Fitrah: International Islamic Education Journal
FITRAH is an open access scientific journal based on open journal systems. FITRAH receives scientific articles based on research and book reviews in the field of Islamic religious education from researchers, students and education experts related to Curriculum, teaching, and learning, philosophy, research, management, history and evaluation of Islamic Education. FITRAH is published twice a year in June and December. FITRAH is managed by the Doctorate of Islamic Education Study Program at the Ar-Raniry Islamic State University in Banda Aceh. FITRAH was published by the Center for Research and Community Service (LP2M) Ar-Raniry Islamic State University Banda Aceh. Journal FITRAH is currently indexed and/or included by BASE (Bielefeld Academic Search Engine), Crossref, Google Scholar, Moraref, GARUDA, etc. Journal Fitrah is managed by the Program Studi Pendidikan Agama Islam Pascasarjana Universitas Islam Negeri Ar-Raniry Banda Aceh. This journal is published quarterly. June and December.
Articles
106 Documents
<![CDATA[UPAYA PENINGKATAN KETERAMPILAN PROSES SAINS PEMBELAJARAN IPA SISWA KELAS V MELALUI MODEL INKUIRI TERBIMBING DI SDN 02 KEUMUMU ACEH SELATAN ]]>
<![CDATA[Fitri Wahyuni]]>;
<![CDATA[Daniah]]>;
<![CDATA[Wati Oviana]]>
<![CDATA[ FITRAH: International Islamic Education Journal Vol 5 No 1 (2023): Fitrah: International Islamic Education Journal ]]>
Publisher : <![CDATA[FITRAH was published by the Center for Research and Community Service (LP2M) Ar-Raniry Islamic State University Banda Aceh ]]>
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DOI: 10.22373/fitrah.v5i1.2803
<![CDATA[Students' science process skills in learning science at SDN 02 Keumumu Aceh Selatan are still very low. This is caused by several factors, such as the lack of using learning models that support the development of student KPS. One effort to overcome these problems is to use the guided inquiry model. This study aims to measure the improvement of students' science process skills in class V SDN 02 Keumumu Aceh Selatan through a guided inquiry model on the digestive organs of ruminants and humans. The method used was classroom action research (PTK). The data collection instruments used were teacher activity observation sheets, student activity observation sheets, student science process skills activity sheets. The data is calculated using the formula. The value obtained shows that teacher activity in cycle I, namely 70.83%, is in the "good" category and in cycle II, 89.42% has increased in the "very good" category, while student activity in the cycle, namely 59.78%, is in the category "Enough". And in cycle II it increases to the "very good" category with a score of 83.69%. The science process skills of students in cycle I, namely 58.90%, were in the "enough" category leading to cycle II with a value of 74.44%, which increased and entered the "good" category. Based on the problems that have been described, it can be said that the use of the guided inquiry model can improve science process skills in class V SDN 02 Keumumu Aceh Selatan.]]>
<![CDATA[KONSEP PENDIDIKAN KARAKTER DALAM PEMBELAJARAN ]]>
<![CDATA[Nidawati Nidawati]]>
<![CDATA[ FITRAH: International Islamic Education Journal Vol 5 No 1 (2023): Fitrah: International Islamic Education Journal ]]>
Publisher : <![CDATA[FITRAH was published by the Center for Research and Community Service (LP2M) Ar-Raniry Islamic State University Banda Aceh ]]>
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DOI: 10.22373/fitrah.v5i1.2915
<![CDATA[Character education is important in the world of education in Indonesia. Noble character, politeness, and religiosity are upheld and become the culture of the Indonesian nation. The role of religious education is very strategic in realizing the character formation of students. Religious education is a means of transforming knowledge in the religious aspect (cognitive aspect), as a means of transforming norms and moral values to shape attitudes (affective aspect), which plays a role in controlling behavior (psychomotor aspect) so as to create a complete human personality/student. Character education must be integrated into all learning activities that are summarized in a curriculum so that character education can be one of the right accesses in carrying out character building for the younger generation, especially students; students who have high knowledge equipped with faith and piety to God Almighty, have noble character, are capable, creative, independent, and become democratic and responsible citizens.]]>
<![CDATA[FAKTOR PENYEBAB STRES AKADEMIK SISWA REMAJA ]]>
<![CDATA[Wanty Khaira]]>
<![CDATA[ FITRAH: International Islamic Education Journal Vol 5 No 1 (2023): Fitrah: International Islamic Education Journal ]]>
Publisher : <![CDATA[FITRAH was published by the Center for Research and Community Service (LP2M) Ar-Raniry Islamic State University Banda Aceh ]]>
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DOI: 10.22373/fitrah.v5i1.2992
<![CDATA[ABSTRAK Artikel ini membahas tentang factor-faktor yang menyebabkan Stres akademik pada siswa remaja. Stress Akademik merupakan suatu keadaan individu di mana mendapat terlalu banyak tekanan dan tuntutan sehingga tidak mampu mengelola tugas akademik dengan baik. Stres akademik termasuk pada kategori distress, yaitu stres yang bersifat merusak dan dapat menyebabkan individu merasa tidak berdaya, frustasi dan, kecewa. Stres memiliki risiko terhadap tugas akademik ketika frekuensi terjadinya sangat sering dan dikelola dengan cara yang salah. Indiktor stres yang dialami oleh siswa remaja terlihat dari fisik yang mudah lelah, sering sakit kepala, tubuh tidak mampu beristirahat dengan maksimal, sulit berkonsentrasi, malas belajar, tidak semangat, sering menggerutu dan menyalahkan orang lain dan melakukan berbagai kegiatan yang tidak baik lainnya seperti: membolos, berkelahi, berbohong. Mekanisme pelepasan stres yang dilakukan oleh remaja sering kali bersifat merugikan terhadap dirinya ataupun orang lain. Dengan begitu besar dampak yang disebabkan oleh stress terhadap tugas akademik maka perlu untuk dikenali factor yang menjadi penyebab stress akademik yang dialami siswa remaja.]]>
<![CDATA[KOMPETENSI SOSIO KULTURAL UNTUK JABATAN PIMPINAN TINGGI PRATAMA ESELON II.B DILINGKUNGAN PEMERINTAH ACEH ]]>
<![CDATA[Munawar, Munawar]]>
<![CDATA[ FITRAH: International Islamic Education Journal Vol. 1 No. 1 (2019): Fitrah: International Islamic Education Journal ]]>
Publisher : <![CDATA[Published by Center for Research and Community Service (LP2M) in cooperation with the Postgraduate Program of UIN Ar-Raniry Banda Aceh, Aceh, Indonesia. ]]>
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DOI: 10.22373/fitrah.v1i1.31
<![CDATA[The Challenges of the Tsangaya System of Education in Contemporary Nigeria (A case Study of Bauchi Emirate) ]]>
<![CDATA[Umar, Aminu]]>;
<![CDATA[Muhammad, Rabi’u Shehu]]>;
<![CDATA[Muhammad, Abubakar]]>;
<![CDATA[Abubakar, Muhammad Sani]]>
<![CDATA[ FITRAH: International Islamic Education Journal Vol. 6 No. 1 (2024): Fitrah: International Islamic Education Journal ]]>
Publisher : <![CDATA[Published by Center for Research and Community Service (LP2M) in cooperation with the Postgraduate Program of UIN Ar-Raniry Banda Aceh, Aceh, Indonesia. ]]>
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DOI: 10.22373/fitrah.v6i1.2041
<![CDATA[The Tsangaya system of education is an Islamic-based educational system that had existed for several centuries in Northern Nigerian Muslim communities before the coming of the British colonial masters. The system has been the source of moral and educational training and had produced leaders, scholars, businessmen, and government functionaries with full support from the government. However, with the arrival of the British colonialist with a new system of education they suffered utmost neglect from the government which continued even after the so-called independence from the British colonialist. The objective of this paper is to examine the origin, development, and challenges facing the Tsangaya school system in Bauchi emirate, Bauchi state Nigeria using Historical and phenomenological methods. The paper’s findings among others revealed that the Tsangaya schools in the Bauchi emirate had suffered total neglect from both the government and other religious organizations and bodies. The paper recommends among other things that for the salvaging and resuscitation of the system there is a need for the government at all levels to join hands with religious bodies and or organizations. Key words: Tsangaya, Challenge, Bauchi Emirate, integration, almājiri]]>
<![CDATA[IMPLEMENTASI PEMBELAJARAN DIFERENSIASI DALAM KELAS ]]>
<![CDATA[Nidawati]]>
<![CDATA[ FITRAH: International Islamic Education Journal Vol. 5 No. 2 (2023): Fitrah: International Islamic Education Journal ]]>
Publisher : <![CDATA[Published by Center for Research and Community Service (LP2M) in cooperation with the Postgraduate Program of UIN Ar-Raniry Banda Aceh, Aceh, Indonesia. ]]>
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DOI: 10.22373/fitrah.v5i2.3726
<![CDATA[Pembelajaran berdiferensiasi merupakan usaha untuk menyesuaikan proses pembelajaran di kelas untuk memenuhi kebutuhan belajar individu setiap peserta didik. Penyesuaian yang dimaksud adalah terkait minat, profil belajar, kesiapan peserta didik agar tercapai peningkatan hasil belajar. Pembelajaran berdiferensiasi mampu membantu peserta didik mencapai hasil belajar optimal, karena produk yang akan mereka hasilkan sesuai minat mereka. Melalui kegiatan pembelajaran berdiferensiasi ini, semua kebutuhan belajar peserta didik terakomodir karena sesuai minat atau profil belajar yang dimiliki. Terdapat empat (4) komponen pembelajaran berdiferensiasi, yaitu: isi, proses, produk, dan lingkungan belajar, yakni dimana proses pembelajaran berdiferensiasi juga dapat memberikan ruang yang luas kepada peserta didik untuk mendemostrasikan apa yang telah mereka pelajari sehingga pembelajaran berdiferensiasi secara tidak langsung mendorong kreativitas peserta didik. Selain itu, karena kreativitas akan terus berkembang, maka pembelajaran diferensial termasuk pendekatan yang sangat direkomendasikan untuk diterapkan dalam pembelajaran sehingga mempermudah ketercapaian tujuan pembelajaran.]]>
<![CDATA[MANAJEMEN EKSTRAKURIKULER DALAM MENINGKATAN BAKAT DAN MINAT ANAK ]]>
<![CDATA[isna, Isnawardatul Bararah]]>
<![CDATA[ FITRAH: International Islamic Education Journal Vol. 5 No. 2 (2023): Fitrah: International Islamic Education Journal ]]>
Publisher : <![CDATA[Published by Center for Research and Community Service (LP2M) in cooperation with the Postgraduate Program of UIN Ar-Raniry Banda Aceh, Aceh, Indonesia. ]]>
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DOI: 10.22373/fitrah.v5i2.3727
<![CDATA[Manajemen ekstrakurikuler merupakan seluruh proses yang diusahakan dan direncanakan secara terorganisir mengenai kegiatan sekolah yang dilakukan di luar jam pelajaran untuk menumbuhkembangkan potensi sumber daya manusia peserta didik, baik aplikasi ilmu pengetahuan yang didapatkannya maupun dalam pengertian khusus untuk membimbing peserta didik dalam mengembangkan potensi dan bakat yang ada dalam dirinya melalui kegiatan wajib maupun pilihan yang beragam. Banyak sekolah yang meningkatkan program ekstrakurikuler agar peserta didiknya dapat bersaing dengan peserta didik di sekolah lainnya. Sekolah mengembangkan kegiatan ekstrakurikuler dimaksudkan agar peserta didik dapat berkembang pada aspek bidang yang diminati, seperti olahraga, kesenian, berbagai macam keterampilan dan kepramukaan. Kegiatan tersebut dapat digunakan untuk mengembangkan bakat peserta didik yang sudah ada, bahkan dapat menumbuhkan bakat yang masih terpendam. Karena bakat itu tidak semua disadari oleh pemilik bakat itu sendiri, sudah sewajarnya bakat tersebut perlu untuk digali. Setiap peserta didik mempunyai minat dan bakat yang berbeda satu sama lainnya.]]>
<![CDATA[PENERAPAN STRATEGI PEMBELAJARAN ACTIVE KNOWLEDGE SHARING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA KELAS V MIN 1 SABANG ]]>
<![CDATA[Daniah]]>;
<![CDATA[Rina Febiyanti]]>;
<![CDATA[Azhar]]>
<![CDATA[ FITRAH: International Islamic Education Journal Vol. 5 No. 2 (2023): Fitrah: International Islamic Education Journal ]]>
Publisher : <![CDATA[Published by Center for Research and Community Service (LP2M) in cooperation with the Postgraduate Program of UIN Ar-Raniry Banda Aceh, Aceh, Indonesia. ]]>
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DOI: 10.22373/fitrah.v5i2.3768
<![CDATA[The lack of critical thinking skills of students in schools greatly influences student learning outcomes. Judging from the learning process of class V MIN 1 Sabang students, there is a problem, namely when students are asked a question, the student can provide an answer but cannot explain the reasons or opinions related to the answer. The teacher has used learning strategies but has not been able to develop students' critical thinking skills during the learning process. One strategy that can be implemented is the active knowledge sharing strategy. The aims of this research are (1) to find out the activities of teachers and students after using active knowledge sharing strategies in class V/b (2) to find out critical thinking skills and student learning outcomes using active knowledge sharing strategies in class V/b. This research took the form of Classroom Action Research (PTK), carried out in 4 stages, namely planning, implementation, observation and reflection. The instruments of this research are teacher activity sheets, student activities, critical thinking test questions and learning outcomes. The results of the research show that: (1) teacher activity using active knowledge sharing strategies in cycle I was 76.56% in the good category and increased in cycle II to 92.18% in the very good category, (2) research results of student activity using active knowledge strategy in cycle I was 73.43% in the good category and in cycle II it was 93.75% in the very good category, (3) the critical thinking ability test in cycle I in cycle I was at 61.2% categorized as quite critical and cycle II experienced an increase of 82.4% categorized as very critical, (4) cycle I student learning outcomes were 44% in the poor category and cycle II experienced an increase in student learning outcomes of 84% in the very good category.]]>
<![CDATA[KEBIJAKAN GURU PENDIDIKAN AGAMA ISLAM DALAM MENCEGAH PERILAKU BULLYING PADA SISWA DI MAN 2 ACEH BARAT ]]>
<![CDATA[Marlina, Cut Nyak]]>;
<![CDATA[Silahuddin]]>;
<![CDATA[Zulfatmi]]>
<![CDATA[ FITRAH: International Islamic Education Journal Vol. 5 No. 2 (2023): Fitrah: International Islamic Education Journal ]]>
Publisher : <![CDATA[Published by Center for Research and Community Service (LP2M) in cooperation with the Postgraduate Program of UIN Ar-Raniry Banda Aceh, Aceh, Indonesia. ]]>
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DOI: 10.22373/fitrah.v5i2.3815
<![CDATA[preventing bullying behavior among students at Senior High School 2 West Aceh. The research method used is descriptive qualitative with a case study approach. The informants for this research were five Islamic Religious Education teachers. The data collection technique uses interviews and documentation. The results of the research are that there are various policies implemented by Islamic Religious Education teachers to prevent bullying behavior among students at Senior High School 2 Aceh Barat, such as (1) instilling character values; (2) practice good morals; (3) provide a good example; (4) provide motivation and positive things; (5) educate about the impacts of bullying; (6) giving advice, creating mutual affection, respect and appreciation; (7) indoctrinating Islamic brotherhood; (8) providing attention; (9) does not differentiate between students; (10) taking an emotional approach, as well as; (11) cooperate or maintain active communication with students’ parents.]]>
<![CDATA[PERAN OPERATOR SEKOLAH DALAM MENINGKATKAN MUTU SISTEM INFORMASI MANAJEMEN PENDIDIKAN DI SMPN 3 SAWANG ACEH SELATAN ]]>
<![CDATA[Marlisa]]>;
<![CDATA[Safriadi]]>
<![CDATA[ FITRAH: International Islamic Education Journal Vol. 5 No. 2 (2023): Fitrah: International Islamic Education Journal ]]>
Publisher : <![CDATA[Published by Center for Research and Community Service (LP2M) in cooperation with the Postgraduate Program of UIN Ar-Raniry Banda Aceh, Aceh, Indonesia. ]]>
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DOI: 10.22373/fitrah.v5i2.3839
<![CDATA[This research was conducted to determine the role of school operators in improving the quality of the education management information system at Junior High School 3 Sawang. The research method used is qualitative using a descriptive approach to collect data. The data collection techniques used were observation and interviews. This research was conducted at Junior High School 3 Sawang School by using one school operator as the research object. The results of the research show that school operators play a role and are fully responsible for managing the management information system which has a very, very important influence in achieving improvements in the quality of the education management information system at Junior High School 3 Sawang schools. Data management carried out by school operators is running well, such as school data, teacher data, principal data, and student data. School operators have demonstrated excellent ability and competence in assisting in managing management information systems.]]>
