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The Resilience Power and Existence of Pesantren Lirboyo and Al-Falah Kediri During the Post-Covid 19 Pandemic Fanani, Moh. Zainal
Didaktika Religia Vol. 10 No. 2 (2022): December
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v10i2.9

This study aims to determine the strategy of Pesantren Lirboyo and Al-Falah Ploso in Kediri in maintaining their resilience power and existence after the COVID-19 pandemic to become more resilient pesantren. This study uses a qualitative approach, with the research subjects Pesantren Lirboyo and Al-Falah Ploso Kediri. The method of data collection is through observation, interviews, and documentation. The data obtained were then analyzed in stages: data display, reduction, and verification. The results found: 1) The preparations conducted by Pesantren Lirboyo and Ploso Kediri to create more resilient pesantren are: Maintaining cleanliness of the cottage and enforcing health protocols; Implementing indicators of resilient pesantren; Support from the government; Preparing students who will return to the pesantren and cooperation with the covid task force. 2) The efforts of Pesantren Lirboyo and Ploso in Kediri to create more resilient pesantren, namely: Realizing healthy pesantren; Preparing human resources; Preparing sufficient budgets; Increasing students' understanding of indicators of resilient pesantren; Increasing students' awareness of adopting lifestyle; Maintaining the cleanliness of the cottage environment; Preparing health facilities; Full support from the guardians of students, and Instilling the value of belief in students that the COVID-19 outbreak is a test from Allah. 3) The obstacles for Pesantren Lirboyo and Ploso in Kediri to create a resilient Pesantren are: Difficulty in implementing health protocols (physical distancing); teachers and students are not familiar with the use of information technology to support online learning; The process of returning students to pesantren through the stages is quite long and through a strict health screening; and Pesantrens do not yet have special facilities for student quarantine.

STRATEGI PENGEMBANGAN SOAL HOTS PADA KURIKULUM 2013 Fanani, Moh. Zainal
Edudeena : Journal of Islamic Religious Education Vol. 2 No. 1 (2018)
Publisher : Institut Agama Islam Negeri Kediri

Abstract: This article aims to provide knowledge and understanding to teachers about the concepts and characteristics of Higher Order Thinking Skills (HOTS) assessments in depth and to improve the skills of teachers in developing HOTS assessments. To achieve these goals, this article is supported by various literatures sourced from research journals, reference books, modules, the internet, and other sources relevant to the topic of developing the HOTS assessment. From the data that has been collected from various references, the following picture can be obtained: 1) HOTS assessments are questions that generally measure abilities in the realm of analyzing (analyzing-C4), evaluating (evaluating-C5), and creating (creating-C6) . The characteristics of HOTS are: measuring high-level thinking skills, based on contextual problems, not routine (not familiar), and using various forms of questions; 2) the steps for writing HOTS item items are: a) analyzing KD that can be made HOTS items, b) compiling a grid of questions, c) choosing an interesting and contextual stimulus, d) writing questions according to the grid, e) create scoring guidelines (rubrics) or answer keys; 3) The advantage of the HOTS assessment is that it increases students' learning motivation and increases the achievement of learning outcomes; 4) While the strategy for preparing HOTS questions is carried out by involving all components of stakeholders in the education sector from the central to the regional levels, in accordance with their respective main tasks and authorities. Abstrak: Artikel ini bertujuan untuk memberikan pengetahuan dan pemahaman kepada guru tentang konsep dan karakteristik penilaian Higher Order Thinking Skills (HOTS) secara mendalam dan untuk meningkatkan keterampilan para guru dalam mengembangkan penilaian HOTS. Untuk mencapai tujuan-tujuan tersebut, artikel ini ditunjang dengan berbagai literatur yang bersumber dari jurnal penelitian, buku referensi, modul, internet, dan sumber lainnya yang relevan dengan topik pengembangan penilaian HOTS. Dari data yang berhasil dihimpun dari berbagai referensi dapat diperoleh gambaran sebagai berikut: 1) penilaian HOTS adalah Soal-soal yang pada umumnya mengukur kemampuan pada ranah menganalisis (analyzing-C4), mengevaluasi (evaluating-C5), dan mengkreasi (creating-C6). Karakteristik HOTS yaitu: mengukur kemampuan berfikir tingkat tinggi, berbasis permasalahan kontekstual, tidak rutin (tidak akrab), dan menggunakan bentuk soal yang beragam; 2) langkah menulis item soal HOTS adalah: a) menganalisis KD yang dapat dibuat item HOTS, b) menyusun kisi-kisi soal, c) memilih stimulus yang menarik dan kontekstual, d) menulis butir pertanyaan yang sesuai dengan kisi-kisi, e) membuat pedoman penskoran (rubrik) atau kunci jawaban; 3) Keuntungan dari penilaian HOTS adalah meningkat motivasi belajar siawa dan meningkatkan pencapaian hasil belajar; 4) Sedangkan strategi penyusunan soal-soal HOTS dilakukan dengan melibatkan seluruh komponen stakeholder di bidang pendidikan mulai dari tingkat pusat sampai ke daerah, sesuai dengan tugas pokok dan kewenangan masing-masing.

PROBLEMATIKA K13 DALAM PEMBELAJARAN PAI Hidayatulloh, Arif; Anam, Wahidul; Fanani, Moh. Zainal
Edudeena : Journal of Islamic Religious Education Vol. 1 No. 2 (2017)
Publisher : Institut Agama Islam Negeri Kediri

Abstract: The 2013 curriculum, aimed at encouraging learners, is better able to observe, ask, reason, and communicate (present), what they gain or know after receiving learning materials. Research focus: 1) How is the implementation of Curriculum 2013 in Kediri City? and 2) How is the Problem faced by Islamic Religious Education Teachers (PAI) in Implementing the 2013 Curriculum in Kediri City? The results of this study revealed that: 1) Implementation of Curriculum 2013 in Kediri City has not run maximally there are still shortcomings that must be improved for example, mentoring in implementation is very less. 2) Problematic Teachers PAI, among others, have difficulty in implementing learning, due to lack of understanding of teachers about the Curriculum 2013 with the concept of learning Curriculum 2013, the delay of procurement training for teachers, especially teachers PAI about the curriculum 2013, and so on Insufficient facilities and infrastructure in supporting the implementation of Curriculum 2013 in some of the existing in Kediri, thus hindering the implementation of the applied curriculum. Abstrak: Kurikulum 2013, bertujuan mendorong peserta didik, mampu lebih baik dalam melakukan observasi, bertanya, bernalar, dan mengkomunikasikan (mempresentasikan), apa yang mereka peroleh atau mereka ketahui setelah menerima materi pembelajaran. Fokus penelitian: 1) Bagaimana implementasi Kurikulum 2013 di Kota Kediri? dan 2) Bagaimana Problematika yang dihadapi Guru Pendidikan Agama Islam (PAI) dalam Mengimplementasikan Kurikulum 2013 di Kota Kediri ? Hasil penelitian ini mengungkapkan bahwa: 1) Implementasi Kurikulum 2013 di Kota Kediri belum berjalan dengan maksimal masih ada kekurangan-kekurangan yang harus di perbaiki contohnya saja pendampingan dalam implementasi itu sangat kurang. 2) Problematika Guru PAI antara lain mengalami kesulitan dalam melaksanakan pembelajaran, karena kurangnya pemahaman guru tentang Kurikulum 2013 dengan konsep pembelajaran Kurikulum 2013, keterlambatan pengadaan pelatihan bagi guru-guru, khususnya guru PAI tentang kurikulum 2013, dan sebagainya terakhir Sarana dan prasarana yang kurang memadai dalam menunjang pelaksanaan Kurikulum 2013 di beberapa yang ada di Kota Kediri, sehingga menghambat pelaksanaan kurikulum yang diterapkan.

Penggunaan Video Comment dalam Meningkatkan Minat Belajar Peserta Didik Mapel PAI di SDN 4 Mrayan Ngrayun Ponorogo Tahun Pelajaran 2023/2024 Tri Cahyono, Hasan; Fanani, Moh. Zainal; Rosikin
Allimna: Jurnal Pendidikan Profesi Guru Vol. 3 No. 01 (2024): Allimna Vol. 03 No. 01
Publisher : LPTK IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/allimna.v3i01.2708

This Classroom Action Research (CAR) aims to explore the effectiveness of using Video Comment as a learning medium in enhancing students' interest in Islamic Education subject at SDN 4 Mrayan Ngrayun Ponorogo for the academic year 2023/2024. Recognizing the need for innovation in the learning process dynamics, this study identifies that students' learning interest can be a crucial indicator in achieving an effective and efficient learning process. Implemented in three cycles, this research collected data through observation, interviews, and document analysis to assess changes in students' learning interest since the implementation of Video Comment. The findings indicate a significant increase in students' learning interest from the pre-cycle with a learning interest of 36%, rising to 61% in cycle I, 69% in cycle II, and reaching an average of 78% in cycle III. This increase signifies that the integration of Video Comment in the learning process contributes positively to enhancing students' learning interest. Further analysis reveals that Video Comment successfully provides engaging and interactive content that facilitates students' involvement in the learning material. Moreover, the study identifies supporting and inhibiting factors in the use of Video Comment, where 94% of students showed an increase in learning interest as a direct result of this innovative learning process. The conclusion of this study underscores the importance of using innovative learning media, such as Video Comment, in boosting students' learning interest. The practical implications of this research offer insights for educators to integrate relevant learning technologies with modern students' needs, as a strategy to improve the quality of the learning process in today's educational environment.

Pola Asuh Orang Tua terhadap Masa Depan Anak melalui Parenting Education di Desa Pulerejo Kecamatan Bakung Kabupaten Blitar Fanani, Moh. Zainal; Hasanah, Uswatun; Arieska, Yuan Virga Septa; Shoimah, Dyah Nafidatus; Yuniarti, Rina; Octania, Ravika
NAJWA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol. 1 No. 1 (2023): Mei
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/najwa.v1i1.126

Tulisan ini memberikan gambaran upaya mengatasi perkembangan anak pada era sekarang dimana sikap positif orang tua kepada anak berkurang. Pola asuh memiliki peranan penting bagi pembentukan perilaku anak karena dasar perilaku pertama. Masyarakat Desa Pulerejo mayoritas masih menggunakan gaya asuh yang sederhana, sehingga masih banyak ditemukan anak anak di Desa Pulerejo menggunakan tata bahasa yang kurang baik ketika berkomunikasi dengan orang tua. Melalui pendekatan Participation Action Research (PAR), Program ini dititikberatkan kepada membangun kesadaran masyarakat mengenai pola asuh untuk mendidik anak dengan melakukan sosialisasi parenting education. Hasil dari kegiatan sosialisasi parenting education dilakukan di SDN 2 Pulerejo. Peserta dari kegiatan tersebut adalah orang tua siswa kelas 4 hingga 6. Dalam kegiatan tersebut, orang tua antusiasme mendengarkan dan berdialog dengan pemateri diskusi. Selain itu siswa juga antusias mendengarkan pemateri. Hasilnya orang tua mulai memahami cara memberikan pola asuh yang benar dan berusaha diterapkan pada anak di kehidupannya masing-masing.

Peningkatan Minat Belajar dan Minat Baca Siswa melalui Media E-Learning dan E-Library untuk Mendukung Program Gerakan Literasi Sekolah (GLS) pada Sekolah dan Madrasah di Kab/Kota Blitar Tahun 2020 Fanani, Moh. Zainal; Surahmat, Surahmat; Prasetyo, Hendra Ade; Puji Hastuti, Maya Dwi; Rohim, Bima Nur Fadhilatur; Abdullah, Ahmad Afif; Alfarizi, Akhmad Salman
AS-SUNNIYYAH Vol 1 No 01 (2021): September
Publisher : UAS PRESS

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The civilization of an advanced nation is built from a culture of science and literacy that develops continuously between generations. Along with the development of knowledge and technology, especially in the digital field, literacy culture, including digital literacy, is one of the important aspects that must be implemented in schools. Literacy culture includes literacy, numeracy/mathematical literacy, scientific literacy, information and communication technology literacy, financial literacy, and cultural literacy and citizenship. In connection with the above, the research-based community service team of IAIN Kediri provided training and assistance with the theme "Increasing Students' Interest in Learning and Reading Interest Through E-Learning and E-Library Media to Support the School Literacy Movement Program (GLS) at Madrasahs in Kab/Blitar City in 2020". The mentoring method used is the Learning Community, which is a mentoring method that is carried out by using a study group work system to achieve goals. The results of the mentoring activities are: 1) Teachers are able to take advantage of various media and learning resources, both textbooks and non-text books for lessons in KBM via the internet by using e-learning applications and e-libraries; 2) Teachers are able to use various literacy strategies in learning to develop students' character and improve the literacy skills of students and teachers; and 3) Establish and streamline the School Literacy Team. Peradaban suatu bangsa yang maju dibangun dari budaya keilmuan dan literasi yang berkembang secara berkesinambungan antar generasi. Seiring dengan perkembangan pengetahuan dan teknologi, khususnya di bidang digital, budaya literasi, termasuk literasi digital, merupakan salah satu aspek penting yang harus diterapkan di sekolah. Budaya literasi mencakup literasi baca tulis, literasi berhitung/matematik, literasi sains, literasi teknologi informasi dan komunikasi, literasi keuangan, dan literasi kebudayaan dan kewarganegaraan. Sehubungan dengan hal di atas, tim pengabdian masyarakat berbasis riset IAIN Kediri memberikan pelatihan dan pendampingan dengan tema ”Peningkatan Minat Belajar dan Minat Baca Siswa Melalui Media E-Learning dan E-Library Untuk Mendukung Program Gerakan Literasi Sekolah (GLS) pada Madrasah di Kab/Kota Blitar Tahun 2020”. Metode pendampingan yang digunakan adalah Learning Community, yaitu metode pendampingan yang dilakukan dengan cara menggunakan sistem kerja kelompok belajar untuk mecapai tujuan. Adapun hasil dari kegiatan pendampingan adalah: 1) Guru mampu memanfaatkan berbagai media dan sumber belajar, baik buku teks maupun buku non teks pelajaran dalam KBM melalui internet dengan menggunakan aplikasi e-learning dan e-library; 2) Guru mamapu menggunakan berbagai strategi literasi dalam pembelajaran guna mengembangkan karakter siswa dan meningkatkan keterampilan berliterasi siswa dan guru; dan 3) Mendirikan dan mengefektifkan Tim Literasi Sekolah.

From Philosophy to Praxis: Managing the Living Qur’an, BTQ Program and Policy Urgency in Islamic Higher Education Fanani, Moh. Zainal; Sulaeman, Mubaidi
Khazanah Pendidikan Islam Vol. 7 No. 3 (2025): Khazanah Pendidikan Islam
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/kpi.v7i3.46404

This study aims to analyze the management of the Baca Tulis al-Qur’an (BTQ-Read and Write Qur’an) program as a practical implementation of the Living Qur’an approach in Islamic higher education, with a particular focus on its contribution to bridging the gap between philosophical discourse and institutional praxis. While existing Living Qur’an studies are often dominated by symbolic and theoretical discussions, the managerial and applicative dimensions within State Islamic Religious Universities remain underexplored. The research employs a qualitative case study method at the State Islamic Institute (IAIN) Kediri, involving in-depth interviews with 35 informants, six months of participatory observation, and analysis of 17 institutional documents. This methodological triangulation provides a comprehensive understanding of how BTQ is managed and operationalized. The findings reveal that the BTQ program at IAIN Kediri is organized through a systematic and collaborative management model, featuring a tiered curriculum based on the Jamiati method that adapts to students’ varying competencies. This strategy has demonstrably enhanced Qur’anic literacy, as indicated by the increase in students achieving the advanced category (grade A) from 11.75% in 2020 to 25.74% in 2024. More importantly, the BTQ program functions as a strategic instrument for embodying the Qur’an in academic and spiritual life, transforming it from a text of study into a lived practice shaping values, attitudes, and behavior. Theoretically, this research contributes to Living Qur’an studies by advancing a contextualized model of Qur’anic learning management that integrates institutional policy, pedagogical innovation, and spiritual formation. It highlights the urgency of moving from philosophy to praxis in order to develop sustainable and adaptive frameworks that can inform broader policy and practice in Islamic higher education.

Application of Make a Match Model to Improve Learning Outcomes of Knowing Malaikat on PAI Subject Moch. Kusnun Nadhir; Fanani, Moh. Zainal; Khasbulloh, Muhammad Nabil; Marwan, Iwan
Proceeding International Conference on Education Volume 01, Agustus Tahun 2023: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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This research aims to determine the implementation of the Make A Match Model to improve Learning Outcomes of Knowing Malaikat on PAI subject. with the research subjects being class IV students at SDN 1 Berbek. The results showed that there is an increase in student learning outcomes through the Make a Match method. The results of observations during the action increased in each cycle. In cycle I, it was discovered that 62.5% of the students who participated in the Make a Match method reached 62.5% and had not yet achieved completion. Furthermore, in cycle II there was a drastic increase, namely 87.5%.

Improving Student Learning Outcomes Through the Index Card Match Method in PAIBP Learning Material Asmaul Husna Sariwati, Nova; Huda, Syamsul; Yusuf, Moh. Asror; Fanani, Moh. Zainal
Proceeding International Conference on Education Volume 01, Agustus Tahun 2023: International Conference on Education
Publisher : Faculty of Tarbiyah, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

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This Classroom Action Research was carried out in class VI at Madrasah Ibtidaiyah Ma`arif Syuhada Ponorogo. With the background that researchers saw the potential to improve student learning outcomes on the Qur`an Hadits material of Surah Ad-Duha. Due to situations that require the use of technology in learning and demands for teaching and learning activities that are increasingly developing, teachers' teaching abilities using card sort must be improved following existing developments. Educators are expected to be able to utilize learning media as a support for teaching and learning activities to create interactive learning for students so as to increase students' understanding in receiving learning which will influence learning outcomes.

STRATEGI PENGEMBANGAN SOAL HOTS PADA KURIKULUM 2013 Fanani, Moh. Zainal
Edudeena : Journal of Islamic Religious Education Vol. 2 No. 1 (2018)
Publisher : Institut Agama Islam Negeri Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ed.v2i1.582

Abstract: This article aims to provide knowledge and understanding to teachers about the concepts and characteristics of Higher Order Thinking Skills (HOTS) assessments in depth and to improve the skills of teachers in developing HOTS assessments. To achieve these goals, this article is supported by various literatures sourced from research journals, reference books, modules, the internet, and other sources relevant to the topic of developing the HOTS assessment. From the data that has been collected from various references, the following picture can be obtained: 1) HOTS assessments are questions that generally measure abilities in the realm of analyzing (analyzing-C4), evaluating (evaluating-C5), and creating (creating-C6) . The characteristics of HOTS are: measuring high-level thinking skills, based on contextual problems, not routine (not familiar), and using various forms of questions; 2) the steps for writing HOTS item items are: a) analyzing KD that can be made HOTS items, b) compiling a grid of questions, c) choosing an interesting and contextual stimulus, d) writing questions according to the grid, e) create scoring guidelines (rubrics) or answer keys; 3) The advantage of the HOTS assessment is that it increases students' learning motivation and increases the achievement of learning outcomes; 4) While the strategy for preparing HOTS questions is carried out by involving all components of stakeholders in the education sector from the central to the regional levels, in accordance with their respective main tasks and authorities. Abstrak: Artikel ini bertujuan untuk memberikan pengetahuan dan pemahaman kepada guru tentang konsep dan karakteristik penilaian Higher Order Thinking Skills (HOTS) secara mendalam dan untuk meningkatkan keterampilan para guru dalam mengembangkan penilaian HOTS. Untuk mencapai tujuan-tujuan tersebut, artikel ini ditunjang dengan berbagai literatur yang bersumber dari jurnal penelitian, buku referensi, modul, internet, dan sumber lainnya yang relevan dengan topik pengembangan penilaian HOTS. Dari data yang berhasil dihimpun dari berbagai referensi dapat diperoleh gambaran sebagai berikut: 1) penilaian HOTS adalah Soal-soal yang pada umumnya mengukur kemampuan pada ranah menganalisis (analyzing-C4), mengevaluasi (evaluating-C5), dan mengkreasi (creating-C6). Karakteristik HOTS yaitu: mengukur kemampuan berfikir tingkat tinggi, berbasis permasalahan kontekstual, tidak rutin (tidak akrab), dan menggunakan bentuk soal yang beragam; 2) langkah menulis item soal HOTS adalah: a) menganalisis KD yang dapat dibuat item HOTS, b) menyusun kisi-kisi soal, c) memilih stimulus yang menarik dan kontekstual, d) menulis butir pertanyaan yang sesuai dengan kisi-kisi, e) membuat pedoman penskoran (rubrik) atau kunci jawaban; 3) Keuntungan dari penilaian HOTS adalah meningkat motivasi belajar siawa dan meningkatkan pencapaian hasil belajar; 4) Sedangkan strategi penyusunan soal-soal HOTS dilakukan dengan melibatkan seluruh komponen stakeholder di bidang pendidikan mulai dari tingkat pusat sampai ke daerah, sesuai dengan tugas pokok dan kewenangan masing-masing.

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