Didaktika Religia
DIDAKTIKA Religia is published bi-annually in June and December by Postgraduate Program, State Islamic Institute (IAIN) Kediri. This journal was accredited by Kementerian Riset dan Teknologi/Badan Riset dan Inovasi Nasional No. 200/M/KPT/2020 (SINTA 2). This journal contains a lot of studies about Islamic education. We warmly invite academicians, lecturers, and researchers to submit articles on the area of Islamic Education. This journal is focused on the development of Islamic education, both locally, nationally, and internationally through the publication of articles and research reports. This journal should cover a range of disciplines, and contains a study of Islamic education.
Articles
410 Documents
<![CDATA[Concept of Islamic Education Curriculum: A Study on Moral Education in Muhammadiyah Boarding School, Klaten ]]>
<![CDATA[Fatimah, Meti]]>
<![CDATA[ Didaktika Religia Vol. 6 No. 2 (2018): December ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v6i2.1103
<![CDATA[This study discusses the concept of moral education. The goals of moral education are: 1) learn the concept of moral education curriculum; 2) the process of internalizing moral education. This study uses a qualitative approach with phenomenological method. The results show that, first: moral education must be based on the concept of Islam and placing morals in science is a shared responsibility because it includes doctrinal implications that the purpose of human life must be within the framework of worship of God. Second: Muhammadiyah Islamic Boarding School makes morality the basis of education with an internalization process including integrating general and religious subject curricula, habituation methods and 3T programs, namely tahfizh (memorizing), tafhim (understanding) and taf'il (practice).]]>
<![CDATA[Management of Acceleration Models in SD Ar-Rafi' Bandung ]]>
<![CDATA[Hidayat, Rizky Ramadhan]]>
<![CDATA[ Didaktika Religia Vol. 6 No. 2 (2018): December ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v6i2.1104
<![CDATA[his article explores the management of acceleration models in elementary schools. Education in Indonesia has not paid enough attention to education for children or students who are intellectually gifted. The classical class systems have been influenced by students who have different potential, so that students who have intellectual talent become undeveloped. Indonesia has around 1.3 million children who have the potential to be Special and Talent Special (CIBI) or often called 'gifted-talented'. Unfortunately, only 9,500 (0.7%) have received services in the form of acceleration programs. One of the elementary schools in Bandung that has held an acceleration program is SD Ar-Rafi'. هذه المقالة بخثت فى إدارة نموذج التسريع في المدرسة الابتدائية الرافع في باندونج. لم يعط التعليم في إندونيسيا الاهتمام الكافي للأطفال أو الطلاب الموهوبين فكريًا ، فالنظام الطبقي الكلاسيكي الذي يتم تشغيله يجمع بين الطلاب الذين لديهم إمكانات مختلفة لا يجعل الطلاب الذين لديهم موهبة فكرية يتطور. يوجد في إندونيسيا حوالي 1.3 مليون طفل في سن الدراسة ممن لديهم القدرة على أن يكونوا مواهب خاصة ومميزة (CIBI). ومع الأسف ، الذين يتلقون خدمات خاصة في شكل برامج التسيرع 9500 (0.7 ٪) من الأطفال فقط . واحدة من المدارس الابتدائية في مدينة باندونج التي عقدت برنامج التسريع هي المدرسة الابتدائية الرافع . Artikel ini membahas mengenai manajemen model percepatan di sekolah dasar di Sdar-Rafi’ Bandung. Pendidikan di Indonesia belum memberikan perhatian yang cukup pada pendidikan untuk anak-anak atau siswa yang berbakat secara intelektual. Sistem kelas klasikal yang telah berjalan memadukan siswa yang memiliki potensi berbeda sehingga siswa yang memiliki bakat intelektual menjadi tidak berkembang. Indonesia memiliki sekitar 1,3 juta anak usia sekolah yang berpotensi menjadi specially special dan talent special (CIBI) atau sering disebut 'gifted-talented'. Sayangnya, hanya 9.500 (0,7%) anak-anak telah menerima layanan khusus dalam bentuk program percepatan. Salah satu sekolah dasar di kota Bandung yang telah mengadakan program akselerasi adalah SD Ar-Rafi’.]]>
<![CDATA[Patterns of Developing Madrasah as Islamic Elite Education Institutions ]]>
<![CDATA[Fathorrahman, Fathorrahman]]>
<![CDATA[ Didaktika Religia Vol. 6 No. 2 (2018): December ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v6i2.1105
<![CDATA[Historically madrasas are type of education characterized by Islam, in addition to pesantren. The presence of madras in Indonesian Muslim community is counter modern educational institutions managed by the Colonial. With madras, it can reduce the unemployment rate of rural children who are economically unable to enter the modern schools. Even though we recognize it in quality, madrasas are not as grand and as good as the Colonial Government's schools, but at least help Muslim children to go to formal education. By looking at the demands of society today, madrasas are required to balance even they can exceed the demands or desires of the community. This is the reason why this research was conducted, namely to look at madrasas and their development patterns in this global era. Through regulation in order to advance the madrasa, because of the government's enormous contribution to the development of madrasas in Indonesia. The results of this study indicate that early madrasas stood alone, until then the new independent Indonesia madrasas received attention from the government, and attention was dynamic with regulations. New regulations, in order to advance madrasas both in quantity and quality]]>
<![CDATA[Implementation of Islamic Religious Education Through Cultivating Religious Culture in Smp 21 Malang City ]]>
<![CDATA[Hasanah, Fitrotul]]>
<![CDATA[ Didaktika Religia Vol. 6 No. 2 (2018): December ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v6i2.1107
<![CDATA[The purpose of Islamic Education in public schools is not only to make students understand Islamic teachings, but also to make students carry out these teachings in daily life. It is on this basis that the research focused on the implementation of Islamic Education through planting religious culture in Middle School 21 Malang. This study aims to: 1) describe the implementation of Islamic Education in State Junior High School 21 Malang 2) describe the efforts to cultivate religious culture in State Junior High School 21 Malang and 3) describe the supporting and inhibiting factors in cultivating religious culture in State Junior High School 21 Malang. The researcher observed the implementation of Islamic Education through planting religious culture using observation, interviews and documentation. The results of this study indicate that 1) Islamic religious education is carried out based on the curriculum established by the Ministry of Education and Culture 2) the implementation of Islamic Education through planting religious culture through various types of religious activities carried out outside of school hours and creating environmental designs which reflects the religious atmosphere by installing Islamic displays in certain places in the school environment 3) Factors supporting the cultivation of religious culture are principals, students, teachers and employees, and parents. While the inhibiting factor is the lack of examples from the teacher and the leader, diversity in giving sanctions in the event of a violation and differences in the background of the parents which have an impact on the failure of the cultivation of religious culture at home.]]>
<![CDATA[Penetration of Islamic Puritan Learning in Vellages: Study on Cadreation of Members Of Al-Qur'an Interpretation Forum in Nganjuk Regency ]]>
<![CDATA[Saputri, Nur Aini Elvin]]>
<![CDATA[ Didaktika Religia Vol. 6 No. 2 (2018): December ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v6i2.1108
<![CDATA[This study discusses the social penetration of the Al-Qur'an Puritanical Interpretation Council (MTA) both in development and cadre regeneration of its members in Nganjuk Regency. The movement of social puritanical Qur’an Interpretation Forum carried out by the MTA are very interesting to study. Although in the form of a foundation with charismatic leadership, MTA preaches puritans such as social organizations, because it has an active organizational structure. Most MTA members from various backgrounds include farmers, laborers, and government officials. There are various factors that tremble behind them, one of which is being laymen, material benefit and a democratic movement. The pattern of cadre MTA members in Nganjuk regency has 4 stages, namely introduction, coaching, stabilization, and control.]]>
<![CDATA[Effectiveness of Islamic Religion Education Learning With Principal of Different Religion (Case Study in Elementary School Burengan 2 Kediri) ]]>
<![CDATA[Aziz, Mohammad Abdulloh]]>
<![CDATA[ Didaktika Religia Vol. 6 No. 2 (2018): December ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v6i2.1109
<![CDATA[This study discusses the effectiveness of learning Islamic Education in a broad sense. The effectiveness is also supported by the role of school principal who is very active even though the principal is of different religion. Various learning activities in schools are facilitated and evaluated very well. Learning that takes place in the classroom is more dominant using the demonstration method because it is considered easier. In addition, among the learning activities that are quite visible are BTQ Extracurricular activities with Tilawati Method where this activity takes tutors from other institutions that require substantial funds. The other activities, namely PHBI, were actively commemorated, especially in the Commemoration of Eid al-Adha, which was never absent to slaughter Qurban animals. Various perspectives that say religion will influence a policy in this school do not happen the principal is very wise in deciding a decision. Religious teachers here always establish good communication with the principal so that every learning that occurs will run optimally. Learning activities in this school prioritize psychomotor or behavioral aspects but does not mean to put aside the affective side. All the learning processes aim to form students who are devoted, accomplished, and have character]]>
<![CDATA[Educational Value of Johan Vincent Galtung's Conflict Resolution in Reducing Gender Issues Based Violence ]]>
<![CDATA[Dodi, Limas]]>
<![CDATA[ Didaktika Religia Vol. 6 No. 2 (2018): December ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v6i2.1110
<![CDATA[This article will explore the educational value of Johan Vincent Galtung's thoughts on conflict resolution that he offers in breaking down gender-based violence. As many people already know that gender issues are very closely related to discussions about violence. Apart from direct violence, Galtung emphasized another form of violence, namely structural violence, which was not carried out by individuals but hidden in smaller and wider structures. Penetration, segmentation, marginalization and fragmentation, as part of exploitation are reinforcing components in structures that function to block formation and mobility from struggling against exploitation. Johan Galtung's thinking is in line with the thinking of radical feminists. Galtung claims patriarchy as direct, structural and cultural violence. Patriarchy creates a dichotomy between public and private roles, productive and reproductive, which forms an unequal power relations between men and women. As a peace activist, the educational value of conflict resolution offered by Galtung was considered quite wise. Violence is not only done by men, but also by women. According to him, what should be hated is patriarchy, not men. Various forms of violence can be eradicated and replaced with peace. If everyone agrees not to commit physical violence, in which there is gender based violence, then everyone will also get peace.]]>
<![CDATA[Actualization of Andragogical Learning Strategies for Higher Education in Disruption Era ]]>
<![CDATA[Sufirmansyah, Sufirmansyah]]>
<![CDATA[ Didaktika Religia Vol. 6 No. 2 (2018): December ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v6i2.1111
<![CDATA[This article examines the actualization of andragogical learning strategies for higher education in disruption era. Disruption era as an effect of globalization demands optimal integrity of an individual so that they can live their lives well. College students as adult learners are expected to be able to interpret and work around so that the learning they do can run effectively for their future. The library research qualitative approach is chosen in order to compile various relevant references related to andragogical learning strategies in a holistic manner. Based on studies from several references, it can be concluded that andragogy is very relevant to the needs of college students as adult learners. Desire to learn, ability to learn, means to learn, and need to learn become the consideration of the relevance of the concept of andragogy to the needs of college students. On the other hand, the principle of andragogy is also very synergistic with the development of learning independence from a learner. The development of a very rapid disruption era led to changes in learning patterns, from teacher centered to student centered. The andragogical learning process must consider the learner's needs and some aspects of individuality as uniqueness and potential that must be developed. The assumptions that underlie andagoogical learning strategies in tertiary institutions are that students must understand their learning orientation, have a responsible self-concept, learn their life experiences, realize their readiness to learn, learn in concrete, and strengthen their intrinsic motivation. The actualization of andragogical learning strategies can be maximized by studying the learning process contextually, increasing participation in learning, and utilizing the advancement of science and technology. The internet must be optimized as a learning aid so that college students can understand the current conditions of the environment that they will face in the real world. Thus, the demands of the disruption era can be overcome through the actualization of andragogical learning strategies.]]>
<![CDATA[Problematics of PAI Teachers and Their Solutions ]]>
<![CDATA[Khoiruddin, Untung]]>
<![CDATA[ Didaktika Religia Vol. 6 No. 2 (2018): December ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v6i2.1112
<![CDATA[This article discusses the obstacles found by educators who always face problems in education institution. The problem is related to religious education in schools that have not been maximized, so the competence of professional PAI teachers is needed. Teacher professionalism is very important, when the teacher has a profession as a qualified and accommodating educator. The teacher is having a very big responsibility to educate the nation's children. This is based on Law Number 3 of 2004 concerning the National Education System. One of its functions is to produce nationals who are moral, authoritative and have a personality characteristic of akhlaqul karimah. To achieve this, PAI teachers must be able to have high ideas and commitments so that this nation truly embodies a nation that has good moral character.]]>
<![CDATA[Internalization of Basic Value of SÄlih Akram (BVSA) as Efforts to Establish the Moral of Students of Institute Mathali'ul Falah (IPMAFA) Pati Central Java ]]>
<![CDATA[M. Lutfi Setiawan]]>;
<![CDATA[Muawanah Muawanah]]>
<![CDATA[ Didaktika Religia Vol. 7 No. 1 (2019): June ]]>
Publisher : <![CDATA[Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia ]]>
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DOI: 10.30762/didaktika.v7i1.1140
<![CDATA[This article intends to know and understand the development of concepts, objectives, methods, results and evaluation of internalization of BVSA in IPMAFA Pati. Today’s global world moves by bringing change more quickly and competitively, various fields experience shifts and challenges, including moral and moral crises in higher education institutions. Character education comes as a solution to the problem of morality, which we often encounter in various boarding schools. The Mathali’ul Falah Pati Boarding School in Central Java is an Islamic tertiary institution that synergizes with Ma‘had al-JÄmi‘ah. It has the concept of the Basic Values of SÄlih Akram (BVSA) as an effort to prepare generations who have good professionalism and morality. This article was prepared using a qualitative-descriptive approach. Data collection methods used is field observations, interviews, and documentation studies. The results of this study indicate that the BVSA concept is values derived from Islamic boarding schools, which are being developed by IPMAFA Pati and become a scientific paradigm. The internalization of BVSA in IPMAFA Pati and Ma‘had al-JÄmi‘ah is Integration, Interconnection, and Insertion by taking into account the ten principles of BVSA. The results of BVSA internalization in IPMAFA Pati are that students are the regulations made by IPMAFA Pati, which influence them to be aware and understand how to become a generation that has good morals. Evaluation of BVSA internalization of IPMAFA students is based on an assessment of the cognitive and affective domains that appear in the Study Plan Card and Study Result Card.]]>
