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All Journal Risâlah, Jurnal Pendidikan dan Studi Islam al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Al Iman: Jurnal Keislaman dan Kemasyarakatan Attractive : Innovative Education Journal Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Al-Ihda' : Jurnal Pendidikan dan Pemikiran Cendekia: Jurnal Ilmu Sosial, Bahasa dan Pendidikan Pustaka: Jurnal Bahasa dan Pendidikan Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Jurnal Ilmiah Citra Ilmu : Kajian Kebudayaan dan Keislaman Al Yazidiy: Jurnal Sosial Humaniora dan Pendidikan Jurnal Sains Student Research Jurnal Riset Rumpun Ilmu Pendidikan (JURRIPEN) AL-ABSHOR : Jurnal Pendidikan Agama Islam Ulil Albab PESHUM Journal of Cultural Relativism (JCR) Al Iman: Jurnal Keislaman dan Kemasyarakatan Jurnal Pendidikan dan Sosial Humaniora TADAYYUN: Journal of Religious, Social and Humanities
Mukh Nursikin
Unknown Affiliation
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Evaluasi Afektif Pada Pembelajaran Pendidikan Agama Islam di Sekolah Ahmad Dhomiri; Junedi Junedi; Mukh Nursikin
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 3 No. 1 (2023): Maret : Jurnal Pendidikan dan Sosial Humaniora
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v3i1.971

Abstract

Sistem Pentingnya penilaian sikap dan prilaku dalam Pendidikan Agama Islam untuk pembentukan manusia yang berkepribadian Islami, yaitu perpaduan antara cara berfikir islami (aqliyah Islamiyah) dan sikap jiwa islami (nafsiyah Islamiyah). . Metode yang digunakan dalam penelitian ini menggunakan analisis pengumpulan data (literatur review) dari journal, media internet dan media berita online. Hasil dalam penelitian ini yakni Berdasarkan pembahasan tentang urgensi evalusi ranah afektif tampak bahwa ranah afektif memiliki fungsi sentral yang perlu mendapatkan perhatian dari guru PAI, guna membetuk sikap dan prilaku siswa yang islami. Dapat disimpulakan bahwa evaluasi ranah afektif sangat penting karena beberapa hal: Bentuk penilaian afektif langsug pada prilaku yang tampak atau autentik, Penilaian afektif dalam aplikasinya sangat sulit untuk dilakukan sehingga cenderung diabaikan, Setiap siswa memiliki karakter berbeda, penilaian afektif dapat menjadi sarana informasi yang tepat pada tiap-tiap siswa, Penilaian afektif dapat menjadi sarana untuk memutuskan hal penting yang harus dilakukan atau yang tidak perlu dilakukan pada tiap-tiap pembelajaran
Konsep Dasar dan Peranan serta Fungsi Kurikulum dalam Pendidikan Ahmad Dhomiri; Junedi Junedi; Mukh Nursikin
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 3 No. 1 (2023): Maret : Jurnal Pendidikan dan Sosial Humaniora
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v3i1.972

Abstract

Sistem pendidikan nasional selalu relevan dan kompetetif dilakukan penyempurnaan kurikulum sesuai undang-undang pasal 35 dan 36 sebagai acuan kurikulum secara berencana dan berkala untuk menekankan perlunya peningkatan standar nasional pendidikan. Metode yang digunakan dalam penelitian ini menggunakan analisis pengumpulan data (literatur review) dari journal, media internet dan media berita online. Hasil dalam penelitian ini yakni Kurikulum dalam pendidikan memiliki peran yang sangat besar dalam menentukan kemajuan pendidikan di suatu Negara, mulai dari ranah konsep hingga aplikasi atau praktek di lapangan. Karena memiliki peran sebagai rencana dan pengaturan mengenai isi dan bahan ajar penyelenggaraan pedoman pendidikan yang baik. Hingga kiprahnya saat ini yang sudah berganti kurikulum sebanyak 11 kali, akan tetapi harus berlandaskan komponen yang terkait satu sama lain agar mencapai tujuan kurikulum yang diinginkan dengan berlandaskan fungsi dan kurikulum yang jelas sebagai penguat dalam pengembangan kurikulum
KH Ahmad Dahlan and KH Hasyim Asy'ari's Thoughts on the Relevance of Contemporary Islamic Education M. Alfan Miftahul Fauzi; Mukh Nursikin
al-Afkar, Journal For Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i1.1682

Abstract

In fact, there are two important figures in the history of Indonesian Islamic education, KH. Hasyim Asy'ari and KH. Ahmad Dahlan, each has a different way of making a big impact. Founder of Nahdlatul Ulama, KH. Hasyim Asy'ari, emphasized the importance of Islamic boarding school-based education that combines religious knowledge with classical Islamic traditions. He believed that strengthening morals and understanding of the Shari'a should be the main foundation of education, while remaining open to the development of modern science. On the other hand, KH. Ahmad Dahlan, founder of Muhammadiyah, has a more progressive view of education reform. He encouraged the modernization of the Islamic education system by adopting public school curricula and a rational approach to understanding religion. He also emphasized the importance of more systematic and organized teaching and general science as part of holistic Islamic education comparable to Western educational standards in force at that time. Even though they acted in different ways, these two figures were committed to improving the quality of education in Indonesia, with the main aim of creating a generation of Muslims who are intelligent, have morals and are able to contribute positively to society. They have formed two large organizations, NU and Muhammadiyah. These two organizations have become important pillars in the Islamic education system in Indonesia to date.
The Implementation Of Management And Methods Of Tahfiz Al Qur'an In Ma As Surkati And Man Salatiga: Implementasi Manajemen Dan Metode Tahfiz Al Qur’an Di Ma As Surkati Dan Man Salatiga Joko Prasetiyo; Mukh Nursikin
Al-Ihda' : Jurnal Pendidikan dan Pemikiran Vol. 19 No. 2 (2024): Oktober: Al-Ihda': Jurnal Pendidikan dan Pemikiran
Publisher : STAI Nurul Falah Airmolek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55558/alihda.v19i2.155

Abstract

Implementation of management and tahfiz al Qur'an methods at MA As Surkati and MAN Salatiga This research aims to find out how the management and methods of tahfiz al Qur'an are implemented at MA As Surkati and MAN Salatiga, the supporting and inhibiting factors, as well as the similarities and differences between tahfiz al Qur'an in the two madrasas. The method used in this research is a descriptive qualitative method with a comparative study type of research. Data collection techniques use observation, interviews and documentation methods. Stages in data analysis through data reduction, data presentation and drawing conclusions. The research results show that the implementation of tahfiz al-Qur'an management at MA As Surkati and MAN Salatiga consists of four parts, namely planning, organizing, implementing and evaluating. The method used in tahfidz al-Qur'an is the takrir method at MAN Salatiga and takrir plus translation at MA As Surkati. Among the supporting factors for tahfiz al-Qur'an in both madrasas are intention and determination, intelligence and enthusiasm, discipline and consistency, persistent and patient teachers, a good environment, repeating, staying away from sin, motivation and guidance, rewards and punishments and prayer. The inhibiting factors include internal factors within students such as feeling lazy and bored, as well as external factors such as a poor environment. The similarities between the tahfiz al Qur'an program at MA As Surkati and MAN Salatiga are the target of memorizing 30 juz, student acceptance tests, free memorization methods, evaluation exams using the tasmi' method, giving rewards and punishments and involving parents in order to support students. The differences between the tahfiz programs in the two madrasas lie in the students participating in the program, the period of education, the existing tahfiz program model, evaluation, and the levels of rewards and punishments
IMPLEMENTASI PENDIDIKAN AGAMA ISLAM HUMANISTIK DALAM PEMBELAJARAN BERDIFERENSIASIDI SMP ISLAM SUDIRMAN 2 SALATIGA Ariany Katrin Suryaningtyas; Mukh Nursikin
Al-Ihda' : Jurnal Pendidikan dan Pemikiran Vol. 19 No. 2 (2024): Oktober: Al-Ihda': Jurnal Pendidikan dan Pemikiran
Publisher : STAI Nurul Falah Airmolek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55558/alihda.v19i2.162

Abstract

This research aims to describe how Humanistic Islamic Religious Education (PAI) is implemented in differentiated learning. Apart from that, this research also wants to know the factors that support and hinder teachers in implementing Humanistic PAI, as well as its impact on differentiated learning.This research uses a qualitative method with a descriptive approach. Data collection was carried out through observation, interviews and documentation. Data sources are divided into two, namely primary data and secondary data. Data analysis involves data reduction, data presentation, and verification.The research results show that Humanistic PAI is a learning process that places humans at the center, respects individual rights, and creates an Islamic learning environment. Teachers can change content, processes, products, and learning environments according to student needs. Supporting factors include student enthusiasm, social media, and learning applications. Meanwhile, the main obstacle is the lack of active participation of some students. The implications of differentiated learning are the fulfillment of students' learning needs, the formation of P5 character, and the recognition of students as lifelong learners with the ability to take initiative, creativity and innovation.
Implementasi Kurikulum Merdeka Belajar dalam Menumbuhkan Karakter Religius di Madrasah Tsanawiyah Diponegoro dan Madrasah Tsanawiyah Sudirman Hanif Aniqo Rois; Mukh Nursikin
Attractive : Innovative Education Journal Vol. 6 No. 3 (2024): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v6i3.1242

Abstract

The purpose of this study is 1) To find out the planning of the independent learning curriculum in fostering religious character at MTs Diponegoro and MTs Sudirman Kawengen, East Ungaran District, Semarang Regency. 2) To find out the implementation of the independent learning curriculum in fostering religious character at MTs Diponegoro and MTs Sudirman Kawengen, East Ungaran District, Semarang Regency. This study uses a qualitative research method with a field research approach. The subjects in this study were the head of the madrasah, teachers and students. Data collection techniques were obtained through observation, interviews, and documentation. The results of the study are, 1) Independent Learning Curriculum Planning in Cultivating Religious Character at MTs Diponegoro, namely, Analyzing Learning Achievements, Planning and implementing diagnostic assessments, meaning that diagnostic assessments aim to identify the competencies, strengths, and weaknesses of students. While the planning at MTs Sudirman Kawengen is to prepare the Operational Curriculum of the Education Unit (KOSP) document, prepare the flow of learning objectives, compile criteria for achieving learning objectives, compile teaching modules and prepare Pancasila profile projects. 2) Implementation of the independent curriculum implementation of Islamic Religious Education Subject Teachers at MTs Diponegoro in participating in the Training is fairly sufficient (needs improvement).  
Pembinaan Akidah dan Tasamuh di Sekolah Menengah Atas Bhakti Karya dan Sekolah Menengah atas Harapan Bangsa Kecamatan Kaloran Kabupaten Temanggung Tri Laksono; Mukh Nursikin
Attractive : Innovative Education Journal Vol. 6 No. 3 (2024): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v6i3.1475

Abstract

This research aims to analysis the development of tasamuh beliefs at Bhakti Karya Kaloran High School and Harapan Bangsa High School Kaloran, the forms of activities that support the development of tasamuh beliefs at Bhakti Karya Kaloran High School and Harapan Bangsa High School Kaloran, supporting factors and factors inhibiting the development of tasamuh faith at SMA Bhakti Karya Kaloran and SMA Harapan Bangsa Kaloran. This research method is qualitative research, the approach used is a case study. The result show that Forms of activities that support the development of tasamuh beliefs at Bhakti Karya Kaloran High School and Harapan Bangsa Kaloran High School, namely Islamic religious lessons, habituation to worship at school, charity activities, commemoration of Islamic holidays. Supporting factors and inhibiting factors in the development of tasamuh faith at Bhakti Karya Kaloran High School and Harapan Bangsa Kaloran High School, namely the role of teachers and teaching staff, a conducive school environment, the inhibiting factors are environmental influences outside the school and the uncontrolled influence of social media. The positive impact on the development of tasamuh faith and morals for students is; foster the principles of religious belief and awareness in a heterogeneous and mutually respectful environment.
Evaluasi Pendidikan Nilai Karakter di Sekolah Riza Apriani; Maulida Nafi’al Husna; Mukh Nursikin
ULIL ALBAB : Jurnal Ilmiah Multidisiplin Vol. 1 No. 7: Juni 2022
Publisher : CV. Ulil Albab Corp

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Abstract

Perencanaan pendidikan karakter telah dimulai sejak 10 tahun yang lalu. Nmun hasilnya pelaksanaannya di sekolah belum diketahui secara pasti, sehingga perlu adanya identifikasi mengenai problematika evaluasi pendidikan di sekolah. Artikel ini bersifat deskriptif, Artinya didalamnay mencakup mengenai cara mengidentifikasi serta mengevaluasi keberhasilan hasil belajar siswa dalam melakukan pembelajaran yang ada di sekolah. Selain itu, tujuan dari penelitian ini yakni untuk menemukan sebuah keunggulan serta kelemahan dalam melalukan evaluais pembelajaran. Seperto halnya , Tes uraian,, Tes objektif maupun subjektif. Kurikulum, implementasi pembelajaran, sumber belajar, dan mitra kerja pendidikan karakter sudah banyak dikaji. Pengalaman emperis di lapangan menunjukkan bahwa kesulitan yang dialami guru dalam menerapkan pendidikan karakter secara terpadu di semua mata pelajaran di sekolah antara lain terjadi pada pelaksanaan evaluasi, khususnya evaluasi formatif. Evaluasi formatif diterapkan guru selama proses pembelajaran untuk mengetahui kompetensi apa yang sudah dicapai siswa serta mengidentifikasi kesenjangan antara kompetensi siswa dengan kompetensi standar yang harus dicapai. Informasi tersebut dimanfaatkan guru untuk merencanakan pembelajaran berikutnya dalam upaya meningkatkan hasil belajar siswa
Tinjauan Islam Wasatiah terhadap Pendidikan Islam di Indonesia dalam Pandangan Azyumardi Azra Muhammad Yusron; Mukh Nursikin
Risâlah Jurnal Pendidikan dan Studi Islam Vol. 11 No. 2 (2025)
Publisher : Fakultas Agama Islam Universitas Wiralodra Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/jurnal_risalah.v11i2.1325

Abstract

Tujuan dari penelitian ini untuk melakukan tinjauan mendalam terhadap bagaimana Pendidikan Islam di Indonesia merespon konsep Islam Wasatiah yang dapat memberikan wawasan yang berharga tentang bagaimana nilai-nilai moderasi, toleransi, dan keadilan dapat diterapkan dan diintegrasikan ke dalam kurikulum, metode pengajaran, dan praktik pendidikan Islam secara lebih luas, dengan melibatkan pemikiran Azumardi Azra. Adapun metode penelitian yang dipakai, menggunakan metode penelitian kualitatif yang bersifat deskriptif analitik, dengan jenis penelitian librari research atau penelitian kajian pustaka. Sementara pendekatan yang di gunakan adalah  pendekatan historis dan filsafat. Pendekatan ini merupakan pendekatan melihat latar belakang pemikiran tokoh yang diangkat baik dari sisi internal maupun sisi eksternal tokoh. Kemudian Teknik pengumpulan data dilakukan dengan melakukan identifikasi wacana dari buku-buku, makalah atau artikel, majalah, jurnal, web (internet). Kesimpulan penelitian ini adalah. Azumardi Azra mendorong pembaharuan kurikulum pendidikan Islam, sebagai kurikulum yang inklusif untuk mengimbangi aspek syariat dan hakikat. Gagasannya mencakup tujuan menciptakan individu utuh, materi yang mencakup ilmu agama, sains, dan teknologi, metode pembelajaran yang kritis, serta evaluasi berfokus pada bentuk esai. Pemikiran Azra juga memperkuat pemahaman toleransi sosial dalam pendidikan Islam, mengajak pembentukan lingkungan belajar inklusif, dan menciptakan hubungan emosional antara peserta didik di dalam dan di luar instansi pendidikan Islam.
Budaya Literasi Sebagai Penguat Pendidikan Karakter Di Era Society 5.0 C. Adhi Nugroho; Mukh Nursikin
Al Iman: Jurnal Keislaman dan Kemasyarakatan Vol. 9 No. 1 (2025): Al-Iman Jurnal Keislaman dan Kemasyarakatan
Publisher : STID Raudlatul Iman Sumenep

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Abstract

Character education is an important component in the framework of developing moral and ethical values in students. In the era of Society 5.0, where digital technology has become an important part of everyday life, digital literacy is an important factor in strengtheningcharactereducation.Digitalliteracyreferstoanindividual'sabilitytouse, evaluate, and actively participate in the digital environment. This study aims to explain theroleofdigitalliteracyinstrengthening charactereducationintheera ofSociety5.0. The research method used is a literature study by collecting data from various relevant sources. This study analyzes the relationship between digital literacy and strengthening character education by considering aspects such as technological knowledge, digital skills,responsibleonlinemediabehavior,andethicalawarenessinthedigitalworld.The results show that digital literacy can be an effective way to strengthen character cultivationintheeraofsociety5.0.Throughdigitalliteracy,learnerscandevelopvalues such as honesty, responsibility, empathy, cooperation, and problem solving. Digital literacy can also help learners understand social, economic, and cultural impacts and promoteresponsibleattitudesintheiruse.Inconclusion,digitalliteracyhasanimportant role in strengthening character education in the era of Society 5.0. By paying attention to aspects of technological knowledge, digital skills, responsible online behavior, and ethical awareness, digital literacy can help learners develop strong moral and ethical valuesintheuseofdigitaltechnology.Collaborativeeffortsbetweenvariouspartiesare needed to overcome challenges and ensure effective integration of digital literacy in character education in the era of Society 5.0. Komponen dalam pendidikan yang terpenting adalah karakter, merupakan kerangka dalam rangka menumbuhkembangkan nilai-niali moral, etika, emosional pada peserta didik. Era Society 5.0 merupakan teknologi digital yang telah dan akan terus berkembang dalam mengarungi proses kehidupan ummat manusia. Literasi berbasis digilat adalah kunci dalam pengutan pendidikan karakter dalam era ini. Literasi digital mengacu pada kemampuan individu untuk menggunakan, mengevaluasi, dan berpartisipasisecaraaktifdalamlingkungandigital. Dalampenelitianiniberujuanuntuk memberikan wawasan terkait peran literasi digital dalam penguatan pendidikan karakter di era Society 5.0. Metode dalam penelitian ini menggunakan studi literatur. teknik pengumpulan data dalam penelitian ini merupakan dari berbagai sumber yang relevan. Penelitian ini menganalisis hubungan antara literasi digital dan penguatan pendidikan karakter dengan mempertimbangkan aspek-aspek seperti pengetahuan teknologi, keterampilandigital,perilakupadamediaonlineyangbertanggungjawab,dankesadaran etika dalam dunia digital. Hasil penelitian menunjukkan bahwa literasi digital dapat menjadi jalan yang efektif untuk memperkuat penanaman karakter di era society 5.0. Melaluiliterasidigital,pesertadidikdapatmengembangkannilai-nilaisepertikejujuran, tanggungjawab,empati,kerjasama,danpemecahanmasalah.Literasidigitaljugadapat membantu peserta didik memahami dampak sosial, ekonomi, dan budaya serta mempromosikansikapyangbertanggungjawabdalampenggunaannya.Kesimpulannya, literasidigitalmemiliki peranpentingdalampenguatanpendidikankarakter di eraSociety 5.0. Dengan memperhatikan aspek-aspek pengetahuan teknologi, keterampilan digital, perilaku online yang bertanggung jawab, dan kesadaran etika, literasi digital dapat membantu peserta didik mengembangkan nilai-nilai moral dan etika yang kuat dalam penggunaanteknologidigital. Upayakolaboratif antaraberbagaipihakdiperlukanuntuk mengatasi tantangan dan memastikan integrasi yang efektif dari literasi digital dalam pendidikan karakter di era Society 5.0.
Co-Authors Ahmad Dhomiri Ali Mansur Amalina Rizqi Rahmawati Anis Maghfiroh, Anis Ariany Katrin Suryaningtyas Arya Hasan As’ari Ayu Rizkia Silviana C. Adhi Nugroho Fajar Indriyani Fakhrun Nisa Hanif Aniqo Rois Ikhsanudin Ikhsanudin Joko Prasetiyo Junedi Junedi Junedi, Junedi Kabul Laksono M. Alfan Miftahul Fauzi Maulida Nafi’al Husna Misbakul Anwari Muhammad Yusron Muthia Nur Rahma Nabiilah Tsabitul ‘Azmi Nur Rofi'ah Nyarminingsih Nyarminingsih Riza Apriani Rokhmad Afif Siti Solichatun Zakiah Sultoni Mahendra Suprihatin Suprihatin Tengku Riza Zarzani N Tri Laksono Wahyu Setiadi Wasito Wasito William Jasson Ngangi Wisnu Wisnu