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Amie Primarni, Amie Primarni
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Religion Decision Sciences, Operations Research & Management Education Social Sciences Other

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Pendidikan Islam dan Tantangan Kontemporer: Strategi Mengatasi Radikalisme dan Ekstremisme Melalui Pendidikan Holistik Amie Primarni, Amie Primarni
Jurnal Dirosah Islamiyah Vol. 6 No. 1 (2024): Jurnal Dirosah Islamiyah
Publisher : Pascasarjana IAI Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/jdi.v6i1.572

Abstract

This article discusses the role of Islamic education in facing contemporary challenges, especially in addressing the problems of radicalism and extremism. Through an interdisciplinary approach, this article investigates how Islamic education can serve as an effective solution in responding to the phenomenon. In this article, we will analyze the main concepts in Islamic education that promote a correct understanding of religion, tolerance, moderatism, and criticism of extreme thought. Through proper education, the values of tolerance, justice, and moderation can be instilled in the younger generation of Muslims. This article highlights the concept of inclusive Islamic education, based on balanced religious teachings, and developing critical understanding. This research was conducted through literature review and contextual analysis to provide deeper insight into the importance of Islamic education in addressing contemporary challenges. The results show that holistic and contextual Islamic education can play an important role in preventing and overcoming radicalism and extremism. This article provides a new outlook for educators, education practitioners, and policy makers to promote well-rounded Islamic education and build a generation of civilized Muslims.
Pengaruh Motivasi Belajar dan Disiplin Belajar terhadap Hasil Belajar IPS pada Kelas VII MTsN 2 Bogor Tholkhah, Imam; Enang Ipung, Enang Ipung; Amie Primarni, Amie Primarni
Jurnal Dirosah Islamiyah Vol. 6 No. 1 (2024): Jurnal Dirosah Islamiyah
Publisher : Pascasarjana IAI Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/jdi.v6i1.577

Abstract

This study aims to determine 1) There is a significant influence between learning motivation on social studies learning outcomes in class VII MTsN 2 Bogor. 2) The significant influence of learning discipline on social studies learning outcomes in class VII MTsN 2 Bogor. 3) The significant influence of learning motivation and learning discipline together on social studies learning outcomes in class VII MTsN 2 Bogor. This research is a quantitative research with a survey method. The population in this study were all class VII students of MTsN 2 Bogor for the 2022-2023 academic year, totaling 320 students. Data collection techniques using questionnaires and documentation. Test the validity of the instrument using product moment correlation and reliability test using alpha crombach's formula. Analysis prerequisite tests include normality tests, linearity tests and multicollinearity tests. The data analysis technique used is simple and multiple regression analysis. The results of this study indicate that 1) there is a significant influence between learning motivation on social studies learning outcomes after the coefficient of determination test is carried out, the R square value is 0.973 or 97.3%. This means that the learning motivation variable has a significant effect on social studies learning outcomes of 97.3%. 2) There is a significant influence between learning discipline on social studies learning outcomes. After testing the coefficient of determination, the R square value is 0.962 or 96.2%. This means that the learning discipline variable has a significant effect on social studies learning outcomes of 96.2%. 3) Based on the results of the determination test, the correlation value (R) between learning motivation and learning discipline on social studies learning outcomes is 0.989. This shows a correlation between learning motivation and learning discipline on social studies learning outcomes, with a coefficient of determination (R2) of 0.977 or 97.7%. Thus the variables of learning motivation and learning discipline have an influence on changes in social studies learning outcomes by 97.7%, while the remaining 2.3% is influenced by other variables not examined in this study.
Co-Authors Enang Ipung, Enang Ipung Imam Tholkhah, Imam