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All Journal SASTRANESIA: Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia Hikmah: Jurnal Studi Pendidikan Agama Islam
Siyono Siyono
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Religion Education Languange, Linguistic, Communication & Media

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PENINGKATAN KEMAMPUAN APRESIASI TEKS DRAMA SISWA KELAS VIII MTS ABI HUROIROH PERAK JOMBANG MELALUI MODEL ROLE PLAYING Mu’minin Mu’minin; Siyono Siyono
SASTRANESIA: Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia Vol 10, No 2 (2022): JUNI 2022
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/sastranesia.v10i2.2495

Abstract

Apresiasi drama merupakan salah satu bentuk dalam apresiasi sastra. Hal ini perlu adanya model yang dapat mengembangkannya. Penelitian ini mendidik dan meningkatkan kemampuan siswa dalam hal karya apresiasi drama. Penelitian ini bertujuan untuk mengetahui kemampuan siswa kelas VII MTs Abi Huroiroh dalam mengapresiasi drama. Penelitian ini  menggunakan model role playing atau bermain peran yang dilakukan pada siswa kelas VIII MTs Abi Huroiroh Perak Jombang. Mengapresiasi drama melalui model role playing sangat tepat pada aspek berbicara dalam hal memerankannya , mendramatisasikan teks naskah drama. Penelitian ini menggunakan model penelitian tindakan kelas, yaitu peneliti yang difokuskan pada sistem kelas dngan tujuan untuk memperbaiki kinerja guru , sehingga hasil belajar semakin meningkat.  Hasil penelitian ini menunjukkan bahwa kemampuan siswa kelas VIII MTs Abi Huroiroh dalam mengapresiasi drama melalui model role playing menghasilkan sangat baik, banyak siswa  yang sangat antusias dalam memerankannya.
Transformasi Pemahaman Mazhab dalam Pendidikan Islam dari Fanatisme menuju Toleransi Dwi Aghniya Ilmi; Muhammad Assyf Arron Zanzabil; Qonita Khoerunnisa; Mohammad Ikhsan Maulana Al-Adli; Siyono Siyono
Hikmah : Jurnal Studi Pendidikan Agama Islam Vol. 2 No. 4 (2025): Hikmah : Jurnal Studi Pendidikan Agama Islam
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/hikmah.v2i4.1597

Abstract

Madhhab fanaticism in Islamic education, which appears in fiqh teaching practices that tend to absolutize a single madhhab, restrict dialogical space, and insufficiently appreciate the diversity of scholarly opinions. Such conditions may foster exclusive and intolerant religious attitudes among students. To respond to this problem, the study employs a qualitative approach with a library research design by critically examining books, journal articles, and documents related to fiqh madhhabs, Islamic education, religious moderation, and multicultural education. The data are analyzed using content analysis and descriptive–analytical techniques to map the forms of madhhab fanaticism in the learning process, the stages of transformation in madhhab understanding, and the pedagogical strategies that support the emergence of tolerant attitudes. The findings indicate that the transformation toward a more tolerant understanding of madhhabs is supported by curricula that accommodate comparative fiqh (multi-madhhab), inclusive learning materials, dialogical teaching methods, and teachers’ role modeling of moderate attitudes. Inhibiting factors include deeply rooted madhhab fanaticism, the dominance of conservative curricula, ideological bias in textbooks, and a weak culture of critical thinking. It is concluded that strengthening fiqh instructional design that consciously integrates religious moderation and multicultural education is essential for shifting madhhab understanding from patterns of fanaticism to patterns of tolerance within Islamic educational institutions.
Co-Authors Dwi Aghniya Ilmi Mohammad Ikhsan Maulana Al-Adli Muhammad Assyf Arron Zanzabil Mu’minin Mu’minin Qonita Khoerunnisa