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A Konten TikTok Sebagai Media Pembelajaran Pendidikan Agama Islam Di SMP Iffah, Izzatul; Supriadi, Udin; Fakhruddin, Agus
Jurnal Riset dan Inovasi Pembelajaran Vol. 4 No. 1 (2024): Januari-April 2024
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v4i1.1333

Media pembelajaran dimanfaatkan untuk proses pembelajaran, salah satunya pembelajaran Pendidikan Agama Islam di Sekolah. Beragam jenis media pembelajaran dapat dimanfaatkan saat ini karena perkembangan teknologi. Media pembelajaran yang dirujuk adalah pemanfaatan konten TikTok dalam pembelajaran Pendidikan Agama Islam di sekolah. Penelitian ini berupaya mendeskripsikan secara konseptual tentang Pemanfaatan Konten Tiktok Sebagai Media Pembelajaran Pendidikan Agama Islam di SMP. Pendekatan kualitatif dan metode deskriptif kualitatif digunakan dalam penelitian ini.Temuan yang peneliti peroleh adalah karakteristik konten TikTok sesuai dengan materi ajar Pendidikan Agama Islam dari aspek kesederhanaan, keterpaduan, warna, tekstur, garis, penekanan, kesimbangan, bentuk dan daya tarik. Tahapan pemilihan konten sesuai materi ajar Pendidikan Agama Islam berdasarkan objektivitas, program pembelajaran, sasaran program, kualitas teknik. Konten TikTok sesuai dengan materi ajar Pendidikan Agama Islam SMP diantaranya 10 konten untuk materi ajar PAI kelas VII yaitu keimanan kepada Allah, kejujuran dan istiqamah, taharah, shalat berjamaah, perjalanan hidup Rasulullah, iman kepada malaikat, shalat jumat, shalat jamak dan qasar, hijrah Rasulullah, Khulafaur Rasyidin. Terdapat 11 konten untuk materi ajar PAI kelas VIII yaitu Iman kepada kitab Allah, minuman keras, perilaku jujur dan adil, shalat Sunnah, sujud (sahwi, syukur, sajadah), Dinasti Umayyah, hidup sederhana, kisah 25 nabi dan rasul, amalan kepada orang tua, puasa, makanan minuman halal dan haram. Terdapat 5 konten untuk materi ajar PAI kelas IX yaitu hari kiamat, tata cara akikah, kurban dan penyembelihan, masuknya Islam di Indonesia, Qada dan Qadar, haji dan umrah. Proses mendesain Media Pembelajaran Pendidikan Agama Islam dengan memanfaatkan Konten TikTok yang dimulai dari perencanaan, pengembangan materi, penyajian dan evaluasi.

Implementation of Religious Moderation Value in Junior High School Students in PAI Subjects and its Implications for Tolerance Education Huda, Ali Anhar Syi’bul; Iffah, Izzatul; Hamdi, Hamdi; Mahbubi, Muhammad
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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

Penelitian ini dilatarbelakangi oleh pentingnya moderasi beragama dalam menjaga harmoni di masyarakat Indonesia yang multikultural. Permasalahan utama yang diangkat adalah bagaimana nilai moderasi beragama diintegrasikan dalam pembelajaran Pendidikan Agama Islam (PAI) di jenjang SMP dan implikasinya terhadap pendidikan toleransi. Penelitian bertujuan untuk menganalisis implementasi nilai moderasi beragama, strategi guru, faktor pendukung dan penghambat, serta kontribusi nilai tersebut terhadap pembentukan toleransi siswa. Desain penelitian menggunakan pendekatan kualitatif dengan metode studi lapangan. Data dikumpulkan melalui observasi, dokumen, dan dokumentasi di SMP Negeri 3 Lembang pada Januari 2025 dengan populasi 192 siswa kelas 8 dan sampel 5 kelompok belajar kemudian data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa moderasi beragama diintegrasikan melalui pembelajaran Bab 6 “Inspirasi Al-Quran: Indahnya Beragama secara Moderat” dengan pendekatan diskusi kasus. Strategi meliputi pembentukan kelompok, pemberian studi kasus, diskusi, dan presentasi. Temuan utama mencakup peningkatan pemahaman siswa tentang moderasi, penghormatan terhadap perbedaan, dan pencegahan konflik berbasis agama. Faktor pendukungnya adalah ketersediaan sumber belajar dan antusiasme siswa, sedangkan penghambatnya adalah waktu pembelajaran yang terbatas. Penelitian ini berkontribusi dalam penguatan teori moderasi beragama dan penerapannya di pembelajaran PAI. Keterbatasan penelitian adalah kurangnya pengukuran efektivitas model pembelajaran. Rekomendasi untuk penelitian berikutnya adalah studi keefektifan pembelajaran berbasis moderasi beragama.

Combating Online Radicalization Through Social Counseling Developing Effective Intervention Strategies For Vulnerable Youth In The Digital Age Pasaribu, Waldimer; Iffah, Izzatul; Muhazzib, Naufal; Kurnia, Asraf
International Journal of Research in Counseling Vol. 3 No. 2 (2024)
Publisher : Yayasan Minang Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70363/ijrc.v3i2.261

Since social media and other online platforms expose susceptible youngsters to extremist beliefs more frequently, the emergence of online radicalization in the digital age poses serious concerns. With an emphasis on the psychological, sociological, and technological elements that increase teenage vulnerability, this article explores the complex nature of online radicalization. We offer a thorough therapeutic strategy that uses social therapy as its main weapon to address this problem. To equip young people with critical thinking abilities, our strategy incorporates tactics like focused counseling sessions, community engagement programs, and the incorporation of digital literacy instruction. Building supportive environments that build resilience against radical influences is stressed as a function of trustworthy adult figures, including parents, teachers, and community leaders.. In addition to offering a better knowledge of the mechanics of online radicalization, this research attempts to propose practical solutions for protecting young people and encouraging constructive social integration in a world that is becoming more interconnected by the day.

PERAN LINGKUNGAN BELAJAR DALAM PENGEMBANGAN SOSIAL-EMOSIONAL ANAK USIA DINI: TELAAH SISTEMATIS BERBASIS METODE KURIKULUM MERDEKA Kurnia, Asraf; Iffah, Izzatul; Wahidi, Rosid; Selpiyana, Dede; Oviensy, Vegia
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 6 No. 1 (2025): Januari
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/alathfal.v6i1.1662

This study aims to explore the role of the learning environment in supporting the socio-emotional development of early childhood within the context of the Kurikulum Merdeka. A positive learning environment has been proven to significantly contribute to the development of children's socio-emotional skills, such as communication, empathy, and emotional regulation. Using a Systematic Literature Review (SLR) approach, this research analyzed 25 articles published between 2018 and 2025 from various indexed journals. The findings reveal that positive interactions with teachers and peers, active parental involvement, and the integration of educational games significantly support the formation of children's socio-emotional skills. The Kurikulum Merdeka provides significant opportunities through project-based learning and activities tailored to children's developmental needs. However, challenges such as teachers' limited understanding of the approach and inadequate educational facilities remain significant obstacles. Collaboration between schools and families, along with continuous teacher training, is essential to optimize the implementation of the Kurikulum Merdeka in fostering early childhood socio-emotional development. Keywords: Socio-Emotional Development; Early Childhood; Kurikulum Merdeka; Systematic Literature Review.

A Konten TikTok Sebagai Media Pembelajaran Pendidikan Agama Islam Di SMP Iffah, Izzatul; Supriadi, Udin; Fakhruddin, Agus
Jurnal Riset dan Inovasi Pembelajaran Vol. 4 No. 1 (2024): Januari-April 2024
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v4i1.1333

Learning media is used for the learning process, one of which is learning Islamic Religious Education in Schools. Various types of learning media can be used today due to technological developments. The learning media referred to is the use of TikTok content in learning Islamic Religious Education in schools. This research attempts to conceptually describe the use of TikTok content as a learning medium for Islamic religious education in junior high schools. A qualitative approach and qualitative descriptive methods were used in this research. The findings that the researchers obtained were that the characteristics of TikTok content were in accordance with Islamic Religious Education teaching materials from the aspects of simplicity, integration, color, texture, lines, emphasis, balance, shape and attractiveness. Stages of selecting content according to Islamic Religious Education teaching materials based on objectivity, learning program, program targets, technical quality. TikTok content is in accordance with teaching materials for Middle School Islamic Education, including 10 content for class VII PAI teaching materials, namely faith in Allah, honesty and istiqamah, taharah, congregational prayers, the life journey of the Prophet, faith in angels, Friday prayers, plural prayers and qasar, hijrah Rasulullah, Khulafaur Rasyidin. There are 11 contents for class VIII PAI teaching materials, namely Faith in the Book of Allah, alcohol, honest and just behavior, Sunnah prayers, prostration (sahwi, thanksgiving, prayer mat), Umayyad Dynasty, simple life, stories of 25 prophets and apostles, deeds to people old age, fasting, halal and haram food and drink. There are 5 contents for PAI class IX teaching material, namely the end of the world, procedures for aqiqah, sacrifice and slaughter, the entry of Islam in Indonesia, Qada and Qadar, Hajj and Umrah. The process of designing Islamic Religious Education Learning Media by utilizing TikTok content starts from planning, material development, presentation and evaluation.

Strategies for Increasing School Readiness in Accepting Students with Special Needs through Inclusive Education Malintang, Jimmy; Najmi, Akmalun; Fahmi, Fahmi; Cindrya, Elsa; Iffah, Izzatul
Jurnal Basicedu Vol. 9 No. 3 (2025): Juni
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v9i3.9884

Inclusive education has become a global priority, aiming to provide equitable learning opportunities for all students, including those with disabilities. However, despite the increasing emphasis on inclusion, many schools face challenges in fully preparing to support students with diverse needs. This study identifies strategies to improve school readiness to welcome students with disabilities through inclusive education. The research used a qualitative case study approach; data were collected from semi-structured interviews, focus group discussions, and document analysis conducted in three inclusive schools. The study findings indicate that leadership commitment, teacher training, collaborative support systems, and family involvement strongly influence school readiness. Schools with visionary leadership, ongoing professional development for teachers, and strong community engagement demonstrated higher readiness levels for inclusion. However, challenges such as inadequate resources and persistent community stigma against disability were identified as barriers. The study concludes that school readiness for inclusion is an ongoing process that requires a whole-school approach that integrates leadership, instructional practices, and community engagement

Strategies for Increasing School Readiness in Accepting Students with Special Needs through Inclusive Education Malintang, Jimmy; Najmi, Akmalun; Fahmi, Fahmi; Cindrya, Elsa; Iffah, Izzatul
Jurnal Basicedu Vol. 9 No. 3 (2025): Juni
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v9i3.9884

Inclusive education has become a global priority, aiming to provide equitable learning opportunities for all students, including those with disabilities. However, despite the increasing emphasis on inclusion, many schools face challenges in fully preparing to support students with diverse needs. This study identifies strategies to improve school readiness to welcome students with disabilities through inclusive education. The research used a qualitative case study approach; data were collected from semi-structured interviews, focus group discussions, and document analysis conducted in three inclusive schools. The study findings indicate that leadership commitment, teacher training, collaborative support systems, and family involvement strongly influence school readiness. Schools with visionary leadership, ongoing professional development for teachers, and strong community engagement demonstrated higher readiness levels for inclusion. However, challenges such as inadequate resources and persistent community stigma against disability were identified as barriers. The study concludes that school readiness for inclusion is an ongoing process that requires a whole-school approach that integrates leadership, instructional practices, and community engagement

Dialogical Method in Islamic Education Based on Al-Faraby's Thoughts Khairunnisa; Syahidin; Muhyi, Abdul; Iffah, Izzatul; Nur, Tya Shofarina M.; Jalal, M. Rifky Faisal
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 1 (2025): March
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i1.89983

The concept of education in Islamic tradition has undergone significant development through the thoughts of philosophers, one of whom is Al-Faraby. Al-Faraby education is a process that aims to shape individuals into ethical and intelligent human beings. Al-Faraby believes that dialogic methods in education are essential to encourage student engagement and critical thinking. The purpose of this study is to analyze the dialogic methodology in Islamic education based on Al-Faraby's thoughts. The research method used is the literature review method. In carrying out a literature review, structured steps must be followed, starting from the formulation of research questions to the selection of relevant sources. Through a critical analysis of existing sources, researchers can identify the methodology that has been used, as well as the results obtained from previous studies. The results of the study show that Al-Faraby emphasizes that education should be lifelong, and the dialogic method supports this principle by encouraging students to continue learning and discussing outside the formal environment. The dialogic method not only increases student engagement in the learning process but also encourages the development of critical thinking skills, social skills, and a deeper understanding of Islamic values. Thus, the application of dialogical methods in Islamic education can produce a generation that is not only academically intelligent but also ethical and responsible.

Integrasi Nilai-Nilai Multikultural dalam Kurikulum Pendidikan: Studi Literatur tentang Dampaknya terhadap Kesadaran Beragama Peserta Didik Daga, Agustinus Tanggu; Maq, Mumu Muzayyin; Malintang, Jimmy; Fahmi, Fahmi; Iffah, Izzatul
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 4 No. 3 (2025): Agustus - October
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v4i3.2809

Artikel ini bertujuan untuk menganalisis dampak integrasi nilai-nilai multikultural dalam kurikulum pendidikan terhadap kesadaran beragama peserta didik melalui studi literatur. Metode penelitian yang digunakan adalah studi pustaka (library research) dengan mengumpulkan, menganalisis, dan mensintesis berbagai sumber literatur primer dan sekunder seperti jurnal ilmiah, buku, dan artikel akademis terkait pendidikan multikultural, kurikulum, dan kesadaran beragama. Hasil penelitian mengungkapkan bahwa integrasi nilai-nilai multicultural yang mencakup penghargaan terhadap keberagaman, dialog antaragama, dan pemahaman inklusif dalam kurikulum pendidikan tidak hanya memperkaya wawasan kebhinekaan peserta didik tetapi juga secara signifikan berdampak positif pada perkembangan kesadaran beragama mereka. Integrasi tersebut mendorong terbentuknya kesadaran beragama yang inklusif, reflektif, dan toleran, di mana peserta didik tidak hanya memahami ajaran agamanya sendiri secara lebih mendalam tetapi juga menghormati keyakinan dan praktik keagamaan orang lain. Dengan demikian, pendidikan multikultural berperan sebagai katalis dalam membangun harmoni sosial dan mencegah konflik atas nama agama, sekaligus memperkuat fondasi keberagamaan yang substantif dan berkeadaban.

HISTORICAL INFLUENCE IN TAFSIR AL-MISHBAH: A HERMENEUTICAL EXPLORATION THROUGH GADAMER'S LENS Fitra, Akhmad Aidil; Harfi, Muhammad; Khusnadin, Muhammad Hafidz; Iffah, Izzatul; Siswanto
Jurnal At-Tibyan: Jurnal Ilmu Alqur'an dan Tafsir Vol 9 No 2 (2024): Volume 9 No. 2 December 2024
Publisher : The Department of the Qur'anic Studies, Faculty of Ushuluddin, Adab, and Da'wah, State Institute of Islamic Studies (IAIN) Langsa

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An interpretation is inevitably influenced by the interpreter's historical context. This is also true for Quraish Shihab in his Tafsir Al-Misbah. This study aims to examine how history influenced Quraish Shihab's interpretation of Qs. Luqman (31): 6. Employing a qualitative text-based methodology and Hans-Georg Gadamer's hermeneutical analysis, the study reveals that Quraish Shihab's interpretation is shaped by two key factors. First, he was influenced by his father and teachers. Second, his academic background significantly impacted his thought process. These two factors collectively contributed to the construction of Quraish Shihab's moderate approach in interpreting the Qur'an in general, and Qs. Luqman (31): 6 in particular.

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