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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<![CDATA[Implementasi Kurikulum 2013 Dalam Meningkatkan Mutu Pembelajaran Al Qur’an Hadits ]]>
<![CDATA[Nashihin, Muhammad]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 4 No. 2 (2021): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah dam Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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DOI: 10.58518/darajat.v4i2.1752
<![CDATA[The author tries to link the implementation of the 2013 Curriculum at Madrasah Aliyah Tarbiyatul Wathon to the improvement in the quality of learning the Al Qur'an Hadith, because there are significant differences between the 2013 Curriculum and the Education Unit Level Curriculum, starting from planning, implementation to evaluation in all formats much different and can be said to be a complement or complement to the previous curriculum format, namely the Education Unit Level Curriculum. This research was conducted regarding studies related to the Implementation of the 2013 Curriculum in Improving the Quality of Al-Qur'an Hadith Learning at Madrasah Aliyah Tarbiyatul Wathon Campurejo Panceng Gresik. In the implementation of learning the Al Qur'an Hadith Subject Teachers have implemented the contents of the Learning Implementation Plan based on the 2013 curriculum concept by using a Scientific Approach including observing, asking, trying, associating, communicating which are the characteristics of the curriculum, up to learning evaluation Al Qur'an Hadith Subject Teachers have applied the concept of authentic assessment in the 2013 Curriculum in the realm of attitudes, knowledge, and skills by using process, product, and attitude assessment models.]]>
<![CDATA[Pengaruh Self Regulated Learning Dan Lingkungan Teman Sebaya Terhadap Hasil Belajar Mata Pelajaran Fikih Kelas Xi Putri Ma Tarbiyatut Tholabah Kranji Paciran Lamongan ]]>
<![CDATA[Tsani Mazro’atur Rohmah]]>;
<![CDATA[Anang Romli]]>;
<![CDATA[Raikhan]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 4 No. 2 (2021): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah dam Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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DOI: 10.58518/darajat.v4i2.1755
<![CDATA[The purpose of this study was to determine: 1) students' self-regulated learning (SRL) 2) Students' peer environment 3) student learning outcomes 4) the effect of SRL on student learning outcomes 5) the influence of peer environment on student learning outcomes 6) the influence of SRL and peer environment on student learning outcomes. This study uses quantitative methods, data collection instruments using questionnaires and documentation. This research was conducted at MA Tarbiyatut Tholabah Kranji Paciran Lamongan. Respondents in this study amounted to 59 students. The independent variables of this study were SRL and peer environment, while the dependent variable was learning outcomes. The results of this study indicate that: 1) SRL Students are classified as good. This is evidenced by the results of descriptive analysis which states that the mean > mode (77.71>73). 2) The peer environment of students is quite good. This is evidenced by the value of the results of the descriptive analysis mean > mode (76.42>70). 3) Student learning outcomes are classified as Complete. This can be proven from the results of descriptive statistical analysis Mean > KKM (86.00> 70). 4) there is no significant effect of SRL on learning outcomes. This is evidenced by the value of t count < t table (1.074 < 1.672) and the value of sig. P-value is 0.287 > 0.05. The percentage of the influence of SRL on student learning outcomes is 2%. 5) There is a significant influence of peer environment on learning outcomes. This is evidenced by the value of t count > t tabel (4.267 > 1.672), and the value of sig. P-value is 0.000<0.05. The percentage of peer environment influence on learning outcomes is 24.2%. 6) There is a significant effect of SRL and peer environment on learning outcomes. This is evidenced by the value of F count > F tabel (9.183>3.16), and the value of Sig. or P-Value < 0.05 (0.000<0.05). The percentage of the influence of SRL and peer environment on student learning outcomes is 24.7%, while the remaining 75.3% is determined by other variables outside the study.]]>
<![CDATA[Relevansi Pemikiran Ibnu Khaldun Tentang Pendidikan Terhadap Pendidikan Kontemporer ]]>
<![CDATA[Pitriani, Pipit]]>;
<![CDATA[Mugni, Subhan]]>;
<![CDATA[Bachtiar , Machdum]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2023): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah dam Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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DOI: 10.58518/darajat.v6i1.1559
<![CDATA[This study was conducted to describe the relevance of thinking about education as outlined by Ibn Khaldun with contemporary educational theory. This study uses a literature study approach in exploring the relevance of thinking about education as outlined by Ibn Khaldun. In general, the goals of education put forward by Ibn Khaldun contain the principle of balance (tawazun) which means that the goals of education are not only oriented towards happiness in the world but happiness in the hereafter, and education as a result of experience must show changes, especially from human behavior. itself. And changes in students are not only from knowledge, but as a whole both changes in behavior (morals), habits, skills, knowledge, and skills. So that students are able to interact socially well anywhere and with anyone. This is equivalent to the theory of humanistic learning. It is the same with contemporary education that the purpose of education is to achieve the success and happiness of humans in the hereafter, whether it is related vertically to Allah SWT (hablun minallahi), horizontally with humans (hablun minannasi), with nature (hablum minal alam), as well as with oneself. himself (hablun minannafsi). In this case also Abdurrahman Mas'ud has offered the concept of religious humanism, which if realized in the world of Islamic education will be centered on common sense. And the achievements in education must reach three aspects including cognitive, affective, and psychomotor aspects]]>
<![CDATA[Religious Moderation In Slogans, Practices, and Madrasah Reflection ]]>
<![CDATA[Maspeke , Fithriyah]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2023): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah dam Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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DOI: 10.58518/darajat.v6i1.1584
<![CDATA[The lack of understanding of madrasah students about the concept of religious moderation and the lack of encounters between religions in society is the main basis for this research literature study. Religious moderation is a discourse as well as a practice needed in a multicultural society such as in North Sulawesi. This means that where there is diversity, that is where the value of moderation must be present and become the lifeblood of the link between members of the community. The results of the study indicate that there are solutions that can be implemented in strengthening religious moderation, including creating or using existing mottos in society as a basis for instilling religious moderation values, such as the mottos of torang samua basudara and torang samua created by God in North Sulawesi. Building houses of worship side by side, of course, can open meeting spaces and increase the intensity of encounters between religions as the main capital in strengthening religious moderation. In madrasas, madrasas can make madrasah moderation days and hold interfaith student exchanges so that religious moderation is familiar among madrasah students who are part of the millennial generation. Then, you can also make a religious moderation accompanying diploma as a sign of the maturity of student religious moderation which is oriented towards attitudes and moderation schools as an alternative to strengthening community religious moderation, especially the millennial generation.]]>
<![CDATA[Pendidikan Islam Multikultural diSekolah ]]>
<![CDATA[Dwiyani, Aryanti]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2023): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah dam Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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DOI: 10.58518/darajat.v6i1.1586
<![CDATA[This paper examines the problem of multicultural Islamic education in public schools byprioritizing religious, cultural and social values in schools, students can have anunderstanding of religion, diversity and differences in life. The importance of multiculturalIslamic education is taught in public schools, especially in the era of globalization marked byadvances in science and technology that have had a positive impact on life. However, on theother hand, this progress has had a negative impact on the lives of students. The occurrence ofexclusive attitudes and a lack of understanding of differences, diversity, tolerance andmoderation of religions, including understanding religious values in the lives of students,causes multicultural values in schools to fade and disappear. The methodology used is observation, interviews and documentation and is supported by various relevant references sothat it has scientific value in research. This paper attempts to provide an offer or solution"how is multicultural Islamic education taught in schools so as to form an inclusive (open),tolerant pattern of religious understanding for students. Multicultural Islamic education istaught in public schools emphasizing recognition and respect for differences that areinevitable for people of any religion and improving from a strong emphasis on the cognitivedomain to the affective and psychomotor domains as well as improving the quality of teachersboth from the standpoint of their understanding of their own religion and other religions, sothat they themselves have the right perspective of multiculturalism. Therefore. MulticulturalIslamic education is taught in public schools, especially at SMA Negeri 2 Mataram. ]]>
<![CDATA[Relevansi Konsep Rahmatan Lil ‘Alamin Terhadap Toleransi Beragama ]]>
<![CDATA[Hadi, Nur]]>;
<![CDATA[Wasehudin]]>;
<![CDATA[Najla Surbakti, Naila]]>;
<![CDATA[Elia Martatiningsih Arum, Ai]]>;
<![CDATA[Nuraffiatul Jannah, Diah]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2023): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah dam Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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DOI: 10.58518/darajat.v6i1.1611
<![CDATA[The concept of Rahmatan lil'alamin has strong relevance to religious tolerance, and how an understanding of inclusivity can play a central role in building a society that respects and accepts differences in religious beliefs. This research or study explains that there is a relevance or relationship of rahmatanLil'Alamin against religious tolerance. The goal is to make it understandable for some people to apply concept of Islamic teachings Rahmatan Lil'Alamin in their lives so that peace, happiness, serenity and harmony can be realized. The research method used is the library method, namely reading various books, collecting and recording book literature with data sources found in the library. The results of the discussion in this journal are that in the context of religious tolerance, the conceptt of rahmatan lil alamin can to interpreted as an inclusive attitude that encourages Muslims to respect, accept and establish harmonious relationships with people of other religions, teaches Muslims about the importance of love, compassion, and kindness to all human beings and the environment.]]>
<![CDATA[Pembinaan Madrasah Jalur Formal di Pesantren (Telaah Implementasi UU Nomor 18 Tahun 2019) ]]>
<![CDATA[Mustofa, Idam]]>;
<![CDATA[Raikhan]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2023): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah dam Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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DOI: 10.58518/darajat.v6i1.1639
<![CDATA[Law Number 18 of 2019 provides the legal basis for integrating madrasahs with Islamic boarding schools (pesantren), aiming to ensure that formal madrasahs within pesantren meet national education standards. One of the challenges faced by formal madrasahs in pesantren is meeting the standards of formal education, including facilities, teacher qualifications, and appropriate curriculum. This research aims to broaden understanding and contribute to the development of formal madrasahs within pesantren. In this study, the researcher employed a secondary data analysis method following the procedures formulated by Heaton from Andrews. The research findings indicate that the development of formal madrasahs within pesantren demonstrates that pesantren are not solely focused on religious education but also provide opportunities for students to receive quality formal education. Several efforts can be made to address the challenges of formal madrasahs within pesantren, including enhancing the quality of education, teacher training to improve qualifications, collaboration with higher education institutions, improving facilities and infrastructure, developing integrated curricula, providing guidance and mentoring, establishing collaborative networks, and strengthening funding. As an alternative solution, it is recommended to transform the top-down and discriminatory approach to madrasah development into a participatory approach in order to achieve effectiveness. The development of formal madrasahs within pesantren towards effective madrasahs can refer to well-established madrasah development programs that have proven their credibility as models.]]>
<![CDATA[Keunggulan Manajemen Pendidikan Perspektif Rushdi Ahmad Tuaimah ]]>
<![CDATA[Inayati, Mahfida]]>;
<![CDATA[Fadholi, Ali Nizar]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2023): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah dam Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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DOI: 10.58518/darajat.v6i1.1762
<![CDATA[The excellence of investigation management is one of the most important reasons for staying afloat in this time. The concept of excellence in education management according to Rhusdi Ahmad Tuaimah is centered on a goal, principle and also a strategy that aims to improve the administration of education and the educational process both at the national and international levels. This study aims to compare the perspectives of Rusdhi Ahmad Tuaimah with the figures. The research method used is a qualitative approach with a type of library study (library research), the data source used is secondary data and the data analysis technique is content analysis. Thus the excellence of educational management both in administration and the learning process so as to achieve the objectives of the process and strategies contained in educational institutions.]]>
<![CDATA[Kritik Ideologis Dalam Pendidikan Islam ]]>
<![CDATA[Sutikno]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2023): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah dam Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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DOI: 10.58518/darajat.v6i1.1765
<![CDATA[This article focuses on critique of ideology studies which reposition of Islamic education as subject in the hegemony of global capitalism. The urgency of critique of ideologgy just not related to neoliberalist and capitalist education system which is oriented to industrial economy but also implication of humanity in industrialization process since first untill contemporary periods. The critique of ideology in Islamic education oriented to syncronize ideology of aducation, especially Islamic education with pancasila and Islamic humanistic values. This efforts is manifestable through discursive practice of all Islamic education elements. This discursive practice based on pure reason and consciousness which is liberated from instrumental and pragmatical interest. This discursice practice reflects a portrait of democracy that is parallel with pancasila and Islamic values.]]>
<![CDATA[Implementasi Metode Qira’ati Dalam Meningkatkan Bacaan Al Qur’an Melalui Kegiatan Ekstrakurikuler di MTs. Tarbiyatul Wathon ]]>
<![CDATA[Nashihin , Muhammad]]>
<![CDATA[ Darajat: Jurnal Pendidikan Agama Islam Vol. 6 No. 1 (2023): Darajat : Jurnal PAI ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam (PAI) Fakultas Tarbiyah dam Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan ]]>
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DOI: 10.58518/darajat.v6i1.1776
<![CDATA[In learning the Al Qur'an Hadith subject which was carried out at MTs. Tarbiyatul Wathon has obstacles, namely the presence of several students, especially new students who are not fluent in reading the Qur'an and become obstacles for teachers of the Al-Qur'an Hadith subject to carry out teaching assignments, from these obstacles in the end extracurricular activities are made in the form of intensive activities read the Qur'an by applying the Qira'ati method, the purpose of this study is to overcome these obstacles by using a qualitative approach. This research is categorized as field research, namely research conducted directly in the field to obtain the necessary qualitative data in the form of observations, interviews, and documentation. With the implementation of the Qira'ati Method to increase Al Qur'an reading through extracurricular activities at MTs. Tarbiyatul Wathon Campurejo Panceng Gresik has a positive impact on learning Al Qur'an Wa Al Hadith Subject which can be concluded as follows: Teachers experience ease in teaching especially Subject Teachers of Al Qur'an Wa Al Hadith, and generally Subject Teachers of Islamic Religious Education , Students easily understand the subject matter provided by the teacher because they can already read the Qur'an and Hadith properly as a basis that must be mastered by all students, and it is easier for institutions to make reports of learning completeness in the curriculum to be reported to supervisors and agencies that oversee them which can be seen in the student report book.]]>
