cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Abdul Munip
Contact Email
skijier@uin-suka.ac.id
Phone
+628122761640
Journal Mail Official
skijier@uin-suka.ac.id
Editorial Address
Jl. Laksda Adisucipto, Papringan, Caturtunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta 55281
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
Sunan Kalijaga International Journal on Islamic Educational Research
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 25803204     EISSN : 25803212     DOI : https://doi.org/10.14421/skijier.2019.2019.33.01
Core Subject : Education,
Education
Sunan Kalijaga International Journal on Islamic Educational Research invites scholars, researchers, and students to contribute the result of their studies and researches in the areas related to Islamic Education, which covers textual and fieldwork investigation with various perspectives of Education Curriculum, philosophy, Management, history, theology, sociology, anthropology, political science, and others.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 135 Documents
 1   2   3   4   5 
INTEGRATION OF SCHOOL AND PESANTREN EDUCATIONAL SYSTEM AS A MODEL OF CHARACTER EDUCATION: PERSPECTIVE OF EDUCATIONAL TRANSFORMATION Maksudin sudin
Sunan Kalijaga International Journal on Islamic Educational Research Vol 2 No 1 (2018)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2018.2018.21.03

Abstract

Abstract: Educational institutions in Indonesia experience a transformation, institutional forms, education system, and its operation. Transformation also occurs in Islamic educational institutions with various changes and modernization (i) Suffah, Dar al-Arqǎm, Kuttab (in the period of the Prophet and his companions), (ii) madrasah (in the period of tabiin such as Madrasah Nizamiyah), (iii) school (heritage of colonialist), (iv) pesantren (Java), dayah or rangkang (Aceh), and surau (Minangkabau) which are original educational institutions of the native (indigenous),and (v) integrated Islamic schools (SIT) under the network of integrated Islamic schools environment (JSIT), centered in Jakarta. Integration of school and pesantren educational system in 2014 bore SMA TRENSAINS Tebuireng Jombang. The concept of integration is in form of modernization of educational system between schools and pesantren into one system of education. Integration in boarding school system and full day school involves components of the system in form of inputs, process, direct output and indirect output (outcome). This integration is as one of the efforts to make a balance between intellectual, emotional, spiritual and religious intelligence. Those four intelligences are as the basis of character education model.
ENRICHING THE ISLAMIC EDUCATION MATERIAL TO INCREASE CHILD AFFECTIVE USING TYPES OF LEARNING OF ROBERT M. GAGNE Apriyani Lestari Kudadiri
Sunan Kalijaga International Journal on Islamic Educational Research Vol 2 No 1 (2018)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2018.2018.21.06

Abstract

Abstract: This study analyzes the obstacles or difficulties in teaching Islamic religion, especially in Kindergarten. The goal is to find out what are the obstacles and difficulties for teachers in delivering Islamic teachings to early childhood. The data are collected from are two Kindergarten i.e. Mashitoh Kentagen and Hidayatul Qur'an. The researcher analyzes the difficulties experienced by the teacher along with efforts to overcome them. The method used in this data collection is the method of observation, interviews, and documentation. The results of this study contributed in the form of material deepening models that can answer the problems of Core Competencies (Kompetensi Inti-KI) 1 and 2. This deepening model of Islamic Education material is seen from eight types of learning proposed by Robert M. Gagne. The eight types are signal learning, stimulus-response learning, chaining (chain sequence), verbal association, discrimination learning (learning to distinguish), concept learning, rule learning and problem-solving.
INTERNALIZATION OF ISLAMIC CHARACTER EDUCATION TO STUDENTS IN ELEMENTARY SCHOOL (SD) PLUS NURUL HIKMAH PAMEKASAN MADURA Halimatus Sa’diyah
Sunan Kalijaga International Journal on Islamic Educational Research Vol 2 No 1 (2018)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2018.2018.21.07

Abstract

Abstract: Islamic character education for elementary school children is very important, as an effort to cultivate intelligence to students in thinking, and behaving in accordance with the noble values ​​that become their identity which can be realized in interaction with their God, themselves, others and their environment. School is a strategic place for character education because children from all walks of life will receive education at school. Additionally, children spent most of their time in school, so what they obtained in school will affect the formation of their character. To realize the generation that has good Islamic character, it is required to plant values of good personality into children. Therefore, the role of the educator is important, especially when it is in the process of teaching and learning. To instill Islamic character education for elementary school children, several methods need to be mastered by educators, such as parables, exemplary, habituation, advice (mauidhah), targhib and tarhib. With some of these methods, an educator can not only provide knowledge, but also internalize spiritual values ​​in his students. SD Plus Nurul Hikmah in Pamekasan prioritizes the formation of Islamic character for its implementation by using approaches, strategies and methods that are adapted to the character of students, and implemented through 15 programs of activities that contain Islamic character education.
DEVELOPING CURRICULUM OF THE DEPARTMENT OF ISLAMIC RELIGIOUS EDUCATION IAIN LHOKSEUMAWE ACEH Aida Hayani
Sunan Kalijaga International Journal on Islamic Educational Research Vol 2 No 1 (2018)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2018.2018.21.08

Abstract

Abstract: The curriculum is the most important component for developing the quality of Islamic Religious Education (IRE) in universities. The curriculum is a unique characteristic of a college compared to other universities. Nonetheless, the Government has provided guidelines for how the university curriculum is developed. This study aims to describe the development of IRE curriculum in IAIN Lhokseumawe Aceh. The research findings are as follows: first, the emphasis on curriculum development (a) clarity profile of graduates with a description of its operation. (b) The learning outcomes as an indicator graduate profile that refers to Indonesian Qualifications Framework (IQF) and National Standards for Higher Education (NSHE). (c) Field studies as a strategic issue which combined with the development of the course learning outcomes, (d) curriculum development in Department of Islamic Religious Education (IRE) also stressed on the aspect of IRE consisting of Al-Qur’an-Hadith, Aqidah Akhlak, Fiqh, and History of Islamic Culture to improve the professional competence of future teachers.
INTERRELIGIOUS EDUCATION MODEL IN SENIOR HIGH SCHOOL (SMA) BOPKRI 1 YOGYAKARTA Khasan Bisri; Karwadi Karwadi
Sunan Kalijaga International Journal on Islamic Educational Research Vol 2 No 1 (2018)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2018.2018.21.04

Abstract

Abstract: Religious education at all levels of institutions are generally still dwelled on the perspective of the internal circle, intended for the internal, and less responsive to social changes. In other words, religious education is still monoreligious, so that institutions and religious communities are often stuttered toward the diversity and changes. In fact, the monoreligious model does not accept other people who are different. It does not foster a sensitivity on how to think, how to live and the needs of others who are a different religion. Such a model of religious education raises a wide impact on the mindset and attitude of religious students, one of which could potentially give rise to attitudes of intolerance. Therefore, it is necessary the presence of a renewal model of religious education that allows students to more insightful open to differences and diversity of religions. This research aims to know the implementation of the interreligious model in religious education at Senior High School (Sekolah Menengah Atas-SMA) BOPKRI 1 Yogyakarta. Data are collected by using interview, observation, and documentation, and verified by triangulation. The findings are that interreligious model at SMA BOPKRI 1 Yogyakarta has been implemented only on grade XII, whereas at the grades X and XI, the Christian religious education is applied. According to Michael Grimmit, the implementation of religious education at grades X and XI can be categorized as “learning religion", whereas in grade XII It can be categorized as “learning from religion”. On the other hand, by using the theory of Jack Seymour and Tabita Kartika, the model religious education in grades X and XI can be included as “in the wall”, whereas, in grade XII, it can be categorized as “beyond the wall”. Tolerance and multiculturalism insight of students of SMA BOPKRI 1 Yogyakarta by applying the interreligious model is already up on the fifth level of the multicultural barometer popularized by Karuna Center for Peacebuilding i.e. on the level of respect, recognizes, and contributes to other groups, or can be categorized at the highest level, namely the award on the similarities and differences, as well as celebrate plurality.
CULTIVATING ENTREPRENEURIAL VALUES TO IMPROVE SEVERAL ASPECTS OF EARLY CHILDHOOD DEVELOPMENT: THE CASE STUDY IN KHALIFAH KINDERGARTEN YOGYAKARTA Nurkamelia Mukhtar AH; Abdul Munip
Sunan Kalijaga International Journal on Islamic Educational Research Vol 2 No 1 (2018)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2018.2018.21.05

Abstract

The entrepreneurial values such as independent, creativity, risk-taking ability, and responsibility play an important role in directing early childhood development, especially in the aspect of social-emotional, language, and cognitive. Khalifah kindergarten which is based on entrepreneurship, support the life skills development of children with several of excellent programs for example Market Day. This study is intended to know the reason of Khalifah Kindergarten in applying entrepreneurship program, the process and impact of the program on the aspects of early childhood development. The findings of this study are: first, Khalifah Kindergarten wants to achieve its mission in integrating entrepreneurial values in all aspects of early childhood development by introducing them to become Muslims entrepreneur. Second, the process of increasing the entrepreneurial values is implemented through Beyond Centre and Circle Time (BCCT) learning system, entrepreneurship activities such as market day, cooking classes, field trips, angklung music as an extracurricular activity, and habituation through continuous interviews with the students. Third, the impact of entrepreneurial values can be proved in several aspects of development. In the social-emotional aspect, the children have empathy for others. In the cognitive aspect, the children have creative thinking. In an aspect of linguistic development, they become communicative, and in the physical-motor aspect, the children have the high spirit to produce a work.
CULTIVATION OF LEADERSHIP CHARACTER ON EARLY CHILDHOOD THROUGH THE STORY OF QUEEN BALQIS Ria Astuti
Sunan Kalijaga International Journal on Islamic Educational Research Vol 2 No 2 (2018)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2018.2018.22.01

Abstract

This article aims to know how the method of planting leadership character into early childhood through the story of Queen Balqis. The story of Queen Balqis is recounted in the Qur'an surah an-Naml. The story of Queen Balqis originated from the news brought by the bird Hud-Hud to the Prophet Sulaiman about a country led by a woman. The land of Saba ' was called by God in the Qur'an as the country of Baldatun thoyyibatun wa robbun ghofurun (a safe and prosper country and receiving forgiveness from God). There are several characteristics of Queen Balqis, namely: have a big effect, democratic, intelligent, giving priority to the safety of her people and the Knights-at-heart. The period of early childhood is the period of the golden age, which at this time is very important to develop the character of children's leadership to become qualified leaders and private. The method of planting leadership character into early childhood through the story of Queen Balqis could be through the way of watching movies, talking, conversation, role-playing, and the example method of conditioning.
THE SCIENTIFIC APPROACH AND DEVELOPMENT OF STUDENTS' SCIENTIFIC ATTITUDES AT STATE ELEMENTARY SCHOOL (SDN) OF DEMANGAN YOGYAKARTA Ratih Sukmawati; Siti Fatonah
Sunan Kalijaga International Journal on Islamic Educational Research Vol 2 No 2 (2018)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2018.2018.22.02

Abstract

The purpose of this research is to describe and analyze how the scientific approach and the development of students' scientific attitude in the thematic content of 2013 curriculum implementation. This type of research is qualitative research. Data are collected by using observation, interview, and documentation. This study intends to gain an understanding of the relevant facts about the application of the scientific approach to develop students' scientific attitude in the thematic teaching subject. The results of this research showed that the State Elementary School Demangan (SDN) of Yogyakarta has begun to implement 2003 curriculum in the grade 1 and 4 since 2014 to date, but the implementation has stopped in 2015 because the curriculum 2013 has slightly changed. The process of learning in the classroom is currently running quite well. Teachers provide feedback well, develop student curiosity, discussion, give positive reinforcement, appreciation and also reflection together that ended by the conclusion. The students' scientific attitude that appears is a high curiosity characterized by the emergence of questions containing curiosity, their responsibilities in completing tasks, their efforts to discuss group and presentation in front of the class, respect for others, cooperation, courage, critical thinking and open. The learning activities are implicated in the implementation stage of the scientific approach. Finally, the implementation of the curriculum 2013 approach essentially develops students' scientific attitude, not only on the content of science but also other content, known as the thematic content.
THE CULTIVATION OF ENTREPRENEURIAL SPIRITS TO THE STUDENTS OF VOCATIONAL HIGHS SCHOOL (SMK) THROUGH SUBJECT OF ISLAMIC RELIGIOUS EDUCATION AND ETHICS Arif Cahya Wicaksana; Sukiman Sukiman
Sunan Kalijaga International Journal on Islamic Educational Research Vol 2 No 2 (2018)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2018.2018.22.03

Abstract

One important aspect that is needed in the face of the current industrial 4.0 era is how to interest entrepreneurs can thrive, especially in the younger generation. Vocational High School (SMK) as an educational institution is a very strategic place to instill entrepreneurial spirit. Planting the spirit of entrepreneurship to be more effective must be done through all subjects. The subjects of Islamic Religious Education (PAI) and Ethics (Budi Pekerti) are one of the compulsory subjects in Vocational School and should also contribute to instilling the entrepreneurial spirit. The form of contribution from Islamic Religious Education is in the way of non-technical skills that are strictly related to attitudes and behavior or character that must be possessed by an entrepreneur or in other words Islamic Religious Education contributes to instilling the spirit or spirit of entrepreneurial spirit in students. The cultivation of entrepreneurial spirit is not necessary by adding new material but can be integrated with PAI and Ethics learning material that already exists in the curriculum. The PAI teachers are an essential and central component in determining success in integrating PAI and Ethics character subjects with the entrepreneurial world. Therefore, the PAI teachers need to have adequate insight into entrepreneurship and create a conducive learning atmosphere to instill an entrepreneurial spirit in students.
INTEGRATING MATARAMAN CULTURE INTO ISLAMIC MANNER EDUCATION IN MI MA'ARIF PLAMPANG KULONPROGO SPECIAL PROVINCE OF YOGYAKARTA Sukiyat Sukiyat; Abdul Munip
Sunan Kalijaga International Journal on Islamic Educational Research Vol 2 No 2 (2018)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2018.2018.22.04

Abstract

Regulation of Kulon Progo Regent number 65 of 2017 concerning strengthening character education confirms that Mataraman culture must be part of the learning program at the elementary school, including the Madrasah Ibtidaiyah as an Islamic-based education. This article aims to describe how the integration of Mataraman culture in Islamic manners education at MI Ma'arif Plampang Kulon Progo in the implementation of classroom learning and its application in madrasas, using a differentiated integrative learning model. This research is qualitative. MI Ma'arif Plampang integrates the Mataraman culture and Islamic manners education based on the guidelines for strengthening character education regulated by the Regent of Kulon Progo, by emphasizing mutual respect according to the morals taught in the Islamic religion. The teaching material of Mataraman culture that is integrated into Islamic manners education is unggah-ungguh basa of Javanese language and literature with subjects of akidah-akhlak (Islamic creeds and morality). The developed values are religious values, courtesy, respect and obedience to others. Supporting factors include government policies regarding the use of traditional Javanese clothing in the style of Yogyakarta every Thursday Pahing, the quality of teachers and facilities for madrasa infrastructure, although there are inhibiting factors, namely inconsistent behavior from teachers and outsiders to the mixed culture.

Page 2 of 14 | Total Record : 135

 1   2   3   4   5 

Filter by Year

2017 2025


Reset
Filter By Issues
All Issue Vol. 9 No. 2 (2025) Vol. 9 No. 1 (2025) Vol. 8 No. 2 (2024) Vol. 8 No. 1 (2024) Vol. 7 No. 2 (2023) Vol. 7 No. 1 (2023) Vol. 6 No. 2 (2022) Vol. 6 No. 1 (2022) Vol 5 No 2 (2021) Vol. 5 No. 1 (2021) Vol 4 No 2 (2020) Vol 4 No 1 (2020) Vol 3 No 2 (2019) Vol 3 No 1 (2019) Vol 2 No 2 (2018) Vol 2 No 1 (2018) Vol 1 No 1 (2017) More Issue