palembang dan menganalisis faktor pendukung serta faktor penghambat bagi guru Pendidikan Agama Islam dalam menerapkan strategi pengembangan akhlak siswa di kelas XI SMK Madyatama Palembang. Jenis penelitian ini merupakan penelitian kualitatif dengan menggunakan teknik pengumpulan data observasi, wawancara dan dokumentasi. Analisis data dilakukan dengan mereduksi data, menyajikan data dan menarik kesimpulan. Validitas data diperiksa dengan memperluas pengamatan, meningkatkan ketekunan, triangulasi dan member check. Hasil penelitian yang dilakukan menunjukkan bahwa strategi guru Pendidikan Agama Islam dalam mengembangkan akhlak siswa di SMK Madyatama Palembang dilakukan dengan cara pembiasaan, keteladanan, pemberian motivasi, nasehat, larangan, pengawasan dan hukuman. Faktor pendukung yang dirasakan guru Pendidikan Agama Islam yaitu adanya mata pelajaran Pendidikan Agama Islam, semua pihak sekolah diharapkan dapat memberikan contoh perilaku yang baik kepada siswa, ada kebijakan sekolah dengan sistem yang mendukung pembentukan akhlak siswa, perlu adanya atas kerjasama antara guru dan orang tua. Dalam pembinaan akhlak siswa terdapat fasilitas sekolah yang mendukung kegiatan pengembangan akhlak siswa, siswa yang melakukan hal-hal baik perlu diberikan reward atau penghargaan agar siswa selalu termotivasi. Selain hal-hal tersebut, terdapat pula faktor penghambat yang terjadi dalam kegiatan yaitu terbatasnya pengawasan sekolah, lingkungan keluarga, latar belakang siswa yang kurang mendukung, dan lingkungan masyarakat (pergaulan).

Neuroscience In Islamic Religious Education Learning Anis Luthfiyani; Ferdian, Ferdian; Sutarto; Ermis Suryana; Suhono, Suhono
JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Vol. 9 No. 1 (2024): JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan)
Publisher : Graduate Program Magister Manajemen Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/jmksp.v9i1.13904

In the world of education, many discoveries state that humans have not maximized in using the potential of their brains, such as creating new ideas or solving problems. So, this study aims to describe and analyse the relevance of neuroscience in PAI learning and what role neuroscience plays in PAI learning. The methodology applied to this research is a descriptive qualitative method approach, and this research is a type of library research, which is a research based on the source of books, papers, articles, journals and other scientific works that support this research. The results of this study show that neuroscience has a close relationship with PAI learning, where in the implementation of learning neuroscience is needed so that learning can run smoothly and effectively, where neuroscience can help PAI teachers understand better how students’ brains process information and learning materials so that teachers can develop varied teaching strategies and come up with the latest innovations in learning. Neuroscience plays an active role in PAI learning to improve students’ cognitive development.

PENGEMBANGAN KOMPETENSI KEPRIBADIAN PENDIDIK PAI ABAD KE-21 Willy Akmansyah Lubis; Fadriati; Ermis Suryana
EDU RESEARCH Vol 5 No 3 (2024): EDU RESEARCH
Publisher : IICLS (Indonesian Institute for Corporate Learning and Studies)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47827/jer.v5i3.358

In Education, teacher is a profession that is given the responsibility to provide knowledge, guide, advise, be a role model and shape the character of students to be even better. This article was prepared to find out and explore in depth the characteristics of 21st century education, its issues and challenges as well as several personality competency development models that provide PAI teachers with a perspective to prepare their personalities in accordance with existing standards and in line with the Shari'a and thoughts. Islamic thought. This paper uses the library research method developed by John Creswell. Through literature analysis, it was found that 21st century education is more about using one's abilities to the maximum accompanied by the existence of technology. There are several challenges that will be faced by PAI teachers, especially those who will be dealing directly with the alpha generation as students. So there are several models for developing a teacher's personality competence, such as training, coaching, workshops, further study, reciting the Koran, religious/spiritual activities, rewards, motivation.

HOTS-Based Islamic Education Learning (Study at MTs Negeri 2 Palembang on Fiqh Subject) Ermis Suryana; Nazarudin Nazarudin
Tadrib: Jurnal Pendidikan Agama Islam Vol 10 No 1 (2024): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/nnacqp48

The results of the PIRLS, PISA and TIMSS studies show that the reading skills of Indonesian students are still relatively low. While we know that one of the indicators of critical thinking skills is the high interest in reading, this is certainly a universal problem. With this problem, one of the changes that must be made is to revise the curriculum elements themselves, including the learning process. It is necessary to strengthen the learning process that can improve the quality of learning more effectively, efficiently, enjoyably, and meaningfully, so as to improve the quality of achievement of learning outcomes and prioritize students' critical thinking (not just conveying factual). This article tries to examine the implementation of HOTS-based PAI learning by focusing on Fiqh subjects at MTsN 2 Palembang. This research uses a qualitative research approach, and data collection methods through interviews and documentation. The results showed that HOTS-based Fiqh learning at MTsN 2 Palembang is based on several indicators, namely: planning, implementation and evaluation Planning begins with creating a HOTS Guidebook with the 3M concept and formulating HOTS-based lesson plans starting from the even semester of the 2018-2019 academic year with PPK and 4C content. While in the implementation, teachers prepare students to reach the HOTS level by starting with apperception in the scope of C1 (memorization), C2 (understanding), and C3 (application). The model used in HOTS-based learning is problem-based instruction. The teacher gives problems about Fiqh material to students in the form of group or individual problems. Students analyze, assess, and make decisions and conclude to present the results of their work. And the evaluation carried out by the teacher is in the form of daily tests, holistic assessment (AH), end-of-semester assessment (PAS), and end-of-year assessment (PAT).

IN-ON-IN PATTERN MENTORING: IMPROVING THE ABILITY TO DESIGN CLASSROOM ACTION RESEARCH FOR ELEMENTARY SCHOOL TEACHERS IN BUAY RUNJUNG SUB-DISTRICT Ermis Suryana; Aliasan Aliasan
Tadrib: Jurnal Pendidikan Agama Islam Vol 8 No 2 (2022): Tadrib: Jurnal Pendidikan Agama Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah Dan Keguruan UIN Raden Fatah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/3mph7z44

This training and mentoring activity aims to improve the ability of SD Negeri 1 and 2 Sunur teachers to design classroom action research, especially in understanding the basic concepts and skills in preparing classroom action research proposals (PTK). The method used is participatory learning and action using the IN-ON-IN pattern with stages: In-service Training 1 (IN-1), On Job Training (ON), and In-service Training 2 (IN-2). The results achieved were an increase in participants' understanding of concepts and skills in preparing PTK proposals. This activity provides space and time for participants to apply the theory, concepts and procedures of PTK into real experience in preparing PTK proposals. The training process during IN-1 was very useful in building teachers' understanding of the concept of PTK. The mentoring process during ON made participants more focused and stable in designing PTK. Sharing experiences during IN-2 provided additional insights and reinforcement for the participants for better results. This activity is categorized as successful because the N-Gain value is in the medium and high categories.

Peningkatan Profesionalisme Guru Pendidikan Agama Islam melalui Metode Kunjung Karya: Studi Kasus Kualitatif Firdayeni Firdayeni; Fadriati Fadriati; Ermis Suryana
YASIN Vol 6 No 1 (2026): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i1.8655

Although the professionalism of Islamic Religious Education (PAI) teachers has been the focus of numerous previous studies, research that specifically examines the kunjung karya method as an instrument for developing PAI teacher professionalism remains relatively limited. This study aimed to analyze the contribution of implementing the kunjung karya method to enhancing the professionalism of PAI teachers, particularly in the aspects of lesson planning, instructional implementation, and learning evaluation. The study employed a qualitative approach with a case study design, involving one PAI teacher and students at SMPN 2 Rambatan selected through purposive sampling. Data were collected through classroom observations, in-depth interviews, and documentation of learning devices, and were then analyzed using thematic analysis techniques through data reduction, data display, and conclusion drawing. The findings show that the implementation of the kunjung karya method encourages PAI teachers to design instruction more systematically, to conduct active, collaborative, and student-centered learning, and to carry out comprehensive and reflective learning evaluation. These results contribute to strengthening teacher professionalism theory that emphasizes reflective practice and active-collaborative learning, while also broadening understanding of PAI teacher professionalism development based on classroom practice. The study concludes that the kunjung karya method is an important pedagogical strategy and a vehicle for professional development for PAI teachers, with theoretical implications for teacher professionalism studies and practical implications for teachers, schools, and education supervisors in improving the quality of PAI instruction, as well as opening opportunities for further research in broader contexts and methodological designs.

Analisis Perkembangan Janin dan Pendidikan Prenatal Islam: Kajian Integratif Embriologi dan Teks Keislaman Fitri Anggraini; Ermis Suryana; Zulhijra
TARBAWI : Jurnal Pendidikan Agama Islam Vol. 11 No. 01 (2026): TARBAWI: JURNAL PENDIDIKAN AGAMA ISLAM
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/q66rbh16

This study analyzes the correlation between the stages of fetal development from an Islamic perspective and modern embryology findings, as well as its implications for prenatal education. Employing a qualitative method with a library research approach, this study collects secondary data from the Quran, Hadith, tafsir (Quranic exegesis), and scientific literature on embryology and prenatal neuroscience. The data were analyzed using content analysis and comparative techniques. The findings reveal a significant correspondence between Quranic embryological terms (nuthfah, ‘alaqah, mudghah) and the stages of fetal development in modern embryology. Contemporary neuroscience research also supports Islamic prenatal education practices, such as Quranic recitation, dhikr, verbal communication with the fetus, and maintaining the mother’s positive psycho-spiritual well-being.This study concludes that integrative Islamic prenatal education — encompassing spiritual, psychological, physical, and social dimensions — can optimize the holistic development of the fetus. Recommendations include the development of standardized Islamic prenatal education curricula, training programs for healthcare professionals, and further empirical research to measure the effectiveness of these interventions on children’s postnatal development. Keywords: Fetal Development, Islamic Prenatal Education, Qur’anic Embryology, Prenatal Neuroscience

Pemahaman Guru PAI tentang Hakikat Manusia dan Daya-daya Ruhani dalam Pembelajaran: Studi Fenomenologis pada SDIT Mutiara Hati Laila Kamilatu Rahmi; Heru Yama Putra; Fadriati Fadriati; Ermis Suryana
YASIN Vol 5 No 6 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8236

Although the nature of the human being and spiritual faculties has been widely discussed in the Islamic education literature, research that specifically explores how guru PAI interpret and implement these concepts in classroom practice through a phenomenological approach remains very limited. This gap highlights the need for studies that examine teachers’ authentic experiences in understanding fitrah, akal, and qalb as pedagogical foundations, particularly in the context of Sekolah Dasar Islam Terpadu. This study aims to describe guru PAI’s understanding of human nature, identify their interpretations of students’ spiritual faculties, and explain how these understandings influence pedagogical strategies at SDIT Mutiara Hati. The research employs a qualitative approach with an interpretative phenomenological design, involving six teachers selected through purposive sampling. Data were obtained through in-depth interviews, classroom observations, and documentation, and were analyzed using phenomenological stages that include horizontalization, clustering of essential themes, and interpretation of meaning. The findings show that all teachers view humans as beings endowed with fitrah, akal, and qalb, which are manifested in classroom practice through habituation of moral conduct, role modeling, reflective dialogue, and the facilitation of emotional–spiritual experiences. Students’ rational faculties are activated through value-based discussions and reflective questioning, the qalb is nurtured through gentle approaches and the presentation of exemplary stories, and fitrah is preserved through daily spiritual activities and the habituation of positive behaviors. These findings contribute theoretically to the development of a holistic Islamic education paradigm that integrates cognitive, affective, and spiritual dimensions. Practically, the study underscores the importance of strengthening teachers’ competence in spiritual guidance and the need for school support in building a learning culture oriented toward character and spiritual formation, while also opening avenues for further research on the development of instruments for assessing spiritual dimensions and more systematic learning models grounded in fitrah, akal, and qalb.

Integrasi Pembelajaran Holistik dalam Pendidikan Islam untuk Penguatan Aspek Spiritual dan Akhlak Peserta Didik Misrawati Misrawati; Fadriati Fadriati; Ermis Suryana
YASIN Vol 5 No 6 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8540

Although holistic learning in Islamic education has received attention in several previous studies, research that specifically examines its implementation in strengthening students’ spiritual and moral dimensions in school contexts remains relatively limited. This study aimed to explore in depth how the integration of holistic learning in Islamic education contributes to the reinforcement of students’ spirituality and the habituation of moral behaviour. A qualitative approach with a case study design was employed, involving Islamic education teachers and students selected through purposive sampling. Data were collected through in-depth interviews, classroom observations of the learning process, and document analysis, and were then analysed using thematic analysis to identify key patterns and themes. The findings showed that the integration of holistic learning was manifested in four main themes, namely the integration of spiritual values within the learning process, the habituation of moral conduct through learning activities, the dual role of teachers as facilitators and role models, and students’ generally positive responses to meaningful and contextual learning. These findings affirm that a holistic approach in Islamic education is more capable of comprehensively strengthening students’ spiritual awareness and moral behaviour than approaches that are solely cognitively oriented. Theoretically, this study reinforces the paradigm of holistic Islamic education, while practically it provides direction for schools and educators in designing Islamic education learning that is adaptive to the challenges of the digital era. The study also opens avenues for further research on the development of holistic learning models and the longitudinal measurement of their impact.

Pengembangan Kompetensi Sosial Pendidik Pendidikan Agama Islam dalam Praktik Interaksi Edukatif di Sekolah Muhammad Fikri; Fadriati Fadriati; Ermis Suryana
YASIN Vol 5 No 6 (2025): YASIN: Jurnal Pendidikan dan Sosial Budaya
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i6.8609

Although teachers’ social competence has received attention in various educational studies, research that specifically highlights the development of the social competence of Islamic Religious Education (PAI) teachers within educational interactions grounded in Islamic values in school settings remains limited. This study aims to explore the forms of social competence demonstrated by PAI teachers, the strategies employed to develop it, and the challenges encountered in building effective and humanistic educational interactions in schools. The study adopts a qualitative approach with a case study design, involving ten PAI teachers selected through purposive sampling based on their experience and active involvement in PAI teaching. Data were collected through in-depth interviews, participatory observations, and documentation, and were systematically analyzed using thematic analysis techniques. The findings show that PAI teachers’ social competence is reflected in their ability to engage in dialogical interpersonal communication, their social sensitivity and empathy toward students, and their social role modeling in daily attitudes and behavior. The development of this competence is pursued through continuous reflection, personal approaches, and collaboration with school stakeholders, despite structural challenges such as time constraints and the complexity of students’ characteristics. These findings contribute to the development of teacher social competence theory by underscoring the importance of integrating Islamic values into educational interaction practices, while also broadening understanding of the role of PAI teachers as agents of moral and social development in schools. The study concludes by emphasizing the urgency of strengthening the social competence of PAI teachers to improve the quality of Islamic Religious Education, and encourages schools and education policymakers to design more holistic and sustainable teacher professional development programs. The implications of this research include theoretical contributions to enriching the literature on Islamic education and practical implications for educational institutions in enhancing the quality of value-based learning, as well as opening avenues for further research on the impact of PAI teachers’ social competence on learning outcomes and students’ character formation.

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