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<![CDATA[MANAJEMEN PERUBAHAN DALAM MEWUJUDKAN MADRASAH BERPRESTASI ]]>
<![CDATA[Nur Arifah]]>
<![CDATA[ Muróbbî: Jurnal Ilmu Pendidikan Vol. 4 No. 1 (2020): Maret ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang ]]>
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DOI: 10.52431/murobbi.v4i1.235
<![CDATA[Abstact: The head of the madrasah embodies a madrasah that has achievements with the aim of improving the quality of madrasas nationally and internationally. Where competition is getting tighter, madrasas are progressing rapidly and other madrasas are out of business. These madrasas have a different strategy from other madrasas. This study aims to find out about change management and the implementation of the achievement of madrasas that have been accomplished.]]>
<![CDATA[PEMBELAJARAN MUFRADAT BAHASA ARAB MELALUI PENERAPAN METODE DRILL ]]>
<![CDATA[Baiq Tuhfatul Unsi]]>
<![CDATA[ Muróbbî: Jurnal Ilmu Pendidikan Vol. 4 No. 1 (2020): Maret ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang ]]>
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DOI: 10.52431/murobbi.v4i1.237
<![CDATA[Abstract: The lack of students ability to master vocabulary caused by vocabulary mastery strategies that have not been effective and are not so strengthened in the teaching and learning process. In addition, also because of the lack of students who have an Arabic dictionary to Indonesia, conversely Indonesian to Arabic. This makes it difficult for students to explore the meaning of words. All students only rely on the vocabulary in the book and the rest students ask the teacher about the meaning of each difficult word. This requirement makes students less creative in developing their ability to collaborate vocabulary into other words that have different meanings because the source of information is only for teachers and LKS books. Introducing vocabulary alone is not enough to complete Arabic lessons, but by training students continuously, by means of repetition to facilitate the vocabulary that has been learned, after learning students who are drilled to translate the text that has been learned and translated in correct sentences, both in the form of speech and writing. So, in learning Arabic through this mufrodat drill method students are required to be more active and make students successful during the learning process.]]>
<![CDATA[PENINGKATAN KEMAMPUAN MEMBACA BAHASA ARAB MELALUI TEKNIK PEMBELAJARAN ISTIMA’ PADA SISWA MTs. AL-ANWAR CANGKRINGRANDU PERAK JOMBANG ]]>
<![CDATA[Bashirotul Hidayah]]>
<![CDATA[ Muróbbî: Jurnal Ilmu Pendidikan Vol. 3 No. 2 (2019): September ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang ]]>
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DOI: 10.52431/murobbi.v3i2.268
<![CDATA[Abstract: Istima has an important role in our lives, because istima is the first means by which humans connect with each other in the stages of their lives. The ability to hear or listen can be achieved by continuous practice to listen to the differences in the sounds of other word elements according to the correct mahroj letters, both directly from the original speaker or through recording. Hearing is meant not only hear by using the ear, but also involves memory and memory. In this case when we hear, our minds are enabled to be able to listen to what we hear in order to get the maximum benefit. A good and capable listener is a listener who is good at choosing and binding on what matters most from what he hears. This listening activity is commonly called listening. So listening is a special skill that can only be achieved through ongoing practice. In general, the purpose of listening exercises is so that students can understand the utterances in Arabic, both everyday and the language used in official forums. The benefit of istima learning techniques is to get the students to hear the utterances and get to know Arabic sound system, besides creating a passionate learning condition by fostering motivation in students so that they can improve their mastery of reading and understand new lessons being taught. That way can improve students' Arabic learning outcomes. There are three focuses examined in this paper, namely the ability to listen to Arabic students, the implementation of listening learning techniques and the constraints of listening learning techniques in Al-Anwar Junior high school Cangkringrandu Perak Jombang. taught. Thus listening is a learning experience that is very important for students and should receive serious attention from the teacher with the aim that students can identify Arabic sounds correctly.]]>
<![CDATA[PEMIKIRAN PENDIDIKAN KH. HASYIM ASY’ARI (Studi Kompetensi Kepribadian Guru dalam Kitab Adab al-‘alim wa al-muta’allim): PEMIKIRAN PENDIDIKAN KH. HASYIM ASY’ARI (Studi Kompetensi Kepribadian Guru dalam Kitab Adab al-‘alim wa al-muta’allim) ]]>
<![CDATA[Muhammad Zaim]]>
<![CDATA[ Muróbbî: Jurnal Ilmu Pendidikan Vol. 4 No. 2 (2020): September ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang ]]>
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DOI: 10.52431/murobbi.v4i2.238
<![CDATA[In general, character education now is still at the level of memorization and/or introduce a value but has not reached the appreaciationof values level, even it makes a personal commitment in life. Therefore, it is requiring in-depth review of the educational character from some classical and modern literature that will contribute to such thinking. If we review the book Adab al-'Alim wa al-Muta'allim work of K.H. Hasyim Asy’ari, there is a treatise on education that includes character education, especially about the competency attitude values that should be owned by educators. And the relevance of competency attitude education by K.H. Hasyim Asy’ari in the context competency attitude education in Indonesia includes several components of character education. Starting from the above problems, it becomes urgent to do this research. The focus of this study, how does a competency attitude educator by K.H. Hasyim Asy’ari? And how relevance of competency attitude education by K.H. Hasyim Asy’ari in the context competency attitude education in Indonesia.]]>
<![CDATA[MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOCITION (CIRC) DALAM MENINGKATKAN HASIL BELAJAR MATA PELAJARAN AKIDAH AKHLAK ]]>
<![CDATA[Rasmuin Rasmuin]]>;
<![CDATA[Siti Suwaibatul Islamiyah]]>
<![CDATA[ Muróbbî: Jurnal Ilmu Pendidikan Vol. 4 No. 2 (2020): September ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang ]]>
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DOI: 10.52431/murobbi.v4i2.260
<![CDATA[The purpose of this study was to determine the application of Cooperative Integrated Reading and Composition (CIRC) in improving grade 8 students learning outcomes in the subjects of the Akidah Akhlak MTs N Batu. This research is a classroom action research, which is a research that is situational, practical, and contextual based on the problems that arise in the learning activities of the Akidah Akhlak. This classroom action research was conducted in 3 cycles, namely pre cyle, cycle 1 and cycle 2. Based on the research that has been carried out, it can be concluded that the implementation of the learning of Akidah Akhlak by applying the cooperative integrated reading and composition (CIRC) learning model shows an increase in student learning outcomes. In the pre-cycle stage the average score reached 62.25 and only 12 students or 38.70% achieved mastery learning. Then in cycle 1 by applying the cooperative integrated reading and composition (CIRC) learning model the average value increased to 84.70 and there were 18 students or 58.06% who achieved mastery learning. Furthermore, in cycle 2 the average score increased to reach 94.77 and there were 21 students or 67.74% who achieved mastery learning.]]>
<![CDATA[PENGARUH LATIHAN LISAN TERHADAP TINGKAT KREATIVITAS BELAJAR BAHASA ARAB SISWA ]]>
<![CDATA[Abdullah Asyiq]]>
<![CDATA[ Muróbbî: Jurnal Ilmu Pendidikan Vol. 4 No. 2 (2020): September ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang ]]>
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DOI: 10.52431/murobbi.v4i2.272
<![CDATA[In learning Arabic, the practice of pronunciation in Arabic is a very important language skills exercise. Because if a word is not pronounced according to it should be able to change the meaning. Language is also a communication tool that can convey thoughts and feelings, the use of language to express thoughts and feelings verbally concerning various aspects that not only involve a series of sounds, tones, and rhythms of true intonation but also concerning the choice of words (diction) and sentences correct and appropriate in accordance with the situation in which the expression of verbal expression can be achieved properly through oral exercises with or without recorded material, so that the influence of the method undertaken by a teacher, especially oral exercises on the development of learners in learning creativity, because Arabic subject is a subject that is directed to encourage, guide, develop and foster abilities and foster a positive attitude towards Arabic, both receptive, namely the ability to understand other people's speech and understand reading. Productive ability is the ability to use language as a communication tool both verbally and in writing.]]>
<![CDATA[PEMANFAATAN APLIKASI VIDEO CALL WHATSAPP PADA TPQ MIFTAUL ULUM GEDONGKUNING YOGYAKARTA ]]>
<![CDATA[naning ma'rifatul faiqoh]]>
<![CDATA[ Muróbbî: Jurnal Ilmu Pendidikan Vol. 5 No. 1 (2021): Maret ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang ]]>
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DOI: 10.52431/murobbi.v5i1.273
<![CDATA[Abstract: Research on the use of the whatsaap video call application in the Al-Quran education park Miftahul Ulum Gedongkuning Yogyakarta using qualitative descriptive research methods, conducting interviews with 6 informants, observation, and literature study. The research objectives: 1) to determine the constraints of whatsaap video calls in the activities of the TPQ Miftahul Ulum Yogyakarta students 2) to determine the impact of whatsaap video calls in the activities of the TPQ Miftahul Ulum Yogyakarta students. The results of the study were 1) Obstacles to whatsaap video calls in the activity of reciting TPQ Miftahul Ulum Gedongkuning students from the results of interviews by several informants that the lack of time to recite the recitation and when reciting took place sometimes the signal was interrupted which caused the sound to falter and even stop so that a signal was available or educator / ustadz / ah turn off the camera feature so that the signal is focused only on the sound. 2) Two-way communication and lots of support makes this activity run well, and really helps the santri guardians in the development of the Koran for children. This activity can also introduce children in a positive way, that the whatsaap video call media can be used in the realm of learning and the guardians of the students feel that the child is more focused on the Koran, after reading the child is reminded of inappropriate / wrong readings and the child feels responsible because at the end of the session children are reminded to read the previous / next page and will be checked for tomorrow's meeting.]]>
<![CDATA[DETERMINASI PENDIDIKAN AGAMA ISLAM DAN POLA ASUH DEMOKRATIS TERHADAP AKHLAK REMAJA ]]>
<![CDATA[ABIDATUL MARDLIYAH]]>
<![CDATA[ Muróbbî: Jurnal Ilmu Pendidikan Vol. 5 No. 1 (2021): Maret ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang ]]>
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DOI: 10.52431/murobbi.v5i1.285
<![CDATA[Abstract: This study aims to determine the relationship between Islamic religious education and democratic parenting style with adolescent morals. The subjects of this study were 79 adolescents living in Sumbermulyo, Jogoroto, Jombang Regency. To obtain data on the relationship between Islamic Religious Education and democratic parenting style with adolescent morals, a questionnaire compiled by the researcher was used. To achieve this goal, the data were analyzed by means of regression analysis, as well as by observations and some existing data and documents. Based on the results of data analysis, obtained t count of 5.636 when referred to the value of t table at the significance level of 5% obtained t table value of 1.67 so that t count is greater than t table (5.636 ?1.67), then the results are significant. Thus it can be concluded that, (1) there is a significant positive influence between Islamic Religious Education on adolescent morals in the community of Sumbermulyo, Jogoroto, Jombang Regency; (2) there is a positive effect of democratic parenting on adolescent morals Keywords: Islamic religious education, democratic parenting, adolescent morals]]>
<![CDATA[CONVERSATIONAL METHOD PADA PEMBELAJARAN KETERAMPILAN BERBICARA BAHASA ARAB ]]>
<![CDATA[Baiq Tuhfatul Unsi]]>
<![CDATA[ Muróbbî: Jurnal Ilmu Pendidikan Vol. 4 No. 2 (2020): September ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang ]]>
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DOI: 10.52431/murobbi.v4i2.289
<![CDATA[Speaking Arabic skills are language skills that must be possessed by students in order to develop foreign language skills, in this case especially Arabic. In relation to teaching Arabic, one method that can be used to improve students' speaking skills is the Conversational Method. The Conversation Method is a way of presenting Arabic learning material through conversation or dialogue, both between students and between students and teachers, as well as to add to the vocabulary of Arabic. This paper focuses on the application of the Conversational Method in learning Arabic speaking skills, the students' Arabic speaking skills as well as the inhibiting and supporting factors of the application of the Conversational Method in learning Arabic speaking skills of students. The results of this study are that the application of the conversational method in learning Arabic speaking skills for students of MIN Bendunganjati is through three stages, namely the preliminary stage, the implementation stage in the form of simple conversations between students and teachers and students and students. and the evaluation stage. In general, MIN Bendunganjati students are able to speak Arabic, this is evidenced by the activeness and enthusiasm of students in communicating Arabic in class. As for the inhibiting factors in the application of the conversational method, namely: Lack of basic Arabic skills possessed by students due to differences in their potential and abilities. While the supporting factors are: school environment, facilities/infrastructure and the role of teachers.]]>
<![CDATA[implementasi program hafalan Al-Qur'an di SMP Islam Mbah Bolong Jombang ]]>
<![CDATA[khoirun nisa']]>;
<![CDATA[Chusnul Chotimah]]>
<![CDATA[ Muróbbî: Jurnal Ilmu Pendidikan Vol. 4 No. 2 (2020): September ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Institut Agama Islam Bani Fattah Jombang ]]>
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DOI: 10.52431/murobbi.v4i2.290
<![CDATA[this school is classified as a private high school which has excellent programs as local content by implementing the Al-Qur’an memorization program. Each class must be able to achieve the memorization that has been determined by the school as a rote target. This study aims to (1) Know the implementation of local recitation program for memorizing Al-Qur’an (2) Knowing how the implementation and assessment of the Al-Qur’an memorization program in the school. The results of this study indicate that SMP Islamic Mbah Bolong Jombang has implemented a memorization program of the Al-Qur’an as a froom of implemtation of the local content curriculum aas well as the provision of the school founders. Learning outcomes in the froom of aral and written examination.]]>
