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Moh. Zamili
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Jl. Ma'had Aly No. 6 Sukorejo Banyuputih Situbondo Jawa Timur 68374
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INDONESIA
Jurnal Pendidikan Islam Indonesia
Published by Universitas Ibrahimy
ISSN : 25273566     EISSN : 25282964     DOI : https://doi.org/10.35316/jpii.v7i1
Core Subject : Religion, Education,
Religion Education
Focus and Scope FOCUS Jurnal Pendidikan Islam Indonesia (JPII) is a peer-reviewed journal providing a forum for educators, education leaders, scholars, students, and policymakers to address the current topics in education and Indonesian Islamic education from a global perspective; especially about pesantren. The journal focuses on the issues of Islamic Education in Southeast Asia. JPII publishes original academic articles dealing with relevance in educational theory, methodology, and practice. Papers should focus on studies and systematic analysis that employ qualitative, quantitative, mixed-methods, research and development (RnD), and theoretical methodologies from an international scope. Both pedagogical and andragogical perspectives in teaching and learning are welcome. SCOPE The scope of JPII is a wide range of disciplines that provide relevant research for current issues in : 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 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 Islamic Instructional Design and Practice Islamic Authentic Assessment JPII welcomes papers in English.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 146 Documents
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Information and Communication Technology Competence of Islamic Education Teachers Bagus Malik Alindra; Evi Fatimatur Rusydiyah; Nita Yalina
Jurnal Pendidikan Islam Indonesia Vol 6 No 2 (2022)
Publisher : Program Pascasarjana Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/jpii.v6i2.328

Abstract

Abstract : Information and Communication Technology has played its role in the educational process. It can be seen from the progress of the globalization era, teachers, especially Islamic Education teachers that must adapt and have ICT competencies that are in accordance with the needs of students in the learning process. Therefore, Islamic Education teachers must be able to develop their ICT competencies in the learning process, so that the learning process can run as expected in this era of globalization. This study used a qualitative method using a questionnaire interview instrument. The informants used were five Islamic Education teachers in the subjects of fiqh, moral aqidah, Qur'an hadith, SKI and Arabic. Then, the object used was the Islamic educational institution at MI Riyadlul Qori'in Ajung Jember. The results of this study were Islamic Education teachers at MI Riyadlul Qori'in that shown good ICT competencies from the four categories of ICT competencies. Key words : Competency, ICT, Islamic Education teacher
Implementation of the Tallaqi, Tafahhum, Tikrar and Murajaah (3T+1M) Method in the Tahfidz Istana Palace Learning Program Miftakhul Ulumiyah; Muhammad Anas Maarif; M. Afif Zamroni
Jurnal Pendidikan Islam Indonesia Vol 6 No 1 (2021)
Publisher : Program Pascasarjana Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/jpii.v6i1.342

Abstract

This article aims to discuss the implementation of the Tallaqi, Tafahhum, Tikrar and Murajaah (3T + 1M) method in learning the Tahfidz Palace at MA Miftahul Hikmah Jambuwok Trowulan Mojokerto. The type of research used in this article is qualitative with a case study approach. While the validity of the data using the triangulation technique. The result of this article is the implementation of the 3T + 1M method in the tahfidz palace learning program divided into three stages, 1) preparation in the form of conducting supervisor qualifications, determining memorization time, determining memorization methods, grouping classes, determining memorization targets, prepare daily programs and prepare mentally for tahfidz program participants, 2) implementation is carried out by applying the 3T + 1M method and 3) evaluation by means of daily evaluations, mid-semester evaluations, end-of-semester evaluations, end of school year evaluations (acquisition tests), examinations for each acquisition 5 juz (terminal exam), remedial and graduation. Meanwhile, the inhibiting factors for the implementation of the 3T+1M method in the Tahfid Palace learning program are the tahfidz program which is still running, the lack of supervisors, fatigue faced by students, and different levels of student intelligence.
Literacy-Based Islamic Cultural History Learning at Islamic Elementary School Nurotul Faidah; Muhammad Anas Maarif
Jurnal Pendidikan Islam Indonesia Vol 6 No 2 (2022)
Publisher : Program Pascasarjana Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/jpii.v6i2.345

Abstract

The purpose of this article is to discuss the planning, implementation, and evaluation of literacy-based Islamic Cultural History learning at Madrash Ibtidaiyah/ Islamic Elementary School (MI) Tarbiyatul Ulum Pengampon Menganti Gresik. This article uses qualitative research with a case study approach. Sources of data are obtained from primary data and secondary data. Data collection techniques are observation, interviews, and documentation. Data analysis techniques are data reduction, data presentation, and verification/drawing conclusions. While the data validity technique uses the criteria of credibility, transferability, dependability, and confirmability. The results of this study are literacy-based Islamic Cultural History learning at MI Tarbiyatul Ulum Pengampon Menganti Gresik carried out in three stages, 1) Planning in the form of making Learning Implementation Plans tailored to student needs, 2) Learning implementation which is divided into three stages namely preliminary activities, core activities, and closing activities. In the core activities using various literacy-based methods and media, namely Lecture, Mind Mapping, Audio Visual and Reading Corner, 3) Learning evaluation is carried out covering three domains, namely affective, cognitive and psychomotor.
The Effect of Problem-Based Learning on Learning Outcomes of Pendidikan Agama Islam Taufiqur Rahman; Moh. Zamili; Salma Munawwaroh
Jurnal Pendidikan Islam Indonesia Vol 6 No 1 (2021)
Publisher : Program Pascasarjana Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/jpii.v6i1.347

Abstract

This study aimed to analyze and describe instructions applying problem-based learning in school. The research design is a systematic literature review conducted in seven steps. Data searched and retrieved from google scholar. Eligibility criteria for selected studies are articles published between 2017-2021 and written in the Indonesian language. This study concluded that applying problem-based learning in instruction positively affects learning outcomes, especially problem solving and critical thinking ability. PBL steps commonly used in classrooms are the teacher planning the lesson, stating the learning objectives, explaining the subject matter, dividing the group, students carrying out investigations, the teacher providing feedback. These steps are more of a learning activity than a sequence of learning activities.
Factors for Implementation of Qanun in Aceh Education Nur Hafni
Jurnal Pendidikan Islam Indonesia Vol 6 No 1 (2021)
Publisher : Program Pascasarjana Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/jpii.v6i1.350

Abstract

The purpose of this study was to analyze the implementation of the Qanun on the implementation of Islamic values-based education and to interpret the obstacles and supports for implementation. Implementation referred to the content concept and context of Grindle's policies. The research method used a case study approach that was explanatory, with the type of research being descriptive qualitative data analysis. The research findings were: (1)—the implementation of the Qanun based on the principles of national policy. The specific policies of Aceh still guided it, and these principles were squeezed into educational goals and curricula. (2) the supporting factors for implementing the contents of the Qanun represent the interests of the target group, the types of benefits obtained, the type of change desired, and the elite actors in power. In contrast, the obstacles to implementation were the lack of adequate resource support, the absence of derivative policies, the degree of change that had not provided significant results, and the low compliance and responsiveness of implementing agencies.
Nationalism Education at the Lirboyo Islamic Boarding School, Kediri Nur Khozin; A. Jauhar Fuad
Jurnal Pendidikan Islam Indonesia Vol 7 No 1 (2022)
Publisher : Program Pascasarjana Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/jpii.v7i1.399

Abstract

This paper answers about nationalism education at the Lirboyo Islamic boarding school. This paper uses an ethnomethodological method. The results of the research, namely: first, Nationalism Education does not only focus on education in the classroom, even outside the classroom. This can be seen from several aspects. Both from the social environment, culture, state symbols and also in every process of Pondok Pesantren activities. Second, the task of the teacher must be able to provide an example of nationalism and tenacity in educating the students. Therefore, a teacher must have standardization, terms and criteria in teaching nationalism education. Third, the Lirboyo Islamic Boarding School made a nationalism curriculum that was taught to students at the Ma'had Aly level which was contained in the National Fiqh book..
Virtual Pesantren: Pesantren Sustainability in Facing the Challenges of 4.0 Era Moh. Rifqi Rahman; Hanun Asrohah
Jurnal Pendidikan Islam Indonesia Vol 6 No 2 (2022)
Publisher : Program Pascasarjana Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/jpii.v6i2.403

Abstract

Pesantren is proven to have high resilience and adaptability. This is evidenced by its development which is so dynamic that it can exist to this day. Pesantren has to deal with the challenges of this 4.0 era which is so synonymous with automation due to the birth of technology, digitization, intelligent technology, the speed of information flow, and so on. However, pesantren is still able to adapt until finally, new variants of pesantren appear, such as virtual pesantren. The birth of this virtual pesantren is really clear evidence that pesantren can maintain its sustainability amid this sophisticated era, although on the one hand it must be admitted that virtual pesantren is not fully capable of displaying the character of pesantren as a whole, including in terms of learning. Thus, pesantren continuously tries to adapt themselves to the times and seeks to utilize technology as a tool to support the goals of the pesantren itself. Virtual pesantren is an example of the phenomenon of how pesantren survive and adapt to this 4.0 era.
Developing a Project-Based Learning Model for Slow Learners in Higher Education Alhamuddin Alhamuddin; Abdul Rohman; Ahmad Fanani
Jurnal Pendidikan Islam Indonesia Vol 6 No 2 (2022)
Publisher : Program Pascasarjana Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/jpii.v6i2.404

Abstract

This study aims to develop a learning model for slow learner students in Higher Education. Slow learners are students who have low learning achievements under the average, either in one area or in all academic areas. This type of research was research and development using the ADDIE approach (Analysis, Design, Development, Implementation, Evaluation). The developed learning model was project-based learning. Data collection was conducted through interviews, observations, questionnaires, and tests. Data analysis used two approaches, namely qualitative and quantitative. The results of the study showed that project-based learning due to the activity level had increased compared to before using the PBL model. The result of the coefficient of determination revealed that the value of R square (R2) was 0.064 or 6.4%. This shows that the student activity was able to influence the variation of learning outcomes by 6.4% and the remaining 93.6% was influenced by other variables outside this research model. Thus, it is necessary to have a variety of strategies used by lecturers in delivering lectures, especially in a class where slow learners exist. In addition, attention and assignments also need to be given to slow learners so that they can attend lectures and understand the material presented properly and correctly like other students. For researchers, it is necessary to conduct further studies and research for the development of various learning models that are suitable for the needs of slow learner students.
Anti-Radicalism Islamic Education Strategy in Islamic Boarding Schools Gunawan Widjaja; Sanchita Bhattacharya; Muhammad Anas Ma`arif; Aslan Aslan
Jurnal Pendidikan Islam Indonesia Vol 6 No 2 (2022)
Publisher : Program Pascasarjana Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/jpii.v6i2.405

Abstract

This article describes the anti-radicalism education management strategy at the Amanatul Ummah Islamic boarding school (Pesantren), Mojokerto. This article uses a type of qualitative research with a case study approach. The subject of this research is the Pondok Pesantren Amanatul Ummah Pacet Mojokerto. Informants from this study were teachers at Islamic boarding schools, foundation managers, and Islamic boarding school education staff. This article results in (1) The Amanatul Ummah Islamic Boarding School Education Planning is carried out once a year. As for the planning of anti-radicalism education, in particular, they selected teachers who understand NU Aswaja—strengthening the curriculum with the value of religious moderation. (2) Strengthening the curriculum in applying anti-radicalism education in Islamic boarding schools by providing an understanding of the Aswaja NU tradition. Discipline applies the NU tradition in all Islamic boarding school activities. The following recommendation is to research the aspects of moderation-based pesantren leadership patterns.
Disposition of Islamic Education Against the Principles of Democracy Salis Irvan Fuadi; Robingun Suyud El Syam
Jurnal Pendidikan Islam Indonesia Vol 7 No 2 (2023)
Publisher : Program Pascasarjana Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/jpii.v7i2.446

Abstract

The development of education in society requires a lively atmosphere so that good results can be obtained. Democratic education is thought to be the solution. Through a literature search, the research concludes: that the conception of Islam brought by the Messenger of Allah is something that does not conflict with democracy. However, the principles he offers have their own conception of democracy, whose conception is more beautiful than the conception of Western scientists' ideas. As for the principles of Islamic education which is the nature of Islamic democracy, it can be found in various principles, namely the tradition of free and right thinking (ijtihad); equality (al-musawwa), deliberation (shura), loyalty (bai'at); and parliament (majlis). In its implementation, the principles of democracy must be based on the principles of justice ('adl), truth (haqq), and freedom (hurriyyah). These principles can be practiced in educational activities so that Islamic education democracy is the implementation of Islamic democratic principles in Islamic education

Page 12 of 15 | Total Record : 146

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