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CD Multimedia Interactive to Teach Philosophy of Islamic Education for Sophomore in IAIN Tulungagung Abd. Aziz
Ta'allum: Jurnal Pendidikan Islam Vol 6 No 2 (2018)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/taalum.2018.6.2.373-380

The development of technology and information today, especially in media information and communication can produce pattern of thinking and attitude to be a good progress. Moreover, with the rapid develop of technology right now, the world of education also join to plays a role in the process of utilizing of emerging technologies. In this case, utilizing the learning technology media to benefit optimally is useful for education process, as well as the teacher’s role that also needed for teaching and learning philosophical of Islamic education. The students are able to understand the material about philosophy and to hone the students’ thinking happily and motivated if the teacher teach them using multimedia interactive. Since this learning strategy can guide the students completely in order to master the philosophy material quickly. This multimedia Interactive help the students to learn and understand the materials of philosophy which can operate by computer. Those CD interactive program made by compound some materials in the form of film, moving picture, animation, and games. Therefore, the students are able to understand Philosophy of Islamic Education by utilizing the virtual picture of material which was packed in compact disc form even can be operated with computer or laptop.

Kebijakan Moderasi Beragama di Indonesia M. Munif; Mujamil Qomar; ABD AZIZ
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol 6 No 2 (2023): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v6i2.935

This study purpose is describe the policy of religious moderation in Indonesia includes strengths, weaknesses, opportunities and challenges. This research uses qualitative research with the type of library research (library research). The data collection by collecting literature related to the research topic, using content analysis. The research results are : Religious moderation is a way of understanding and practising moderate religion and religion by prioritizing the principles of tolerance, inclusiveness and accommodativeness and upholding the constitution of the nation and state. The principles of religious moderation are national commitment, toleration, anti-radicalism and violence, and accommodation of local culture. The government in the religious moderation policy program has things, first: advantages are increasing tolerance; reject acts of violence in the name of religion; strengthening national commitments and encouraging the perspectives, attitudes, and practices of a middle way (moderate) religion; second: weaknesses are lack of understanding and awareness of the community; there are still acts of intolerance, discrimination, and violence; weak law enforcement and low quality of religious education; third: opportunities are support from the central and regional governments; there is cooperation and coordination between the Ministry of Religion and various related institutions and organizations; there is a road map for the implementation of religious moderation and there is awareness and participation of civil society; fourth: challenges are claims of truth; there is a religion understanding that is not in line with the national commitment of the Unitary State of the Republic of Indonesia; there are acts of violence committed in the name of religion and the influence of globalization and information technology.

Landasan dan Paradigma Pengembangan Kurikulum Pendidikan Agama Islam (PAI) Reni Marvianasari; Agus Zaenul Fitri; Abd. Aziz
Pendekar : Jurnal Pendidikan Berkarakter Vol 2 No 2 (2024): April : Jurnal Pendidikan Berkarakter
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/pendekar.v2i2.659

National education is education based on Pancasila and laws that are rooted in the religious and cultural values of the Indonesian nation. Over time there have been significant changes in the world of Islamic religious education so that the process requires a series of appropriate curriculum development with a strong foundation so that the direction of the development goals is clear, therefore the right foundation is needed to be applied in developing the Islamic religious education curriculum. These foundations include philosophical, psychological, socio-cultural, scientific and technological foundations. Islamic religious education is directed at forming faith and devotion, having knowledge and skills, being able to develop creativity and responsibility, being able to develop high intelligence with noble character and love for the nation and fellow human beings. To achieve what is expected, the curriculum has a very urgent position as a guideline for determining the direction of educational content and objectives. Therefore, curriculum development in the field of Islamic Religious Education is part of the educational strategy in forming students with Rahmatan Lil Alamin character.

ZIARAH KUBUR, NILAI DIDAKTIS DAN REKONSTRUKSI TEORI PENDIDIKAN HUMANISTIK Abd. Aziz
Epistemé: Jurnal Pengembangan Ilmu Keislaman Vol 13 No 1 (2018)
Publisher : Sayyid Ali Rahmatullah Tulungagung State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/epis.2018.13.1.33-61

As a form of da’wah, the grave pilgrimage has didactic function. Some didactic values contained in the pilgrimage of the grave are the exemplary to the charismatic figures, the transformation of remembering death as a spirit of the good deed, the building of social capital, the medium of gratitude, and of order and obedience. One of the challenges faced in Indonesian education is the rampant violence done by students and parents to teachers. This problem can not be solved only through the application of the concept of humanistic education. Therefore, the author offers the concept of humanistic religious education. This concept contains the use of some didactic values of the grave pilgrimage to complement the weaknesses of the concept of humanistic education. The use of didactic value is motivated by the reason that the grave pilgrimage is the religious practice that is easily accessible to the public from all social classes, except for those who reject it. Some of the companion values of the concept of humanistic education are the sacralization of the function of the teacher, the transformation of remembering death for charity and commitment to order and obedience. The sacralization of teachers is necessary to awaken parents and students that violence to teachers can lead to quality for perpetrators of violence. The concept of charity should be maintained in education to encourage the awareness of parents and students to not only need to respect the teacher during the learning process, but also to continue after the student completes his education. Commitment to obeying the order is necessary so that the parents and the student do not resort to violence to the teacher when the teacher carries out his disciplinary duties.

STRATEGI GURU DALAM MENINGKATKAN KEMANDIRIAN BELAJAR SECARA DARING (Studi Multi Kasus di SMPN 1 Tugu dan MTs Qomarul Hidayah Tugu) Ahmad Hata; Abd.Aziz; Imam Fuadi
Al Yazidiy Jurnal Sosial Humaniora dan Pendidikan Vol. 4 No. 2 (2022): Al Yazidiy : Jurnal Sosial Humaniora dan Pendidikan
Publisher : LP3M KH Yazid Karimullah Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/ay.v4i2.38

Penelitian dalam tesis ini dilatarbelakangi oleh kemandirian pada siswa di era pandemic covid 19 ini, karena dalam pembelajaran daring belum sepenuhnya bisa di terima oleh siswa terkendala dengan sinyal yang kurang bagus. Namun guru selalu berusaha untuk melakukan inovasi pembelajaran, agar pembelajaran daring dapat diterima oleh siswa dengan baik. Pada penelitian ini penulis menggunakan pendekatan kualitatif dan studi multisitus. Teknik pengumpulan data yang digunakan meliputi: 1). wawancara, (2). observasi, (3). dokumentasi. Data yang terkumpul melalui ketiga teknik tersebut dianalisis dari kasus tunggal dan analisis lintas kasus. Pada saat pengumpulan data, data yang telah diperoleh diuji dengan menggunakan metode triangulasi dan ketekunan pengamatan dan keabsahan data. Dan hasil dari penelitian ini menunjukkan bahwa 1) Strategi guru dalam meningkatkan motivasi belajar di SMPN 1 Tugu dan MTs Qomarul Hidayah Tugu dilakukan dengan proses pelaksanaan model pembelajaran aktif, kreatif, efektif dan menyenangkan berkaitan dengan kehidupan dan menyangkut aktivitas yang dilaksanakan siswa, sehingga siswa diharapkan dapat menggali materi tersebut berdasarkan inisiatif dan kreativitasnya dan Pembelajaran Aktif, Inovatif, Kreatif, Efektif, Menyenangkan dan Islami disini lebih ditunjang dalam hal ke sarana atau fasilitas dari sekolah pada siswa. 2) Strategi guru dalam meningkatkan ketrampilan belajar di SMPN 1 Tugu dan MTs Qomarul Hidayah Tugu dilakukan dengan menggunakan metode demonstrasi ini dalam penyajiannya di kelas, utamanya dalam proses belajar mengajar harus terencana yang tersusun dalam bentuk program persiapan yaitu mempersiapkan materi pembelajaran, merumuskan tujuan yang hendak dicapai, mempersiapkan alat-alat atau media yang diperlukan, mengatur tempat dan memperkirakan waktu yang akan dipergunakan dalam pembelajaran dengan menggunakan metode demonstrasi. Selain itu Strategi guru dalam meningkatkan ketrampilan belajar di MTs Qomarul Hidayah, yang dilakukan dengan pelaksanaan model pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) pada pembelajaran PAI meliputi persiapan pembelajaran, penyajian materi, kegiatan belajar kelompok, pemeriksaan terhadap hasil kerja kelompok, siswa mengerjakan soal-soal tes secara individual, pemeriksaan hasil tes dan penghargaan kelompok. 3) Strategi guru dalam meningkatkan refleksi belajar di SMPN 1 Tugu dan MTs Qomarul Hidayah Tugu yang dilakukan dapat membantu siswa memahami materi berdasarkan pengalaman yang dimiliki sehingga mereka memiliki kemampuan menganalisis pengalaman pribadi dalam menjelaskan materi yang dipelajari.

ANALISIS KRITIS: KEPEMIMPINAN DAN KEBIJAKAN PENDIDIKAN ISLAM DI INDONESIA M. Hanif Satria Budi; Abd. Aziz; Nur Efendi; Miftakhul Maesaroh; Subhan Fathu Alam; Luthfin Mahamida
Salimiya: Jurnal Studi Ilmu Keagamaan Islam Vol. 6 No. 4 (2025): Salimiya
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian kepada Masyarakat (LP3M) IAIFA Kediri

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Islamic education plays a strategic role in shaping the character, morality, and intellectual development of the Indonesian nation while serving as an integral component of the national education system. However, the effectiveness of Islamic education implementation largely depends on the synergy between leadership and educational policies applied across institutional levels. This study aims to analyze leadership and Islamic education policies in Indonesia. The main issues examined include the analysis of Islamic education policies, the role of leaders in policy formulation, and the impact of these policies on the practice and management of Islamic education. This research employs a library research design with a descriptive qualitative approach, examining various academic literatures and recent studies from national sources. Data were analyzed using content analysis techniques through the stages of data reduction, thematic classification, theoretical interpretation, and deductive conclusion drawing. The results indicate that Islamic education policies in Indonesia focus on improving institutional quality through curriculum enhancement, teacher professionalism, modern governance, and leadership grounded in Islamic values. The integration of religious and general sciences is realized through policies such as the Merdeka Curriculum and Madrasah Reform Policy, which emphasize Islamic character formation. Furthermore, digitalization initiatives—such as EMIS, SIMPATIKA, and the Digital Madrasah program—have enhanced the efficiency and innovation of learning processes. Nevertheless, challenges remain, including managerial disparities and low levels of digital literacy. Therefore, future policies should strengthen transformational leadership, adaptive decentralization, and the integration of Islamic ethics within all educational institutions.

Kepemimpinan Transformatif dalam Pendidikan Islam di Era Global: Mengintegrasikan Kecerdasan Intelektual, Emosional, dan Spiritual untuk Menghadapi Tantangan Era Digital Duwi Habsari Mutamimah; Abd. Aziz; Nur Efendi
JoIEM (Journal of Islamic Education Management) Vol. 7 No. 1 (2026)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/joiem.v7i1.4361

Penelitian ini mengkaji peran kepemimpinan transformatif dalam pendidikan Islam di era digital dengan menekankan pentingnya integrasi kecerdasan intelektual, emosional, dan spiritual dalam menghadapi tantangan global. Tujuan penelitian ini adalah untuk mengeksplorasi bagaimana ketiga jenis kecerdasan tersebut dapat mendukung pemimpin pendidikan dalam menciptakan perubahan yang berkelanjutan dan relevan dengan dinamika globalisasi serta digitalisasi. Metode penelitian ini menggunakan library research. Analisis data pada penelitian ini menggunakan konten analisis. Penelitian ini mengacu pada buku: Kepemimpinan Transformasional sebagai sumber primer, penulis memilih buku tersebut karena didalamnya membahas mengenai tantangan serta peluang dalam kepemimpinan transformasioanl, gaya kepemimpinan. Sedangkan untuk sumber sekunder penulis menggunakan jurnal dan buku terkait. Hasil penelitian menunjukkan bahwa kepemimpinan yang mampu menggabungkan kecerdasan intelektual, emosional, dan spiritual secara seimbang lebih efektif dalam menghadapi tantangan era digital, termasuk perubahan teknologi, kebutuhan akan literasi digital, serta tekanan globalisasi budaya. Rekomendasi dari penelitian ini adalah pentingnya pelatihan bagi pemimpin pendidikan Islam untuk meningkatkan kemampuan mereka dalam mengintegrasikan ketiga kecerdasan tersebut guna mendukung perkembangan pendidikan yang lebih progresif dan berbasis nilai-nilai Islam.

Innovative Leadership Behavior for Developing National Education Standards Maharani Wicahyaningtyas; Binti Maunah; Abd. Aziz
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 15 No. 2 (2026): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) IAI Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v15i2.3580

Educational institutions are increasingly required to respond to rapid educational reforms, technological advancement, and rising expectations for educational quality, making innovative leadership an essential competency for school principals. However, limited empirical research has examined how innovative leadership behavior contributes to the development of the National Education Standards (Standar Nasional Pendidikan) within Islamic educational institutions. This study aims to analyze the innovative leadership behavior of madrasah principals in developing the National Education Standards through a multisite qualitative study conducted at MTs Negeri 3 Jombang and MTs Negeri 16 Jombang, Indonesia. A qualitative multisite case study design was employed, involving principals, vice principals, teachers, administrative staff, school committee members, and supervisors selected through purposive sampling. Data were collected through in-depth interviews, non-participant observations, and document analysis and were analyzed using the interactive model of Miles, Huberman, and Saldaña, followed by within-site and cross-site analysis. The findings reveal that innovative leadership behavior operates through four interconnected stages: opportunity exploration, idea generation, idea championing, and idea implementation. These behavioral stages enable principals to transform educational challenges into sustainable institutional innovation through collaborative planning, stakeholder engagement, resource mobilization, and continuous evaluation. The study proposes an Innovative Leadership Behavior Model for Madrasah Development, extending the Innovative Work Behavior framework into educational leadership. The findings contribute to the literature on educational leadership by providing a behavioral perspective for understanding sustainable school improvement and offer practical implications for strengthening leadership capacity in implementing the National Education Standards within Islamic educational institutions

Landasan dan Paradigma Pengembangan Kurikulum Pendidikan Agama Islam (PAI) Reni Marvianasari; Agus Zaenul Fitri; Abd. Aziz
Pendekar : Jurnal Pendidikan Berkarakter Vol. 2 No. 2 (2024): April : Jurnal Pendidikan Berkarakter
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/pendekar.v2i2.659

National education is education based on Pancasila and laws that are rooted in the religious and cultural values of the Indonesian nation. Over time there have been significant changes in the world of Islamic religious education so that the process requires a series of appropriate curriculum development with a strong foundation so that the direction of the development goals is clear, therefore the right foundation is needed to be applied in developing the Islamic religious education curriculum. These foundations include philosophical, psychological, socio-cultural, scientific and technological foundations. Islamic religious education is directed at forming faith and devotion, having knowledge and skills, being able to develop creativity and responsibility, being able to develop high intelligence with noble character and love for the nation and fellow human beings. To achieve what is expected, the curriculum has a very urgent position as a guideline for determining the direction of educational content and objectives. Therefore, curriculum development in the field of Islamic Religious Education is part of the educational strategy in forming students with Rahmatan Lil Alamin character.

Change Management In Improving The Quality And Competitiveness Of Islamic Boarding Schools Mustajib; Prim Masrokan Mutohar; Akhyak; Abd. Aziz
International Journal of Education Management and Religion Vol. 2 No. 2 (2025): July 2025
Publisher : Pondok pesantren As-salafiyah As-Safi'iyyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71305/ijemr.v2i2.508

Pesantren, as the oldest Islamic educational institution in Indonesia, faces the challenges of modernization and globalization that demand improvement in quality and competitiveness. This research aims to analyze change management at Pondok Pesantren Tahfidhil Qur’an Sirojul ’Ulum Semanding Tertek Pare and Pondok Pesantren Darussalam Sumbersari Kencong Kepung in order to enhance quality and competitiveness. The research employs a qualitative approach with a multisite design. Data was obtained through in-depth interviews, participatory observation, and documentation studies, and then analyzed using the interactive model by Miles and Huberman, which includes data reduction, data presentation, and conclusion drawing. The results show that change management in both pesantren encompasses four dimensions. First, visionary change policies: Sirojul 'Ulum integrates tahfidz education with formal institutions, while Darussalam implements a mu'adalah system and strengthens da'wah. Second, the implementation of changes is carried out participatively through curriculum innovation, learning methods, and community-based da'wah programs. Third, change control is managed through monitoring mechanisms, evaluation, as well as the use of technology and pesantren regulations. Fourth, improvement actions are conducted continuously through curriculum refinement, enhancement of teacher competencies, strengthening the economics of pesantren, and a more adaptive disciplinary approach. This study concludes that effective pesantren change management must integrate visionary policies, participatory implementation, technology and culture-based control, and continuous improvement actions. These findings have theoretical implications in the development of Islamic education management literature, as well as practical implications for pesantren managers and policymakers in supporting quality and competitive pesantren transformation.

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