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Madrasah Head Management In Improving Character Education Through Skills Day Activities Wiyono; Zakariyah
Journal of Social Science and Economics Vol. 1 No. 2 (2022): Journal of Social Science and Economics
Publisher : Journal of Social Science and Economics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37812/josse.v1i2.618

The application of character education in madrasas is a must to build the personality of a student. However, the reality in the field sometimes experiences obstacles so that there are gaps. This encourages MA NU Sunan Giri Talang Prigen, Pasuruan Regency to strive to realize the implementation of character education for students through Skills Day activities to be more optimal. In this regard, further discussion is needed regarding the management of madrasah principals in improving character education through Skills Day activities in MA. NU Sunan Giri Talang Prigen Pasuruan Regency. This research was carried out with the aim of describing several things which include (1) Planning for Character Education through Skills Day Activities in MA. NU Sunan Giri Talang Prigen Pasuruan Regency, (2) Implementation of Character Education through Skills Day Activities at MA NU Sunan Giri Talang Prigen Pasuruan Regency, (3) Results of Character education through Skills Day activities at MA NU Sunan Giri Talang Watuagung Prigen This research uses a phenomenological qualitative approach and a descriptive qualitative research type. Data were obtained through observation, interviews, and documentation. The research subjects were principals, teachers, and supervisors. Data analysis activities start from the data reduction stage, display data (data presentation), then draw conclusions/verification. Checking the validity of the data is carried out by diligent observation and triangulation. Based on the research, the following results were obtained: First, the management of madrasah principals in improving character education through Skills Day activities at MA NU Sunan Giri Talang Prigen Pasuruan Regency including (1) collaborating with various parties both from within the madrasa and from outside the madrasa, (2 ) adding hours of implementation outside of effective hours, (3) recruiting coaches from outside the madrasa who are competent, and (4) madrasas make interesting activities to motivate student participation. Second, the implementation of character education through "Skills Day" activities begins with religious activities, followed by extracurricular activities and the last is LSBM (Madrasah-Based Lesson Study) educational activities which are carried out routinely every Friday.

PERAN KEPALA MADRASAH SEBAGAI EDUCATOR UNTUK MENINGKATKAN KOMPETENSI PROFESIONAL GURU DI MBI AMANATUL UMMAH PACET MOJOKERTO Ashari; Zakariyah
Indonesian Journal of Islamic and Social Science Vol 2 No 1 (2024): Indonesian Journal of Islamic and Social Science
Publisher : LPPM IAI Almuslim Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71025/b836q009

The results of the study show 1) the role of the head of the madrasa as an educator advises and encourages teachers to improve professional competence through further education, workshops, seminars, upgrading and training. The madrasa head guides teachers, encourages teachers to improve their skills in science and technology and becomes a good role model for all madrasa residents; 2) Teacher professional competence at MBI Amanatul Ummah. The teacher understands his obligation to be a good teacher or not at all. Many teachers have been certified, then received many awards from within and from outside, and the last education of many teachers is S2 and S3; 3) The obstacles are the distance between the teacher's house and the madrasa, the many teacher activities, and limited time due to the dense student activities. Meanwhile, those who support madrasa heads facilitate transportation, activities related to increasing teacher professional competence. In general, smart students. As well as giving prizes to the best teachers.

Understanding and Expressing The Factors Causing Difficulties of Children In Learning, Especially In The Field Of Reading Seftiani, Wita; Zakariyah; Aulia, Indo Dini
International Journal of Education and Teaching Zone Vol. 2 No. 2 (2023): June 2023 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v2i2.69

The discussion that we present aims to discuss the factors that cause learning difficulties, especially in the field of reading in SD 122/X Sungai Beras students, Mendahara Ulu District, East Tanjung Jabung Regency. From a combination of grades IV, V, and VI, there are 100 students. Of these, there were 7 students who experienced learning difficulties, especially in the field of reading. The data was obtained through interviews with teachers and direct tests on students who claimed to have difficulty reading. This difficulty is caused by factors (internal), namely the talents and interests of students in certain learning situations that are still lacking and there is no compulsion to learn in students which is called lazy, As well as (external) factors, namely the family is a supporter of the learning situation of students but is still lacking, such as; direction from parents who are still lacking, as well as parents who are preoccupied with work which reduces parental attention to their children. Some people think that one of the factors causing difficulties is a condition or situation that creates obstacles in the learning process of students. The discussion used is descriptive method which includes internal and external factors. This means that the reader has a picture of difficulties in learning. Some people think that one of the factors causing difficulties is a condition or situation that creates obstacles in the learning process of students. The discussion used is descriptive method which includes internal and external factors. This means that the reader has a picture of difficulties in learning. Some people think that one of the factors causing difficulties is a condition or situation that creates obstacles in the learning process of students. The discussion used is descriptive method which includes internal and external factors. This means that the reader has a picture of difficulties in learning.

The Accuracy of the Online-Based Independent Study Method in Developing University Students' Entrepreneurship Skills Badrus; Zakariyah; Sulthon, Muhammad
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 5 No. 4 (2024): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v5i4.1088

This study aims to analyze the impact of online-based independent learning methods on developing entrepreneurial skills among students at Private Universities in Kediri. The research focuses on 1) the types of entrepreneurial skills that students are keen on enhancing, 2) the strategies employed by tutors/lecturers to help students strengthen their entrepreneurial skills through online independent study, and 3) the effectiveness of online independent study methods on students' entrepreneurial skills with the guidance of lecturers. The study utilizes a research and development (R&D) approach. The research sample comprises 1) two classes of students from the Islamic Broadcasting Communication Study Program at the Faculty of Da'wah, UIT Lirboyo Kediri, and 2) two classes of students from the Management and Economics Study Program at UNP Kediri. The findings reveal that online-based independent study significantly influences the development of students' entrepreneurial skills. The entrepreneurial skills of interest include online stores, resellers, drop-shippers, and affiliate marketers. The tutor's strategy for fostering students' entrepreneurial skills involves generating new ideas, conducting idea feasibility tests, drafting business proposals, developing business products, creating online advertisements, practicing sales techniques in the field, and preparing sales reports. This tutoring approach contributes to the cultivation of innovative entrepreneurial skills that yield positive outcomes for students.

IMPLEMENTASI KURIKULUM PAI MELALUI PROGRAM KELAS AGAMA DI MTSN 3 JOMBANG: IMPLEMENTASI KURIKULUM PAI MELALUI PROGRAM KELAS AGAMA DI MTSN 3 JOMBANG Nisa', Khoirun; Ahmad Said; Zakariyah; Emi Lilawati
Akademika Vol 18 No 2 (2024): Akademika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/adk.v18i2.2360

The Islamic religious education curriculum is always attempted to follow the flow of the wind of the development of science and technology (IPTEK), and its negative impacts that always arise to always be anticipated. One way to overcome this is by holding new innovations to keep up with the times so that the PAI curriculum or PAI learning is not set aside by students and also the improvement and repair of the PAI curriculum system in schools as a stand-alone subject or integrated with other subjects. This study focuses on (1) How is the PAI curriculum design through the religious class program at MtsN 3 Jombang (2) What are the program innovations from the development of the PAI curriculum through religious classes at MtsN 3 Jombang. This study uses a qualitative approach with a descriptive research type. Data collection was carried out using interview, observation and documentation data collection techniques. Data validity checking is done by using source triangulation technique. The research result shows that: (1) using two designs for learning in religion class, namely a) Subject Matter Design (subject design separated into 4, namely SKI, Fiqh, Al Quran Hadith, Aqidah Akhlak), b) Collaborative Design (lessons with continuity with others Al Quran Hadith with Tahfidz, Fiqh with Yellow Book, Aqidah Akhlak with Dhuha and Dzuhur congregational prayers, SKI with pilgrimage of wali 5 and PHBI). In the PAI Curriculum Innovation at MtsN 3 Jombang, namely the Religion Class Innovation which contains religious Innovation, namely Tahfidz and Yellow Book Guidance and there are programs, namely daily, weekly, and annual programs which are also implemented by the religion class.

IMPLEMENTASI KURIKULUM MERDEKA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMA NEGERI 1 BANGIL: IMPLEMENTASI KURIKULUM MERDEKA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMA NEGERI 1 BANGIL Rokim, Rokim; Zakariyah; Waslah; Moh.Kholik
Akademika Vol 18 No 2 (2024): Akademika
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/adk.v18i2.2384

The purpose of this study was to determine how to implement the Independent Curriculum in Islamic Religious Education and Character Education subjects at SMA Negeri 1 Bangil, starting from how to implement the Independent Curriculum which consists of teacher preparation, implementation methods and assessment methods, then problems that occur and efforts made by educators in implementing the Independent Curriculum in Islamic Religious Education and Character Education subjects. We already know that the Independent Curriculum is a new curriculum with a foundation as a refinement of the 2013 Curriculum, but in implementing this Independent Curriculum, it is necessary for teachers to apply it first before teaching it to students. So that it can build quality student character both in academics and in other fields. This study uses a descriptive qualitative approach by taking SMA Negeri 1 Bangil as the object. Data collection techniques are carried out through observation, interviews and documentation. Respondents in this study were the principal, curriculum vice principal, Islamic Religious Education and Character Education teachers for class X and students who understand this research. The results of this study indicate that the implementation of Islamic Religious Education and Character Education learning consists of 3 activities, the first is an introductory activity, then the core activity and is closed with a closing activity, plus the P5 project. Then there are problems that occur in the implementation of Islamic Religious Education and Character Education learning, namely educators do not participate in training, differentiated learning is not optimal and mindset. So that the efforts made to overcome these problems are by participating in internal/external workshops, increasing creativity as a teacher and sharing with fellow educators or people who know more (often ask questions)

PERAN KEPALA MADRASAH SEBAGAI EDUCATOR UNTUK MENINGKATKAN KOMPETENSI PROFESIONAL GURU DI MBI AMANATUL UMMAH PACET MOJOKERTO Ashari; Zakariyah
Indonesian Journal of Islamic and Social Science Vol 2 No 1 (2024): Indonesian Journal of Islamic and Social Science
Publisher : LPPM IAI Almuslim Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71025/b836q009

The results of the study show 1) the role of the head of the madrasa as an educator advises and encourages teachers to improve professional competence through further education, workshops, seminars, upgrading and training. The madrasa head guides teachers, encourages teachers to improve their skills in science and technology and becomes a good role model for all madrasa residents; 2) Teacher professional competence at MBI Amanatul Ummah. The teacher understands his obligation to be a good teacher or not at all. Many teachers have been certified, then received many awards from within and from outside, and the last education of many teachers is S2 and S3; 3) The obstacles are the distance between the teacher's house and the madrasa, the many teacher activities, and limited time due to the dense student activities. Meanwhile, those who support madrasa heads facilitate transportation, activities related to increasing teacher professional competence. In general, smart students. As well as giving prizes to the best teachers.

Islamic Education Curriculum Design Based on Inclusive Learning Management Kurnialoh, Nasri; Farid, Akhmad; Musayaroh; Zakariyah; Maftuhah
AT-TAJDID: Journal of Islamic Education Vol 2 No 2 (2025): July 2025
Publisher : Institut Studi Islam Muhammadiyah Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/attajdid.247

The curriculum is a planned and implemented program aimed at achieving specific goals. Therefore, learning management in education requires a concept that functions as a tool capable of adapting to the evolving times. This study analyzes the design of the Islamic Education curriculum, including its definition, components, and characteristics. The research method employed is library research. The findings reveal that the curriculum includes detailed management of learning, such as the types of educational materials, suggestions for teaching strategies, program development for effective implementation, and other activities aimed at achieving the desired objectives. In designing an Islamic Education curriculum based on learning management, several aspects must be considered, including alignment with the inclusive nature of humanity, accommodating the interests of the Muslim community, being realistic, comprehensive, and sustainable.

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