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Taklim : Jurnal Pendidikan Agama Islam
Published by Universitas Pendidikan Indonesia
ISSN : 23374276     EISSN : 2776026X     DOI : http://dx.doi.org/10.13039/501100005115
Core Subject : Religion, Education,
Religion Education
Articles to be received and published in the Journal of TAKLIM are included in the scope of Islamic Education. The areas listed below are indicative only. The editorial board also welcomes innovative articles in the scope of Islamic Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 21, No 1 (2023)" : 5 Documents clear
MODEL PENGEMBANGAN POTENSI DAN PEMBANGUNAN KARAKTER PESERTA DIDIK PADA PESANTREN INTEGRASI Asnawi Asnawi; Mahmutarom Mahmutarom; Ifada Retno Ekaningrum; Nanang Nurcholis
Taklim : Jurnal Pendidikan Agama Islam Vol 21, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/tk.v21i1.53033

Abstract

AbstractThis study aims to describe how Islamic boarding schools are integrated into developing students' potential and character building. The research method used is a qualitative research method with the type of library research (Library research. The primary sources are the Qur'an and al-Hadith, and are supported by the work of scholars and Islamic education experts.The results of this study explain the need for developing a pesantren education system, namely the integrated boarding school. Pesantren integration is a new pesantren model which in its implementation level, integrates religious and general knowledge with its central vision is to encourage the realization of the ulil albab millennial generation. The implications of this integration learning process can make students who are professional in their fields and have a balanced character between thinking (intellectual) or intellectual intelligence (Intellectual Question), emotion (taste) or emotional intelligence (Emotional Question and intelligence of heart (Spiritual Question).Keywords: Pesantren Integration, Ulil Albab, Professional Students, Character, Intellectual Question (IQ), Emotional Question (EQ), and Spiritual Question (SQ) AbstrakPenelitian ini bertujuan untuk mendeskripsikan sejauh manakah pesantren integrasi dalam mengembangkan potensi peserta didik dan pembangunan karakter secara seimbang. Metode penelitian yang digunakan adalah metode penelitian kualitatif dengan jenis penelitian perpustakaan (Library research. Sumber primernya Al-Qur’an dan al-Hadits, dan didukung karya para ulama dan pakar pendidikan Islam. Hasil penelitian ini menjelaskan perlunya pengembangan sistem pendidikan pesantren yaitu pesantren integrasi. Pesantren integrasi adalah model pesantren baru yang dalam tataran implementasi pembelajarannya menggabungkan kurikulum pendidikan agama dan kurikulum pendidikan umun secara integral, dengan visi utamanya adalah mendorong terwujudnya generasi millenial ulil albab.  Implikasi dari proses pembelajaran integrasi ini dapat menjadikan santri yang profesional di bidangnya dan memiliki karakter yang seimbang antara daya pikir atau kecerdasan intelektual (Intelektual Question), daya Emosional (rasa) atau kecerdasan emosional ( Emosional Question) dan kecerdasan hati (Spiritual Question).Kata Kunci: Integrasi Pesantren, Ulil Albab, Santri Profesi, Karakter, Intelektual Question (IQ), Emosional Question (EQ), dan Spiritual Question (SQ)
KESIAPAN GURU DALAM MENGIMPLEMENTASIKAN KURIKULUM MERDEKA BELAJAR PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SMP KOTA SEMARANG Dimas Khijri Saputra; Ahmad Maghfurin; Nasirudin Nasirudin
Taklim : Jurnal Pendidikan Agama Islam Vol 21, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/tk.v21i1.55751

Abstract

AbstactThis study shows that: 1). The readiness of PAI teachers in implementing the independent learning curriculum in Islamic Religious Education and Moral Education subjects at SMP Negeri 1 Semarang City has cognitively understood the concept of independent learning curriculum and is affectively very optimistic because the Merdeka Learning platform provides opportunities for teachers to continue learning and developing their competencies and provide opportunities for teachers and education staff to be able to obtain quality training materials by accessing them independently. Meanwhile, institutionally, teachers are supported by schools from the aspect of facilities and infrastructure. Meanwhile, the readiness of PAI teachers at Nasima Middle School, Semarang City, cognitively understands the concept of the Free Learning curriculum and is affectively very enthusiastic because the independent learning curriculum has many advantages. However, in terms of skills, teachers experience problems due to minimal experience, limited references and difficult time management. 2). Implementation of the Freedom to Learn curriculum in the subject of Islamic Religious Education and Characteristics by Islamic Religious Education teachers at SMP Negeri 1 Semarang City applying Problem based learning, Experiments, Peer Teaching (peer tutors), and Design in the Merdeka Learning curriculum. The assessment applied is an assessment at the end of each discussion material by using a written test (daily tests), practice, presentation of a material, and performance. There is a remedial program for students who do not reach the KKM and an enrichment program for students who have reached the KKM as reinforcement. Meanwhile, the implementation of the Independent Curriculum for learning in Islamic Religious Education and Moral Education subjects at Nasima Middle School in Semarang City applies the Problem Based Learning, Project-Based and Discussion methods. While the assessment focuses on strengthening formative assessments and using the results of the assessment to design learning according to student achievement stages.Keyword: PAI Teacher Readiness, Independent Learning Curriculum AbstrakKajian ini menunjukkan bahwa: 1). Kesiapan guru PAI dalam mengimplementasikan kurikulum merdeka belajar pada mata pelajaran Pendidikan Agama Islam dan Budi Pekerti di SMP Negeri 1 Kota Semarang secara kognitif telah memahami konsep kurikulum merdeka belajar dan secara afektif sangat optimis karena platform Merdeka Belajar memberikan kesempatan guru untuk terus belajar serta mengembangkan kompetensinya dan memberikan kesempatan kepada guru dan tenaga kependidikan untuk dapat memperoleh materi pelatihan yang berkualitas dengan mengaksesnya secara mandiri. Sedangkan secara kelembagaan, guru  disupport oleh sekolah dari aspek sarana dan prasarana. Sedangkan, kesiapan guru PAI di SMP Nasima Kota Semarang secara kognitif telah memahami konsep kurikulum Merdeka Belajar dan secara afektif sangat antusias karena kurikulum merdeka belajar banyak memiliki kelebihan. Namun dari sisi skill, guru mengalami kendala karena pengalaman yang masih minim, referensi yang terbatas dan manajemen waktu yang tidak mudah. 2).Implementasi kurikulum Merdeka Belajar pada mata pelajaran Pendidikan Agama Islam dan Budi Pekerti oleh guru Pendidikan Agama Islam di SMP Negeri 1 Kota Semarang menerapkan Problem based learning, Percobaan, Peer Teaching (tutor sebaya), dan Perancangan dalam kurikulum Merdeka Belajar. Adapun penilaian yang diterapkan adalah penilaian setiap akhir materi pembahasan dengan menggunakan tes tertulis (ulangan harian), praktek, persentasi suatu materi, dan unjuk kerja. Terdapat program remedial bagi peserta didik yang tidak mencapai KKM dan program pengayaan bagi siswa yang sudah mencapai KKM sebagai menguatan. Sedangkan, implementasi Kurikulum Merdeka belajar pada mata pelajaran Pendidikan Agama Islam dan Budi Pekerti di SMP Nasima Kota Semarang menerapkan metode Problem Based Learning, Berbasis Project dan Diskusi. Sedangkan penilaiannya berfokus pada penguatan asesmen formatif dan penggunaan hasil asesmen untuk merancang pembelajaran sesuai tahap capaian siswa.Kata Kunci: Kesiapan Guru PAI, Kurikulum Merdeka Belajar
PENANAMAN NILAI-NILAI KEISLAMAN PADA ANAK USIA DINI DI KELOMPOK BERMAIN PERWARI TRISULA VI Dianatul Kamilah; Halimatus Sa'diyah
Taklim : Jurnal Pendidikan Agama Islam Vol 21, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/tk.v21i1.59418

Abstract

AbstractThis research was conducted to find out how the implementation of planting Islamic values in KB Perwari Trisula VI was like.  By looking at the era that is growing rapidly, the association is getting freer and the development of increasingly sophisticated technology and information, of course, it is very important that Islamic values are instilled in children from an early age.  Early childhood or childhood, which includes children aged 0-5 years, this age is the golden age.  The age of the first five years is the period when the basic personality of the individual is formed, during this period the child is experiencing extraordinary growth and development.  In KB Perwari Trisula VI, the inculcation of Islamic values is carried out using methods that are appropriate to the abilities and development of students and by integrating six aspects of developmental achievement in early childhood.  One of the methods used in KB Perwari Trisula VI include: the singing method, the playing method, the habituation method, the field trip method and the exemplary method.  There are six aspects of development that need to be optimized in early childhood.  Aspects of these developments include: religious and moral values, physical-motor, cognitive, language, social and artistic.  This study used a qualitative research method with observation data collection methods, interviews and document studies.Keyword: Islamic Values, Islam, Early Childhood, Early Childhood Education Programs, Islamic Education. AbstrakPenelitian ini dilakukan untuk mengetahui seperti apa pelaksanaan penanaman nilai-nilai keislaman di KB Perwari Trisula VI. Dengan melihat zaman yang semakin berkembang pesat, pergaulan yang semakin bebas serta perkembangan teknologi dan informasi yang semakin canggih tentunya sangat penting nilai-nilai keislaman ditanamkan pada anak sejak usia dini. Anak usia dini atau masa kanak-kanak yakni mencakup anak usia 0-5 tahun, usia ini merupakan usia emas (golden age). Usia lima tahun pertama merupakan masa dimana kepribadian dasar individu terbentuk, pada masa tersebut anak sedang mengalami pertumbuhan dan perkembangan yang sangat luar biasa. Di KB Perwari Trisula VI penanaman nilai-nilai keislaman dilakukan dengan menggunakan metode yang sesuai dengan kemampuan dan perkembangan anak didik serta dengan memadukan enam aspek pencapaian perkembangan pada anak usia dini. Salah satu metode yang digunakan di KB Perwari Trisula VI antara lain: metode bernyanyi, metode bermain, metode pembiasaan, metode Karyawisata dan metode keteladanan. Ada enam aspek perkembangan yang perlu dioptimalkan pada anak usia dini. Aspek perkembangan tersebut antara lain:  nilai agama dan moral, fisik-motorik, kognitif, bahasa, sosial mosional dan seni. Penelitian ini menggunakan metode penelitian kulitatif dengan metode pengumpulan data observasi, wawancara dan studi dokumen.Kata Kunci: Nilai-Nilai Keislaman, Islam, Anak Usia Dini, Pendidikan Anak Usia Dini,  Pendidikan Agama Islam
FUNGSI KREATIVITAS GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN PRESTASI DAN HASIL BELAJAR SISWA Devi Yusnila Sinaga; Eni Miftahul Jannah; Muhammad Ikhsanul Khoir
Taklim : Jurnal Pendidikan Agama Islam Vol 21, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/tk.v21i1.60637

Abstract

AbstractLearning is an activity carried out by someone intentionally and in a conscious state to be able to gain an understanding or new knowledge so that a person experiences relatively good behavior changes in thinking and acting in everyday life. The rise of teachers who only carry out their profession as teachers but forget the obligations and nature of a teacher. In addition, many teachers ignore creativity as Islamic religious education teachers, this is necessary so that student achievement and learning outcomes can improve the quality of their learning. The research in this article uses a qualitative research method developed (Library Research). The results of this study are that creativity in learning that is applied by Islamic religious education teachers can have many positive impacts during learning that affect increased results and achievement in learning. For example in increasing the interest of students in developing the skills or expertise they have. The creativity of Islamic religious education teachers can build everything that has a positive impact on students which makes them enthusiastic and active in learning.Keywords : Teacher creativity, PAI teacher creativity function, creativity function in improving student learning outcomes.AbstrakBelajar merupakan aktivitas yang dijalankan seseorang dengan sengaja dan dalam keadaan sadar untuk dapat memperoleh suatu pemahaman atau pengetahuan baru sehingga menjadikan seseorang mengalami perubahan perilaku yang relatif baik dalam berpikir, maupun dalam bertindak di kehidupan sehari-hari. Maraknya guru yang hanya menjalankan profesi sebagai guru tapi melupakan kewajiban dan hakikat dari seorang guru. Selain itu banyak guru mengabaikan kreativitas sebagai guru pendidikan agama Islam, hal ini diperlukan agar prestasi dan hasil belajar siswa dapat ditingkatkan kualitas belajarnya. Penelitian dalam artikel ini penulis menggunakan metode penelitian kualitatif yang dikembangkan (Library Research). Hasil dari penelitian ini adalah kreativitas dalam pembelajaran yang diaplikasikan oleh guru pendidikan agama Islam dapat memberikan banyak dampak positif pada saat pembelajaran yang berpengaruh pada peningkatan hasil dan prestasi dalam belajar. Contohnya dalam peningkatan minat peserta didik dalam mengembangkan skill atau keahlian yang dimilikinya. Kreativitas guru pendidikan agama Islam dapat membangun segala hal yang berdampak positif dalam diri peserta didik yang menjadikannya bersemangat serta aktif dalam pembelajaran.Kata Kunci : Kreativitas guru, fungsi kreativitas guru PAI, fungsi kreativitas dalam meningkatkan hasil belajar siswa.
IMPACT OF JALABI ON THE TEACHING OF ISLAMIC STUDIES IN SENIOR SECONDARY SCHOOLS IN ILORIN METROPOLIS Olalekan Rasheed Azeez; Ibrahim Solahudeen Owoyale-Abdulganiy; Ayuba Olaniyi Jibril; Usman Adisa Issa; Mikaeel Olayide Badmos
Taklim : Jurnal Pendidikan Agama Islam Vol 21, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/tk.v21i1.62888

Abstract

AbstractThe issue of Jalabi among teachers of Islamic studies in Ilorin metropolis is a socio-religious practice that needs to be properly scrutinized and checked due to the technicalities involved in the teaching-learning process, cultivation of good morals, discipline and character building which are the ultimate aims of the Islamic studies as enshrined in the National Policy on Education. The study examines the impact of Jalabi on the teaching of Islamic studies in senior secondary schools in Ilorin metropolis. A simple random sampling technique was used to sample 30 senior secondary schools across the three senatorial districts of the state and 260 teachers of Islamic studies as sampled in Kwara state. The researcher-designed questionnaire tagged “Impact of Jalabi on Teaching Islamic Studies Questionnaire (IJTISQ)” was used as an instrument for the study Descriptive statistics in the form of tables and percentages were used to describe the demographic data of the respondents and analyze the results obtained from the questionnaire administered. The results showed that a majority of respondents agreed that teachers who engage in Jalabi neglect regular teaching and that it hinders teachers' effectiveness. Additionally, most respondents disagreed that Jalabi practices lead to impressive teaching of Islamic studies. The survey also found that Jalabi practices prevent Islamic studies teachers from marking students' assignments, tests, and other tasks. However, only a small percentage of respondents agreed that teachers who practice Jalabi fail students arbitrarily. This implies that the practice of jalabi among senior secondary school teachers negatively affects the teaching of Islamic studies in Ilorin. It was concluded that the commercialization of Jalabi practices among senior secondary school teachers of Islamic studies hinders effective and efficient teaching of the subject in Ilorin metropolis, Kwara state, Nigeria. Keywords: Jalabi Doctrine, Islamic Studies Teachers, Islamic Cultural Identity

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