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All Journal al-Iltizam: Jurnal Pendidikan Agama Islam Journal on Education Qiro'ah: Jurnal Pendidikan Agama Islam Ta'dib: Jurnal Pendidikan Islam At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Indonesian Journal of Innovation Studies Journal of Innovation and Research in Primary Education Tafahus: Jurnal Pengkajian Islam Action Research Journal Indonesia (ARJI) Quality : Journal of Education, Arabic and Islamic Studies Jurnal Media Akademik (JMA) Jurnal Pengabdian Masyarakat Intelektual: Jurnal Pendidikan dan Studi Keislaman

Zahra Rahmatika

Universitas Islam Negeri Raden Intan Lampung

Author-ID : 5824827

Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Guru PAI dan Moderasi Beragama di Sekolah Zahra Rahmatika
TAFAHUS: JURNAL PENGKAJIAN ISLAM Vol. 2 No. 1 (2022): TAFAHUS: Jurnal Pengkajian Islam
Publisher : Kopertais Wilayah XV Lampung

Religious moderation is built so that students have a neutral attitude, in the middle, not excessive and not extreme in viewing and behaving in religion. Seeing the current phenomenon, many generations find it easier to access various sources from social media platforms and so on, so that students easily waver in their beliefs and easily enter radicalism. Here the role of the Islamic Religious Education teacher here is indispensable in cultivating an attitude of religious moderation such as tawassuṫ (mengambil jalan tengah), tawāzun (harmony), i’tidāl (straight and firm), tasāmuḥ (tolerance), musāwah (egaliter), syūrā (discussion), iṣlāḥ (peace/reform), aulawiyyah (priority first), taṫawwur wa ibtikār (dynamic and innovative), dan tahaḍḍur (civilized). Therefore this study focuses on the discussion of the role of Islamic Religious Education teachers in building religious moderation in School.

Mengintegrasikan Kecintaan Budaya Lokal dan Moderasi Beragama melalui Kurikulum Muatan Lokal Listiyani Siti Romlah; Zahra Rahmatika; Rahmad Purnama; Istiazah Ulima Hakim
TAFAHUS: JURNAL PENGKAJIAN ISLAM Vol. 3 No. 1 (2023): TAFAHUS: Jurnal Pengkajian Islam
Publisher : Kopertais Wilayah XV Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58573/tafahus.v3i1.38

This journal explores the integration between building love for local culture and promoting religious moderation through the implementation of the Local Content Curriculum. This study aims to highlight the importance of incorporating local cultural values and religious teachings into the curriculum to shape students' appreciation of their cultural heritage and promote a balanced understanding of religious practices. This type of research is descriptive qualitative research, using interviews, observation, and documentation, as well as questionnaires, to test the effectiveness of the integration of these elements in the local content curriculum and its impact on students' attitudes towards local culture and religious tolerance. The findings of this research contribute to the discussion on curriculum development by emphasizing the importance of strengthening cultural identity and encouraging the harmonious life of diverse religious beliefs in educational settings. This study concludes with recommendations for education policymakers and curriculum developers to enhance local cultural integration and religious moderation through local content curricula, promoting a holistic educational approach that celebrates cultural diversity and religious harmony.

PERAN GURU PAI DALAM PELAKSANAAN SHALAT DHUHA PADA PESERTA DIDIK DI SMA Istiazah Ulima Hakim; Era Octafiona; Uswatun Hasanah; Zahra Rahmatika; Erni Yusnita
Qiro'ah : Jurnal Pendidikan Agama Islam Vol 13 No 1 (2023): Qiroah: Jurnal Pendidikan Agama Islam
Publisher : Fakultas Tarbiyah Institut Ilmu Al-Qur'an (IIQ) Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

An interesting phenomenon was discovered by researchers when conducting preresearch at SMA Negeri 1 Way Tenong, namely the Duha prayer by students in theschool prayer room even. though at that time the school was under renovation andlearning was divided into two sessions. They follow different extracurriculars. Inaddition, there is no school program that regulates the Duha prayer. As a school with ageneral education type, this phenomenon has attracted the attention of researchers. Thefacts on the ground strongly indicate that the PAI teacher is behind the scenes of theDhuha prayer of students. The type of research in this research is descriptive qualitativefield. This research uses a purposive sampling technique to determine informants. Datacollection techniques used are observation, interviews, and documentation. To test thevalidity of the data, researchers used source, technique, and time triangulation. Theresults showed that PAI teachers at SMA Negeri 1 Way Tenong played a role asorganizers, motivators, and facilitators in the implementation of Dhuha prayers for theirstudents.

Upaya Guru PAI untuk Meningkatkan Literasi Keamanan Digital di SMPN 2 Jati Agung Beti Susilawati; Juni Hartiwi; Zahra Rahmatika; Ais Istiana
Journal on Education Vol 6 No 2 (2024): Journal on Education: Volume 6 Nomor 2 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i2.5252

Digital security literacy is a concept and effort to give protection to the assets and digital information. The higher the information technology development, the more the use of tool and digital technology. Since the number of data theft, online fraud, and the hacking of data system increase day by day, the all users need to have competency in digital security. The role of Islamic education teachers as educators are not only to share knowledge, but they also have to be able to keep the environment around and the ability for teachers as skying on cyber world. Teachers should be literated with digital security as long they do the learning process. Based on the problems above, the writers aimed to know the efforts of teachers in increasing the competency of the teachers in using the digital security. This research used qualitative method, and it used observation, speech training, and simulation/direct practice in collecting the data. The result of research indicated that the Islamic education teachers are able to employ the digital information (E-resources) via internet access by using google application to seek the legal learning sources. The teachers are also able to use google form, google document, whatsapp and facebook well and safely.

PENANAMAN NILAI RELIGIUS MELALUI PROGRAM INFAQ SUSANTI, AGUS; RAHMATIKA, ZAHRA; ISTIANA, AIS; ARAFAH, ABDUL LATIEF ARUNG
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 4 No. 1 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v4i1.2743

The acceleration of globalization has led to the emergence of traits of wanting to reveal one's identity, such as wealth and arrogance. This also happens in educational institutions, especially in schools, so it is necessary to instill religious values by the school, one of which is through infaq. This research aims to analyze the instillation of religious values and determine the supporting and inhibiting factors in instilling religious values through student donations at MA Bandar Lampung. This research uses descriptive qualitative methods, and uses source triangulation and technical triangulation in data collection. The results of the research show that in MA Bandar Lampung implements infaq using two methods: through the smart Islamic boarding school application for infaq and cash payments. The fees collected every week are 150-300 thousand rupiah and are used for social activities such as natural disasters and bereavement at school. In its implementation, the cultivation of religious values through infaq at MA Bandar Lampung is supported by students' explanations regarding infaq from the moment they enter school and continuous habituation is carried out by the school. Infaq planting is also supported by several factors, namely: reminders from the infaq committee, support from parents with financial adequacy and high awareness. The factor that hinders the process of instilling religious values through infaq is the lack of pocket money for some students so that the amount of infaq results is small. ABSTRAKPercepatan globalisasi menyebabkan munculnya sifat ingin memunculkan jati diri seperti harta dan kesombongan. Inipun terjadi di lembaga pendidikan khususnya di sekolah sehingga diperlukan penanaman nilai religius oleh pihak sekolah salah satunya melalui infaq. Penelitian ini bertujuan untuk menganalisa penanaman nilai religius serta mengetahui faktor pendukung dan penghambat dalam penanaman nilai religius melalui infaq siswa di MA Bandar Lampung. Penelitian ini menggunakan metode kualitatif deskriptif, dan menggunakan triangulasi sumber dan triangulasi teknik dalam pengumpulan datanya. Hasil penelitian menunjukkan bahwa di MA Bandar Lampung menerapkan infaq menggunakan dua cara : melalui aplikasi smart pesantren untuk berinfaq dan pembayaran cash. Biaya yang terkumpul setiap minggunya yakni 150-300 ribu rupiah dan digunakan untuk kegiatan sosial seperti bencana alam, dan duka di sekolah. Dalam pelaksanaannya penanaman nilai religius melalui infaq di MA Bandar Lampung didukung oleh penjelasan siswa mengenai infaq sejak awal masuk ke sekolah dan dilakukan pembiasaan terus menerus oleh pihak sekolah. Penanaman infaq juga didukung oleh beberapa faktor yaitu : adanya reminder dari panitia infaq, adanya dukungan dari orang tua dengan kecukupan finansial serta kesadaran tinggi. Adapun faktor yang menghambat proses penanaman nilai religius melalui infaq yaitu kurangnya uang jajan pada sebagian siswa sehingga jumlah hasil infaq kecil.

KURIKULUM MERDEKA BELAJAR PADA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM RAHMATIKA, ZAHRA; SUSANTI, AGUS; SUSILAWATI, BETI; ARAFAH, ABDUL LATIEF ARUNG; HARTIWI, JUNI
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 4 No. 1 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v4i1.2745

This research departs from the phenomenon of the independent learning policy which has just been promoted by the Ministry of Education. Educational policy is a decision made by the government in the field of education as a response to educational problems that occur in society. Problems that often occur in learning are generally related to conventional learning patterns used by teachers. This pattern is enough to make students feel bored easily. Improving the quality of education will not have a significant effect without quality teachers. Therefore, it is important to implement learning in Islamic Religious Education (PAI) subjects by Islamic religious education teachers based on good concepts, in this case as developing innovation so that the expected learning objectives can be achieved. This research was conducted to determine the implementation of the Independent Learning Curriculum in Islamic Religious Education learning. This research uses a qualitative research approach. The population and sample in this study were PAI teachers. Data collection techniques were carried out by means of observation, interviews and documentation. To test the validity of the data, researchers used triangulation techniques, namely, source triangulation, technique triangulation and time triangulation. The results of this research show that the implementation of the independent learning curriculum in Islamic Religious Education learning has been carried out well. In the implementation process, it is known that there are efforts to plan, implement and evaluate schools in responding to and implementing the implementation of the Merdeka Belajar curriculum. In implementing the independent learning curriculum, there is an obstacle factor, namely the lack of understanding by teachers and students regarding what the independent learning curriculum is. ABSTRAKPenelitian ini berangkat dari fenomena kebijakan merdeka belajar yang baru digaungkan oleh Kementerian Pendidikan. Kebijakan pendidikan merupakan sebuah keputusan yang dibuat oleh pemerintah dalam bidang pendidikan sebagai respon dari masalah-masalah pendidikan yang terjadi di masyarakat. Masalah yang sering terjadi dalam pembelajaran umumnya berkaitan dengan pola pembelajaran konvensional yang digunakan oleh guru. Pola tersebut cukup membuat siswa mudah merasa bosan. Meningkatkan mutu pendidikan tidak akan berpengaruh secara signifikan tanpa guru yang berkualitas. Oleh karena itu pentingnya implementasi pembelajaran pada mata pelajaran PAI (Pendidikan Agama Islam) oleh guru pendidikan agama islam didasari dengan konsep yang baik, dalam hal ini sebagai pengembangan inovasi sehingga bisa tercapainya tujuan pembelajaran yang diharapkan. Penelitian ini dilakukan untuk mengetahui implementasi Kurikulum Merdeka Belajar pada pembelajaran Pendidikan Agama Islam. Penelitian ini menggunakan pendekatan penelitian kualitatif. Populasi dan sampel dalam penelitian ini adalah guru PAI. Teknik pengumpulan data dilakukan dengan cara observasi, wawancara dan dokumentasi. Untuk menguji keabsahan data, peneliti menggunakan teknik triangulasi yaitu, triangulasi sumber, triangulasi teknik dan triangulasi waktu. Hasil penelitian ini didapat implementasi kurikulum merdeka belajar pada pembelajaran Pendidikan Agama Islam sudah dijalankan dengan baik. Dalam proses implementasinya diketahui bahwa, terdapat upaya perencanaan, pelaksanaan dan evaluasi sekolah dalam menyikapi dan melaksanakan implementasi kurikulum Merdeka Belajar. Dalam implementasi kurikulum merdeka belajar terdapat faktor kendala yaitu kurangnya pemahaman guru dan siswa terkait apa itu kurikulum merdeka belajar.

PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK KONSEP DIRI POSITIF (SELF CONCEPT) PADA PESERTA DIDIK SUSILAWATI, BETI; RAHMATIKA, ZAHRA; SUSANTI, AGUS; IRAWAN, RUDY; AMELIA, HANI
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 4 No. 3 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v4i3.3164

This research is a qualitative research conducted in the form of a case study. The research location is at SMA Gajah Mada Bandar Lampung. The data sources are homeroom teachers, parents of students, and Islamic religious education (PAI) subject teachers. Data collection techniques are observation and interviews. Data were obtained from various sources using different data collection techniques (triangulation). The results of this study indicate that: (1) The self-concept of students at SMA Gajah Mada Bandar Lampung is divided into two, namely students who have negative self-concepts and students who have positive self-concepts. (2) Factors that shape the self-concept of students at SMA Gajah Mada Bandar Lampung, namely parental education, social environment, entertainment, and electronic sophistication. (3) The role of Islamic Religious Education teachers in forming students' self-concept in SMA Gajah Mada Bandar Lampung students is through Islamic Religious Education learning in class, namely by reading the Quran before learning begins, memorizing short surahs, creating a fun class, increasing motivation, creating a humorous atmosphere, calling students who are embarrassed to appear, reflecting on the lessons that have been taught. As for outside the classroom, namely by carrying out religious activities, digging up information about students, observing students, providing exclusive guidance, implementing congregational prayers, and utilizing time to read the Quran. ABSTRAKPenelitian ini merupakan penelitian kualitatif yang dilakukan dalam penelitian dalam bentuk studi kasus. Lokasi penelitian terletak pada SMA Gajah Mada Bandar Lampung. Sumber datanya adalah guru wali kelas, orang tua peserta didik, dan guru mata pelajaran pendidikan agama islam (PAI). Teknik pengumpulan data yaitu observasi dan wawancara. Data diperoleh dari berbagai sumber dengan menggunakan teknik pengumpulan data yang berbeda-beda (triangulasi). Hasil penelitian ini menunjukkan bahwa: (1) Self concept peserta didik pada SMA Gajah Mada Bandar Lampung, terbagi dua yaitu peserta didik yang memiliki konsep diri negatif dan peserta didik yang memiliki konsep diri positif. (2) Faktor yang membentuk self concept peserta didik pada SMA Gajah Mada Bandar Lampung, yaitu pendidikan orang tua, lingkungan sosial, tontonan, serta kecanggigihan elektronik. (3) Peran yang dilakukan oleh guru PAI dalam membentuk self concept peserta didik pada peseta didik SMA Gajah Mada Bandar Lampung adalah melalui pembelajaran PAI dikelas yaitu dengan melakukan kegiatan membaca Al Quran sebelum pembelajaran dimulai, menghafal surah pendek, menciptakan kelas yang menyenangkan, meningkatkan motivasi, menciptakan suasana humor, memanggil peseta didik yang malu untuk tampil, merefleksi kembali pelajaran yang telah diajarkan. Adapun di luar kelas yaitu dengan melakukan kegiatan-kegiatan keagamaan, menggali informasi mengenai peserta didik, melakukan pengamatan terhadap peserta didik, melakukan bimbingan secara eksklusif, pelaksanaan shalat berjamaah, serta pemanfaatan waktu untuk membaca Al Quran.

PROBLEMATIKA PEMBELAJARAN PAI DI SMP SUSANTI, AGUS; RAHMATIKA, ZAHRA
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 4 No. 3 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v4i3.3168

Education is a very important basis in the learning process of students in increasing intelligence, skills, and improving character to advance the nation. Islamic religious education is education in the form of teaching or guidance to students so that they can understand, appreciate and practice it in everyday life and make it a way of life. The aim of this research is to define the problems of learning Islamic Religious Education at SMP. This research uses descriptive qualitative methods. Data collection techniques used in research include observation, interviews and documentation. Meanwhile, data analysis in this research uses qualitative analysis, namely data reduction, data presentation, and drawing conclusions. The results of this research provide information that the problems of learning Islamic Religious Education are that students lack focus in learning, they are not fluent in reading the Koran, they lack awareness in carrying out fardhu prayers and fasting during Ramadhan, teachers do not use learning media, and the environment of parents and a society that lacks support, lacks attention and control from parents, does not have a good religious background, and is in a homogenous society that is less religious. ABSTRAKPendidikan menjadi dasar yang begitu esensial dalam kegiatan belajar peserta didik dalam meningkatkan kecerdasan, keterampilan, serta meningkatkan budi pekerti untuk memajukan bangsa. Pendidikan Agama Islam merupakan pendidikan berupa pengajaran atau bimbingan supaya mengerti, menghayati, dan mengamalkannya dalam kesehariannya serta menjadikannya sebagai pandangan hidup. Tujuan dari penelitian ini mendefinisikan problematika pembelajaran Pendidikan Agama Islam di SMP. Metode yang digunakan dalam penelitian ini yaitu kualitatif deskriptif. Data yang dikumpulkan dalam penelitian ini menggunakan teknik observasi, wawancacra, dan dokumentasi. Sedangkan analisis data penelitian ini dengan analisis kualitataif yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini mendapatkan informasi menegenai problematika pembelajaran Pendidikan Agama Islam yaitu peserta didik kurang fokus ketika mengikuti pembelajaran, kurang lancar membaca Al-Qur’an, kurang kesadaran dalam melaksankan sholat fardu dan puasa ramadhan, guru tidak menggunakan media pembelajaran, dan lingkungan orang tua dan masyarakat yang kurang mendukung, kurang perhatian dan kontrol orang tua, tidak memiliki latar belakang agama yang baik, dan berada dilingkungan masyarakat homogen yang kurang agamis.

RELEVANSI KECERDASAN EMOSIONAL TERHADAP HASIL BELAJAR PAI DI ERA 5.0 RAHMATIKA, ZAHRA; SUSILAWATI, BETI
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 4 No. 3 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v4i3.3169

Emotional Intelligence (EQ) can have significant relevance to the learning outcomes of Islamic Religious Education (PAI) in the 5.0 era. Islamic Religious Education not only covers cognitive aspects, but also emotional and social aspects. Here are some ways in which emotional intelligence can influence PAI learning outcomes, namely; Self-awareness, Emotional Management, Self-motivation, empathy, social skills, and wisdom in decision making. A person's emotional intelligence greatly influences their mindset in acting. So that there is an influence on the relationship between emotional intelligence and PAI learning outcomes in schools. This study aims to determine the relevance of emotional intelligence to PAI learning outcomes. The method used in this study is descriptive analysis, with a quantitative approach using sampling techniques. The data collection method uses observation, questionnaires and documentation. The analysis technique used is multiple linear regression. The results of this study are that emotional intelligence has a positive and significant effect on PAI learning outcomes based on the analysis obtained Fcount = 4.49> Ftable = 3.28 with a significance level of 5% for the number of respondents (N) of 36. ABSTRAKKecerdasan Emosional (Emotional Intelligence atau EQ) dapat memiliki relevansi yang signifikan pada hasil belajar Pendidikan Agama Islam (PAI) di era 5.0. Pendidikan Agama Islam tidak hanya mencakup aspek kognitif, tetapi juga aspek emosional dan sosial. Berikut adalah beberapa cara di mana kecerdasan emosional dapat memengaruhi hasil belajar PAI yaitu; Pemahaman Diri (Self-awareness), Mengelola Emosi (Emotional Management), Motivasi Diri (Self-motivation), empati, keterampilan social, dan kebijaksanaan dalam pengabilan keputusan. Kecerdasan emosional seseorang sangat mempengaruhi pola pikirnya dalam bertindak. Sehingga berpengaruh adanya hubungan kecerdasan emosional dengan hasil belajar PAI di sekolah. Penelitian ini bertujuan utuk mengetahui relevansi kecerdasan emosional terhadap hasil belajar PAI. Metode yang digunakan dalam penelitian ini adalah analisis deskriptif, dengan pendekatan kuantitatif dengan menggunakan teknik sampling. Metode pengumpulan data menggunakan observasi, angket dan dokumentasi. Teknik analisis yang digunakan adalah regresi linier ganda. Hasil penelitian ini adalah Kecerdasan emosional berpengaruh positif dan signifikan terhadap hasil belajar PAI berdasarkan analisis diperoleh Fhitung = 4,49>Ftabel = 3,28 dengan taraf signifikansi 5% untuk jumlah responden (N) sebanyak 36.

Mengeksplorasi Hubungan Kompetensi Kepribadian Guru PAI dan Akhlak Siswa di Era 5.0 Hasanah, Ida Faridatul; Asih, Salma Pitri; Hasanah, Uswatun; Verawati, Heni; Rahmatika, Zahra
TA'DIB: JURNAL PENDIDIKAN ISLAM Vol 13, No 1 (2024): Ta'dib: Jurnal Pendidikan Islam
Publisher : Pusat Penerbitan Universitas (P2U) Unisba

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/tjpi.v13i1.13565

Tujuan dari penelitian ini adalah untuk menyelidiki korelasi antara kompetensi kepribadian guru Pendidikan Agama Islam (PAI) dengan perilaku akhlak siswa di era 5.0 yang ditandai dengan berkembangnya teknologi semakin cepat dan pergeseran paradigma pendidikan. Kompetensi kepribadian guru PAI di dalamnya memiliki nilai-nilai agama, etika, dan moralitas yang memainkan peran penting dalam akhlak siswa yang berintegritas. Penelitian ini mengadopsi penelitian kuantitatif dengan metode penelitian korelasional. Populasi studi melibatkan130 siswa dari 4 kelas, sedangkan sampel yang digunakan terdiri dari 57 siswa . Hasil penelitian ini ialah 1) berdasarkan analisis statistik menunjukkan bahwa H0 ditolak dan Ha diterima, namun keterkaitan tersebut dapat dikategorikan sebagai lemah. Ini disebabkan oleh fakta bahwa kontribusi kompetensi kepribadian guru terhadap pembentukan akhlak siswa hanya sebesar 11,6%, sedangkan 88,4% sisanya dipengaruhi oleh faktor-faktor lain. 2) Di era 5.0 guru hendaknya mengintegrasikan nilai-nilai karakter dan moral dalam setiap aspek pembelajaran serta menciptakan lingkungan yang mendukung perkembangan akhlak siswa. Sehingga memiliki implikasi terhadap perkembangan akhlak siswa. Dengan demikian, dapat disimpulkan bahwa terdapat korelasi antara kompetensi kepribadian guru PAI dengan akhlak siswa dalam konteks Era 5.0. Selain itu perlunya pengembangan pelatihan peningkatan kompetensi kepribadian guru PAI serta dukungan kerjasama antara guru PAI, orang tua, dan stakeholder pendidikan lainnya dalam membentuk akhlak siswa yang kuat dan adaptif dalam menghadapi tantangan zaman modern.

Co-Authors Abdul Latief Arung Arafah Afriani, Gusma Agus Susanti Ais Istiana Amelia, Hani Andika Eko Prasetiyo Asfahani, Asfahani Asih, Salma Pitri Baharudin Baharudin Baharudin Baharudin Baharudin Bahri, Saiful Era Octafiona Erni Yusnita Fajar Yanto Hasibuan Fajrin, Dewi Fortuna Heni Verawati Ida Faridatul Hasanah Imam Syafe’i Imam Syafe’I Irawan, Rudy ISTIANA, AIS Istiazah Ulima Hakim Istihana Istiqomah Isti’ana, Ais Juni Hartiwi Juni Hartiwi Kholifah Lestari Lusi Putri Pratiwi Mohamad Fauzan Adima Muhammadong Nena Ayu Agustin Nurfuad, Muhamad NURUL AZIZAH Paksi Tri Nugraha Putra, Egis Permana Qhanita Deza Qat Rahmad Purnama Risa Nalwi Fatimah Romlah Sabrina, Qonita Saro’i, Mohammad Seyla Rismawati Susilawati, Beti Syafe’I, Imam Thoriq Vico Ardana Umi Hijriyah Umi Hijriyah Uswatun Hasanah Uswatun Hasanah Wan Jamaluddin Z Yudha Kapindo

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