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All Journal EDUKATIF : JURNAL ILMU PENDIDIKAN DIMAR: Jurnal Pendidikan Islam Al Intisyar: Jurnal Pendidikan Bahasa Arab La-Tahzan: Jurnal Pendidikan Islam
Nasution, Rodiah
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Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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'Akhlaqiyyaat Ta’allum Al-Lughat Al-‘Arabiyyaat Fii Al-Qarn Al-Haadii Wa ‘Ishriin Uqba, M Sholih Salimul; Nasution, Rodiah; Muhammad Fadli Ramadhan
Al Intisyar: Jurnal Pendidikan Bahasa Arab Vol 9 No 1 (2024): VOLUME 9 No.1 Tahun 2024
Publisher : Program Studi Pendidikan bahasa Arab IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/intisyar.v9i1.8318

Abstract

The 21st century makes learning Arabic with existing technology requires attention to learning ethics. The ethics of learning Arabic in the 21st century with technology involves manners towards the Arabic language, technology, teachers and fellow learners. A learner needs to respect Arabic as a noble and holy language, use technology wisely and responsibly, and respect the role of the teacher as the main source of learning. In addition, learners also need to maintain manners towards fellow learners by respecting, helping, and maintaining each other's feelings in the process of learning Arabic. The application of Arabic learning ethics in the 21st century with technology can be done through several concrete steps. First, learners need to study Arabic seriously, use Arabic properly and correctly, and avoid using Arabic for inappropriate things. Second, learners need to follow the instructions for using Arabic language learning applications properly and avoid misusing applications for plagiarism or spreading false information. Third, learners should remain active in communicating with teachers, ask questions when experiencing difficulties, and respect the explanations and guidance given. Fourth, in interactions with fellow students, respect each other, avoid insults, and maintain an attitude of mutual help and support in understanding learning materials.
Irfani Epistemology Imam Al-Ghazali's Perspective in Islamic Education Nasution, Rodiah; M Sholih Salimul Uqba
La-Tahzan: Jurnal Pendidikan Islam Vol. 16 No. 1 (2024): La-Tahzan: Jurnal Pendidikan Islam
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan, Institut Agama Islam Bakti Negara Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62490/latahzan.v16i1.402

Abstract

The aim of this research is to examine Al-Ghazali's Sufism thought and its correlation to education. This type of research uses library research with data and information collection methods. This research uses a qualitative descriptive approach by explaining Al-Ghazali's thoughts regarding irfani epistemology and its correlation to education. The results of this research show that in essence Al-Ghazali's Sufism teachings have a correlation with education where these teachings lead to the teachings of Al-Haqq (Allah SWT). Irfani Al Ghazali's thoughts provide valuable contributions in the educational context by emphasizing the integration of science and religion, character formation, values education, and active learning education. His holistic thinking and orientation towards moral and spiritual values can be the basis for developing education that is centered on the formation of quality and ethical individuals.
Analisis Validitas dan Reliabilitas Butir Soal Sumatif Akhir Semester Ganjil Mata Pelajaran PAI Anshari, Muhammad Isa; Nasution, Rodiah; Irsyad, Muhammad; Alifa, Alifia Zuhriatul; Zuhriyah, Indah Aminatus
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 1 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i1.5931

Abstract

Penilaian soal berbentuk Sumatif merupakan salah satu jalan dalam tahap evaluasi pada ranah pendidikan, Adapun soal tersebut dikatakan memenuhi syarat jika memenuhi unsur validitas dan reliabilitas. Tujuan dari penelitian ini adalah mengetahui validitas dan reliabilitas butir soal, dengan harapan guru dapat mengidentifikasi butir soal yang kurang valid dan reliabel, serta merancang perbaikan yang sesuai. Metode dalam penelitian ini yaitu dokumentasi dan wawancara dengan guru bidang studi PAI untuk mendapatkan data yang diperlukan dalam penelitian dan datanya berasal dari 50 butir soal sumatif kelas X di SMA Muhammadiayah Tanah Grogot. Dalam rangka menguji tingkat validitas dan reliabilitas menggunakan SPSS maka dapat diperoleh hasil bahwa validitas soal sumatif akhir semester untuk kelas X dapat diketahui 36 butir soal dinyatakan valid sedangkan 14 butir soal dinyatakan tidak valid. Sedangkan tingkat reliabilitas untuk kelas X memiliki nilai reliabilitas sebesar 0,855 sehingga instrumen soal dinyatakan reliabel. Berdasarkan hasil analisis validitas dan reliabilitas butir soal ujian sumatif akhir semester ganjil mata pelajaran PAI tahun ajaran 2022/2023 SMA Muhammadiyah Tanah Grogot, maka dapat disimpulkan berdasarkan uji validitas dan reliabilitas bahwa soal pilihan ganda ujian sumatif akhir semester (UAS) untuk kelas X dinyatakan valid dan reliabel, artinya instrumen soal ini baik digunakan sebagai alat evaluasi.
The Effect of the Technology-Based Problem-Based Learning (PBL) Model on the Learning Outcomes of Fiqh Subject Nasution, Rodiah; Isroqunnajah, Isroqunnajah; Gafur, Abd.
DIMAR: Jurnal Pendidikan Islam Vol. 6 No. 1 (2024): DIMAR: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al Mubarok Bandar Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58577/dimar.v6i1.280

Abstract

Technology integration in education has become crucial in enhancing student engagement and learning outcomes, especially in Islamic studies such as Fiqh. Conventional teaching methods often fail to engage students, effectively leading to suboptimal learning achievements. This study addresses the issue by investigating the impact of a Nearpod-based Problem-Based Learning (PBL) model on students' performance in Fiqh lessons, specifically at MTs Al-Ma'arif Badung Bali. The research fills a gap in the application of interactive technology-integrated pedagogies within Islamic education, aiming to improve understanding and motivation. The study employed a Non-Equivalent Pretest-Posttest Control Group Design using a quantitative experimental approach. Sixty-three students participated and were divided into experimental and control groups through purposive sampling. Data collection involved tests, interviews, and documentation, analyzed using t-tests following normality and homogeneity testing. Key findings reveal a significant improvement in learning outcomes post-intervention. The experimental group taught using the Nearpod-based PBL model, achieved an average score of 73.44 compared to 61.41 in the pre-intervention phase. The significance value of 0.000 indicates a notable positive effect of the intervention. These results suggest that incorporating interactive technology and problem-based approaches enhances student engagement, critical thinking, and understanding of Fiqh concepts. This study underscores the potential of innovative teaching methods in transforming Islamic education. By leveraging technology, educators can bridge the gap between traditional practices and modern educational demands, fostering a more interactive and practical learning environment. The findings contribute to the growing discourse on integrating digital tools into pedagogical practices and highlight the need for broader implementation in diverse educational contexts.
'Akhlaqiyyaat Ta'allum Al-Lughat Al-‘Arabiyyaat Fii Al-Qarn Al-Haadii Wa ‘Ishriin Uqba, M Sholih Salimul; Nasution, Rodiah; Muhammad Fadli Ramadhan
Al Intisyar: Jurnal Pendidikan Bahasa Arab Vol 9 No 1 (2024): VOLUME 9 No.1 Tahun 2024
Publisher : Program Studi Pendidikan bahasa Arab IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/intisyar.v9i1.8318

Abstract

The 21st century makes learning Arabic with existing technology requires attention to learning ethics. The ethics of learning Arabic in the 21st century with technology involves manners towards the Arabic language, technology, teachers and fellow learners. A learner needs to respect Arabic as a noble and holy language, use technology wisely and responsibly, and respect the role of the teacher as the main source of learning. In addition, learners also need to maintain manners towards fellow learners by respecting, helping, and maintaining each other's feelings in the process of learning Arabic. The application of Arabic learning ethics in the 21st century with technology can be done through several concrete steps. First, learners need to study Arabic seriously, use Arabic properly and correctly, and avoid using Arabic for inappropriate things. Second, learners need to follow the instructions for using Arabic language learning applications properly and avoid misusing applications for plagiarism or spreading false information. Third, learners should remain active in communicating with teachers, ask questions when experiencing difficulties, and respect the explanations and guidance given. Fourth, in interactions with fellow students, respect each other, avoid insults, and maintain an attitude of mutual help and support in understanding learning materials.
Co-Authors Alifa, Alifia Zuhriatul Anshari, Muhammad Isa Isroqunnajah M Sholih Salimul Uqba Muhammad Fadli Ramadhan Muhammad Irsyad Uqba, M Sholih Salimul Wiwik Handayani Zuhriyah, Indah Aminatus