cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dian Iskandar Jaelani
Contact Email
alhayatjournal@gmail.com
Phone
+6281249878829
Journal Mail Official
alhayatjournal@gmail.com
Editorial Address
Getas, Nganjuk, East Java Indonesia
Location
Kota denpasar,
Bali
INDONESIA
Al-Hayat: Journal of Islamic Education
Published by LETIGES
ISSN : 26571781     EISSN : 25993046     DOI : https://doi.org/10.35723/ajie
Core Subject : Education,
Education
Al-Hayat: Journal of Islamic Education: e-ISSN: 2599-3046 (online) and p-ISSN: 2657-1781 (print), is an international journal published by the LETIGES collaboration with the al-Hayat al-Istiqomah foundation, Asosiasi Pascasarjana Agama Islam Swasta Indonesia (APAISI) and Association of Muslim Community in ASEAN (AMCA). The journal focuses its scope on the issues of Islamic education and fully refers to theories, methods, and applications. We invite scientists, scholars, researchers, and professionals in the field of Islamic education to publish their research in our journal.
Arjuna Subject : Umum - Umum
Articles 267 Documents
 23   24   25   26   27 
Innovative Learning Strategies for Islamic Religious Education Based on Merdeka Belajar Curriculum in Vocational High Schools Hosaini Hosaini; Mujamil Qomar; Agus Zaenul Fitri; Akhyak Akhyak; Kojin Kojin
Al-Hayat: Journal of Islamic Education Vol 8 No 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.587

Abstract

Innovative learning strategies for Islamic Religious Education are needed to improve cognitive abilities, including analysis, application, creation, presentation, and implementation; affective abilities, including appreciation and organization or characterization; and psychomotor abilities, with the perception of the Qur'an and Hadith, which can enrich the vocational needs of students. This qualitative case study research aims to describe and analyze innovative learning strategies for Islamic Religious Education at Mambaul Ulum Vocational High School based on the Merdeka Belajar curriculum. Data collection through interviews, observations, and documentation. Testing the validity of the collected data through triangulation, expert discussions, and member checking. Data analysis using the Miles, Huberman, and Saldana methods with data condensation, data presentation, and conclusion. The study showed that the Islamic Religious Education teachers implemented three innovative learning strategies. First, problem-based learning integrates religious concepts with real issues to develop cognitive, affective, and psychomotor abilities. Second, inquiry-based learning through independent investigation and applying religious concepts in everyday life to deepen understanding. Third, flipped classroom combines independent learning at home with classroom discussion activities. Applying three innovative learning strategies has an impact on increasing learning motivation, knowledge of worship, and critical thinking skills. The value of this research lies in the application of learning strategies that connect religious concepts with actual practices to improve the quality of learning in vocational environments. The research findings strengthen constructivism through problem-based, inquiry-based, and flipped classroom theory by showing that active, collaborative, and interactive learning improves understanding and application of learning materials.
Model of Internalization of Religious Moderation Values in Salafiyah Boarding Schools Rohmadi Rohmadi; Duski Ibrahim; Munir Munir
Al-Hayat: Journal of Islamic Education Vol 8 No 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.574

Abstract

This study aims to analyze the process of internalizing religious moderation values at the Salafiyah Islamic Boarding School, Rubath Al Muhibbien, Palembang. Religious moderation is crucial for maintaining stability and avoiding excessive religious interpretations that may violate humanitarian values, social agreements, and public order. Salafiyah Islamic boarding schools were chosen as the focus due to their pivotal role in fostering a moderate understanding of Islam, particularly in instilling these values in their students. The research utilized a qualitative phenomenological approach. Key informants included school leaders, administrators, teachers, students, alumni, and the general community. Activities observed encompassed the internalization process of religious moderation values, with classical Islamic texts (kitab kuning) serving as supporting documents: data collection methods involved observations, in-depth interviews, and written and oral documentation. The Miles and Huberman data analysis method, known for its three primary activities, data reduction, data display, and conclusion drawing or verification was employed. The findings reveal a model of internalizing religious moderation values at the Salafiyah Islamic Boarding School, consisting of three stages: value transformation, transaction, and internalization. The first stage involves value transformation through conceptual, institutional, operational, and architectural dimensions. The second stage consists of implementing advisory strategies and customary practices to instil values among students. The third stage incorporates role modelling, habituation, exemplification, advisory roles, promises, threats, and disciplinary measures. By focusing on one Islamic boarding school, the research results may not fully reflect the internalizing religious moderation values ​​in other Islamic boarding schools with different characteristics, cultures, and teaching methods. The originality lies in the model of internalizing religious moderation values ​​that have been developed. This holistic approach combines unique conceptual, institutional, operational, and architectural aspects and strategies relevant to the culture and traditions of Islamic boarding school education.
Teacher Strategies in Implementing Religious Moderation Values in Islamic Educational Institutions Nurbayani, Nurbayani; Amiruddin, Amiruddin
Al-Hayat: Journal of Islamic Education Vol 8 No 2 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

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

Abstract

The policy of Islamic Education Institutions that instil the principles of religious moderation can influence students' moderate attitudes by the nature of Islamic teachings. This article aims to explain and analyze the efforts of Islamic Religious Education (PAI) teachers in implementing the values ​​of religious moderation in Islamic Education Institutions. The approach used is qualitative with the type of research used in this discussion is using literature studies. This includes systematic identification and analysis of documents related to the research problem. The data collection used by researchers uses documentation techniques from various sources, such as notes, transcripts, books, newspapers, magazines, bulletins, journals, articles, etc. Data analysis through the stages of organizing and sorting data into patterns, categories, and basic descriptive units. The results of the study indicate the efforts of teachers in implementing the values ​​of religious moderation in learning with their extracurricular activities. Among these values ​​are Tawassut, Tawazun, I'tidal, Tasamuh, Al-Musawah, Syura, Islah, Tatawwur Wa Ibtikar, Tahaddur, Wataniyah Wa Muwatanah, and Qudwatiyah. To implement the values ​​of religious moderation in Islamic religious education subjects at Islamic Education Institutions, PAI group teachers use discussion methods, case studies, problem-based learning, role-playing and project-based learning. This study focuses on teachers' efforts in implementing the values ​​of religious moderation but does not cover students' perspectives or the long-term impacts of implementing these values. Emphasizing the importance of moderate Islamic education in an increasingly diverse and complex global context, it significantly contributes to the literature on inclusive and tolerant religious education.
Minimum Competency Assessment in Madrasah Ibtidayah Raihanatul Jannah; Khairunnisa Khairunnisa; Makherus Sholeh; Restu Khaliq
Al-Hayat: Journal of Islamic Education Vol 8 No 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.573

Abstract

This study aims to analyze the implementation of the Minimum Competency Assessment (MCA) at the Madrasah Ibtidaiyah level. To examine the assessment's preparation, implementation, and understanding among educators and strategies to develop literacy and numeracy within the assessment framework. This study used a qualitative approach, involving 24 subjects selected through stratified sampling based on school status and role, including principals, teachers, supervisors, and students. Data were collected through interviews, observations, and documentation. Data analysis followed the stages of Milles and Huberman, including data condensation, data display, and conclusion. The results showed that the preparation of the MCA included preparing facilities, improving internet connectivity, and training for teachers. The MCA was carried out by dividing students into several waves and sessions, including simulations before the assessment began. However, there needs to be more teachers' understanding of the objectives of the MCA, especially in terms of literacy and numeracy, which affects the overall effectiveness of the assessment. Strategies to develop literacy and numeracy, such as integrating technology into teaching practices, are essential to better prepare students for the digital aspects of the evaluation. In addition, the findings show that despite significant efforts made by schools to prepare for MCA, challenges such as inadequate technological resources, limited teacher preparedness, and technical issues during assessments pose substantial barriers. The study suggests that addressing these challenges is critical to improving the effectiveness of MCA and achieving its goals of improving student competency and overall educational quality.
Application of Behaviorist Theory Based on the Learning Experience of Students in Boarding School Environments Zainal Abidin Muhja; Meliani Indria Wijaya
Al-Hayat: Journal of Islamic Education Vol 8 No 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.689

Abstract

This study examines the importance of implementing behaviourist theory in student learning. It examines student responses and the role of the educational environment in implementing behaviourist theory at the Ar-Rifa'ie Tarakan Islamic Boarding School. The approach used in this study is qualitative, the type is descriptive and ethnographic. Data collection uses in-depth interviews and observations. The validity of the researcher's data uses source triangulation. The analysis adopts the Miles & Huberman model, which includes data collection, reduction, delivery, and conclusion. The study's results indicate that applying behaviourist learning theory uses reinforcement, motivation, incentives, and practice. Activities that utilize behaviourist learning theory include dhuha prayer, reading the Qur'an and tahfidz, Friday prayers, and muhadoroh (speaking practice). This is because the behaviourist or behavioural learning theory shows when students' behaviour changes in a positive direction, they become more motivated to learn and interact, and their memory and tolerance become stronger. The educational environment influences student behaviour and development, including climate, geographical location, habitat, and customs. This study only relies on behaviourist learning theory to explain changes in student behaviour. This may ignore other relevant educational approaches, such as cognitivism or constructivism theory, which can provide additional perspectives on developing students' learning. This study integrates behaviourist learning theory with students' religious activities, which is a unique approach because behaviourism is generally more often applied in the context of general education than religious education.
Arabic Language Environment for Islamic Boarding School Student Language Acquisition Imam Muttaqin; Bakri Mohamed Bakheit; Mamluatul Hasanah
Al-Hayat: Journal of Islamic Education Vol 8 No 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.624

Abstract

This study aims to learn more about the Arabic language environment and its relationship to input, interaction and output in student language acquisition. The approach used is a qualitative approach with a case study type. Determination of informants using purposive techniques. Data collection techniques include observation, interviews, and documentation. Data analysis using the Miles, Huberman and Saldana models, namely data condensation, data presentation, and conclusions. The results of the study show that the Arabic language environment consists of a formal Environment containing classroom learning, Mhārh al-qirāʼah, mhārh al-kitābah, al-Istimāʻ wa-al-kalām, Informal Environment containing language activities outside the classroom; ilqāʼ al-mufradāt, al-muḥādathah, al-tawʻiyah al-dīnīyah, al-khaṭṭ al-ʻarabī, muhadlarah, and maḥkamat al-lughah. Related to input, interaction, and output, the Arabic language environment is concerned with formal and informal environments. The formal environment of language input in the form of structured teacher utterances originates from dialogue and language exercises, patterned language interactions between individual teachers and groups of students and interactions between groups of teachers and groups of students, while the language output is in the form of structured student utterances according to Arabic language structure patterns. While the informal environment of language input in unstructured teacher utterances originates from natural language, the language interaction in it is patterned, the interaction between individual teachers and individual students or vice versa, while the language output is in the form of student utterances obtained naturally. It should be noted that this study is limited to the aspects of the Arabic Language Environment and Language Acquisition. The findings of this study show the importance of an Arabic language environment that can enrich language input, interaction, and output in the language acquisition process.
Actualisation of Inclusive Values Through Religious Education in High Schools Bahdar Bahdar; Saepudin Mashuri; Rusdin Rusdin; Rusmin Rusmin; Amir Basir Zanki
Al-Hayat: Journal of Islamic Education Vol 8 No 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.598

Abstract

This study aims to analyse the actualisation of inclusive values in religious learning and examine how the values of tasamuh, ta'awun, and justice are applied at SMA Karuna Dipa Palu, which has a diversity of ethnicities, cultures, and religions. The main objective is to assess how these values strengthen inclusive religious education and identify opportunities and challenges in their implementation. This study uses a qualitative field study method with a case study approach, collecting data through interviews, observations, and documentation analysis to understand the application of inclusivism values in religious education at Karuna Dipa High School, with data analysis carried out using the Miles and Huberman techniques which include data condensation, data presentation, and concluding. The formal-textual approach in religious learning actualises the values of inclusivity through the opening, core, and closing stages. In the opening stage, teachers from various religions prepare the class and motivate students. In the core stage, the values of openness, tolerance, mutual assistance, and justice are taught through each religion's teachings. In the closing stage, teachers and students summarise necessary materials and give assignments, thus creating solid social solidarity in the school. Karuna Dipa High School faces challenges in developing inclusivism values, such as limited technological resources, visualisation facilities for materials, and limited learning time. In addition, the lack of sustainable religious programs also hinders students' comprehensive understanding of inclusivism. This research implies that inclusivism values in religious education can strengthen social solidarity and inclusivity in diverse schools but requires increased resources, facilities, and sustainable programs for optimal results.
Experiential Learning Model Based on Local Wisdom in Learning Islamic Cultural History Agus Purwowidodo
Al-Hayat: Journal of Islamic Education Vol 8 No 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.492

Abstract

This study examines how the local wisdom-based experiential learning model influences the improvement of metacognitive skills, learning motivation, and learning outcomes in the subject of Islamic Cultural History (SKI) in grade V students of State Madrasah Ibtidaiyah (MI), who previously used more memorisation-based and less contextual learning methods. This study uses a quantitative method with a pretest-posttest experimental design. Data collection through tests, questionnaires, and observations on elementary school students in Tulungagung Regency. Statistical tests using MANOVA and SPSS-26.0. The results of the study showed that the application of experiential learning based on local wisdom was significantly more effective in improving students' understanding of the efforts of the Prophet Muhammad SAW, as well as SKI learning outcomes and metacognitive skills compared to the expository method. This model also succeeded in increasing students' learning motivation and developing independent learning and intercultural skills. In addition, experiential learning plays an important role in preparing students to face global challenges. The average learning outcomes of students taught with the experiential model were higher than the expository method, namely 87.54 compared to 72.72. This study has limitations in the generalization of findings. The originality of this study lies in the experiential learning model based on local wisdom that is effective in improving students' understanding, motivation, and metacognitive skills. The implications of this study for the development of more adaptive curriculum and teaching strategies and preparing students to face global challenges.
Level of Exposure Elementary School Teachers to the Implementation Merdeka Curriculum Umar Umar; Syarifuddin Syarifuddin; Mei Indra Jayanti; Irwan Irwan; Indrawan Indrawan
Al-Hayat: Journal of Islamic Education Vol 8 No 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.571

Abstract

This research examines the exposure and adaptation of prospective elementary school teachers in Bima City to the Merdeka Curriculum, focusing on how these teachers receive information about the curriculum, the training they undergo, and their classroom implementation practices, while also identifying factors that support or hinder the successful adoption of this curriculum. The study employed a descriptive survey method with a quantitative approach, using an electronic questionnaire to collect and analyze data from 44 prospective elementary school teachers at Muhammadiyah Bima University, assessing their perceptions and exposure to the Merdeka Curriculum through descriptive statistics and percentage analysis. Survey results indicate that prospective elementary school teachers in Bima have limited understanding of the Merdeka Curriculum, with only a small percentage having high exposure to it. The study highlights that while 51% of students have moderate exposure, a significant number face challenges in implementing the curriculum effectively due to inadequate resources and practical experience. To address these issues, it is crucial for educational institutions to enhance support through training, resources, and practical experiences, ensuring that prospective teachers are well-prepared to implement the Merdeka Curriculum successfully. This study sheds light on the understanding and exposure to the Merdeka Curriculum among prospective teachers in Bima, revealing a significant gap between theoretical knowledge and practical application. It highlights the urgent need for improved institutional support, including targeted training and better resources, to effectively prepare future educators for implementing the curriculum. The findings offer practical recommendations for enhancing teacher preparation and contribute to the broader discussion on curriculum implementation.
Evaluation of the Independent Curriculum in Special Schools to Enhance Participation of Children with Special Needs Sulaiman Abdul Rasid; M. Mukhibat; Rihab Wit Daryono
Al-Hayat: Journal of Islamic Education Vol 8 No 2 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i2.586

Abstract

The independent curriculum aims to create an inclusive learning environment in special schools, where children with special needs are fully integrated into the learning process with their friends without barriers or discrimination. This research aims to evaluate the achievements of the independent curriculum in particular schools in increasing the participation of children with special needs in learning. This research uses an evaluation method using the CIPPO model developed by Stufflebeam and Shinkfield. The research instrument was shown to school principals, vice principals, and teachers as a questionnaire. Using random sampling techniques, 32 respondents were chosen, consisting of 3 principals, 7 vice principals, and 25 teachers. The findings of this research identify the lowest measurement of evaluation results, namely in the input aspect, namely the involvement of parents in decision making, support for facilities and infrastructure, and social support from friends need to be improved. So, the recommendation that needs to be improved is that schools and teachers must develop partnerships with community organizations and government institutions to support inclusion efforts, including providing additional services and social support for children with special needs. In addition, particular schools must prioritize providing information and training to parents, teachers, students, and the community about the importance of inclusion, the rights of children with special needs, and the best ways to support their participation in the learning process.

Page 25 of 27 | Total Record : 267

 23   24   25   26   27 

Filter by Year

2017 2024


Reset
Filter By Issues
All Issue Vol 8 No 3 (2024): Al-Hayat: Journal of Islamic Education Vol 8 No 2 (2024): Al-Hayat: Journal of Islamic Education Vol 8 No 1 (2024): Al-Hayat: Journal of Islamic Education Vol 7 No 2 (2023): Al-Hayat: Journal of Islamic Education Vol 7 No 1 (2023): Al-Hayat: Journal of Islamic Education Vol 6 No 2 (2022): Al-Hayat: Journal of Islamic Education Vol 6 No 1 (2022): Al-Hayat: Journal of Islamic Education Vol 5 No 2 (2021): Al-Hayat: Journal of Islamic Education Vol 5 No 1 (2021): Al-Hayat: Journal of Islamic Education Vol 4 No 2 (2020): Al-Hayat: Journal of Islamic Education Vol 4 No 1 (2020): Al-Hayat: Journal of Islamic Education Vol 3 No 2 (2019): Al-Hayat: Journal of Islamic Education Vol 3 No 1 (2019): Al-Hayat: Journal of Islamic Education Vol 2 No 2 (2018): Al-Hayat: Journal of Islamic Education Vol 2 No 1 (2018): Al-Hayat: Journal of Islamic Education Vol 1 No 1 (2017): Al-Hayat: Journal of Islamic Education More Issue