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All Journal Jurnal Pendidikan Islam Attractive : Innovative Education Journal Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Jurnal Pendidikan Islam
Muhammad Arifin Rahmanto
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Peran Guru PAI dalam Mengatasi Kesulitan Membaca Al-Qur’an di SMP Islam Arraudhoh Muhammad Arifin Rahmanto; Adeliyah Khairul
Jurnal Pendidikan Islam Vol. 13 No. 1 (2022)
Publisher : Universitas Muhammadiyah Prof Dr Hamka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jpi.v13i1.9118

Abstract

This study was conducted to describe the role of PAI teachers in overcoming difficulties in reading the Qur'an at Arraudhoh Islamic Middle School. PAI teachers have a very important role in learning the Qur'an, therefore PAI teachers must pay attention to students in particular to give more attention to students who are still have difficulty in reading the Qur'an. This research is a descriptive qualitative research, and the data collection tools used are observation, in-depth interviews, and documentation. Informants in this study were PAI teachers and students who were selected for in-depth interviews with the aim of obtaining the information needed in this study. From the results of the study, it was found that there were around 15 students from 49 students who still had difficulty reading the Qur'an in class IX of Arraudhoh Islamic Middle School, and PAI teachers had done their best. such as, the habit of reading the Qur'an before starting learning, collaborating with other teachers, holding additional lessons on reading the Qur'an after school, and also using the Iqra teaching method, lectures, classical and private in learning.
Peran Guru PAI dalam Mengatasi Kesulitan Membaca Al-Qur'an di SMP Islam Arraudhoh Muhammad Arifin Rahmanto; Adeliyah Khairul
Jurnal Pendidikan Islam Vol. 13 No. 1 (2022)
Publisher : Universitas Muhammadiyah Prof Dr Hamka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jpi.v13i1.9118

Abstract

This study was conducted to describe the role of PAI teachers in overcoming difficulties in reading the Qur'an at Arraudhoh Islamic Middle School. PAI teachers have a very important role in learning the Qur'an, therefore PAI teachers must pay attention to students in particular to give more attention to students who are still have difficulty in reading the Qur'an. This research is a descriptive qualitative research, and the data collection tools used are observation, in-depth interviews, and documentation. Informants in this study were PAI teachers and students who were selected for in-depth interviews with the aim of obtaining the information needed in this study. From the results of the study, it was found that there were around 15 students from 49 students who still had difficulty reading the Qur'an in class IX of Arraudhoh Islamic Middle School, and PAI teachers had done their best. such as, the habit of reading the Qur'an before starting learning, collaborating with other teachers, holding additional lessons on reading the Qur'an after school, and also using the Iqra teaching method, lectures, classical and private in learning.
Komparasi Implementasi Kurikulum 2013 dan Kurikulum Merdeka di Madrasah Aliyah Negeri 19 Jakarta Khayrani Amelia; Muhammad Arifin Rahmanto
Attractive : Innovative Education Journal Vol. 6 No. 2 (2024): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v6i2.1249

Abstract

This research was conducted with the aim of finding comparisons regarding the implementation of the 2013 curriculum and the independent curriculum at Madrasah Aliyah Negeri 19 Jakarta. The research method used was descriptive qualitative, data collection was carried out by observation, interviews, documentation and data analysis. The results of the research show differences between the 2013 curriculum and the independent curriculum, namely in the implementation of the 2013 curriculum using Learning Implementation Plans (RPP), Syllabus, Content Competencies (KI), Basic Competencies (KD, Minimum Completeness Criteria (KKM). Meanwhile in the independent curriculum, Teaching Modules, Flow of Learning Objectives (ATP), Learning Achievements (CP), Learning Objectives (TP), Criteria for Achieving Learning Objectives (KKTP). Obstacles were also found during the implementation of the 2013 curriculum and the independent curriculum, such as a lack of counseling regarding the procedures for implementing the curriculum so that schools could implement it. adapting from the transition from the 2013 Curriculum to the Independent Curriculum and the role of teachers in participating in Independent Curriculum training.
IMPLEMENTASI PENDEKATAN DEEP LEARNING PADA PEMBELAJARAN PAI DI SMA MUHAMMADIYAH 4 JAKARTA Nur Hanifah, Ika Karenina; Muhammad Arifin Rahmanto
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 1 (2026): Januari
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/jjvmeq82

Abstract

This study examines the implementation of a deep learning approach in Islamic Religious Education (PAI) at SMA Muhammadiyah 4 Jakarta. The study aims to explore teachers’ and students’ learning experiences and to analyze the application of Mindful, Meaningful, and Joyful Learning strategies integrated with Al-Islam and Kemuhammadiyahan (AIK) values. A qualitative descriptive design with a phenomenological approach was employed to understand the meaning of learning experiences within the context of modern Islamic education. Data were collected through observation, interviews, and documentation, and analyzed using the interactive model of Miles and Huberman. The findings indicate that the implementation of deep learning fosters holistic learning experiences by integrating cognitive, affective, and spiritual dimensions. Students are able to connect Islamic teachings with everyday life, develop religious awareness, and engage in reflective and enjoyable learning activities. Institutional support through Muhammadiyah educational structures and ISMUBA traditions contributes to curriculum alignment with school culture and the characteristics of urban learners. Overall, the study demonstrates that deep learning integrated with AIK values strengthens PAI as a holistic living curriculum and provides implications for improving Islamic education practices.
PERSEPSI GURU TERHADAP PENDEKATAN DEEP LEARNING DALAM PEMBELAJARAN PAI DI SMA MUHAMMADIYAH 18 JAKARTA Nashrullah; Muhammad Arifin Rahmanto
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 2 (2026): April
Publisher : LPPM STAI Muhammadiyah Probolinggo

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

Abstract

This study aims to analyze teachers' perceptions of the implementation of the Deep Learning approach in Islamic Religious Education (PAI) learning in grade XII students of SMA Muhammadiyah 18 Jakarta, while simultaneously developing a conceptual model of the Islamic Deep Learning Framework as a novelty in the research. The method used was descriptive qualitative with a field research approach. Data were collected through observation, in-depth interviews, and documentation using a purposive sampling technique. The research subjects consisted of eleven informants: the vice principal for curriculum, two PAI teachers, and eight grade XII students selected based on their active involvement in learning. Data analysis was conducted using thematic analysis and source triangulation techniques to maintain the validity of the findings. The results showed that teachers and students have positive perceptions of the implementation of Deep Learning because it encourages reflective, contextual, and spiritually based learning. The school also supports this implementation through a curriculum policy that integrates the principles of meaningful, mindful, and joyful learning. However, a gap remains between ideals and practices, particularly in mastery of digital literacy and spiritual reflection. The novelty of this research lies in the development of the Islamic Deep Learning Framework, a learning model that integrates the values ​​of monotheism, spiritual reflection, and Islamic digital literacy to create meaningful Islamic Religious Education (PAI) learning that is relevant to the Independent Curriculum.
Co-Authors Adeliyah Khairul Khayrani Amelia Nashrullah Nur Hanifah, Ika Karenina