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Istawa: Jurnal Pendidikan Islam
Published by Universitas Muhammadiyah Ponorogo
ISSN : 25025732     EISSN : 25410970     DOI : -
Core Subject : Humanities, Education, Art,
Arts Humanities Languange, Linguistic, Communication & Media
ISTAWA: Jurnal Pendidikan Islam (IJPI) [Journal of Islamic Education] is an International Education Journal published by Postgraduate Universitas Muhammadiyah Ponorogo, Indonesia. The journal publishes empirically grounded and multidisciplinary work on Islamic Education and its related issues: spanning the history, quranic studies, exegesis, tradition, education, curriculum, politics, sufism, etc. It is a peer-reviewed journal of Education. The journal is published twice a year.
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Articles 162 Documents
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Analysis of Reading and Writing Al Quran Difficulties in Islamic Religious Education learning at Class IX SMP Negeri 1 Colomadu Nur Aisyah, Aqiila Khairunisa; Salim, Hakimuddin
ISTAWA Vol 9 No 2 (2024): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v9i2.10760

Abstract

ABSTRACT: Learning and teaching the Koran is obligatory because the Koran is a guide to life for Muslims. However, learning it is certainly not easy and experiences various difficulties. This research aims to analyze students' difficulties in reading and writing the Al - Qur’an  الْكَرِيمُwhen learning Islamic Religious Education (PAI) at SMP Negeri 1 Colomadu. This research used a descriptive qualitative method with the research subjects being class IX students and PAI teachers. The results of the research show that the difficulties faced by students include the inability to recognize hijaiyah letters, connect the letters, and read according to tajweed rules. This research also highlights the factors that cause these difficulties, which include internal factors such as low motivation and lack of interest in students, as well as external factors such as family factors, less varied learning media, limited time, and teacher qualifications. Efforts to overcome students' difficulties are carried out by implementing more varied learning methods, personality approaches and special guidance, increasing practice hours, involving parents and the home environment, and carrying out periodic evaluations.  
Integrative Method of Learning Tahfidz Al Qur'an: Study at Utsman bin Affan Qur'an House Randublatung Auliya, Alfa Firdausa; Romlah, Romlah; Mardiana, Dina
ISTAWA Vol 9 No 2 (2024): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v9i2.10925

Abstract

The integrative methode in learning tahfidz Al Qur'an at the Utsman Bin Affan Qur'an House by integrating four method at one time, and among these methods are the Talaqqi, Jibril, Sima'i, and Tasmi' Al Qur'an methods. The purpose of this study is to describe the integrative method in learning tahfidz Al Qur'an at Utsman Bin Affan Qur'an House. This research uses a qualitative approach, with the type of case study research, and the research location is conducted at the Qur'an House of Utsman Bin Affan Randublatung which integrates four methods at once in one learning time with different age levels of students. the informants of this research are one founder, two ustadzah and seven students of the Qur'an House of Utsman Bin Affan Randublatung, to get accurate and precise information researchers collect data by observation, interviews, and documentation. After that, researchers tested the validity of the data, and then researchers analysed the data with the stages of data reduction, data display, and conclusion drawing. From the results of the research, the integrative method in learning tahfidz Al Qur'an Utsman Bin Affan Randublatung maximises time efficiency, ustadzah collaboration, creating an environment that is conducive and comfortable for learning, utilising appropriate technology and periodic evaluations that help in strengthening memorisation.
The Effect of the Use of Gadgets on PAI Learning Outcomes at SDN 2 Dwijaya, Musi Rawas Regency Widiyanti, Nyandi; Romelah, Romelah; Mardiana, Dina
ISTAWA Vol 9 No 2 (2024): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v9i2.11191

Abstract

This study aims to analyze the effect of the use of gadgets on the learning outcomes of Islamic Religious Education (PAI) in elementary school students. In the growing digital era, gadgets have become an almost inseparable tool in everyday life, including in learning activities. The use of gadgets can have both positive and negative impacts on students' learning process. The positive impacts include wider access to learning materials, interactive educational applications, and ease of communication and collaboration. However, uncontrolled use of devices also has the potential to reduce students' concentration and focus, thus affecting their understanding of PAI materials. This study uses a quantitative approach by taking a sample of all students in grades IV and V of SDN 2 Dwijaya Musi Rawas to objectively measure the relationship between the variables of device use and PAI learning outcomes, data analysis is carried out through reliability and validity tests so that accountable data is obtained. As well as descriptive analysis to measure the extent to which the use of gadgets affects PAI learning outcomes. T test was also conducted which aims to measure whether or not there is an influence of the use of gadgets on PAI learning outcomes. The results showed that the proper use of gadgets can increase students' motivation and understanding of PAI materials, but excessive and undirected use actually reduces learning outcomes. Therefore, an effective strategy is needed in utilizing devices as a learning medium that supports optimal learning outcomes
The Analysis of Triggering Factors for Student Disobedience With Conduct Disorder Towards School Regulations: A Case Study at SMA "MK" Yogyakarta Annisa, Marwah; Alam, Naufal Ahmad Rijalul
ISTAWA Vol 9 No 2 (2024): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v%vi%i.11308

Abstract

Behaviour that violates school regulations by students is considered deviant. School rules are designed to create order, discipline, and a conducive learning environment. The cause of disobedience to school rules is often due to students having conduct disorder. This study analyzes the triggering factors of disobedience among SMA "MK" Yogyakarta students with conduct disorder towards school regulations. School regulations are an important part of discipline that must be followed by students. This research aims to identify the factors that trigger rule violations in the school environment committed by students with conduct disorders. This research uses a descriptive qualitative method with in-depth interviews with six high school students from grades X to XII as research subjects. The results show that student disobedience is influenced by internal factors, such as uncontrolled emotions, the need for recognition, and the search for identity, as well as external factors, such as the negative influence of the family environment, peers, and the school environment. The implementation of inflexible rules and monotonous teaching methods also contributes to violations. This research recommends a holistic approach involving support from families, schools, and counseling interventions to address this issue.
The Implementation of Salaf, Tahfidz, and Modern Learning Methods in Enhancing the Understanding of Islamic Teachings at Al-Kamal Islamic Boarding School, Kebumen Algi, Muhamad; Tajab, Muh.; Nuraini, Nuraini
ISTAWA Vol 7 No 2 (2022): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v9i2.12487

Abstract

The learning method is a stage of interaction between teachers and students to achieve learning objectives. The aim of this research is to determine the implementation of salaf, tahfdidz, and modern methods. Looking at the results and obstacles in implementing salaf, tahfdidz and modern methods in increasing understanding of Islamic religious education at the Al Kamal Islamic boarding school, Kebumen. This research uses a descriptive qualitative approach, with a field study type of research. We carried out this research at the Al Kamal Islamic boarding school, Kebumen, Central Java. Data collection techniques in this research were by conducting interviews, observation and documentation. With this method, you can obtain concrete data according to the needs of this research. Research results The results of the implementation of salaf, tahfidz and modern methods at the Al-Kamal Islamic boarding school can be seen from the very good understanding of the students. The students are able to instill Islamic values in everyday life. However, the implementation of these methods has obstacles in the application process, these obstacles are in learning foreign languages, Arabic or English, a form of modern methods that have not been fully implemented, this also conflicts with the Salaf method of studying classical books in Javanese.
The Impact of Madrasah Diniyah in Improving The Quality of Islamic Religious Education at State Elementary School 1 Ketro Kebonagung Pacitan Supatmi; Anip Dwi Saputro; M. Zainal Arif; Ruhima Fatharani
ISTAWA Vol 7 No 2 (2022): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

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

Abstract

This study aims to examine the impact of implementing Madrasah Diniyah on the enhancement of Islamic education quality at SD Negeri 1 Ketro. Madrasah Diniyah, as a non-formal educational institution focusing on Islamic teachings, plays a crucial role in complementing and enriching the religious education curriculum in elementary schools. The research employs a qualitative approach with data collection techniques including interviews, observations, and documentation. The findings indicate that Madrasah Diniyah significantly contributes to improving the quality of Islamic education at SD Negeri 1 Ketro. The integr between Madrasah Diniyah activities and formal school education helps students understand and practice Islamic teachings more deeply. Additionally, extracurricular activities organized by Madrasah Diniyah, such as Quran reading training and hadith studies, enhance students' religious knowledge beyond regular school hours. However, the study also identifies some challenges, such as the lack of coordination between the school and Madrasah Diniyah and students' limited time to participate in activities outside school hours. Despite these challenges, the positive outcomes, such as improved religious understanding and character development, highlight the significant role of Madrasah Diniyah in supporting the goals of Islamic education at SD Negeri 1 Ketro.
The Effectiveness of the Montessori Method in Shaping Children's Character: A Case Study on the Formation of Moral and Religious Values in Children Aged 3–6 Years at Alifa Muslim Montessori Yogyakarta Nabila Khairun Nisa’; Sudarmadi; Anip Dwi Saputro
ISTAWA Vol 8 No 2 (2023): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v8i2.12510

Abstract

This study aims to examine the effectiveness of the Montessori method in shaping children's character, focusing on the development of moral and Islamic values in children aged 3–6 years at Alifa Muslim Montessori Yogyakarta. A mixed-method approach with an exploratory sequential design was employed. The qualitative approach involved descriptive case studies through observation, interviews, and documentation, while the quantitative approach used questionnaires with Respondent Achievement Rate (TCR) and regression analysis. Findings indicate that the Montessori method plays a significant role in fostering focus, independence, and moral awareness among children. It also enhances their ability to internalize religious values through daily practices such as prayer, honesty, responsibility, and empathy. Quantitative results show that the effectiveness of the Montessori method is categorized as 'Good' for variable X (82%) and 'Very Good' for variable Y (88%). Regression analysis reveals that 47.7% of character formation is influenced by the Montessori method, while 52.3% is explained by other factors. Thus, the Montessori method is proven effective in supporting the holistic development of children's moral and religious character in early childhood education.
Reward And Punishment In Islamic Education Mustofa, Ali; Istikomah, Rohmah; Ma’mun, Muhammad Aman
ISTAWA Vol 4 No 1 (2019): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v4i1.1662

Abstract

Nowadays, there are a lot of many things in society that leads to pro and contra issues. For example, violence in education. This is against to child protection laws in Indonesia. In Islamic education, hitting a child is allowed.  It based on the hadith of our Prophet Muhammad SAW. Of course, this action has to follow the rule, and it has an educational purpose. This study aims to know how reward and punishment applied based on the Islamic educational's point of view.  Another aim is to know the revelation of reward and punishment in education mistake is allowed, but it has to pay attention to the way how to hit the child appropriately. A child is allowed to be running only with a light hit, and it aims to give him/her a reminder about his/her mistake. This action against to the child protection laws in Indonesia since no violence in education. In the other hand, a teacher has a right and an obligation to be obeyed. In the rules,  it mentioned that a teacher has a right to give the student sanctions only in the one condition: it based on the code of educators' ethics.Pendidikan sekarang ini banyak sekali hal yang dapat menimbulkan pro dan kontra. Sebagai contoh, kekerasan yang terjadi dalam pendidikan nyatanya bertentangan dengan Undang-undang perlindungan anak di Indonesia saat ini. Namun dalam pendidikan Islam, tindakan memukul diperbolehkan sesuai dengan hadits nabi Muhammad dan dengan beberapa ketentuan yang mengaturnya. Tulisan ini bertujuan untuk mengetahui bagaimana reward dan punishment dalam perspektif pendidikan Islam. Dan juga untuk mengetahui bagaimana relevansinya dalam pendidikan sekarang ini. Dalam pendidikan Islam sebenarnya menghukum seorang anak yang melakukan kesalahan diperbolehkan namun dengan memperhatikan hal-hal seperti cara memukul anak yang diperbolehkan dan yang tidak diperbolehkan. Memukul yang diperbolehkan adalah pukulan yang tidak menyakitkan atau pukulan ringan untuk mengingatkan anak akan kesalahanya. Berbeda dengan pendidikan Islam yang memperbolehkan memberi hukuman memukul anak, pendidikan di Indonesia tidak diperkenankan melakukan kekerasan terhadap anak, karena akan bertentangan dengan undang-undang perlindungan anak. Sementara itu guru ataupun pendidik juga memiliki hak dan kewajiban yang harus dipatuhi. Dalam undang-undang hak dan kewajiban guru dan dosen juga disinggung bahwasannya seorang guru diberi kuasa untuk memberikan sanksi kepada peserta didik namun dengan catatan tidak boleh bertentangan dengan kode etik pendidik.
Religious Cultural-based Educational Model Through Mentoring to Form Islamic Humanistic Values Abdullah, Muhammad Luthfi; Nila Praja, Handayani; Mahendra, Diana; Busro, Busro
ISTAWA Vol 5 No 1 (2020): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v5i1.2234

Abstract

The problem challenge in Education in Indonesia is actions that decrease human dignity. One of them is corruption that becomes a big agenda to be fought in this country. Besides, sexual abuse to children also needs to be taken care of. That is why efforts to return humanistic values are required to be alternatives in education. Consent and planned knowledge which tries to restore human dignity can be formed through culture. Mentoring program is one of the activities that can be used in developing religious culture. This research was aimed to: find out how humanistic and spiritual cultural-based education model is employed through mentoring, and find out how the education model influences humanistic values. This research employed a mixed method. The mixed-method design used is a sequel exploratory design. The research subjects are integrated internship students of Universitas 17 Agustus 1945 Cirebon. The results of this research showed that; there were three activities as results of mentoring that described humanistic and religious cultural-based education model, those are physical development, social service, and public work for the environment; those three activities gave positive influences towards the forming of humanistic values.Tantangan masalah dalam pendidikan di Indonesia adalah tindakan yang menurunkan martabat manusia. Salah satunya adalah korupsi yang menjadi agenda besar untuk diperangi di negeri ini. Selain itu, pelecehan seksual kepada anak-anak juga perlu diperhatikan. Oleh karena itu diperlukan upaya untuk mengembalikan nilai-nilai humanistik sebagai alternatif dalam pendidikan. Persetujuan dan pendidikan terencana yang mencoba mengembalikan martabat manusia dapat dibentuk melalui budaya. Program pendampingan adalah salah satu kegiatan yang dapat digunakan dalam mengembangkan budaya agama. Penelitian ini bertujuan untuk mendeskripsikan bagaimana model pendidikan berbasis budaya humanistik dan agama dilakukan melalui pendampingan, dan mendeskripsikan bagaimana model pendidikan mempengaruhi nilai-nilai humanistik. Penelitian ini menggunakan metode campuran. Desain metode campuran yang digunakan adalah desain eksplorasi sequal. Subjek penelitian adalah mahasiswa magang terintegrasi Universitas 17 Agustus 1945 Cirebon. Hasil penelitian ini menunjukkan bahwa ada tiga kegiatan sebagai hasil pendampingan yang menggambarkan model pendidikan berbasis budaya humanistik dan agama, yaitu pengembangan fisik, pelayanan sosial, dan pekerjaan bersama untuk lingkungan; ketiga kegiatan tersebut memberikan pengaruh positif terhadap pembentukan nilai-nilai humanistik.
Integral Values in Madrasah: to Foster Community Trust in Education Abrori, M Sayyidul; Hadi, Moh. Solikul
ISTAWA Vol 5 No 2 (2020): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v5i2.2736

Abstract

This article aims to illustrate the reality of the relationship between public trust in madrasas. The pattern of the relationship examined is not only limited to individual students, guardians of students or managers of madrasas, but to other people such as their families and society in general. This is done to understand the trust that was initially built only at the level of individual students or guardians of students or madrasah managers also occur at the level of the general public until a sociological trust is formed. In general, the community does not know and understand clearly what is a madrasa and what is a school. Madrasahs are often understood as non-formal education for madrasah diniyah which implements learning every evening.The discussion of madrasas in this paper is a formal education madrasa under the auspices of the Ministry of Religion in the field of Madrasah Education whose education level starts from the most basic level, namely RaudhatulAthfal (RA), Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs) to Madrasah Aliyah (MA) or Madrasah Aliyah Kejuruan (MAK). Where the level above is a single unit that is mutually sustainable. The results showed that the relationship of public trust is not always based on consideration of rational economic transactional but also based on moral rationality and religiosity. This is where trust develops between students or guardians of students and madrasah managers. From the perspective of symbolic interactionism, the behavior of students or guardians of students and madrasah managers reflects the meaning of worship and reinforces their relationship of trust with their religiosity.Artikel ini bertujuan untuk menggambarkan realitas hubungan antara kepercayaan publik terhadap madrasah. Pola hubungan yang diteliti tidak hanya terbatas pada siswa perorangan, wali murid atau pengelola madrasah, tetapi juga bagi orang lain seperti keluarga dan masyarakat pada umumnya. Hal ini dilakukan untuk memahami kepercayaan yang pada awalnya dibangun hanya pada tingkat siswa perorangan atau wali siswa atau manajer madrasah juga terjadi pada tingkat masyarakat umum sampai kepercayaan sosiologis terbentuk. Secara umum, masyarakat tidak tahu dan mengerti dengan jelas apa itu madrasah dan apa itu sekolah. Madrasah sering dipahami sebagai pendidikan non-formal untuk madrasah diniyah yang menerapkan pembelajaran setiap malam. Pembahasan madrasah dalam tulisan ini adalah madrasah pendidikan formal di bawah naungan Kementerian Agama di bidang Pendidikan Madrasah yang tingkat pendidikannya dimulai dari jenjang paling dasar, yaitu Raudhatul Athfal (RA), Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs) ke Madrasah Aliyah (MA) atau Madrasah Aliyah Kejuruan (MAK). Dimana level di atas adalah satu unit yang saling berkelanjutan. Hasil penelitian menunjukkan bahwa hubungan kepercayaan publik tidak selalu didasarkan pada pertimbangan transaksional ekonomi rasional tetapi juga didasarkan pada rasionalitas moral dan religiusitas. Di sinilah kepercayaan berkembang antara siswa atau wali siswa dan pengelola madrasah. Dari perspektif interaksionisme simbolik, perilaku siswa atau wali siswa dan manajer madrasah mencerminkan makna ibadah dan memperkuat hubungan kepercayaan mereka dengan agama mereka.

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