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All Journal ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Responsive: Jurnal Manajemen Pendidikan Islam
Siti Nurkasyifah
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Religion Humanities Education Public Health Social Sciences Other

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The Meaning and Essence of the Islamic Education Curriculum Dudus Ruhimat; Maspuroh; Nadila; Siti Holipah; Siti Nurkasyifah
Responsive: Jurnal Manajemen Pendidikan Islam Vol. 1 No. 2 (2025)
Publisher : Penerbit Hellow Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61166/responsive.v1i2.8

Abstract

In the perspective of Islamic educational philosophy, the curriculum is seen as a holistic guide rooted in divine values, with the Qur'an and Hadith as its primary sources. Ontologically, the curriculum includes all educational components aimed at developing human potential in its entirety, encompassing cognitive, affective, psychomotor, and spiritual aspects. Islamic epistemology asserts that Allah is the ultimate educator, while humans are learners who must submit to His teachings. From an axiological perspective, the Islamic curriculum aims not only for academic success but, more importantly, for the development of noble character (akhlaq), with a primary focus on devotion to Allah.
The Microteaching Simulation Model as an Effective Approach to Improving the Teaching Skills of Islamic Religious Education Students at STAI Al-Azhary Cianjur Muhamad Yusup Maulana; Siti Nurkasyifah; Mutia Selma Nafis; Euis Latipah
ATTAQWA: Jurnal Pendidikan Islam dan Anak Usia Dini Vol. 4 No. 4 (2025): Islamic Education and Early Childhood Innovation
Publisher : STIT Attaqwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/attaqwa.v4i4.177

Abstract

Microteaching is a highly essential approach in developing fundamental teaching competencies for prospective educators. This study aims to examine the effectiveness of the microteaching simulation model in enhancing the teaching skills of students in the Islamic Education (PAI) Study Program at STAI Al-Azhary Cianjur. Utilizing a descriptive qualitative method, data were collected through classroom observations, interviews with students and lecturers, and documentation. The findings indicate that the implementation of microteaching simulations significantly supports the improvement of students' skills, particularly in lesson openings, classroom management, providing feedback or reinforcement, and systematically closing lessons. Additionally, students demonstrated increased self-confidence and enhanced ability to reflect on their teaching practices. Based on these results, this model is recommended for consistent implementation in teacher education programs, especially in microteaching courses.
Co-Authors Dudus Ruhimat Euis Latipah Maspuroh Muhamad Yusup Maulana Mutia Selma Nafis Nadila Siti Holipah