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All Journal KNOWLEDGE: Jurnal Inovasi Hasil Penelitian dan Pengembangan ISLAMIDA Journal of Islamic Studies
Muhamad Asror
STAI Ma`arif Kalirejo Lampung Tengah
Religion Arts Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Immunology & microbiology Industrial & Manufacturing Engineering Mathematics Mechanical Engineering Physics Other

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MANAJEMEN PENDIDIKAN DALAM PERSPEKTIF ISLAM Muhamad Asror; Irpan Syah; Ahmad Roisuddin
ISLAMIDA Journal of Islamic Studies Vol. 3 No. 1 (2024): FEBRUARI
Publisher : STAI Darussalam Lampung

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Abstract

The purpose of this article is to discuss the management of education from an Islamic perspective, the research is library research, with the method of collecting data documentation. The analysis uses content analysis. The results of the study state that Islamic education management as a family of science certainly has specific characteristics regarding what (ontology), how (epsitemology), and for what (axiology) management knowledge respectively. Islamic education management is a process of structuring or managing Islamic education institutions involving Muslim human resources and mobilising them to achieve Islamic education goals effectively and efficiently. Islamic education management has two objects, namely material objects and formal objects. The material objects of Islamic education management science include the scriptures, the products of human reason, and the physical world. The ontological foundation of education management regulates all educational activities, namely, planning, organising, mobilising (motivation, leadership, decision-making, communication, coordination, and negotiation as well as organisational development) and controlling (including monitoring, assessment, and reporting). The epistemological basis is needed in educational management or educational science experts in order to develop their knowledge productively and responsibly. The principles of Islamic education management are the principle of amar ma'ruf nahi munkar, the principle of upholding the truth, the principle of upholding justice, and the obligation to deliver a good message.
PENERAPAN MODEL FLIPPED CLASSROOM BERBASIS PODCAST DALAM PEMBELAJARAN AKIDAH AKHLAK : STUDI KOMPARATIF EFEKTIVITAS KOGNITIF DAN AFEKTIF Ilyas Rozak Hanafi; Muhamad Asror; Rofi'udin Rofi'udin; Muhamad Qomarudinul Huda; Ninik Muhajiroh
KNOWLEDGE: Jurnal Inovasi Hasil Penelitian dan Pengembangan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/knowledge.v6i2.11214

Abstract

ABSTRACT The research gap in Akidah Akhlak learning indicates that the learning process is still dominated by conventional methods focusing on knowledge transfer, which have not been optimal in developing students’ affective aspects. Studies on the Flipped Classroom generally emphasize cognitive outcomes, while the integration of podcast media in Akidah Akhlak learning and the simultaneous examination of its effectiveness on both cognitive and affective domains remain limited. This study aims to examine the effectiveness of a podcast-based Flipped Classroom model compared to conventional learning models in improving students’ cognitive and affective achievements in Akidah Akhlak subjects. The study employed a quantitative approach with a quasi-experimental design using a Non-equivalent Control Group Design. The sample consisted of experimental and control classes selected through cluster random sampling. Data were collected through learning outcome tests for the cognitive domain and Likert scales for the affective domain, then analyzed using the Independent Sample t-test with SPSS 26.0. The results showed that the experimental class achieved a higher cognitive mean score (86.5) compared to the control class (74.2), along with an 18% increase in affective outcomes, with a significance value of 0.002 (<0.05). The findings conclude that the podcast-based Flipped Classroom model is more effective in improving students’ cognitive and affective learning outcomes. ABSTRAK Kesenjangan dalam penelitian pembelajaran Akidah Akhlak menunjukkan bahwa proses pembelajaran masih didominasi metode konvensional yang berfokus pada transfer pengetahuan sehingga belum optimal dalam mengembangkan aspek afektif siswa. Penelitian tentang Flipped Classroom umumnya hanya berfokus pada aspek kognitif, sementara integrasi media podcast dalam pembelajaran Akidah Akhlak serta pengujian efektivitasnya secara simultan pada ranah kognitif dan afektif masih sangat terbatas. Penelitian ini bertujuan untuk menguji efektivitas model Flipped Classroom berbasis podcast dibandingkan dengan model pembelajaran konvensional dalam meningkatkan capaian kognitif dan afektif siswa pada mata pelajaran Akidah Akhlak. Metode yang digunakan adalah pendekatan kuantitatif dengan desain eksperimen semu tipe Non-equivalent Control Group Design. Sampel terdiri dari kelas eksperimen dan kelas kontrol yang dipilih melalui cluster random sampling. Data dikumpulkan melalui tes hasil belajar untuk ranah kognitif dan skala Likert untuk ranah afektif, kemudian dianalisis menggunakan uji Independent Sample t-test berbantuan SPSS 26.0. Hasil penelitian menunjukkan bahwa kelas eksperimen memperoleh rata-rata kognitif 86,5 lebih tinggi dibandingkan kelas kontrol 74,2, serta peningkatan afektif sebesar 18%, dengan nilai signifikansi 0,002 (<0,05). Simpulan penelitian ini menunjukkan bahwa model Flipped Classroom berbasis podcast lebih efektif dalam meningkatkan hasil belajar kognitif dan afektif siswa.
Co-Authors Ahmad Roisuddin Ilyas Rozak Hanafi Irpan Syah Muhamad Qomarudinul Huda Ninik Muhajiroh Rofi'udin Rofi'udin