Darajat: Jurnal Pendidikan Agama Islam
Darajat: Jurnal Pendidikan Agama Islam adalah jurnal yang mempublikasikan artikel orisinil yang mengungkap, mendiskusikan, serta mengeksplorasi pemikiran tentang pendidikan dalam Islam, pendidikan Islam, dan pendidikan agama Islam. Darajat: Jurnal Pendidikan Agama Islam juga menerima artikel hasil studi Lapangan tentang praktek pendidikan yang orisinil, inovatif, serta progresif dengan berbagai jenis dan pendekatan riset serta menerima kajian pendidikan multi/interdisipliner disiplin ilmu. Darajat: Jurnal Pendidikan Agama Islam dikelola oleh Program Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan dan akan terbit setiap enam bulan sekali pada bulan Maret dan September setiap tahun.
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104 Documents
<![CDATA[Pendidikan Interaksional dan Relevansinya dalam Pendidikan Islam ]]>
<![CDATA[Machfudzil Asror]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2019): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[rogram Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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<![CDATA[Talking about the problem of education is very broad discussion, so the author focuses his research in the formulation of research problems. The formulations are (1) what is the concept of interactional education? (2) what is the concept of Islamic education according to Islamic education experts? (3) how is the relevance of interactional education in Islamic education? The objectives of this study are (1) to know the concept of interactional education (2) to find out the opinions of Islamic education experts on Islamic education (3) to find out the relevance of the concept of interactional education in Islamic education. This study uses a qualitative approach, one of the types of qualitative approaches is library research (library research) or also called non-reactive research. Then the way to collect various data and information will be done through a study of documentation, namely a review of references that relate to the focus of the research problem. The documents in question are primary (primary source) and secondary books (supporting sources) which discuss interactional education and social reconstruction curriculum as well as about Islamic education. From this study there are several research results, including: the relevance between interactional educational goals and the objectives of Islamic education, the relevance of interactional educational curricula with Islamic education curricula, the relevance of interactional educational material to Islamic education material, the relevance of interactional educational methods / strategies with the method of Islamic education, the relevance between the role of education teacher interactionally with the role of Islamic education teachers, the relevance between the position of students in interactional education with Islamic education students, and the relevance of evaluating interactional education with evaluating Islamic education and implementing interactional education in Islamic education in Indonesia.]]>
<![CDATA[Inovasi dan Difusi Sistem Pendidikan Nasional: Studi Kasus Implementasi Kurikulum Nasional ]]>
<![CDATA[Raikhan Raikhan]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2019): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[rogram Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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<![CDATA[The concept of this paper is to know about the process of innovation and diffusion in the application of the National Curriculum or Curriculum on 2013. Problems related to K13 have been decided from the start that have had a profound impact on National education. This is where many international writers analyze the existing process of innovation and diffusion through Rogers' toeri about the diffusion of innovation. In this case it was found that there were four factors of weakness in the diffusion process: The First: national policy but not based on proportional academic texts, the thematic approach conceptualized did not reflect integrative or interdisciplinary thematic philosophy but was multidisciplinary, so it seemed forced. And on the other hand, the interdisciplinary approach paradigm is still not many practitioners who are able to implement in the learning process. Second; Communication Aspect; the diversity of Indonesia in one hand brings grace, but on the other hand this difference is not always able to be met by policy makers in this case the government, so that in the process of communication innovation K-13 many experience difficulties due to the many differences. Third: Time, Not more than two and a half years began to be used as a policy and finally dismissed while, K-13 Innovation can be considered very fantastic. Seeing how fast the K-13 is, which can be said to be instant, how much it is difficult to say that it has succeeded in implementing the K-13 will succeed. Fourth: Social system, the inevitability that Indonesian education personnel are still weak even though the need for a learning process that focuses on competency in the era of competition is one of the right solutions by reducing the burden of teaching material and emphasizing potential exploration and all characteristics of K-13 However, the communication process and time are so fast, it is not wrong if many say that this K-13 policy is too hasty and seems forced.]]>
<![CDATA[Gaya Kepemimpinan Demokratis Kepala Sekolah dan Kedisiplinan Siswa ]]>
<![CDATA[Fathul Fauzi]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2019): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[rogram Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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<![CDATA[This article aims to find out the process of fostering social behavior of students, how to know the problems experienced by PAI teachers and to find out efforts in overcoming the problems experienced by PAI teachers in Jadid Ar-Rohman Middle School Sendangharjo. While the approach used in this study is a qualitative approach, namely an approach that emphasizes more on the analysis of deductive and inductive inference processes, and on the analysis of the dynamics of the relationship between observed phenomena, using scientific logic. PAI Teacher Problems in improving students' social behavior; Lack of interest and awareness of students in carrying out school discipline, Lack of development of school facilities and infrastructure, poor social environment, so that there are some of the students whose behavior is not good. Efforts to overcome the problems experienced by PAI teachers in Jadid Ar-Rohman Middle School Sendangharjo Brondong Lamongan Indonesia include; Building positive social behavior habits, Complete lack of facilities and infrastructure, Building exemplary, Establishing communication with various parties.]]>
<![CDATA[Studi Komparasi Antara Hasil Belajar Siswa yang DiAjar dengan Metode Pembelajaran Student Teams Achievement Divisions (Stad) dan Mind Mapping ]]>
<![CDATA[Moh. Asykuri]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2019): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[rogram Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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<![CDATA[The purpose of this study is (1) To determine the presence and the absence of differences in learning outcomes in teaching students with learning using Student Teams Achievement Divisions (STAD) and Mind Mapping on the subjects In MI Islamic Cultural History MA’ARIF NU Brondong Lamongan Academic Year 2013/2014. (2) To determine student learning outcomes better between the aplication of learning methods Student Teams Achievement Divisions (STAD) and Mind Mapping on the subjects In grade IV MI Islamic Cultural History MA’ARIF NU Brondong Lamongan. This research method Pre-Experimental Design (two-groups pretest-posttest design). Subjects were fourth grade students of Madrasah Ibtida’iyah MA’ARIF NahdlotulUlama’ BrondongLamongan is divided into two classes, namely classes totaling 21 IV A and IV B classes totaling 20. The results of this study indicate that: (1) There is a difference in student learning outcomes in teaching learning methods using STAD and Mind Mapping. With the t-test calculation (Independent Sample T-test) obtained t value = 2,541 > 2,022 (t table) with number Sig. 0.015 < 0.05. (2) Learning outcomes of students who take learning Student Teams Achievement Divisions (STAD) is better than the learning outcomes of students who take learning Mind Mapping. With the results of the calculation of simple linear regression constants obtained experimental class 1 (STAD) is greater than the value of the constant experimental class 2 (Mind Mapping) which a1 = 64.008 > a2 = 58.504.]]>
<![CDATA[Problematika Guru PAI dalam Membina Perilaku Sosial Siswa ]]>
<![CDATA[Ahmad Shofiyuddin]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2019): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[rogram Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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<![CDATA[This article aims to find out the process of fostering social behavior of students, how to know the problems experienced by PAI teachers and to find out efforts in overcoming the problems experienced by PAI teachers in Jadid Ar-Rohman Middle School Sendangharjo. While the approach used in this study is a qualitative approach, namely an approach that emphasizes more on the analysis of deductive and inductive inference processes, and on the analysis of the dynamics of the relationship between observed phenomena, using scientific logic. PAI Teacher Problems in improving students' social behavior; Lack of interest and awareness of students in carrying out school discipline, Lack of development of school facilities and infrastructure, poor social environment, so that there are some of the students whose behavior is not good. Efforts to overcome the problems experienced by PAI teachers in Jadid Ar-Rohman Middle School Sendangharjo Brondong Lamongan Indonesia include; Building positive social behavior habits, Complete lack of facilities and infrastructure, Building exemplary, Establishing communication with various parties.]]>
<![CDATA[BK Pola 17 dalam Manajemen Bimbingan dan Konseling di SMP Jati Agung Taman Sidoarjo ]]>
<![CDATA[Fathul Fauzi]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2019): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[rogram Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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<![CDATA[The research conducted in reviewing BK Pola 17 in Guidance and Counseling Management in SMP Jati Agung Sidoarjo with the aim to find out how to implement BK Pattern 17, how to implement Guidance and Counseling management and how to implement BK Pola 17 in Guidance and Counseling management in SMP Jati Agung Sidoarjo?.This research uses qualitative research and is carried out with the method of observation, interview, and view documentary data. Then the new data is analyzed using three steps namely data reduction, data display, verification and conclusions in order to get the results of the actual and in-depth data analysis in accordance with the research topic. The results showed that: BK Pola 17 in SMP Jati Agung Sidoarjo was in accordance with Minister of Education and Culture Decree No. 025 / O / 1995, which explains the terms of Guidance and Counseling, namely assistance services for students both individually and in groups, to be able to be independent and develop optimally in the field of personal, social, learning, and career guidance through various types of services and activities supporters based on applicable norms. But there is one service that has not been implemented, namely group counseling services. Guidance and Counseling Management in SMP Jati Agung Sidoarjo is generally good, but for the management of time and counseling and facilities in SMP Jati Agung Sidoarjo is still lacking so the planned program has not been maximized. BK Pola 17 in the Guidance and Counseling management in SMP Jati Agung Sidoarjo, the implementation is in accordance with the rules, namely for students' self-development has been programmed using the Melapendis reference book (Student Self-Development Services Media).]]>
<![CDATA[Dampak Sertifikasi Terhadap Lembaga Pendidikan Islam ]]>
<![CDATA[Raikhan Raikhan]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2019): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[rogram Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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<![CDATA[The purpose of this study was to determine: (1) the impact of the certification program on the pedagogic competence of teachers, (2) the impact of the certification program on the professional competence of teachers, (3) the impact of the certification program on teacher personality competencies, and (4) the impact of the certification program on teachers' social competence. This study uses a type of qualitative research, while data collection procedures are carried out through observation, interviews, and documentation. The results of the study indicate that: (1) The certification program does not have a good enough impact in improving the pedagogic competence of teachers, teachers still cannot operate IT while doing learning, teachers are indifferent in developing the curriculum, but in conducting assessments for the sake of learning the certification program already have a pretty good impact. (2) In improving the professional competence of the certification program has not had a good impact, because when doing learning the teacher tends to use the lecture method only. (3) The certification program has a good impact in improving the individual competency of teachers related to providing examples for their students and in increasing the activity of teaching, but certification teachers cannot provide examples related to discipline following the morning apples. (4) Certification programs have a fairly good impact on improving teacher social competence, the ability of teachers to work with colleagues is well established, certification programs also have a good impact on the ability of teachers to communicate with school residents, but certification programs are still not have a good impact with regard to the teacher's ability to communicate with students]]>
<![CDATA[Penerapan Program Tahfidzul Qur’an Dan Problematikanya Di Madrasah Tsanawiyah Al Fathimiyah ]]>
<![CDATA[Ratih Kusuma Ningtias]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2019): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[rogram Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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<![CDATA[The purpose of this research is to know 1) Application of the Program in MTs Al Fathimiyah 2) problems encountered in the Application of the program of tahfidzul Qur’an 3) Solutions to the problems that exist in the program of tahfidzul Qur’an. This research was conducted by the author using a qualitative approach with a Grounden Theory theoretical foundation that seeks to develop theories from the bottom / bases carried out by inductive ways to describe the implementation of the Tahfidzulqur'an program and its Problems at MTs Al Fathimiyah. The data collection method uses observation, interviews and documentation. There was also the first result in the Implementation of the Tahfidzul Qur'an Program in the Madrasah Tsanawiyah Al Fathimiyah, which went quite well by implementing the National Curriculum and the Qur'an Education Curriculum by emphasizing the addition of the subjects of Tahfidzul Qur'an, and supported by facilities to facilitate the Tahfidzul program. The Qur'an. In addition, the teachers in the Implementation of the Tahfidzul Qur'an Program are competent teachers in their field, especially in the material of the Tahfidzul Qur'an. Secondly, Problems encountered in implementing the Tahfidzul Qur'an Program include a) the difficulty of students achieving the targets that have been determined due to students difficulty in reading the Qur'an b) Lack of student awareness about the importance of memorizing the Qur'an and preserving it c) The existence of boredom from students when learning activities. Third, Madrasah Tsanawiyah Al Fathimiyah made an alternative solution to overcome the problematics of the Implementation of the Tahfidzul Qur’an Program]]>
<![CDATA[Efektifitas Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Untuk Pokok Bahasan Ujian Dan Cobaan Pada Mata Pelajaran Qur’an Hadits ]]>
<![CDATA[Moh. Nasrul Amin]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2019): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[rogram Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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<![CDATA[This study aims to determine the effectiveness of the application of the jigsaw cooperative learning model for the subject matter of examinations and trials on the subject of the Qur'an hadith class XI IPA in Madrasah Aliyah Ma’arif Dadapan and to find out the learning outcomes of students taught with cooperative learning jigsaw type better rather than the achievement of student learning outcomes taught by conventional learning. This research is an experimental study, with a quasi experimental design design type nonequivalent control group dsign. The subjects of this study were 40 students. Sources of data in this study are primary and secondary data, in the form of qualitative and quantitative data. The instruments used were test, observation and questionnaire. Qualitative data analysis that is the achievement of student learning outcomes obtained from tests, student learning activities, learning management and students 'cooperative skills obtained from observation sheets and students' responses to the use of Jigsaw type cooperative learning models obtained from the questionnaire attractiveness of Jigsaw type cooperative learning models. while the quantitative data analysis that explains the learning outcomes of the experimental group and the control group is using a simple linear regression test at a 5% confidence level. The calculation results of this study found that the type of jigsaw cooperative learning is effective for the subject of examinations and trials on the subject of Qur'an hadith class XI Science. And based on the hypothesis test obtained that the experimental group learning outcomes are better than the control group learning achievements, as evidenced by the experimental class constant values greater than the control class constant values namely (a1) = 61.00> (a2) = 41.99.]]>
<![CDATA[Perbedaan Hasil Belajar Siswa Yang Diajar Dengan Menggunakan Metode Ceramah Dan Team Quiz Mata Pelajaran Fikih ]]>
<![CDATA[Ahmad Shofiyuddin]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 2 No. 2 (2019): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[rogram Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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<![CDATA[The purpose of this study is 1) to find out the learning outcomes of students taught using the lecture method on the subject of Jurisprudence on the subject of Hajj and Umrah in MTs Sunan drajat Banjarwati Paciran Lamongan 2) to find out the learning outcomes of students who were taught using the team quiz method for the subject of Jurisprudence on the subject of Hajj and Umrah MTs Sunan Drajat Banjarwati Paciran Lamongan 3) to find out the differences in the learning outcomes of students taught using the lecture method and the team quiz for Jurisprudence subjects on Hajj and Umrah Sunan Drajat Banjarwati Paciran Lamongan The research method used in this research is quantitative descriptive research location is MTs Sunan Drajat Banjarwati Paciran Lamongan. The population of this study is all students of class MTs Sunan Drajat in the academic year 2013-2014, amounting to 81 students. Data collection techniques using test methods (pretest and posttest) and documentation. Based on the results of tests that have been done, namely 1) learning outcomes using the lecture method with Hajj and Umrah material with an average value of 90.95 and a median value of 90 in other words students experience individual completeness by referring to KKM fiqh 75 or classical completeness with a percentage 100% completeness. 2) the average grade of students of MTs Sunan Drajat Banjarwati Paciran Lamongan an average of 89.23 and a median value of 90 in other words students experience individual completeness with reference to KKM fiqh 75. And students experience completeness with a percentage of completeness 100 %.]]>
