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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
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Positioning the Quality Excellence Competitiveness of Integrated School Education Using the Multidimensional Scaling Model Arif Julianto Sri Nugroho; Abdul Haris; Purwo Haryono; Tasari Tasari; Dandang Setyawanti
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.v8i3.522

Abstract

This study was conducted by developing a performance analysis model of the competitiveness of Integrated Islamic Middle Schools (SMPIT). As a result of acquiring new students, SMPIT is experiencing increased student interest. The study aims to build a marketing strategy model based on competitive quality performance excellence and to determine the position of excellence of each SMPIT in Klaten City. The quantitative approach was used through a multivariate multidimensional scaling statistical test. The sampling technique used was purposive sampling, which included 112 respondents. The quantitative test of the model consists of the validity and reliability test of the instrument and the quantitative multidimensional scaling test of SMPIT competitiveness using the SPSS 21 program. This study produces attributes in the questionnaire including market orientation, program innovation, environmental adaptability and the influence of competitive advantage. The results of the quantitative test show that the instrument items are valid and reliable. SMPIT Ibnu Abbas and SMPIT Hidayah have the highest competitive advantage points in the competitiveness map of superior schools, both quantitative and qualitative, in Klaten Regency, namely in Quadrant I. The final stage of the research has formed a map of each SMPIT so that the competitiveness of superior Islamic high schools is created to welcome the era of demographic bonus and economic growth towards the golden generation of Indonesia in 2045. The novelty of this research is that it combines the concept of positioning the competitiveness of superior Islamic schools based on multidimensional scaling with the object of observation of secondary Islamic education. This study combines the idea of competitive advantage of the quality performance of Islamic educational institutions through the positioning of multidimensional scaling models.
The Development of Multicultural Islamic Education in the Modern Era: Relevance and Challenges Khasanah, Uswatun
Al-Hayat: Journal of Islamic Education Vol 7 No 2 (2023): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v7i2.725

Abstract

Multicultural Islamic Education is an education that emphasizes multiculturalism as one of the visions of education with the main character that is inclusive, egalitarian, and humanist but remains firmly based on spiritual and divine values based on the Qur'an and Sunnah. The type of research used is the qualitative method with a phenomenological approach. This research collected data through in-depth interviews, observation, and documentation. Researchers conducted epoché, followed by data analysis with three stages, namely data collection, data reduction, data presentation, and conclusion drawing/verification. The study's results demonstrate the relevance of developing multicultural Islamic education in the modern era, which provides high respect and guarantees for each individual. Therefore, it is incorrect to assume that Islamic education lacks humanistic elements. Furthermore, the study's findings indicate that the development of multicultural Islamic education is not a simple task. This study found challenges and obstacles in formulating and adopting multiculturalism in the world of Islamic education, including: differences in the boundaries of multiculturalism as an ideology, exclusivism in homogeneous groups, vague tolerance boundaries that have the potential to cause egocentrism, the selection of appropriate multicultural models and types for Islamic education, and the feasibility and readiness of each component of the Islamic education system. The study's results suggest several ways to enhance multicultural Islamic education, including the need to keep refining the discourse of multicultural Islamic education. Second, that must continue to deepen and explore the concept of education, which upholds values, beliefs, heterogeneity, plurality, diversity, and all aspects of community life within the context of studying Islamic teachings based on the Qur'an and Sunnah. Third, further research is needed to establish the concept and form of multicultural Islamic education that can be implemented in practice.
Challenges of Affective Assessment of Islamic Religious Education Learning in Merdeka Curriculum Susmiyati, Sri; Zurqoni, Zurqoni; Abdillah, Muhamad Hasan; Saugi, Wildan
Al-Hayat: Journal of Islamic Education Vol 7 No 2 (2023): 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.v7i2.675

Abstract

This study aims to identify the challenges of madrasah teachers in the affective assessment of Islamic Religious Education based on the Independent Curriculum and to evaluate the understanding and abilities of teachers. This study uses a mixed explanatory method, with a quantitative method through a survey of 177 Islamic Religious Education teachers in East Kalimantan selected through simple random sampling from 378 teachers. Qualitative data were collected through interviews and observations. Quantitative analysis uses descriptive statistics (SPSS-25.0), and qualitative analysis uses the interactive model of Miles, Huberman, and Saldana. This study reveals that the main challenges in affective assessment for Islamic Religious Education (PAI) teachers based on the Independent Curriculum include: (1) teachers' lack of understanding of religious affective assessment, (2) limited ability to carry out assessments, (3) low skills in using affective assessment methods and instruments, and (4) minimal support in terms of training, resources, and time. Teachers tend to focus more on cognitive assessments, causing students' affective assessments of religiosity to be less monitored. The implications of this study emphasize the importance of improving teacher competence in understanding and assessment skills, as well as training and resource support. Future research should develop an effective assessment training model based on the Merdeka Curriculum, including practical instruments, technology support, and collaboration between schools, government, and related parties to strengthen teacher capacity.
Metacognitive Strategies to Improve Critical Thinking and Learner Autonomy in Writing Argumentative Texts in Islamic Boarding Schools Aziz, Imam Nur; Setyosari, Punaji; Widiati, Utami; Ulfa, Saida
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

This study examines the effects of metacognitive strategies on critical thinking skills and learner autonomy in argumentative writing among students in Indonesian Islamic boarding schools (Mambaus Sholihin Gresik, Amanatul Ummah Mojokerto, Al-Amin Prenduan Madura, and Al-Rosyid Bojonegoro). This study uses mixed methods; the research integrated quantitative data from pre-tests and post-tests with qualitative insights from interviews, questionnaires, and observations to evaluate the strategies' effectiveness. Qualitative findings revealed that applying metacognitive strategies in a four-week argumentative writing module involving goal setting, monitoring, and reflection effectively improved students' critical thinking skills, independence, and writing abilities in Indonesian Islamic boarding schools. Quantitative results indicated that metacognitive strategies significantly enhanced students' abilities to construct coherent arguments and manage the writing process independently (F = 1.540, Sig. = 0.014). However, the overall impact on critical thinking skills and learner autonomy was not statistically significant. Theoretically, the findings confirm that metacognitive strategies enhance analytical and evaluation skills, emphasise the need for contextual adjustments, support the role of peer feedback in boosting metacognitive awareness, and underscore the value of integrating local values to enhance student motivation and independence. Future research should explore the long-term effects, involve more boarding schools, and consider contextual factors such as teacher roles and integration into the Islamic boarding school environment.
Development of Google Sites-Based Learning Media for Islamic Education Learning in Elementary Schools Aeni, Ani Nur; Abdullah, Mulyana; Fitriyatunnisa, Fifit; Wulan, Neng; Zahra, Santika Az
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

This study aims to develop a Google Sites-based learning media called ATM-KU (Praiseworthy Morals Building Noble Morals) for grade II elementary school students in Islamic religious education. Google sites-based learning media ATM-KU aims to improve moral understanding in a fun and interactive way, addressing the challenge of teaching morals to primary school students, which is often considered boring. By utilising Google Sites, it is hoped that students will be more interested and actively involved in the learning process. The primary goal is to create a compelling and exciting learning medium to increase students' interest and understanding of morals in Islamic Religious Education. This study uses the Research and Development (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. Literature studies and observations are conducted in the analysis stage to understand students' needs. An attractive and child-friendly user interface, features, and interactions are developed at the design stage. In the development stage, content and features are created according to the design, followed by initial testing. During implementation, Google Sites is used in the classroom learning process. At the evaluation stage, student responses are collected through questionnaires to assess the effectiveness of the media. The results show that ATM-KU effectively increases students' interest in Islamic Religious Education, especially in the material "Let's Have a Commendable Character!" Students responded positively to this media. However, the research is limited to one class, indicating the need for broader implementation. These findings demonstrate the originality of combining Google Sites technology with interactive methods for teaching morals.
Evaluation of the Independent Curriculum in Special Schools to Enhance Participation of Children with Special Needs Rasid, Sulaiman Abdul; Mukhibat, M.; Daryono, Rihab Wit
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 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.
Ubiquitous Project-Based Learning Instructional Design in Islamic College Pradana, Mochamad Desta; Setyosari, Punaji; Ulfa, Saida; Degeng, Made Duananda Kartika
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 right learning strategy provides benefits in mastery of learning, allowing students to collaborate and interact in implementing and creating learning projects. Through Ubiquitous Project Based Learning (UPjBL), Instructional Design fully contributes to achieving optimal learning objectives for students. This study aims to develop UPjBL Learning Design and determine the feasibility of the results. The development method for education uses the ADDIE development model stages. The data collection technique uses an instrument in the form of a validation assessment sheet and a closed question instrument in the form of a five-point Likert scale. The development procedure is done by analysis, design, development, implementation and evaluation. The study found that the Ubiquitous Project Based Learning (UPjBL) learning design is valid and feasible. It is known that the product developed has a feasibility value of 4.5 which means that the product is included in the extraordinary category or is very possible to use in the learning process. The combination of Ubiquitous learning and Project-based learning has a UPjBL learning model based on the Constructivist approach. This approach emphasizes that the learning process is centred on students by constructing knowledge obtained contextually. The lecture program units and teaching materials for Information and Communication Technology with primary computer material are adjusted to the curriculum and characteristics of students.

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