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All Journal Jurnal Pendidikan Islam Qiro'ah: Jurnal Pendidikan Agama Islam Jurnal Pendidikan Islam
Mohammad Khoirur Rozaq
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Religion Humanities Education Social Sciences Other

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ANALISIS MATERI BAHAN AJAR SEJARAH KEBUDAYAAN ISLAM MTS KELAS IX Sofyan Habibi Anhar; Muhammad Miftah; Mohammad Khoirur Rozaq; Ilma Novi Riyanti
Qiro'ah : Jurnal Pendidikan Agama Islam Vol 13 No 2 (2023): Qiro'ah: Jurnal Pendidikan Agama Islam
Publisher : Fakultas Tarbiyah Institut Ilmu Al-Qur'an (IIQ) Jakarta, Indonesia

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Abstract

This study aims to evaluate the content or substance of Islamic Cultural History teaching materials published by the Ministry of Religion of the Republic of Indonesia at the Madrasah Tsanawiyah level for class IX semester I in the 2013 Curriculum with the domains of cognitive, affective, psychomotor, and student psychological development. This study used descriptive analysis. The results of this study found that the Islamic Cultural History teaching materials for MTs Class IX semester I discussed material that was relevant to the cognitive, affective, psychomotor and psychological developments of students. However, some of the information shown in this book is not complete, especially in the cognitive and affective domains so that this affects student development, especially in the cognitive and affective domains.
The Role of Religious Teachers in Internalizing Religious Moderation Values for Children with Special Needs Nadlifuddin, Mohammad Ilham Nadlifuddin; Mohammad Khoirur Rozaq; Tri Andita Noviana
Jurnal Pendidikan Islam Vol. 16 No. 02 (2025)
Publisher : Universitas Muhammadiyah Prof Dr Hamka

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Abstract

Religious moderation is crucial for fostering tolerance and preventing extremism in diverse societies, including among children with special needs. This study analyzed the role of religious teachers in internalizing Religious Moderation Values at Kaliwungu State Special School, Kudus. A descriptive qualitative approach was employed in this research. Data were collected through non-participant observation and in-depth interviews with teachers actively involved in teaching students with special needs. The findings showed that teachers acted as instructors, facilitators, and role models in cultivating Religious Moderation Values. Applied teaching methods included experiential learning, storytelling, the use of visual media, and a reward system to help students understand and practice values such as tolerance, mutual respect, and peaceful coexistence. The study also identified various challenges, such as differences in students' cognitive abilities, emotional instability, and communication barriers. However, these challenges were overcome through curriculum adaptation, tailored teaching strategies, and active collaboration with parents.
The Role of Religious Teachers in Internalizing Religious Moderation Values for Children with Special Needs Nadlifuddin, Mohammad Ilham Nadlifuddin; Mohammad Khoirur Rozaq; Tri Andita Noviana
Jurnal Pendidikan Islam Vol. 16 No. 02 (2025)
Publisher : Universitas Muhammadiyah Prof Dr Hamka

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

Abstract

Religious moderation is crucial for fostering tolerance and preventing extremism in diverse societies, including among children with special needs. This study analyzed the role of religious teachers in internalizing Religious Moderation Values at Kaliwungu State Special School, Kudus. A descriptive qualitative approach was employed in this research. Data were collected through non-participant observation and in-depth interviews with teachers actively involved in teaching students with special needs. The findings showed that teachers acted as instructors, facilitators, and role models in cultivating Religious Moderation Values. Applied teaching methods included experiential learning, storytelling, the use of visual media, and a reward system to help students understand and practice values such as tolerance, mutual respect, and peaceful coexistence. The study also identified various challenges, such as differences in students' cognitive abilities, emotional instability, and communication barriers. However, these challenges were overcome through curriculum adaptation, tailored teaching strategies, and active collaboration with parents.
Co-Authors Ilma Novi Riyanti Muhammad Miftah Nadlifuddin, Mohammad Ilham Nadlifuddin Sofyan Habibi Anhar Tri Andita Noviana