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All Journal Progressa: Journal of Islamic Religious Instruction
Muthoharun Afif
Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Progressa: Journal of Islamic Religious Instruction

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Differences and Interactions of language learning with Discourse Competence on students' motivation and achievement in Islamic Junior High School in Brawijaya City Mojokerto and MTs Al Amin Sooko Mojokerto Regency Muthoharun Afif
PROGRESSA: Journal of Islamic Religious Instruction Vol. 1 No. 2 (2017): Agustus
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (359.702 KB) | DOI: 10.32616/pgr.v1.2.70.1-6

Abstract

Language is expected to help students recognize themselves, their culture and other cultures, express ideas and feelings, participate in societies that use the language, make responsible decisions on a personal and social level, discover and use the analytical and imaginative abilities present in him. The purpose of this research are: 1) To know the difference of students' learning motivation of Islamic Junior High School of Brawijaya Mojokerto and MTs Al Amin Sooko, Mojokerto Regency uses language learning with Discourse Competence. 2) To know the difference of learning achievement of students of Islamic Junior High School of Brawijaya City of Mojokerto and MTs Al Amin Sooko of Mojokerto Regency use language learning with Discourse Competence. 3) To know the interaction of language learning with Discourse Competence on student learning motivation and achievement in Islamic Junior High School of Mojokerto and MTs Al Amin Sooko, Mojokerto Regency. In this research object is students of Islamic Junior High School of Brawijaya City of Mojokerto and MTs Al Amin Sooko Mojokerto Regency Class VII of 150 students and 151 students. of the population members taken as samples were 93 respondents. From the results of the analysis, it is known that: 1) language learning with Discourse Competence has an effect on students' learning motivation in Brawijaya Islamic Junior High School Mojokerto lower than in MTs Al Amin Sooko Mojokerto Regency. 2) language learning with Discourse Competence has an effect on learning achievement in Brawijaya Islamic Junior High School Mojokerto lower than in MTs Al Amin Sooko Mojokerto Regency. 3). There is interaction of language learning with Discourse Competence to student's motivation and achievement in Islamic Junior High School of Brawijaya Mojokerto and MTs Al Amin Sooko Mojokerto Regency
Meningkatkan Kreatifitas dan Inovatif dalam lintasan pembelajaran hipotetis pendidikan Islam pada era industri 4.0 Muthoharun Afif
PROGRESSA: Journal of Islamic Religious Instruction Vol. 3 No. 2 (2019): Agustus
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (540.406 KB) | DOI: 10.32616/pgr.v3.2.188.1-8

Abstract

Education, a major agenda of life requires trajectories in a continuous series of creativity and innovation, so that it is ordered to be sought from cradle to grave, or in other words lifelong education. In reaching an education there needs to be trajectories and not just transmitting knowledge. Islamic education must be returned to its essence, which is to prepare, direct, and return the goals of education to its essence. The core purpose of education is to make students understand and realize their position in the order of existence and creation of an orderly cosmos, and their relationship as creatures with Allah (khaliq). The purpose of this paper is to examine how to Increase Creativity and Innovation in the hypothetical learning trajectory of Islamic education in the industrial era 4.0. From the results of the discussion it was concluded: 1) Islamic education in the industrial revolution era 4.0 must be handled by Human Resources who truly become agents of transdisciplinary change. 2) The complete hypothetical learning trajectory covers all three aspects: learning objectives, thought development and learning, and the influence of instructional assignments. 3) efforts to "mix" Islamic science with modern Western forms of learning ultimately aim to undermine the ability of the ulama to instill authoritative Islamic learning.
Penggunaan Pertanyaan Kritis dalam Kegiatan Pembelajaran oleh Guru Pendidikan Agama Islam: Socratic Critical Questions atau Qur'anic Critical Questions (Suatu Kajian Permulaan Strategi Pembelajaran dalam Islam) Muthoharun Afif
PROGRESSA: Journal of Islamic Religious Instruction Vol. 4 No. 2 (2020): Agustus
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32616/pgr.v4.2.271.55-64

Abstract

The purpose of this study was to analyze and compare the use of Socratic Critical Questions or Qur'anic Critical Questions in learning activities by Islamic Religious Education teachers. This research is qualitative, empirical, literature comparison. This is education and theological research, which is a process of helping navigate through experiences (from scripture). Qualitative analysis involves two activities: 1) developing an awareness of the types of data that can be examined and how they can be explained; and 2) a number of practical activities that help with data types. Then, comparisons are made between the different types of organizations in terms of structure, culture, size, the like and characteristics observed in order to study the larger unit of analysis. From the results of the discussion it is concluded as follows: 1) Teachers of Islamic Religious Education in elementary and middle schools and even Islamic higher education lecturers have not used both: Socratic Critical Questions or Qur'anic Critical Questions, so that the parameter is the negativity of Islamic education. 2) Socratic Critical Questions are very good, but there is no level based on the quality and quantity of the problem content being asked, the quality of the methodology, the quality of the audience and the point is not yet specified. whereas the Qur'anic Critical Questions clearly takes into account these various qualities, even open and closed questions are explained in detail. 3) This research is a beginning and hopefully it can be continued more deeply by the author himself and those who care about the progress of Islamic education.
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