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p-Index From 2020 - 2025
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All Journal Risâlah, Jurnal Pendidikan dan Studi Islam al-Afkar, Journal For Islamic Studies
A. Badaruddin
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Education Social Sciences

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Implementasi Pembelajaran Pendidikan Agama Islam Dan Budi Pekerti Berbasis Multiple Intelegence Di Sekolah Dasar A. Badaruddin; Andi Prastowo
Risâlah Jurnal Pendidikan dan Studi Islam Vol. 9 No. 4 (2023)
Publisher : Fakultas Agama Islam Universitas Wiralodra Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/jurnal_risalah.v9i4.547

Abstract

Dalam penelitian ini, peneliti ingin memfokuskan terhadap guru tentang persiapan menggunakan metode saintifik berbasis multiple intelegence pada mata pelajaran PAI, pelaksanaan metode saintifik, serta evaluasi pembelajaran metode saintifik. Penelitian ini menggunakan metode kualitatif, disebut juga dengan metode naturalistik karena penelitiannya yang ilmiah. Dalam penelitian ini menggunakan analisis data kualitatif model Miles dan Huberman. Hasil penelitian ini adalah sebelum menyampaikan materi, langkah awal guru menyiapkan rancangan pembelajaran dan mengkaji karakter siswa yang akan diampunya. Tahap selanjutnya adalah pelaksanaan, guru mengulas pembelajaran yang telah dibahas pada pertemuan sebelumnya bertujuan untuk mengaitkan kembali materi yang dibahas. Langkah selanjutnya guru menyampaikan materi pembelajaran yang telah dipersiapkan. Tahap yang terakhir penilaian, dalam hal ini tidak hanya menilai dalam materi pembelajaran tetapi siswa juga dinilai dari keaktifan di luar pelajaran.
Model of Development and Organization of Curriculum Islamic Religious Education Lutfil Hakim; A. Badaruddin; Mohammad Asrori
al-Afkar, Journal For Islamic Studies Vol. 8 No. 2 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i2.1455

Abstract

This study aims to analyze the development of Islamic religious education curriculum organization in Indonesia. Ideally, every educational institution makes a curriculum that is relevant to the conditions and needs of the community. The type of research used is qualitative with literature study. Data sources are obtained from articles, books, websites that contain the development of the Islamic religious education curriculum organization. Data analysis used in this research is content analysis method. After analyzing the data, the results obtained are: there are four developments in the organization of Islamic education curriculum, namely separate subject curriculum, correlated curriculum, unified curriculum, and integrative thematic curriculum. However, the relevant organization for PAI in the present is the integrated thematic curriculum. Because the curriculum trains students in problem solving, hands-on learning opportunities, and provides space for students to develop their talents.
Implementation of Islamic Religious Education and Character Building Learning Based on the 2013 Curriculum in Elementary Schools Nur Zahiyah; Parmujianto; A. Badaruddin
al-Afkar, Journal For Islamic Studies Vol. 8 No. 3 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i3.1723

Abstract

This study aims to see how Islamic religious education and ethics are implemented in one of the state primary schools in Bantul area, Yogyakarta, based on the 2013 curriculum. This study used a qualitative method. The data used in this study came from interviews with PAI teachers and observing teacher and student learning activities in one of the 3rd grade elementary schools in Bantul district. This study shows that PAI teachers have prepared all learning tools needed for learning, including making lesson plans, syllabus, prota, prosem, and teaching strategies. Learning can be done in various ways, such as lecture, question and answer, presentation, discussion, practice, and project-based learning. However, these methods are less effective because there are still students who lack confidence and enthusiasm for learning. The evaluation stage applied by PAI teachers assesses three domains, namely, cognitive (knowledge), affective (attitude), and psychomotor (skills). As for inhibiting factors, teachers try to maximize the supporting factors that are already available at school in terms of improving the quality of learning.
Co-Authors Andi Prastowo Lutfil Hakim Mohammad Asrori Nur Zahiyah Parmujianto