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Jurnal Al Kahfi : Jurnal Pendidikan Agama Islam
Published by Sekolah Tinggi Agama Islam YAPTIP PASAMAN BARAT
ISSN : 27155730     EISSN : 26204312     DOI : -
Core Subject : Religion, Education, Social,
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other
Al-Kahfi adalah Jurnal Pendidikan Agama Islam dengan kajian pendidikan agama Islam, terbit dua kali dalam setahun (Edisi Januari-Juni dan Juli-Desember), yang dikelola oleh Program Studi Pendidikan Agama Islam STAI-YAPTIP Pasaman Barat.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 9 No. 2 (2023): July" : 5 Documents clear
The Role of Women in Advancing Islamic Education in West Sumatra: An Analytical Study of Chadijah Ismail Rahmadi, Rahmadi; Syahri, M.; Hidayati, Abna; Riadi, Slamet
Al-Kahfi: Jurnal Pendidikan Agama Islam Vol. 9 No. 2 (2023): July
Publisher : STAI YAPTIP Simpang Empat Pasaman Barat Indonesia in collaboration with International Islamic Studies Development and Research Center (IISDRC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70820/al-kahfi.v8i2.334

Abstract

History records that women in West Sumatra have a big role in advancing education, especially Islamic education, among these women is Chadijah Ismail, who is known as an academic figure who has succeeded in educating the Muslim community, she even left behind her work in the form of establishing an Islamic religious institution which still exists today. This research aims to explore Chadijah Ismail's role in advancing Islamic education for Muslim communities in West Sumatra, especially in Pasaman Barat, Indonesia. This research uses qualitative methods with the type of character study (long life history), data sources were taken through individual interviews with ten informants consisting of key informants (Chadijah Ismail), close family, religious and community leaders, the academic community, alumni and students of the STAI YAPTIP Simpang Empat Pasaman Barat, all Informants are selected using techniques purposive sampling. Besides that, data is also taken from real work in the form of analysis documents. All data was analyzed using interactive techniques by Milles and Huberman. Research findings show Chadijah Ismail's three roles in advancing Islamic education, these three roles are as an academic, educator, and leader in college. First; as an academic, he is actively involved as a lecturer, researcher, and author of books that have influenced the style and variety of thoughts on the practice of Islamic education. Second; relatedly, as an educator, he founded Al-Quran educational institutions, early childhood educational institutionss, and even established modern Islamic boarding schools, the benefits of which have been felt by the community. Third; related to the role as a leader of a higher education institution (leadership), he founded this institution in 1989 it was started at tarbiyah High School, and now it has developed into an Islamic educational institution with many students and alumni of almost five thousand people, this institution is one of the private Islamic universities with the largest number of students in West Sumatra. Referring to these findings, it can be seen that Chadijah Ismail is indisputably one of the women who has had a big impact on Muslim society. Of course, the figure of Chadijah Ismail needs to be used as an example for generations of Muslims, especially women in West Sumatra.
Educating Students' Character Based on Values Through Extracurricular Activities Salman, Salman; Amelia Lubis, Riska; Zilfaroni, Zilfaroni
Al-Kahfi: Jurnal Pendidikan Agama Islam Vol. 9 No. 2 (2023): July
Publisher : STAI YAPTIP Simpang Empat Pasaman Barat Indonesia in collaboration with International Islamic Studies Development and Research Center (IISDRC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70820/al-kahfi.v9i2.338

Abstract

Character in the world of education is highly expected to be able to make students have a good attitude or character for themselves. This character is a characteristic of each individual to live and work together as it can encourage someone to act, speak and respond to something. Scouting activities are one of the extracurricular activities to shape student character. This study aims to find out about the implementation of Morse activities, Marching Activities, Pioneering Activities, Code Activities, Semaphore Activities in character building of students at Modern Islamic Boarding Schools in West Pasaman. This study aims to determine the pattern of value-based character education through extracurricular activities of Islamic boarding schools. This study uses a qualitative approach with a case study design to explore and understand comprehensively. The source of research data was taken from three informants consisting of the head of the mabigus, scout leader and student leader of the scout organization. The results of the study show that 1) Morse activities, marching regulations (PBB), pioneering, code and semaphore at Islamic Boarding School are taught with objectives, benefits for students to be active, the role of students with religious values ​​and characters instilled in students, the existence of strategies with frequent practice, target achievement, the existence of obstacles, solutions to each obstacle, development is seen in achievements with evidence stored in the school inventory room.
Lima Langkah Sukses Kepala Sekolah Dalam Membina Akhlak Siswa Di Sekolah Menengah Pertama Kota Solok Sriwardona, Sriwardona; Yumna
Al-Kahfi: Jurnal Pendidikan Agama Islam Vol. 9 No. 2 (2023): July
Publisher : STAI YAPTIP Simpang Empat Pasaman Barat Indonesia in collaboration with International Islamic Studies Development and Research Center (IISDRC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70820/al-kahfi.v9i2.353

Abstract

Junior High School students in Solok City are directed to participate in prospering the mosque in their neighborhood by participating in religious activities managed jointly by the Regional Government, Education Office, Ministry of Religious Affairs, Religious Teachers, Preachers, Mosque Administrators and parents. In order to make this activity a success, the principal's management is needed, especially in fostering students' morals. The purpose of this study was to analyze the steps taken by schools in fostering the morals of Junior High School students in Solok City. This study used a qualitative method with a case study approach that began with data collection through interviews, observations, and document analysis, then the data was analyzed. The results of the research analysis showed five successful steps for the principal in fostering students' morals: 1) the principal planned the development of students' morals by instructing all teachers to foster morals and including moral development in the learning implementation plan. 2) The principal organizes moral development starting from level 1 moral development carried out by educators and education staff by providing exemplary examples, moral development carried out by the homeroom teacher for the students under his supervision, level 2 moral development carried out by guidance and counseling teachers who cannot be handled by the homeroom teacher, level 3 development of homeroom teachers and guidance and counseling teachers, level 4 moral development of students through collaboration with parents. 3) The principal carries out moral development of students a) directly such as providing exemplary examples, advising and reprimanding undisciplined teachers and b) indirectly moral development carried out by all educators, establishing cooperation with various parties in developing morals of students such as cooperation between Islamic religious education teachers and general study teachers. 4) The principal controls the development of morals of students through all teaching teachers. Teachers have the responsibility to guide, foster and direct students to have good morals. In this case, the teacher conveys the results of his development to the principal through the student representative. 5) The principal evaluates students' moral development by administering punishments or sanctions in collaboration with the students' parents. The implications of this research can provide principals and educators with insights into how to foster students' moral development. This research can serve as a foundation for other researchers to conduct further research in different contexts and on different issues.
The Role of Teachers in Fostering the Values of Religious Moderation in Junior High Schools Nadiah, Sofi; Nurkamelia Mukhtar; Aslamiah, Soibatul; Fadhli Zulmi; Sriwahyuni
Al-Kahfi: Jurnal Pendidikan Agama Islam Vol. 9 No. 2 (2023): July
Publisher : STAI YAPTIP Simpang Empat Pasaman Barat Indonesia in collaboration with International Islamic Studies Development and Research Center (IISDRC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70820/al-kahfi.v9i2.356

Abstract

Religious moderation is the process of understanding and practicing religious teachings in a fair and balanced manner. Religious moderation teaches us how to view our religious life properly and correctly, not being extreme or radical. Religious moderation also tells us as Muslims to be tolerant among fellow religious followers, not to discriminate between races, ethnicities, or religions, and also teaches us how to think dynamically and innovatively. This study aims to analyze the role of Islamic Religious Education teachers in fostering the values ​​of religious moderation, such as the values ​​of tasamuh (compassion), musawah (compassion), and tahadhur (compassion) in junior high schools. This study uses a descriptive qualitative method, with data sources collected through individual interviews. The research findings indicate that, first, the role of Islamic Religious Education teachers in fostering the values ​​of tasamuh (compassion) and religious moderation in junior high schools is as a teacher as a demonstrator, a teacher as a class manager, and a teacher as a mediator. Second, the role of Islamic Religious Education teachers in fostering the values ​​of musawah (compassion) and religious moderation in junior high schools is as a teacher as a demonstrator, a teacher as a motivator, and a teacher as a mediator. Third, the role of Islamic Religious Education teachers in fostering the values ​​of religious moderation in junior high schools is as a demonstrator, a motivator, a mediator, and an evaluator.
Tinjauan Sistematis Implementasi Problem-Based Learning pada Pembelajaran Pendidikan Agama Islam dalam Kurikulum Merdeka Albaab, Ahmad Sahilul; Qurratina, Noor Shania; Asrohah, Hanun
Al-Kahfi: Jurnal Pendidikan Agama Islam Vol. 9 No. 2 (2023): July
Publisher : STAI YAPTIP Simpang Empat Pasaman Barat Indonesia in collaboration with International Islamic Studies Development and Research Center (IISDRC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70820/al-kahfi.v9i2.490

Abstract

Penelitian ini bertujuan untuk menganalisis keefektifan penerapan Problem-Based Learning (PBL) dalam pembelajaran Pendidikan Agama Islam (PAI) di era Kurikulum Merdeka. Dengan menggunakan metode Sistematic Literature Review (SLR), penelitian ini mengevaluasi 18 artikel yang relevan untuk memberikan pemahaman tentang strategi implementasi, efektivitas, dan tantangan PBL. Hasil penelitian menunjukkan bahwa penerapan PBL secara signifikan meningkatkan hasil belajar siswa, keterampilan berpikir kritis, kreativitas, kolaborasi, serta kemampuan pemecahan masalah. PBL juga mendorong keterlibatan aktif siswa dalam proses pembelajaran, meningkatkan pemahaman mereka terhadap konsep-konsep keagamaan, dan memperkuat pengembangan nilai-nilai karakter. Model ini membantu siswa menghubungkan teori dengan praktik melalui pemecahan masalah nyata, sehingga pembelajaran menjadi lebih bermakna dan relevan. Penelitian ini juga mengidentifikasi tantangan dalam penerapan PBL, seperti keterbatasan waktu dan kesiapan pedagogis guru, namun memberikan rekomendasi untuk mengatasinya. Temuan ini mendukung tujuan Kurikulum Merdeka untuk menciptakan pembelajaran yang interaktif, kontekstual, dan berpusat pada siswa, sekaligus memberikan landasan literatur bagi penelitian lanjutan.

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