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Metode Fenomenologi Edmund Husserl Dalam Pendidikan Islam Syiraz Rozaky Bimagfiranda; Aprilia Ajeng Pertiwi; Sangkot Sirait
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/b1011a52

One approach in Islamic studies is the phenomenological approach, which recognizes the existence of bias in religious studies, including Islamic studies. Phenomenology, which was initiated and developed by Edmund Husserl (1859 – 1938), places the research object from the observer's point of view. By using a phenomenological approach, observers are required to suspend and undo their subjective judgments, so that observers can obtain a more objective and real picture. This research discusses Edmund Husserl's phenomenology and its relevance in the scope of Islamic studies, then places it as an approach in studying the discourse of Indonesian Islam and Progressive Islam in Indonesia. In this case, the research method used is library research. This research is qualitative research working at an analytical level and has an emic perspective, that is, obtaining data not from the researcher's perception, but based on conceptual and theoretical facts. The data obtained in this research comes from the literature. This means that the activities in this research only focus on data from the literature. The results of this research are that Husserl's phenomenological approach with phenomenological reduction, eidetic reduction and transcendental reduction does not then eliminate religious knowledge and beliefs, but rather undoes them with the aim of reflection and obtaining the real form of the object. A phenomenological approach to "religious experience" will lead to a structure of awareness about the benefits and level of human need for religious practices and perspectives. Phenomenological studies of religious phenomena will produce extensive knowledge about the truths that exist in Islam.

Pentingnya Asesmen Dalam Menyusun Program Pembelajaran Di Sekolah Inklusi SD Al Firdaus Surakarta Novenna Citrasari Muria Wijaya; Achmad Rasyid Ridha
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/k2sy4550

Education in inclusive schools has its own characteristics that distinguish it from regular schools. In inclusive schools, diverse students both regular students and children with special needs—learn together in the same environment. This condition requires teachers to have adaptive learning strategies so that all students can be served well. Therefore, assessment is a crucial step that must be taken, because through assessment, teachers can understand the needs, potential, and learning obstacles of each child. This is in line with the practices implemented at Al Firdaus Elementary School, Surakarta, as one of the inclusive schools that consistently develops equality-based educational services. This study used a descriptive qualitative approach with observation and interview methods. The research subjects included the Inclusion Coordinator, Class Teachers, and Special Assistant Teachers (GPK) at Al Firdaus Elementary School, Surakarta. The results show that assessment is a fundamental aspect in developing learning programs. Through assessment, teachers can design learning activities that are appropriate to the needs of each child, so that learning can be optimally enjoyed by all students, both regular and special needs. Assessments at Al Firdaus Elementary School in Surakarta are conducted twice a year, at the beginning of the new school year and at the beginning of each semester. Assessment results serve a dual purpose: as a guideline for identifying a child's disability and as a basis for developing a Smart Plan for each semester. Thus, assessments serve not only as a measuring tool but also as a key foundation for designing inclusive, adaptive, and equitable learning programs. Abstrak Pendidikan di sekolah inklusi memiliki karakteristik tersendiri yang membedakannya dengan sekolah reguler. Di sekolah inklusi, peserta didik yang beragam—baik siswa reguler maupun anak berkebutuhan khusus—belajar bersama dalam satu lingkungan yang sama. Kondisi ini menuntut guru untuk memiliki strategi pembelajaran yang adaptif agar semua siswa dapat terlayani dengan baik. Oleh karena itu, asesmen menjadi langkah penting yang harus dilakukan, karena melalui asesmen guru dapat memahami kebutuhan, potensi, serta hambatan belajar masing-masing anak. Hal ini sejalan dengan praktik yang diterapkan di SD Al Firdaus Surakarta sebagai salah satu sekolah inklusi yang konsisten mengembangkan layanan pendidikan berbasis kesetaraan. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode observasi dan wawancara. Subjek penelitian meliputi Koordinator Inklusi, Guru Kelas, dan Guru Pendamping Khusus (GPK) di SD Al Firdaus Surakarta. Hasil penelitian menunjukkan bahwa asesmen menjadi aspek fundamental dalam penyusunan program pembelajaran. Melalui asesmen, guru dapat merancang kegiatan belajar yang sesuai dengan kebutuhan setiap anak, sehingga pembelajaran dapat dinikmati secara optimal oleh seluruh siswa, baik reguler maupun berkebutuhan khusus. Asesmen di SD Al Firdaus Surakarta dilakukan dua kali dalam setahun, yaitu pada awal tahun ajaran baru dan awal semester. Hasil asesmen berfungsi ganda: sebagai pedoman untuk mengidentifikasi jenis disabilitas yang dimiliki anak, sekaligus sebagai dasar penyusunan Smartplan pembelajaran untuk setiap semester. Dengan demikian, asesmen tidak hanya berperan sebagai alat ukur, tetapi juga menjadi fondasi utama dalam merancang program pembelajaran yang inklusif, adaptif, dan berkeadilan.

Penilaian Formatif Dalam Kurikulm Merdeka Pada Pembelajaran Pendidikan Agama Islam Di Kelas IV Madrasah Ibtidaiyah Tempursar Sambi Nur Fitria Anggraini; Achmad Rasyid Ridha
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/4v71kp96

This research was conducted as an effort to measure and improve students' understanding and skills in Islamic Religious Education (PAI) through formative assessment practices. In the context of the Independent Curriculum, formative assessment is considered crucial because it provides a realistic picture of student learning progress, enabling more effective and focused learning. The Independent Curriculum itself was designed to address the challenges of the 5.0 era, which demands that the younger generation excel not only academically but also possess creativity, social skills, and good character. This research employed qualitative methods with direct data collection in the field, specifically at MI Tempursari. The formative assessment process employed the Index Card Match method and Focus Group Discussions (FGDs) as the primary instruments. The assessment focused on three aspects: knowledge, activeness, and social skills, with the main learning topic being the reasons for the Prophet Muhammad's migration (migration). The study subjects consisted of six fourth-grade students at MI Tempursari, selected as a sample. The data analysis results indicate that the implementation of formative assessment in Islamic Religious Education (PAI) learning based on the Independent Curriculum at MI Tempursari has been successful. Teachers successfully integrated a variety of evaluation instruments, enabling students not only to cognitively understand the material but also to demonstrate positive development in terms of learning engagement and social attitudes. Thus, this study confirms that formative assessment can be a strategic tool for improving the quality of Islamic Religious Education (PAI) learning while simultaneously building an adaptive and meaningful educational ecosystem. Abstrak Penelitian ini dilaksanakan sebagai upaya untuk mengukur sekaligus meningkatkan pemahaman dan keterampilan siswa dalam mata pelajaran Pendidikan Agama Islam (PAI) melalui praktik asesmen formatif. Dalam konteks Kurikulum Merdeka, asesmen formatif dipandang penting karena mampu memberikan gambaran nyata mengenai perkembangan belajar siswa, sehingga pembelajaran dapat berlangsung lebih efektif dan terarah. Kurikulum Merdeka sendiri disusun untuk menjawab tantangan masyarakat era 5.0 yang menuntut generasi muda agar tidak hanya unggul secara akademis, tetapi juga memiliki kreativitas, keterampilan sosial, dan karakter yang baik. Penelitian ini menggunakan metode kualitatif dengan pengumpulan data langsung di lapangan, tepatnya di MI Tempursari. Proses asesmen formatif dilakukan dengan menerapkan metode Index Card Match dan Focus Group Discussion (FGD) sebagai instrumen utama. Penilaian difokuskan pada tiga aspek, yaitu pengetahuan, keaktifan, dan sosial, dengan materi pokok pembelajaran mengenai sebab-sebab hijrahnya Nabi Muhammad SAW. Subjek penelitian terdiri dari enam siswa kelas IV MI Tempursari yang dipilih sebagai sampel. Hasil analisis data menunjukkan bahwa penerapan penilaian formatif dalam pembelajaran PAI berbasis Kurikulum Merdeka di MI Tempursari telah terlaksana dengan baik. Guru berhasil mengintegrasikan instrumen evaluasi yang variatif sehingga siswa tidak hanya mampu memahami materi secara kognitif, tetapi juga menunjukkan perkembangan positif dalam hal keaktifan belajar serta sikap sosial. Dengan demikian, penelitian ini menegaskan bahwa asesmen formatif dapat menjadi sarana strategis untuk meningkatkan mutu pembelajaran PAI sekaligus membangun ekosistem pendidikan yang adaptif dan bermakna.

Implementasi Program Tahfidzul Qur’an Dalam Membentuk Karakter Religius Di MA Al-Islam Jamsaren Surakarta Kukuh Nugroho; Sukari
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/k167pd46

This study aims to determine how the implementation of the Qur'an memorization program in shaping the religious character of students at MA Al-Islam Jamsaren Surakarta. This study uses a qualitative descriptive method with research subjects consisting of the principal and teachers at MA Al-Islam Jamsaren Surakarta. This Madrasah is an educational institution with Islamic characteristics based on the Qur'an and As-Sunnah, so the Qur'an memorization program is an important part in supporting the educational vision and mission. Research data were obtained through observation, interviews, documentation, and supported by relevant literature. Data analysis was carried out through the stages of data collection, data reduction, data presentation, and drawing conclusions to produce a comprehensive picture of the program implementation. The results of the study indicate that MA Al-Islam Jamsaren Surakarta has implemented the Qur'an memorization program well, although in practice there are still some limitations. This program has been proven to have a positive impact in shaping the religious character of students. Religious values that have been successfully instilled include honesty, which is reflected in the students' attitudes in maintaining the mandate of memorization; politeness in behaving towards teachers and others; independence in managing study time and murojaah; and responsibility for academic and non-academic tasks. Furthermore, a caring attitude for others also develops through social interactions based on Qur'anic values. Thus, the Qur'an memorization program not only serves as a means of improving the quality of Qur'an memorization but also serves as a strategic instrument in shaping students' noble character. This aligns with the primary goal of Islamic education, namely to produce a generation of Abstrak Penelitian ini bertujuan untuk mengetahui bagaimana implementasi program tahfidzul Qur’an dalam membentuk karakter religius peserta didik di MA Al-Islam Jamsaren Surakarta. Penelitian ini menggunakan metode deskriptif kualitatif dengan subjek penelitian terdiri dari kepala madrasah dan guru-guru di MA Al-Islam Jamsaren Surakarta. Madrasah ini merupakan lembaga pendidikan berciri khas Islam yang berlandaskan Al-Qur’an dan As-Sunnah, sehingga program tahfidzul Qur’an menjadi bagian penting dalam mendukung visi dan misi pendidikan. Data penelitian diperoleh melalui observasi, wawancara, dokumentasi, serta ditunjang dengan literatur yang relevan. Analisis data dilakukan melalui tahapan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan sehingga menghasilkan gambaran komprehensif mengenai pelaksanaan program. Hasil penelitian menunjukkan bahwa MA Al-Islam Jamsaren Surakarta telah menerapkan program tahfidzul Qur’an dengan baik, meskipun dalam praktiknya masih terdapat beberapa keterbatasan. Program ini terbukti mampu memberikan dampak positif dalam membentuk karakter religius peserta didik. Nilai-nilai religius yang berhasil ditanamkan di antaranya adalah kejujuran, yang tercermin dari sikap siswa dalam menjaga amanah hafalan; sopan santun dalam bersikap kepada guru maupun sesama; kemandirian dalam mengatur waktu belajar dan murojaah; serta tanggung jawab terhadap tugas-tugas akademik maupun non-akademik. Selain itu, sikap peduli kepada sesama juga tumbuh melalui interaksi sosial yang dilandasi nilai-nilai Qur’ani. Dengan demikian, program tahfidzul Qur’an tidak hanya berfungsi sebagai sarana meningkatkan kualitas hafalan Al-Qur’an, tetapi juga menjadi instrumen strategis dalam membentuk akhlak mulia peserta didik. Hal ini sejalan dengan tujuan utama pendidikan Islam, yakni mencetak generasi

Implementasi Penanaman Nilai-Nilai Moderasi Beragama Di Sekolah Dasar Agar Terwujudnya Generasi Moderat Rudiyanto; Firdaus; Sukari
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/sbkdpv75

Instilling the values of religious moderation from an early age is a strategic step in forming a tolerant, inclusive generation that upholds national values. This study aims to describe and analyze the implementation of instilling the values of religious moderation in elementary schools as an effort to create a moderate generation. The approach used is qualitative with descriptive methods. Data collection techniques are carried out through observation, in-depth interviews, and documentation of teachers, principals, and students in several elementary schools. The results of the study indicate that the implementation of the values of religious moderation is realized through integration in Islamic Religious Education learning, the habituation of tolerant attitudes in daily life at school, and through extracurricular activities that instill a spirit of togetherness across differences. Supporting factors include teacher commitment, school policy support, and a harmonious social environment. The obstacles faced include the lack of understanding of some teachers regarding the concept of religious moderation as a whole and external challenges in the form of the influence of social media. Systematic and sustainable instillation of the values of religious moderation in elementary schools has proven effective in forming the character of students who are moderate, tolerant, and peaceloving. Abstrak Penanaman nilai-nilai moderasi beragama sejak dini menjadi langkah strategis dalam membentuk generasi yang toleran, inklusif, dan menjunjung tinggi nilai-nilai kebangsaan. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis implementasi penanaman nilai-nilai moderasi beragama di sekolah dasar sebagai upaya mewujudkan generasi moderat. Pendekatan yang digunakan adalah kualitatif dengan metode deskriptif. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi terhadap guru, kepala sekolah, dan peserta didik di beberapa sekolah dasar. Hasil penelitian menunjukkan bahwa implementasi nilai moderasi beragama diwujudkan melalui integrasi dalam pembelajaran Pendidikan Agama Islam, pembiasaan sikap toleran dalam kehidupan sehari-hari di sekolah, serta melalui kegiatan ekstrakurikuler yang menanamkan semangat kebersamaan lintas perbedaan. Faktor pendukung meliputi komitmen guru, dukungan kebijakan sekolah, serta lingkungan sosial yang harmonis. Adapun kendala yang dihadapi antara lain kurangnya pemahaman sebagian guru terhadap konsep moderasi beragama secara utuh serta tantangan eksternal berupa pengaruh media sosial. Penanaman nilai moderasi beragama secara sistematis dan berkelanjutan di sekolah dasar terbukti efektif dalam membentuk karakter peserta didik yang moderat, toleran, dan cinta damai.

Menilai Keberhasilan Program Tahfidz Al-Qur’an Di Taman Kanak-Kanak (TK) Harapan Bunda Kadibolo Wedi Klaten Achmad Rasyid Ridha; Ismail Triyanto
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/g7ap1z56

Abstract The purpose of this study was to determine how the evaluation system implemented by Harapan Bunda Kindergarten Kadibolo Wedi Klaten in realizing the success of the Al-Qur'an memorization program. This study used a qualitative approach with field research methods, where data were obtained through direct observation, interviews with the principal, and documentation. The data analysis process was carried out through a reduction stage to filter relevant information, then the data was displayed and analyzed to obtain valid conclusions. The results of the study indicate that Harapan Bunda Kindergarten has implemented an effective evaluation system, so that it can be used as a basis for formulating policies for the development of the tahfidz program at the institution. Evaluations were carried out in a variety of ways, including daily, weekly, and monthly assessments, both for old memorization (muroja'ah) and new memorization (hifdul jadid). This diverse evaluation method makes students more motivated and does not feel bored in participating in the tahfidz learning process. In addition, the evaluation results also show significant progress, where in each class there are several students who are able to exceed the set memorization targets. This demonstrates that the evaluation system implemented not only measures memorization achievement but also serves as a motivator for children to learn. Therefore, the implementation of evaluation at Harapan Bunda Kindergarten, Kadibolo Wedi, Klaten, can be said to be successful in supporting the goals of the tahfidz program and simultaneously fostering a generation of Quranic students from an early age. Abstrak Tujuan penelitian ini adalah untuk mengetahui bagaimana sistem evaluasi yang diterapkan oleh Taman Kanak-Kanak Harapan Bunda Kadibolo Wedi Klaten dalam mewujudkan keberhasilan program tahfidz Al-Qur’an. Penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian lapangan, di mana data diperoleh melalui observasi langsung, wawancara dengan kepala sekolah, serta dokumentasi. Proses analisis data dilakukan melalui tahap reduksi untuk menyaring informasi yang relevan, kemudian data ditampilkan (display) dan dianalisis hingga diperoleh kesimpulan yang valid. Hasil penelitian menunjukkan bahwa TK Harapan Bunda telah melaksanakan sistem evaluasi yang efektif, sehingga dapat dijadikan landasan dalam merumuskan kebijakan untuk pengembangan program tahfidz di lembaga tersebut. Evaluasi dilakukan secara variatif, mencakup penilaian harian, mingguan, dan bulanan, baik pada hafalan lama (muroja’ah) maupun hafalan baru (hifdul jadid). Metode evaluasi yang beragam ini membuat peserta didik lebih termotivasi dan tidak merasa jenuh dalam mengikuti proses pembelajaran tahfidz. Selain itu, hasil evaluasi juga menunjukkan adanya perkembangan signifikan, di mana dalam setiap kelas terdapat beberapa peserta didik yang mampu melampaui target hafalan yang telah ditetapkan. Hal ini membuktikan bahwa sistem evaluasi yang dijalankan tidak hanya mampu mengukur pencapaian hafalan, tetapi juga berfungsi sebagai pendorong semangat belajar bagi anak-anak. Dengan demikian, penerapan evaluasi di TK Harapan Bunda Kadibolo Wedi Klaten dapat dikatakan berhasil dalam mendukung tujuan program tahfidz, sekaligus melahirkan generasi Qur’ani sejak usia dini.

Implementasi Metode Talaqqi Dalam Menghafal Qur’an Pada Tahfizh Al Kautsar Al Kautsar Grabag Imam Mahdi; Muhammad Rasyid Ridha
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/7zheyg57

This study aims to explore the implementation of the talaqqi method in memorizing the Qur'an in early childhood in Tahfizh Early Childhood Al Kautsar Grabag, as well as to analyse its impact on children's memorization and cognitive and emotional development. The research method used is a qualitative approach with case study methods. Data is collected through observations, in-depth interviews, and documentation, then analyzed descriptively. The results of the research show that the talaqqi method was applied with repetition and correction techniques directly by the teacher, as well as the use of visual and auditorium assistance. This method has been shown to be effective in improving the ability to memorize the Qur'an in children of early age, with a significant improvement in the ability of memorizing the Quran. In addition, the talaqqi method also has a positive impact on the child's cognitive and emotional development, such as increased concentration, memory, and confidence. Factors supporting the success of the talaqqi method include teacher commitment, parent support, and the use of learning technology. However, the main challenges are time constraints and consistency in learning. The study concludes that the talaqqi method is an effective approach in memorizing the Quran in early childhood and provides recommendations for further development and application in other religious educational institutions. Abstrak Penelitian ini bertujuan untuk mengeksplorasi implementasi metode talaqqi dalam menghafal Al-Qur'an pada anak usia dini di Tahfizh Anak Usia Dini Al Kautsar Grabag, serta menganalisis dampaknya terhadap kemampuan menghafal dan perkembangan kognitif serta emosional anak-anak. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui observasi, wawancara mendalam, dan dokumentasi, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa metode talaqqi diterapkan dengan teknik pengulangan dan koreksi langsung oleh guru, serta penggunaan bantuan visual dan auditori. Metode ini terbukti efektif dalam meningkatkan kemampuan menghafal Al-Qur'an pada anak-anak usia dini, dengan peningkatan signifikan dalam kemampuan menghafal surat-surat Al-Qur'an. Selain itu, metode talaqqi juga berdampak positif pada perkembangan kognitif dan emosional anak, seperti peningkatan konsentrasi, daya ingat, dan rasa percaya diri. Faktor pendukung keberhasilan metode talaqqi meliputi komitmen guru, dukungan orang tua, dan penggunaan teknologi pembelajaran. Namun, tantangan utama yang dihadapi adalah keterbatasan waktu dan konsistensi dalam pembelajaran. Penelitian ini menyimpulkan bahwa metode talaqqi merupakan pendekatan yang efektif dalam menghafal Al-Qur'an pada anak usia dini dan memberikan rekomendasi untuk pengembangan lebih lanjut serta penerapan di lembaga pendidikan agama lainnya.

Administrasi Guru Dan Kegiatan Belajar Mengajar Meti Fatimah; Muhammad Ilyas
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024): Pendidikan Agama Islam
Publisher : Al-Abshor : Jurnal Pendidikan Agama Islam

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

Teacher administration is an important element in the implementation of effective and efficient education. This administration covers various aspects, including planning, implementation, evaluation, and management of educational resources. In the context of teaching and learning activities, teacher administration plays a role in ensuring that the learning process runs smoothly, is structured, and in accordance with the established curriculum. Teacher administration involves arranging lesson schedules, managing classes, monitoring student progress, and preparing and implementing learning programs. In addition, teacher administration is also related to the development of teacher professionalism through training and workshops aimed at improving the competence and quality of teaching. Effective teaching and learning activities depend not only on the academic abilities of teachers, but also on their ability to manage administration well. With well-organized administration, teachers can focus more on the teaching process, create a conducive learning environment, and meet the individual needs of students. This study aims to explore the relationship between teacher administration and the effectiveness of teaching and learning activities in schools. The results of the study are expected to provide new insights for the development of better education management strategies, as well as improving the quality of education at various levels. Abstrak Administrasi guru merupakan elemen penting dalam penyelenggaraan pendidikan yang efektif dan efisien. Administrasi ini mencakup berbagai aspek, termasuk perencanaan, pelaksanaan, evaluasi, dan pengelolaan sumber daya pendidikan. Dalam konteks kegiatan belajar mengajar, administrasi guru berperan dalam memastikan bahwa proses pembelajaran berjalan dengan lancar, terstruktur, dan sesuai dengan kurikulum yang telah ditetapkan. Administrasi guru melibatkan pengaturan jadwal pelajaran, pengelolaan kelas, pemantauan perkembangan siswa, serta penyusunan dan pelaksanaan program pembelajaran. Selain itu, administrasi guru juga berkaitan dengan pengembangan profesionalisme guru melalui pelatihan dan workshop yang bertujuan untuk meningkatkan kompetensi dan kualitas pengajaran. Kegiatan belajar mengajar yang efektif tidak hanya bergantung pada kemampuan akademis guru, tetapi juga pada kemampuan mereka dalam mengelola administrasi dengan baik. Dengan administrasi yang tertata rapi, guru dapat lebih fokus pada proses pengajaran, menciptakan lingkungan belajar yang kondusif, dan memenuhi kebutuhan individual siswa. Penelitian ini bertujuan untuk mengeksplorasi hubungan antara administrasi guru dan efektivitas kegiatan belajar mengajar di sekolah. Hasil penelitian diharapkan dapat memberikan wawasan baru bagi pengembangan strategi pengelolaan pendidikan yang lebih baik, serta meningkatkan kualitas pendidikan di berbagai jenjang.

Transformasi Pendidikan Islam Di Era Globalisasi Dan Teknologi: Tantangan Dan Solusi Muhammad Ilyas; Sukari
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/sbxme815

The transformation of Islamic education in the era of globalization and the development of information technology has become an urgent need to remain relevant to changing times. Globalization brings challenges such as information transparency, cultural plurality, and increasingly fierce global competition. Meanwhile, information technology presents significant opportunities to expand access to education, improve the quality of learning, and introduce innovation in teaching methods. Islamic education serves not only as a means of transmitting religious values but also as a strategic medium for shaping a generation with faith, noble character, and 21st-century skills. Integrating technology into the learning process is a key step, where technology acts as an interactive medium that can increase learning effectiveness while enriching students' learning experiences. The study revealed that the main challenges in the transformation of Islamic education include the gap in technology access between educational institutions, low digital literacy among both educators and students, limited supporting infrastructure, and a curriculum that is not yet fully adapted to global needs. However, on the other hand, emerging opportunities include the ability to utilize technology for online learning, the development of digital literacy, and the strengthening of multicultural education relevant to the context of a pluralistic global society. As a solution, concrete strategies are needed in the form of formulating an adaptive curriculum, intensive training for educators in the use of technology, providing adequate digital infrastructure, and internalizing multicultural values based on Islamic teachings. Abstrak Transformasi pendidikan Islam di era globalisasi dan perkembangan teknologi informasi menjadi suatu kebutuhan mendesak agar tetap relevan dengan perubahan zaman. Globalisasi membawa tantangan berupa keterbukaan informasi, pluralitas budaya, serta kompetisi global yang semakin ketat. Sementara itu, teknologi informasi menghadirkan peluang besar dalam memperluas akses pendidikan, meningkatkan kualitas pembelajaran, dan menghadirkan inovasi dalam metode pengajaran. Pendidikan Islam tidak hanya berfungsi sebagai sarana pewarisan nilai-nilai keagamaan, tetapi juga sebagai media strategis untuk membentuk generasi yang beriman, berakhlak mulia, serta memiliki keterampilan abad ke-21. Integrasi teknologi dalam proses pembelajaran menjadi langkah utama, di mana teknologi berperan sebagai medium interaktif yang mampu meningkatkan efektivitas pembelajaran sekaligus memperkaya pengalaman belajar peserta didik. Hasil kajian menunjukkan bahwa tantangan utama dalam transformasi pendidikan Islam mencakup kesenjangan akses teknologi antara lembaga pendidikan, rendahnya literasi digital di kalangan pendidik maupun peserta didik, keterbatasan infrastruktur pendukung, serta kurikulum yang belum sepenuhnya adaptif dengan kebutuhan global. Namun, di sisi lain, peluang yang muncul antara lain kemampuan memanfaatkan teknologi untuk pembelajaran daring, pengembangan literasi digital, serta penguatan pendidikan multikultural yang relevan dengan konteks masyarakat global yang plural. Sebagai solusi, dibutuhkan strategi konkret berupa perumusan kurikulum adaptif, pelatihan intensif bagi pendidik dalam pemanfaatan teknologi, penyediaan infrastruktur digital yang memadai, serta internalisasi nilai multikultural yang berpijak pada ajaran Islam.

Evaluasi Kinerja Guru PAI Dalam Mengimplementasikan Kurikulum Merdeka Di SDIT Ar Risalah Wonosari Klaten Achmad Rasyid Ridha; Arbety Wulantika
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/dm2twb72

This study aims to evaluate the performance of Islamic Religious Education (PAI) Teachers in implementing the Independent Curriculum at SDIT Ar Risalah Wonosari, Klaten. The Independent Curriculum emphasizes student-centered learning, character building, and the development of Pancasila student profiles. This study uses a descriptive qualitative approach with data collection techniques through observation, in-depth interviews, and documentation. Informants in this study included the Principal, PAI Teachers, and several students and parents as data triangulation. The results of the study indicate that PAI Teachers at SDIT Ar Risalah have implemented the Independent Curriculum in stages by innovating in learning methods, utilizing Pancasila student profile strengthening projects, and integrating Islamic values into learning activities. However, several obstacles were still found, such as limited in-depth understanding of the Independent Curriculum concept and limited technical training. Overall, the performance of PAI Teachers is considered quite good, but there needs to be ongoing assistance and increased competence so that the implementation of the curriculum can run more optimally and effectively. Abstrak Penelitian ini bertujuan untuk mengevaluasi kinerja Guru Pendidikan Agama Islam (PAI) dalam mengimplementasikan Kurikulum Merdeka di SDIT Ar Risalah Wonosari, Klaten. Kurikulum Merdeka menekankan pada pembelajaran yang berpusat pada peserta didik, penguatan karakter, serta pengembangan profil pelajar Pancasila. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara mendalam, dan dokumentasi. Informan dalam penelitian ini meliputi Kepala Sekolah, Guru PAI, serta beberapa siswa dan orang tua sebagai triangulasi data. Hasil penelitian menunjukkan bahwa Guru PAI di SDIT Ar Risalah telah mengimplementasikan Kurikulum Merdeka secara bertahap dengan melakukan inovasi dalam metode pembelajaran, pemanfaatan proyek penguatan profil pelajar Pancasila, serta integrasi nilai-nilai keislaman dalam aktivitas belajar. Namun, masih ditemukan beberapa kendala, seperti keterbatasan pemahaman mendalam terhadap konsep Kurikulum Merdeka dan keterbatasan pelatihan teknis. Secara keseluruhan, kinerja Guru PAI dinilai cukup baik, namun perlu adanya pendampingan berkelanjutan dan peningkatan kompetensi agar implementasi kurikulum dapat berjalan lebih optimal dan efektif.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Hoirul Anam

Contact Email
hoirulanama96@gmail.com

Phone
+6287848003826

Journal Mail Official
hoirulanama96@gmail.com

Editorial Address
Jl. Dusun Kamal, RT.65/RW.29, Kamal, Karangsari, Kec. Pengasih, Kabupaten Kulon Progo, Daerah Istimewa Yogyakarta

Location
Kab. kulon progo,

Daerah istimewa yogyakarta

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Hoirul Anam

Contact Email hoirulanama96@gmail.com

Phone +6287848003826

Journal Mail Official hoirulanama96@gmail.com

Editorial Address Jl. Dusun Kamal, RT.65/RW.29, Kamal, Karangsari, Kec. Pengasih, Kabupaten Kulon Progo, Daerah Istimewa Yogyakarta

Location Kab. kulon progo, Daerah istimewa yogyakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Hoirul Anam

Contact Email
hoirulanama96@gmail.com

Phone
+6287848003826

Journal Mail Official
hoirulanama96@gmail.com

Editorial Address
Jl. Dusun Kamal, RT.65/RW.29, Kamal, Karangsari, Kec. Pengasih, Kabupaten Kulon Progo, Daerah Istimewa Yogyakarta

Location
Kab. kulon progo,

Daerah istimewa yogyakarta

INDONESIA