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All Journal Jurnal Pendidikan Edutama Journal Neosantara Hybrid Learning Ta'dibiya: Jurnal Agama dan Pendidikan Islam Tadibiya; Jurnal Agama dan Pendidikan Islam
Hasbullah, Ahsan
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Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Application of the Online Collaborative Learning Platform in Islamic Religious Education Learning: Its Impact on Academic Achievement and Student Learning Motivation Sudadi, Sudadi; Hasbullah, Ahsan; Masduki, Yusron; Istiqomah, Nur; Pranajaya, Syatria Adymas
Journal Neosantara Hybrid Learning Vol. 2 No. 1 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jnhl.v2i1.764

Abstract

The need to utilize technology to increase the effectiveness of Islamic learning, especially in achieving academic goals and strengthening student learning motivation continues to increase and develop. Therefore, an online collaborative learning platform is implemented in learning so that the learning process continues to move forward. The aim of this research is to evaluate the impact of using an online collaborative learning platform on students' academic achievement and learning motivation in the context of Islamic Religious Education learning. The research method used is a quantitative approach. Academic achievement data is collected through periodic tests and assessments, while learning motivation data is collected through previously validated questionnaires. Data analysis was carried out using appropriate statistical techniques. The research results show that the application of the online collaborative learning platform has a significant positive impact on students' academic achievement and learning motivation in Islamic Religious Education learning. Students who use the online collaborative learning platform show better improvements in understanding Islamic religious concepts and academic achievement in general. In addition, they also show higher levels of learning motivation and more active participation in learning. The conclusion of this research explains that the integration of online collaborative learning platforms in Islamic Religious Education learning has a positive impact on students, especially on students' academic achievement and learning motivation. This shows that the use of technology in the context of the Islamic religion can be an effective means of improving the quality of learning. Therefore, this research provides an important contribution to understanding the potential of technology in increasing the effectiveness of Islamic religious learning and emphasizes the importance of technology adoption in the context of Islamic religious education
MODEL KURIKULUM PENDIDIKAN GURU AGAMA ISLAM Hasbullah, Ahsan
Ta'dibiya Vol 1 No 2 (2021): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

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Abstract

Persoalan utama pendidikan adalah bagaimana mempersiapkan guru yang kompeten dan tepat guna. Calon pendidik (guru) dididik oleh sekolah keguruan berdasarkan rencana kurikulum dan sasaran program studi. Di Fakultas Pendidikan Islam (Tarbiyah), Pendekatan Sistem menjadi dasar pengembangan kurikulum. Ini mengembangkan empat belas langkah: identifikasi tugas; analisis tugas; penentuan kemampuan; spesifikasi pengetahuan; keterampilan dan sikap; identifikasi kebutuhan pendidikan; perumusan tujuan kompetensi; kriteria pengukuran program; organisasi materi; memilih strategi pengajaran; percobaan lapangan; menilai program; pelaksanaan program; pemantauan; merevisi; dan penyempurnaan. Pendidik merupakan agen pembelajaran yang harus memiliki (a) kompetensi pedagogik; (b) kompetensi pribadi; (c) kompetensi profesional; dan (d) kompetensi sosial. Lulusan perguruan tinggi diharapkan memperoleh pendidikan yang baik sebagai metode penyelidikan peran diri untuk mencerahkan masyarakat. SMP Islam merupakan lembaga pendidikan dasar formal yang berafiliasi dengan Kementerian Agama Republik Indonesia yang memberikan ilmu pengetahuan umum dan religiusitas yang lebih memadai. Mata pelajaran agama dikembangkan menjadi empat mata pelajaran Aqidah Akhlaq, Al-Quran dan Hadist, Fikih Islam, dan Sejarah dan Kebudayaan Islam.
MODEL KURIKULUM PENDIDIKAN GURU AGAMA ISLAM Hasbullah, Ahsan
Ta'dibiya Vol 1 No 2 (2021): Ta'dibiya: Jurnal Agama dan Pendidikan Islam
Publisher : Staisman Press

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

Abstract

Persoalan utama pendidikan adalah bagaimana mempersiapkan guru yang kompeten dan tepat guna. Calon pendidik (guru) dididik oleh sekolah keguruan berdasarkan rencana kurikulum dan sasaran program studi. Di Fakultas Pendidikan Islam (Tarbiyah), Pendekatan Sistem menjadi dasar pengembangan kurikulum. Ini mengembangkan empat belas langkah: identifikasi tugas; analisis tugas; penentuan kemampuan; spesifikasi pengetahuan; keterampilan dan sikap; identifikasi kebutuhan pendidikan; perumusan tujuan kompetensi; kriteria pengukuran program; organisasi materi; memilih strategi pengajaran; percobaan lapangan; menilai program; pelaksanaan program; pemantauan; merevisi; dan penyempurnaan. Pendidik merupakan agen pembelajaran yang harus memiliki (a) kompetensi pedagogik; (b) kompetensi pribadi; (c) kompetensi profesional; dan (d) kompetensi sosial. Lulusan perguruan tinggi diharapkan memperoleh pendidikan yang baik sebagai metode penyelidikan peran diri untuk mencerahkan masyarakat. SMP Islam merupakan lembaga pendidikan dasar formal yang berafiliasi dengan Kementerian Agama Republik Indonesia yang memberikan ilmu pengetahuan umum dan religiusitas yang lebih memadai. Mata pelajaran agama dikembangkan menjadi empat mata pelajaran Aqidah Akhlaq, Al-Quran dan Hadist, Fikih Islam, dan Sejarah dan Kebudayaan Islam.
Hidden Curriculum: Conceptual Review and Practice of Its Implementation in the Context of Education -, Muhammad Nurhalim; Hasbullah, Ahsan
Jurnal Pendidikan Edutama Vol 13 No 1 (2026): January 2026
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v13i1.5281

Abstract

This article aims to examine the concept, categories, and implementation of hidden curriculum in school education. This research uses library research, examining reputable literature in the form of journals, books, and previous research on educational values, norms, attitudes, and practices that are not written but affect the development of students. The results of the study show that hidden curriculum plays an important role in shaping students' character, professionalism, and social-emotional competence, as well as mediating the effectiveness of the formal curriculum. Hidden curriculum is categorized into structural, educational, cultural, and social factors, with positive practices such as teacher exemplarity, collaboration, and integrity rewards, as well as negative practices such as discrimination, excessive hierarchy, and inconsistent behavior. The optimization strategy includes learning environment management, teacher training, and monitoring of school socio-cultural interactions. The findings confirm the need for conscious management of the hidden curriculum to support holistic educational goals.
Co-Authors -, Muhammad Nurhalim Nur Istiqomah SATRIYAS ILYAS Syatria Adymas Pranajaya Yusron Masduki, Yusron