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All Journal Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Jurnal Ilmiah Peuradeun SAMARAH: Jurnal Hukum Keluarga dan Hukum Islam Imtiyaz : Jurnal Ilmu Keislaman Jurnal Ilmiah Al-Mu'ashirah: Media Kajian Al-Qur'an dan Al-Hadits Multi Perspektif At-Tarbawi : Jurnal Pendidikan, Sosial dan Kebudayaan Fitrah: International Islamic Education Journal Ulumuna At-Thullab : Jurnal Mahasiswa Studi Islam Educator Development Journal Al-Muhith : Jurnal Ilmu Qur'an dan Hadits Al-Atsar Jurnal Ilmu Hadits Jurnal Pengembangan Profesi Guru dan Dosen CARONG: Jurnal Pendidikan, Sosial dan Humaniora El Nubuwwah Jurnal Studi Hadis
Safrina Ariani
Universitas Islam Negeri Ar-Raniry Banda Aceh
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Neuroscience Social Sciences Other

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The Effectiveness of Problem Based Learning Model in Improving Students' Conceptual Understanding in Islamic Education Learning Ariani, Safrina
Jurnal Pengembangan Profesi Guru dan Dosen Vol. 1 No. 1 (2024): JUNE 2024
Publisher : Barkah Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63228/jppgd.v1i1.6

Abstract

This study aims to improve students' conceptual understanding ability by applying the problem based learning model. This study is a classroom action research. The subjects of this study were elementary school students. Data were collected using observation and test techniques. The collected data were analyzed using descriptive statistical techniques. The results of the study indicate that the use of the problem based learning model can improve the learning outcomes of Islamic Religious Education on the material of Asmaul Husna examples in grade IV students of SDN 15 Meulaboh, Johan Pahlawan District, West Aceh Regency. Furthermore, there is a comparison of the increase in the average value of the learning outcome test in each cycle, namely in the initial condition the average value was only 80.66% with learning completeness only reaching 74.3%. After being given action in cycle I, the average value of students increased to 85.00% with learning completeness reaching 92.3%. In cycle II the average value increased again. Based on these results, the problem based learning model can be used as an alternative model in an effort to overcome the problem of low students' conceptual understanding ability.
IMPLEMENTASI MEDIA PEMBELAJARAN DALAM PERSPEKTIF HADIS tarmizi, Ahmad Syauky; Nurmila; Safrina Ariani
At-Thullab : Jurnal Mahasiswa Studi Islam Vol. 7 No. 2 (2025): Ahwal Syakhsiyah, Pendidikan Agama Islam, Ekonomi Islam
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/tullab.vol7.iss2.art10

Abstract

Dalam dunia pendidikan, guru dituntut agar mampu menggunakan media pembelajaran, yang mengikuti perkembangan zaman, dan sesuai dengan kondisi siswa. Nabi saw dalam mendakwahkan ajarannya sudah menggunakan media, meski masih sederhana. Artikel  ini bertujuan untuk menggambarkan penggunaan media dalam perspektif hadis. Artikel ini menggunakan metode deskriptif yang berusaha untuk menggambarkan kesesuaian teori tentang media pembelajaran dengan penggunaan media dalam Hadis. Data dikumpulkan melalui buku , kemudian di analisis dengan dideskripsikan. Penelitian menemukan bahwa banyak hadis-hadis nabi yang sejalan dengan teori tentang penggunaan media di zaman sekarang seperti penggunan media audio, visual, sampai kepada media pembelajaran yang dapat diimplementasikan dalam pembelajaran. Diharapkan setelah membaca tulisan ini, guru semakin memahami betapa pentingnya penggunaan media dalam pandangan Islam. Karena dengan menggunakan media yang tepat, tujuan pembelajaran dapat tercapai dengan baik.
MEMAHAMI HADIS-HADIS MUKHTALIF Nurul Izza, Nadhira; Ariani, Safrina; Agustina, Restika
AL-ATSAR: Jurnal Ilmu Hadits Vol 3 No 1 (2025): AL-ATSAR : Jurnal Ilmu Hadits
Publisher : Sekolah Tinggi Dirasat Islamiyah Imam Syafi'i Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37397/al-atsarjurnalilmuhadits.v3i1.813

Abstract

  Conflicting hadiths are those that seemingly contradict one another in meaning or content. This presents a hurdle in hadith scholarship. This research emphasizes the significance of comprehending competing hadiths to uphold the legitimacy of Islamic teachings and avert misunderstandings within the society. This research aims to investigate and elucidate the diverse methodologies employed by scholars in addressing conflicts among hadiths. The employed research method is a library study, utilizing data gathered from literature, hadith texts, and pertinent scholarly papers. The research findings suggest that the criterion for the existence of conflicting hadiths entails the presence of two or more acceptable hadiths that seem to contradict one another. The solution of conflicting hadiths encompasses: 1) Compromise (al-jam’u wa al-tawfiq), 2) An ushul fiqh approach, 3) Correlational understanding, 4) Contextual understanding (considering asbabul wurud), 5) Abrogation (naskh), 6) A Tarjih approach, and 7) A Tawwaqquf fi al-ibadah approach. In conclusion, a profound comprehension of the context, sanad, and matan of hadith is essential for attaining a thorough knowledge of the teachings of Prophet Muhammad (peace be upon him). This research hopes to significantly improve the study of hadith and act as a reference for the community in resolving discrepancies stemming from hadith texts. Keywords: Hadith, Mukhtalif, solution Methods.
Integrasi Pendekatan Tekstual dan Kontekstual terhadap Hadis Sahih di Era Modern Syauky, Ahmad; Nurmila, Nurmila; Ariani, Safrina
El Nubuwwah Jurnal Studi Hadis Vol. 3 No. 1 (2025): Volume 3 No. 1 June 2025
Publisher : Prodi Ilmu Hadis Fakultas Ushuluddin dan Dakwah Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/elnubuwwah.v3i1.18985

Abstract

Understanding ṣaḥīḥ ḥadīths has remained a critical methodological discourse in both classical and contemporary Islamic studies. Two major hermeneutical approaches—textual and contextual—are central to this discourse. The textual approach emphasizes a literalist reading of the ḥadīth text in order to preserve the authenticity and sanctity of the Prophet Muhammad’s teachings. In contrast, the contextual approach considers the socio-historical and cultural background in which a ḥadīth was transmitted, thereby enabling its normative messages to remain relevant to contemporary realities. This article addresses the methodological question of how these two interpretative approaches can be integrated to respond to the dynamic challenges of modern Muslim life.This study employs a qualitative-descriptive method using a library research model. The primary sources include both classical ḥadīth compilations and contemporary scholarly literature. Selected ṣaḥīḥ ḥadīths that are often debated between textualist and contextualist interpretations are analyzed to demonstrate the theoretical implications of both approaches. Findings indicate that the textual and contextual approaches are not inherently contradictory but rather complementary. The textual method safeguards the transmissional integrity (riwāyah) of the ḥadīth, while the contextual approach ensures that its meanings (dirāyah) can be appropriately situated within evolving socio-cultural frameworks. The integration of both provides a more balanced and comprehensive understanding of Prophetic traditions. In conclusion, a synthesis between textual fidelity and contextual relevance is essential to interpret ḥadīths holistically. This integrative framework is proposed as a viable model for contemporary ḥadīth interpretation that is both normatively authentic and socially responsive.
KOMPETENSI SOSIAL GURU DALAM PERSPEKTIF HADITS Yus, Sulhan; Mariati; Ariani, Safrina
IMTIYAZ: Jurnal Ilmu Keislaman Vol. 9 No. 2 (2025): Juni
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/imtiyaz.v9i2.1803

Abstract

Social competence is the ability of a teacher who is able to interact with people around him, both with fellow teachers, students, education personnel and also the surrounding community. Social competence is often not considered important by teachers because it is not directly related to the implementation of learning, so there are teachers who show less mastery of social competence. The purpose of this study is to explore the hadiths of the Prophet that intersect with the social competence of teachers. The research method used in this research is a qualitative approach library research model. Data collection through collecting various kinds of literature such as hadith books, articles, and books. The results showed that there are several hadiths that contain social competencies that must be possessed by all teachers, in order to become an ideal teacher for himself, his students, student guardians and also the surrounding community. Like the hadith narrated by Bukhari where, teachers who are patient with the disturbances they receive from social interactions, are better than teachers who avoid associating with their social environment. Then the hadith narrated by Ad-darimi which emphasizes the importance of teachers not looking down on others and not utilizing their knowledge only for the benefits of the world. Given that one of the requirements for being a professional teacher is to have social competence, it is fitting that every teacher master social competence in order to be able to become a professional teacher.
Peserta Didik dalam Perspektif Hadis: Analisis Hadis “Man Yurid Allahu Khairan Yufaqqihhu fi ad-Din” Fitri, Irhamni; Syabuddin; Ariani, Safrina
CARONG: Jurnal Pendidikan, Sosial dan Humaniora Vol. 2 No. 2 (2025): APRIL: Sosial Studies
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/s33s1x03

Abstract

Penelitian ini bertujuan untuk mengkaji makna hadis Nabi Muhammad SAW “مَنْ يُرِدِ اللَّهُ بِهِ خَيْرًا يُفَقِّهْهُ فِي الدِّينِ” yang menyatakan bahwa "barangsiapa yang Allah inginkan kebaikan padanya, Dia akan memberinya pemahaman dalam agama" serta menganalisis pengaruhnya dalam konteks pendidikan siswa. Pesan dari hadis ini menekankan bahwa pemahaman agama adalah bentuk kebaikan yang diinginkan oleh Allah untuk setiap hamba-Nya. Di dalam bidang pendidikan, khususnya pendidikan Islam, memiliki pemahaman agama yang mendalam atau tafaqquh fi al-din sangat krusial dalam membentuk karakter, akhlak, dan kesadaran spiritual peserta didik. Penelitian ini menerapkan pendekatan kualitatif deskriptif dengan menggunakan metode studi literatur. Temuan menunjukkan bahwa siswa yang menunjukkan motivasi dan kesiapan dalam mempelajari ajaran agama sedang dalam perjalanan meraih kebaikan dari Allah. Oleh karena itu, para pendidik harus membimbing proses pembelajaran agama agar lebih reflektif, sesuai konteks, dan mengena pada dimensi spiritual para siswa. Hadis ini juga menjadi landasan untuk motivasi spiritual, mengingat proses belajar agama merupakan bagian dari kehendak dan kasih sayang Allah SWT.
Materi Pendidikan Islam dalam Perspektif Hadis Dewi, Cut; Azhima, Fauzan; Ariani, Safrina
Al-Muhith: Jurnal Ilmu Qur'an dan Hadits Al-Muhith Vol. 4, No. 1 (2025)
Publisher : Sekolah Tinggi Ilmu Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v4i1.5097

Abstract

Penelitian ini membahas materi pendidikan Islam dari perspektif hadis, sebagai sumber ajaran yang memberikan fondasi spiritual, intelektual, dan moral dalam sistem pendidikan Islam. Dalam konteks ini, hadis Nabi Muhammad SAW tidak hanya berfungsi sebagai penguat Al-Qur’an, tetapi juga sebagai panduan praktis dalam merancang materi pendidikan yang relevan dengan perkembangan zaman. Penelitian ini menggunakan pendekatan kualitatif jenis studi kepustakaan dengan analisis isi terhadap teks-teks hadis klasik dan kontemporer. Hasil kajian menunjukkan bahwa materi pendidikan Islam yang berlandaskan hadis mencakup tiga aspek utama: tauhid, fiqih, dan tasawuf. Ketiganya memiliki peran signifikan dalam pembentukan karakter peserta didik yang berakhlak mulia, memiliki kedalaman spiritual, serta pemahaman agama yang utuh. Tauhid mengajarkan nilai keesaan Allah dan membentuk fondasi iman, fiqih memberikan pemahaman hukum syariat, sementara tasawuf menanamkan nilai-nilai keikhlasan dan kesadaran spiritual. Penelitian ini juga menyoroti pentingnya keseimbangan antara aspek kognitif, afektif, dan spiritual dalam kurikulum pendidikan Islam. Integrasi hadis dalam materi ajar bukan hanya memperkuat landasan normatif pendidikan, tetapi juga memperkaya metode dan tujuan pembelajaran agar lebih kontekstual dan aplikatif. Oleh karena itu, hasil penelitian ini penting untuk dijadikan referensi dalam pengembangan kurikulum dan metode pembelajaran yang berorientasi pada pembentukan karakter Islami secara menyeluruh.
Jenis Pendidikan Nonformal di Indonesia Muhammad, Ismail; Ariani, Safrina; Idris, Aisyah
Educator Development Journal Vol. 2 No. 2 (2024): Eduator Development Journal
Publisher : Fakultas Tarbiyah dan Keguruan UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/edj.v2i2.5808

Abstract

Pendidikan nonformal adalah pendidikan penting yang berkembang sebagai sarana peningkatan pengetahuan dan ketrampilan masayarakat. Namun banyak kalangan yang belum memahami apa yang dimaksud dengan pendidikan nonformal dan apa saja jenis pendidikan nonformal di Indonesia. Artikel ini akan mengulas tentang dua persoalan di atas dengan menggunakan metode library research. Hasil kajian mendeskripsikan bahwa 1) Pendidikan nonformal, menurut UU, No. 20, 2003 adalah "jalur pendidikan di luar pendidikan formal yang dapat dilaksanakan secara terstruktur dan berjenjang", atau pendidikan tambahan yang diselenggarakan oleh masyarakat untuk menyempurnakan pengetahuan, ketrampilan dan pendidikan ketrampilan dan norma/nilai bagi masyarakat, sesuai kebutuhan. 2) Pendidikan nonformal terbagi kepada dua kelompok besar, yaitu pendidikan nonformal umum dan pendidikan nonformal keagamaan. Pendidikan nonformal umum yang berkembang di Indonesia adalah: (a) Pendidikan Anak Usia Dini (PAUD) dalam bentuk kelompok bermain, tempat penitipan anak, dll). (b) Pendidikan Aksara, misalnya yang dilaksanakan untuk membasmi buta huruf, (c) Pendidikan keahlian, atau disebut juga pendidikan profesi, (d) Taman bacaan Masyarakat, (e) Pendidikan Pemuda, (f) Pemberdayaan Perempuan. Adapun pendidikan nonformal keagamaan (Islam) yaitu (a) Taman Pendidikan al-Quran, (b) Pengajian Reguler (mingguan atau bulanan), (c) Madarash Diniyah Ta’limiyah. (d) Kegiatan Ibadah berbasis tempat ibadah.
The Development of KKNI-Based Curriculum at the Arabic Language Education Programs in Indonesian Higher Education Muhammad, Ismail; Ariani, Safrina
Jurnal Ilmiah Peuradeun Vol. 8 No. 3 (2020): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v8i3.543

Abstract

This study aimed to analyze the pattern of Indonesian National Qualifications Framework-based curriculum development carried out by 5 best Arabic Language Department (PBA) of undergraduate programs –accredited A- in Indonesia. The method used was qualitative research covering document analysis, interviews, and observations that were applied, and followed by data reduction, data display, and conclusion. The results showed that generally, the PBA departments had developed their curriculum by referring to the steps and rules in the KKNI standard. However, the determination of the courses was not carried out in-depth by developing learning outcomes and lesson materials independently, but only by referring to the CPL from the National Standards for Higher Education (SNPT) of the Minister of Education and Culture Regulation (MOEC) No. 49 of 2014, as well as by adjusting the CPL and the lesson materials to existing courses. This was because the PBA study program had difficulties in developing CPL independently. The curriculum structure developed by PBA was based on the serial model curriculum structure where the courses were arranged from the easiest in the first semester to the most difficult one last semester.
Teacher’s Spiritual Competence and Its Implication in Islamic Religious Education Learning in Pidie, Aceh A. Samad, Sri Astuti; Gade, Syabuddin; Basri, Hasan; Silahuddin, Silahuddin; Ariani, Safrina
Ulumuna Vol 27 No 2 (2023): December
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/ujis.v27i2.710

Abstract

Teachers have a great responsibility in education as they help direct spiritual aspects to foster good morals in students. The research examines spiritual competence and its implications for learning Islamic Religious Education in schools in Pidie, Aceh. This research is based on the field studyandapplied the qualitative descriptive-analytic method. The study subjects were five teachers, four principals, and three students at the scchoolsin Pidie. Data was collected using interviews, observations, document studies, and focused group dsicussions. The findings showed that the teachers' spiritual competence came from the sincere nature of the teachers in educatingstudents. Such sincerity became the main factor in motivating the teachers to educate sincerely, earnestly, responsibly, and with discipline so that the learning process and the quality of learning could be better. Islamic religious education teachers' spiritual competence has influenced their teaching performance and helped them complete their duties correctly. This spiritual competence also affects the students' morals and enthusiasm to improve their academic achievements. Hence, students have received proper guidance, advice, and role models from teachers in class and extracurricular activities.
Co-Authors Abullais, Mohammed Agustina, Restika Aisyah Idris Cut Dewi, Cut Elviana Elviana Farikhah, Dina Fauzan Azhima, Fauzan Fitri, Irhamni Hasan Basri Ismail Muhammad Mariati Masbur Masbur Maulina, Raihani Mawaddah, Sri Mawaddah Muhammad Hanif Muhammad Yusuf Nurbayani Nurbayani Nurdin, Realita Nurmila Nurmila, Nurmila Nurul Izza, Nadhira Realita Realita Rosmiarni, Rosmiarni Silahuddin Silahuddin Sri Astuti A. Samad Sri Suyanta Syabuddin Syabuddin Gade Syauky, Ahmad tarmizi, Ahmad Syauky Yus, Sulhan