cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Aprezo Pardodi Maba
Contact Email
aprezopm@gmail.com
Phone
+6282289566677
Journal Mail Official
aprezopm@gmail.com
Editorial Address
Jl. RA Kartini No 28 Kota Metro
Location
Kota metro,
Lampung
INDONESIA
Journal Research in Islamic Education
Published by Universitas Ma'arif Lampung
ISSN : -     EISSN : 26853337     DOI : https://doi.org/10.25217/jrie
Core Subject : Religion,
Religion
Journal of Research in Islamic Education is a scientific journal publishing literary and fieldwork research manuscripts focusing on Islamic Education. The scope of the journal emphezises on Islamic Education Philoshopy, Islamic Education Policy, Gender and Islamic Education, Islamic Education and Science, Islamic Education and Islam Nusantara, Pesantren Education, Islamic Education and Social Transformation, Leadership in Islamic Education, Figure of Islamic Education, Islamic Education Management, Curriculum in Islamic Education, Innovation in Islamic Education, Madrasah Education
Arjuna Subject : Umum - Umum
Articles 6 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (Juni 2020)" : 6 Documents clear
Integrating the Values of Moderate Islam in Social Science Learning: A Qualitaive Study at Islamic Junior High School (MTs) Darul A’mal Metro Jusmirah Jusmirah
Journal of Research in Islamic Education Vol. 2 No. 1 (Juni 2020)
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (370.863 KB) | DOI: 10.25217/jrie.v2i1.993

Abstract

The purpose of the article describing social studies learning integrated with moderate Islamic ideology is able to ward off religious ideology (theology) with characteristics: First, escapist radicalism, trying to release worldly life, ascetic life, freeing themselves from worldly pleasures that are considered poisonous and virtual. Second, theological-ideological radicalism, building an exclusive community, as an anti-group identity the surrounding world that is considered to be like the devil's world must be eradicated. The method of data collection is done by observation and interviews obtained from the staff of 8 MTs educators and 4 students who were analyzed using a quantitative approach. From the stages of the research conducted found several main components in counteracting radical ideology through the integration of social studies learning namely 1). Formulating competency achievements, 2). Formulating the description of the subjects in the lesson plan based on moderate Islamic values, 3). Implementing learning by instilling an attitude ( tassamuh, tawasud, tawazun ). Conclusion of the changes made, first through the achievement of competence, secondly formulating a description of each social studies subject integrated with the Islamic concept of Rahmatan lil 'alamin , thirdly learning strategies are integrated with the concept of wasaton, fourth in evaluating the portion of the attitude assessment component. The resulting impact: 1). Islam rahmatan lil 'alamin , build tolerance, harmony, and peace without violence. 2). Islam will continue to synergize with culture, in search of the relevance of universal values ​​of religion in responding to life's problems.
Students’ Difficulties and The Teacher’s Response: Emerging Solution to Solve Alqur’an Reading Problems of young learners jaenullah jaenullah; Mispani Mispani; Rahayu hidayah; Ridwan As'ari
Journal of Research in Islamic Education Vol. 2 No. 1 (Juni 2020)
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (431.533 KB) | DOI: 10.25217/jrie.v2i1.1007

Abstract

This study aims to determine and measure the efforts and responses of Islamic Religious Education (PAI) teachers in overcoming elementary school students' or young learners’ difficulties in reading the Qur'an and its influence. In its implementation, researchers used the An-Nahdliyah method in responding to the difficulties of students in reading the Qur'an. This research uses a quantitative approach with an experimental design. The results of this study indicate that Islamic Religious Education (PAI) teachers have a good effort and response. This is evident from the results of Chi square calculation of 20.27 and a significance level of 5%. In addition, the results of the analysis of the correlation coefficient or KK = 0.66 lies at intervals of 0.600 to 0.800. Thus the influence between the role of Islamic Religious Education (PAI) teachers in overcoming the difficulty of reading the Qur'an elementary school students or young learners can be categorized quite well
Creativity of Islamic Religious Education Teachers in the Student Characters Building Siti Rusmiyatun; Muhammad Yusuf; Tukiran Tukiran
Journal of Research in Islamic Education Vol. 2 No. 1 (Juni 2020)
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v1i2.1096

Abstract

Creative teacher is a teacher who has creativity or as an innovator. So that creativity does not appear suddenly but rather the amount of experience gained by the teacher in the learning process by preparing learning methods, preparing the tools used, and the material that will be delivered in the learning process. This study aims to reveal the creativity of Islamic Religious Education teachers in Character Building of State Middle School 4 Blambangan Umpu students. This study used a qualitative approach with case study design. Data collection is done by interview, observation and documentation. The results showed that: (1) able to convey material with creative models and methods and provide role models for students both in learning and outside of learning, (2) need to process to cultivate character and in still student awareness, (3) there is encouragement and motivation (press) from within namely the principal and teachers, while encouragement from the outside are parents, okoh adat and local government. (4) The realization of habitual characterization that is often applied in schools or in the community. (5) The supporting factors for character development in schools are from school principals, teachers, PGAI organizations and local governments, while the inhibiting factors are the less cultured community environment.
Professionalism of Islamic Religious Education Teachers in Fostering the Morals of Students Siti Solikah; Siti Rhoudlotul Jannah; Gunawan Gunawan
Journal of Research in Islamic Education Vol. 2 No. 1 (Juni 2020)
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The teacher as a professional educator has the main task, namely teaching, guiding, directing, training, evaluating, and evaluating students. Professional teachers are: Teachers who are able to carry out the duties and responsibilities as well as possible, able to carry out its role as a teacher in carrying out the main tasks and functions, which are able to plan learning, able to carry out the learning process, and assess and evaluate learning outcomes. This study aims to reveal the professionalism of Islamic Religious Education teachers in fostering the morals of students at SMK Al-Ma'arif Way Kanan. This study used a qualitative approach with case study design. Data collection is done by interview, observation and documentation. The results of this study indicate that: (1) PAI teacher professionalism is sufficient in carrying out its duties, in making learning plans, implementing learning and evaluating learning outcomes, but PAI teachers still need to improve their professionalism with various efforts. (2) Efforts in fostering the morals of students include a) integrated curriculum of intrakulikuler and extracurricular activities, b) exemplary, c) habituation, d) counseling guidance (3) supporting and inhibiting factors in fostering the morals of students, a) supporting factors of principals and teachers. b) The inhibiting factors are 1) Internal factors where the factors that exist in students themselves are the lack of awareness about moral education.2) External factors, a) the school environment, where the imperfect fence is there, the school environment, b) the family environment, where family environment that does not familiarize moral values ​​and religious atmosphere, c) the community environment, where the environment has bad habits and relationships.
Creativity of Islamic Religious Education Teachers in the Student Characters Building Siti Rusmiyatun; Muhammad Yusuf; Tukiran Tukiran
Journal of Research in Islamic Education Vol. 2 No. 1 (Juni 2020)
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jrie.v1i2.1096

Abstract

Creative teacher is a teacher who has creativity or as an innovator. So that creativity does not appear suddenly but rather the amount of experience gained by the teacher in the learning process by preparing learning methods, preparing the tools used, and the material that will be delivered in the learning process. This study aims to reveal the creativity of Islamic Religious Education teachers in Character Building of State Middle School 4 Blambangan Umpu students. This study used a qualitative approach with case study design. Data collection is done by interview, observation and documentation. The results showed that: (1) able to convey material with creative models and methods and provide role models for students both in learning and outside of learning, (2) need to process to cultivate character and in still student awareness, (3) there is encouragement and motivation (press) from within namely the principal and teachers, while encouragement from the outside are parents, okoh adat and local government. (4) The realization of habitual characterization that is often applied in schools or in the community. (5) The supporting factors for character development in schools are from school principals, teachers, PGAI organizations and local governments, while the inhibiting factors are the less cultured community environment.
Professionalism of Islamic Religious Education Teachers in Fostering the Morals of Students Siti Solikah; Siti Rhoudlotul Jannah; Gunawan Gunawan
Journal of Research in Islamic Education Vol. 2 No. 1 (Juni 2020)
Publisher : Institut Agama Islam Ma`arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The teacher as a professional educator has the main task, namely teaching, guiding, directing, training, evaluating, and evaluating students. Professional teachers are: Teachers who are able to carry out the duties and responsibilities as well as possible, able to carry out its role as a teacher in carrying out the main tasks and functions, which are able to plan learning, able to carry out the learning process, and assess and evaluate learning outcomes. This study aims to reveal the professionalism of Islamic Religious Education teachers in fostering the morals of students at SMK Al-Ma'arif Way Kanan. This study used a qualitative approach with case study design. Data collection is done by interview, observation and documentation. The results of this study indicate that: (1) PAI teacher professionalism is sufficient in carrying out its duties, in making learning plans, implementing learning and evaluating learning outcomes, but PAI teachers still need to improve their professionalism with various efforts. (2) Efforts in fostering the morals of students include a) integrated curriculum of intrakulikuler and extracurricular activities, b) exemplary, c) habituation, d) counseling guidance (3) supporting and inhibiting factors in fostering the morals of students, a) supporting factors of principals and teachers. b) The inhibiting factors are 1) Internal factors where the factors that exist in students themselves are the lack of awareness about moral education.2) External factors, a) the school environment, where the imperfect fence is there, the school environment, b) the family environment, where family environment that does not familiarize moral values ​​and religious atmosphere, c) the community environment, where the environment has bad habits and relationships.

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2020 2020


Reset
Filter By Issues
All Issue Vol. 7 No. 2 (2025): In Press Issue Vol. 7 No. 1 (2025): Journal of Research in Islamic Education Vol. 6 No. 2 (2024): Journal of Research in Islamic Education Vol. 5 No. 1 (2023): (June 2023) Vol. 4 No. 2 (2022): December 2022 Vol. 4 No. 1 (2022): (June 2022) Vol. 3 No. 2 (December 2021) Vol. 3 No. 1 (June 2021) Vol. 2 No. 2 (Desember 2020) Vol. 2 No. 1 (Juni 2020) Vol. 1 No. 2 (Desember 2019) Vol. 1 No. 1 (Juni 2019) More Issue