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Permasalahan Penggunaan Google Classroom pada Pengajaran Pendidikan Agama Islam di Sekolah Dasar Nasikhin Nasikhin; Raharjo Raharjo; Nasikhin Nasikhin; Ismutik Ismutik; Ulul Albab
Edudeena : Journal of Islamic Religious Education Vol. 6 No. 1 (2022)
Publisher : Institut Agama Islam Negeri Kediri

Abstract: The focus of this research is to find out the responses of students and teachers in using Google Classroom in Islamic religious education lessons in elementary schools during online learning. A qualitative approach with the QAIT model is used as an effort to evaluate the ability of Google Classroom in teaching Islamic Religious Education. This study involved 4 teachers and 15 students of SD Islam Al-Azhar 29 Semarang. Data were collected through observation of teaching and learning process activities in the classroom. The results showed: (1) the use of Google Classroom can be utilized well by young teachers (aged 21 and 34 years), teachers whose performance is quite good are in the age range of 43 years, and teachers whose performance is less than 50 years old; (2) this study shows that the obstacles found in the learning process are poor internet connection, lack of supportive learning tools, low learning motivation, and lack of readiness to use online learning platforms. This research is useful for determining the direction of religious education policies, such as the need for training in using Google Classroom to improve the quality of better online learning. Abstrak: Fokus penelitian ini adalah mengetahui respon siswa dan guru dalam menggunakan Google Classroom pada pelajaran pendidikan agama Islam di Sekolah Dasar selama pembelajaran online. Pendekatan kualitatif dengan Model QAIT digunakan sebagai upaya untuk mengevaluasi kemampuan Google Classroom dalam pengajaran Pendidikan Agama Islam. Penelitian ini melibatkan 4 guru dan 15 siswa SD Islam Al-Azhar 29 Semarang. Data dikumpulkan melalui observasi terhadap kegiatan proses belajar mengajar di kelas. Hasil penelitian menunjukkan: (1) penggunaan Google Classroom dapat dimanfaatkan dengan baik oleh guru berusia muda (Usia 21 dan 34 tahun), guru yang kinerjanya cukup baik berada pada rentang usia 43 tahun, dan guru yang kinerjanya kurang berada pada usia 50 tahun; (2) penelitian ini meperlihatkan bahwa kendala yang ditemukan dalam proses pembelajaran adalah koneksi internet yang buruk, kurangnya perangkat pembelajaran yang mendukung, motivasi belajar yang rendah, dan kurangnya kesiapan dalam menggunakan platform pembelajaran online. Penelitian ini bermanfaat untuk menentukan arah kebijakan pendidikan agama, seperti diperlukannya pelatihan dalam menggunakan Google Classroom untuk meningkatkan kualitas pembelajaran online yang lebih baik.

Tantangan Pelaksanaan Program Adiwiyata di Sekolah Menengah Ulya Latifatul Husna; Fihris Fihris; Nasikhin Nasikhin; Wartini Wartini
Marpokat: Jurnal Pengabdian Kepada Masyarakat Vol 2, No 2 (2023)
Publisher : Yayasan Al-Ahliyah Al-Islamiyah Aek Badak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62086/mjpkm.v2i2.429

Tujuan dari penelitian ini adalah untuk mengetahui tantangan penerapan Adiwiyata di lingkungan sekolah yang dilakukan oleh siswa SMP N 35 Semarang. Penelitian ini juga mendeskripsikan faktor pendukung dalam pelaksanaan program Adiwiyata SMP N 35 Semarang. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi. Sedangkan sumber primer dalam penelitian ini adalah guru dan siswa di SMP N 35 Semarang dan didukung oleh data-data dokumentasi. Hasil Penelitian ini menunjukkan bahwa, Pertama tantangan program pelaksanaan program adalah anggaran dana yang belum teralokasikan dan rendahnya kesadaran siswa dalam peduli lingkungan sehingga menjadikan tantangan tersendiri bagi sekolah tersebut. Kedua faktor pendukung program pelaksanaan adiwiyata ini adalah adanya Kerjasama yang baik antar sekolah ,guru ,siswa, maupun unit yang terkait dengan lingkungan sekolah, serta adanya lahan yang memungkingkan untuk menjadi ruang hjau. Diharapkan, temuan ini dapat dijadikan rekomendasi bagi para pengelola Pendidikan di lingkungan sekolah menengah untuk merumuskan kebijakan dalam menghadapai tantangan program adiwiyata.

Building Religious Harmony with A Humanistic Education: The Potential and Strategies to Overcome the Conflict Threat in Pesantren Musthofa Musthofa; Nasikhin Nasikhin; Mohammad Rofiq; Qasem Muhammadi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6428

Religious harmony is increasingly challenged by rising fanaticism, exclusivity, and intolerance, particularly in religious educational settings. This study analyzes the strategy of fostering religious harmony through a humanistic education approach at Pesantren Khaffiah Village in Batang Regency, Central Java. Employing a qualitative case study design, the research explores the pesantren’s educational practices and their role in promoting interreligious understanding. Data were collected through observations, interviews, and documentation to examine how humanistic values are integrated into religious instruction. The study identifies four main threats to religious harmony: excessive fanaticism, social exclusivity, the spread of intolerant ideologies, and internal conflict. These issues are rooted in a limited understanding of peaceful religious teachings among new students, social isolation, and socio-economic disparities. In response, Pesantren Khaffiah implements a four-pronged strategy grounded in Islamic humanism. This includes (1) teaching classical Islamic texts emphasizing peace and ethics, such as Ihya’ Ulumuddin and Riyadhus Shalihin, (2) organizing a “Humanistic Learning Day” that addresses humanitarian issues, (3) launching the “Santri Peduli” social service program to foster inter-organizational cooperation, and (4) offering the “Art of Harmony” extracurricular initiative to build tolerance through artistic collaboration. These findings contribute to the development of a humanistic education model aimed at promoting religious harmony in Islamic boarding schools. The model offers practical insights for Islamic educational institutions seeking to nurture peaceful coexistence in diverse religious contexts.

The Role of Women’s Leadership In Islamic Elementary Schools: A Gender Perspective Study Aang Kunaepi; Yusuf Isnan; Nasikhin Nasikhin; Abdulraya Panaemalae
MUWAZAH : jurnal kajian gender Vol 16 No 2 (2024)
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/muwazah.v16i2.8650

This study examines the supporting and inhibiting factors of female leadership in Islamic elementary schools. This qualitative study collects data through in-depth interviews, observation, and documentation studies. The collected data was validated using triangulation and member checking, and then analyzed using the Miles and Huberman model. The selection of women to occupy essential positions in schools is based on their competence and experience. Women are given equal rights to develop curriculum managerial potential and abilities. As a result, female teachers increasingly have the same abilities and competencies, even better than men. The nature of women who are gentler, patient, detailed, and thorough is allegedly one of the reasons why leaders now prefer female teachers to be leaders in schools. Even so, good women's leadership competencies still experience obstacles to achieving the school's vision, such as; 1) Limited input of quality female human resources, 2) The inability of female leaders to condition their emotions when faced with the natural nature of women (during menstruation, pregnancy, and their obligations as wives and mothers), 3) work piling up, and 4) differences in perceptions between teachers Woman. However, these inhibiting factors can sometimes be countered by factors that support women's leadership, such as; 1) a supportive work environment, 2) a history of education that is linear with work, 3) adequate facilities and infrastructure, and 4) school regulations that support the concept of gender equality. The findings of this study refute previous opinions which stated that Islam is a religion that prohibits women from becoming leaders, but instead, this study provides new evidence that Islam is a religion that upholds the concept of gender equality.

Student Social Philosophy: Roles and Responsibilities in Society Intan Yunita; Nasikhin Nasikhin; Fihris Fihris
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 9, No 2 (2025): April -Juni
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v9i1.19628

This article discusses the role and responsibilities of students in society from the perspective of social philosophy. Students are seen as agents of change who have a great moral and intellectual responsibility in shaping a more just and sustainable society. The literature study approach is used to explore social philosophy concepts that are relevant to student participation in society. The results of the analysis show that the use of philosophical thinking as a basis for action by students, such as the concept of social justice according to John Rawls, Mahatma Gandhi's non-violent approach, and Paulo Freire's critical thinking, allows them to become more effective agents of change. Students are also involved in various social and political activities, such as protests, advocacy campaigns, volunteer activities, as well as participation in political movements, as a concrete form of their role as agents of social change. Challenges and obstacles students face, such as unsupportive authority reactions, risks of repression, and internal conflicts, are also discussed. Strategies to increase student roles and responsibilities, such as education and critical awareness, involvement in student organizations, community service programs, collaboration with external parties, and advocacy and social campaigns through social media, are proposed as measures to help students play a more active and effective role in building a more just, democratic, and sustainable society.

Menanggulangi dampak kekerasan seksual di pondok pesantren: Pendekatan psikoanalisis dalam konteks pendidikan Anggun Afri Listiana; Anjar Maulana Muhamad; Nasikhin Nasikhin; Fihris Fihris
SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Vol 11 No 1 (2025): February 2025
Publisher : LP2M Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/sosio.v11i1.18543

Sexual violence in Islamic boarding schools, religious-based educational institutions that emphasize moral and spiritual values, is a complex and concerning issue. These cases often lead to stigma that prolongs trauma for the victims. This research uses Sigmund Freud's psychoanalytic theory to analyze the causes and psychological impact of sexual violence, using a case study method. The research involves interviews with victims as well as psychoanalysts or counselors, and data analysis follows the Miles and Huberman method which includes data reduction, data presentation, and conclusion drawing. Sexual violence in Islamic boarding schools can take the form of kissing, hugging, or touching vital parts, often under the guise of affection or orders from authority figures. The psychological impact of victims can be severe, especially since many choose to remain silent. Psychological dynamics that are unconscious and embedded in the victim's subconscious require in-depth exploration. Sexual violence impacts the three psychological components: id, ego, and superego, resulting in repression of traumatic experiences into the subconscious, dissociation, and PTSD symptoms. Healing efforts can be made through exploration of the subconscious with free association, dream analysis, and identification and processing of internal conflicts. This method also involves transference and countertransference. This research is expected to enrich the understanding of the forms of sexual violence in Islamic boarding schools, the psychological mechanisms underlying the impact on victims, and relevant psychological interventions for healing.

Evaluation of TPACK Competencies Based on Gender, Education and Years in Teaching of Mathematics Lecturers in Indonesia Nana Sepriyanti; Sasmi Nelwati; Fatimah Zahrah; Musthofa Musthofa; Nasikhin Nasikhin
Tarbawi : Jurnal Ilmu Pendidikan Vol. 19 No. 2 (2023): Tarbawi : Jurnal Ilmu Pendidikan
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/tarbawi.v19i2.4590

This study evaluates the ability of mathematics lecturers in Indonesian universities to use TPACK (Technological Pedagogical Content Knowledge). It uses a Sequential Explanatory research method that integrates quantitative and qualitative approaches. The findings indicate that overall, the TPACK skills of mathematics lecturers in Indonesia are at a very good level (85,6%). The questionnaire data showed that the aspects of gender, length of teaching, and level of education had average scores of 85.2%, 85.5%, and 86.1%, respectively. Students' responses to lecturers' TPACK were also high, with an average questionnaire score of 85.1%. Further analysis showed no significant difference in the TPACK ability of mathematics lecturers based on gender, years of teaching, or level of education. However, partial analysis showed that female lecturers' CK and PK components were superior to male lecturers. This indicates a significant effect of gender partially on lecturers' TPACK. At the same time, the length of teaching and level of education does not have a significant impact either partially or jointly on the TPACK ability of mathematics lecturers in Indonesia. This study provides in-depth insights into the factors that influence the TPACK of mathematics lecturers, with important implications for professional development and improving the quality of learning in the Indonesian higher education context

Student Social Philosophy: Roles and Responsibilities in Society Intan Yunita; Nasikhin Nasikhin; Fihris Fihris
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 9, No 2 (2025): April -Juni
Publisher : Pascasarjana Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/er.v9i1.19628

This article discusses the role and responsibilities of students in society from the perspective of social philosophy. Students are seen as agents of change who have a great moral and intellectual responsibility in shaping a more just and sustainable society. The literature study approach is used to explore social philosophy concepts that are relevant to student participation in society. The results of the analysis show that the use of philosophical thinking as a basis for action by students, such as the concept of social justice according to John Rawls, Mahatma Gandhi's non-violent approach, and Paulo Freire's critical thinking, allows them to become more effective agents of change. Students are also involved in various social and political activities, such as protests, advocacy campaigns, volunteer activities, as well as participation in political movements, as a concrete form of their role as agents of social change. Challenges and obstacles students face, such as unsupportive authority reactions, risks of repression, and internal conflicts, are also discussed. Strategies to increase student roles and responsibilities, such as education and critical awareness, involvement in student organizations, community service programs, collaboration with external parties, and advocacy and social campaigns through social media, are proposed as measures to help students play a more active and effective role in building a more just, democratic, and sustainable society.

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