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All Journal Didaktika Religia Tapis : Jurnal Penelitian Ilmiah
Darwan Setyono, Darwan
Unknown Affiliation
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Ilmuwan Pemikiran Pendidikan: Membangun Kebiasaan Berpikir Ilmiah, Dinamis dan Kritis terhadap Persoalan-Persoalan di Seputar Pendidikan Islam Setyono, Darwan
Didaktika Religia Vol. 3 No. 1 (2015): June
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v3i1.155

Abstract

The paper highlights Islamic education which is the one organized by Islamic boarding schools and diniyah madrasah. Ministry of Religious Affairs also organizes education from Islamic elementary schools, Islamic junior high schools, Islamic senior high schools, and Islamic tertiary education. The curriculum is the assimilation of the public school curriculum and Islamic teachings. These all provide the basis of Islamic teachings and accommodating ideas developed by intellectuals outside of Islam. Islamic education can be seen from four models. They are textual salafi, traditionalmadzhabi, modernist, and non-modernist models. Ibn Khaldun, Langgulung Hasan, Hasan al-Banna, Harun Nasution, Hashim Ash'ari are then used as references in developing Islamic education so as to produce qualified generation.
Ilmuwan Pemikiran Pendidikan: Membangun Kebiasaan Berpikir Ilmiah, Dinamis dan Kritis terhadap Persoalan-Persoalan di Seputar Pendidikan Islam Setyono, Darwan
Didaktika Religia Vol. 3 No. 1 (2015): June
Publisher : Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v3i1.155

Abstract

The paper highlights Islamic education which is the one organized by Islamic boarding schools and diniyah madrasah. Ministry of Religious Affairs also organizes education from Islamic elementary schools, Islamic junior high schools, Islamic senior high schools, and Islamic tertiary education. The curriculum is the assimilation of the public school curriculum and Islamic teachings. These all provide the basis of Islamic teachings and accommodating ideas developed by intellectuals outside of Islam. Islamic education can be seen from four models. They are textual salafi, traditionalmadzhabi, modernist, and non-modernist models. Ibn Khaldun, Langgulung Hasan, Hasan al-Banna, Harun Nasution, Hashim Ash'ari are then used as references in developing Islamic education so as to produce qualified generation.
Kontribusi Minat Baca terhadap Pengetahuan Siswa pada Mata Pelajaran Pendidikan Sejarah Islam (PAI) Ghofir, Jamal; Setyono, Darwan
Tapis: Jurnal Penelitian Ilmiah Vol 5 No 1 (2021): Tapis : Jurnal Penelitian Ilmiah
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat of Universitas Islam Negeri Jurai Siwo Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/tapis.v5i1.3109

Abstract

Departing from the idea that reading interest has implications for the learning outcomes obtained by students. The initial provision in understanding learning material is the students reading comprehension ability. The aims of this research were to explain students' reading interest, and their knowledge achievement, and to find out the contribution of reading interest to the students' achievement of Islamic History Education subjects. This study employed an ex-post-facto quantitative approach. The subjects of this study were grade 9A students of SMP Negeri 2 Kerek, Tuban Regency. The data collection technique used was questionnaire and test. The data collected were analyzed by using the Simple Linear Regression data analysis technique. The results showed that reading interest had 46.90% a contribution to learning achievement of Islamic History Education. Meanwhile, the remaining 53.10% was affected by other factors. Furthermore, the significance test showed that the F value (26.47) was higher than the F table (4.17) at alpha (α) 5%. Thus, it explicitly concluded that students' reading interest has a significant contribution to the learning achievement of Islamic History Education subjects.
Co-Authors Jamal Ghofir, Jamal