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Khalifa: Journal of Islamic Education
Published by Universitas Negeri Padang
ISSN : 25416588     EISSN : 25494783     DOI : -
Core Subject : Religion, Education,
Religion Education
Khalifa: Journal of Islamic Education is openly invites scientists, researchers, and students to contributes in publishing their research under the subject of Islamic education, which includes textual research and field research with various perspectives. This journal encompasses original research articles and review articles, including:This journal encompasses original research articles and review articles, including: Technology In Islamic Education Deradicalization of Islamic Education Philosophy of Islamic Education Islamic Education Policy Gender and Islamic Education Comparison of Islamic Education Islamic Education and Science Nusantara Islamic Education Pesantren Education Islamic Education and Social Transformation Leadership of Islamic Education Figure of Islamic Education Islamic Education Management Curriculum of Islamic Education Innovation of Islamic Education Madrasah Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 8 No 2 (2024): September" : 5 Documents clear
The Application of Ilahiyah and Insaniyah Values in Microteaching Learning towards Professional Teachers Abduldayev, Yerkhan; Mokhtar, Marzni Mohamed
Khalifa Journal of Islamic Education Vol 8 No 2 (2024): September
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v8i2.406

Abstract

Education is a strategic effort to shape individuals with moral, spiritual, and professional character. In this context, the internalization of ilahiyah and insaniyah values is a key factor in the learning process, especially in microteaching courses. This study aims to examine the implementation of divine and human values in microteaching to shape prospective professional teachers with character. This study employs a descriptive qualitative method with a content analysis approach. Data were collected through observation and document analysis. The results indicate that the integration of ilahiyah and insaniyah values in microteaching is achieved through various strategies, such as providing real-life examples, crisis reflection, and reinforcing the value of honesty in teaching practices. The internalization of these values has been proven to enhance spiritual awareness, empathy, and the ability to educate students among prospective teachers. Thus, value-based microteaching not only enhances professional competence but also shapes teachers with noble character and moral responsibility toward students.
The Effect of Self-Concept and Family Environment on the Learning Outcomes of High School Students Aspanizam, Aisy Alyna Binti; Ahmed, Ahmed Sagaff
Khalifa Journal of Islamic Education Vol 8 No 2 (2024): September
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v8i2.409

Abstract

This study was motivated by the phenomenon of low learning outcomes among students in Islamic Religious Education, which ideally should demonstrate higher achievement since it is closely related to religious values and attitudes. This condition prompted the researcher to examine the influence of self-concept and family environment on students’ learning outcomes in Islamic Religious Education at the senior high school level. The study employed a quantitative approach with an associative method. The research population consisted of 497 students, from which 83 were selected as samples using a proportional stratified random sampling technique. Data were collected through questionnaires, and the analysis involved assumption testing and hypothesis testing using simple and multiple regression analyses. The results revealed that; i) self-concept had a positive and significant effect on students’ learning outcomes, with a regression coefficient of 0.203 and a contribution of 17.2%; ii) the family environment had a positive and significant effect, with a regression coefficient of 0.094 and a contribution of 4.4%; and iii) self-concept and family environment jointly had a positive and significant effect, with a coefficient of determination of 17.3%. These findings indicate that the more positive the self-concept and the stronger the family support, the higher the students’ learning outcomes in Islamic Religious Education. This study highlights the importance of synergy between internal psychological development and external family support in enhancing learning achievement and shaping students’ religious character.
The Paradox of Islamic Education: A Phenomenological Study of Muslim Communities’ Preference for Islamic Elementary Schools Hamzah, Mohd Isa; Febriani, Afifah; Akinfolarin, Comfort
Khalifa Journal of Islamic Education Vol 8 No 2 (2024): September
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v8i2.410

Abstract

Parents’ interest in enrolling their children in Islamic Elementary Schools is remarkably high, even though the cost of attending these schools is relatively expensive. This contrasts with public schools, which are generally free of charge. This study aims to explore and explain why Islamic Elementary Schools are highly preferred by Indonesian Muslim communities, particularly parents. The research employs a qualitative method with a case study approach. Research data were collected through in-depth interviews with five participants, consisting of the principal, teachers, and parents, and analyzed using Miles and Huberman’s Interactive Model. The findings indicate that parents’ interest in sending their children to Islamic Elementary Schools is influenced by three main factors: theological, sociological, and academic. (i) The theological factor refers to parents’ perspectives based on religious considerations. (ii) The sociological factor relates to the growing positive image of Islamic schools in Indonesia. (iii) The academic factor is associated with the schools’ ability to achieve high academic performance among both students and teachers. These results provide preliminary insights for future researchers to examine this issue in different contexts and with broader analytical perspectives.
Improving Students' Ability to Memorize the Quran: What Strategies Should Teachers Use? Abdullah, Mahmoud; Oktavia, Gifa; Almasi, Mustapha
Khalifa Journal of Islamic Education Vol 8 No 2 (2024): September
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v8i2.411

Abstract

Memorizing the Quran is a noble act that is loved by Allah SWT. This is because memorizing the Quran means that a person is trying to preserve the purity of the Quran. This cannot be separated from the efforts of a teacher in guiding their students to always memorize the Quran from an early age. It is the teacher's hard work that determines a student's success in memorizing the Quran. This study aims to analyze the strategies used by tahfizh teachers in improving their students' ability to memorize the Quran. This study uses a qualitative method with a phenomenological approach. The subjects of this study are tahfizh teachers and students. Data collection used observation, interviews, and documentation methods. All interview results were analyzed thematically using the Miles & Hubberman Interactive Model Analysis technique, namely data collection, data reduction, data presentation, and conclusion drawing. The results of the data analysis found that there were six strategies used by teachers to improve students' ability to memorize the Quran, namely: i) using various methods, such as talaqqi, tasmi', and takriri, ii) applying the ODOA (one day one ayat) method, iii) guiding students to routinely perform muraja'ah, iv) constantly motivating students to improve their Quran memorization, v) giving memorization assignments and punishments to students, vi) teachers correcting students' recitation. The results of this study can be used as preliminary data for subsequent researchers examining this issue in different contexts and issues.
The Impact of Educational Facilities on Student Motivation in Elementary School Akmal, Fauzi; Taqiyuddin, Muhammad Fikri
Khalifa Journal of Islamic Education Vol 8 No 2 (2024): September
Publisher : Islamic Studies and Development Center (ISDC) Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kjie.v8i2.413

Abstract

This study aims to determine the effect of facilities and infrastructure (x) on student learning motivation (y). This study is a quantitative study using a product moment analysis research design. The data collection techniques used in this study were questionnaires and documentation. The subjects in this study were all 57 students in grades IV-VI. Data analysis was performed manually using Microsoft Excel and SPSS 26 software. The results of this study are as follows: i) The facilities and infrastructure available in elementary schools are considered good, as indicated by a mean or average score of 46.7, which falls within the 45-51 interval, with a standard deviation of 4.62, representing a result of 56%. ii) The learning motivation of elementary school students is classified as poor, as seen from the mean or average value of 46 with a standard deviation of 5.24, which is presented as a result of 44%. iii) There is an influence between the facilities and infrastructure variable (x) and student learning motivation (y) based on the simple linear regression formula. The data obtained shows a sig of 0.000<0.05 (5% significance level), so Ha is accepted and Ho is rejected. Furthermore, based on data analysis, it is known that there is an R Square of 0.355 x 100% = 35.5%. This indicates that there is an influence between facilities and infrastructure (x) on learning motivation.

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