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Al-Lubab : Islamic Educational and Religious Research Journal. Jl. Mantingan-Ngawi Km. 01, Mantingan, Ngawi, Jawa Timur Kode Pos. 63257. e-Mail: allubabjournal@stitmuhngawi.ac.id
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Al-Lubab: Jurnal Penelitian Pendidikan dan Keagamaan Islam
Published by Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurejo Ngawi
ISSN : 25021850     EISSN : 27768236     DOI : DOI: https://doi.org/10.19120/al-lubab.
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
The aim of Al-Lubab journal is to publish high-quality articles dedicated to all aspects of the latest outstanding developments in the field of Islamic education. The scope of this journal is about Islamic education, moral education, education of Pesantren, education system and management, education technology, learning methods, curriculum design and development.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 180 Documents
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Child Education from Islamic and Western Perspectives Puteri Azka Salsabila; Saiful Anwar; Jaziela Huwaida
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/al-lubab.v10i1.5754

Abstract

Child education is a crucial aspect of individual and societal development. This study discusses and compares the concepts of child education from Islamic and Western perspectives, focusing on educational objectives, teaching methods, and the role of teachers. The background of this research stems from the need to understand the differences and similarities between these two approaches to create a more holistic and inclusive educational system. This research employs a library research method, gathering data from various relevant primary and secondary literature, including books, academic journals, and research articles. Data analysis is conducted descriptively and comparatively to identify the main themes, differences, and similarities in child education concepts from both perspectives. The findings indicate that child education from the Islamic perspective emphasizes character and spirituality formation, while Western education focuses more on developing critical thinking skills and active participation in society. Teaching methods in Islam are holistic, emphasizing moral and spiritual education, whereas Western education employs student-centered and interactive approaches. The role of the teacher in Islamic education is more of a moral exemplar and authoritative figure, whereas in Western education, the teacher acts as a facilitator supporting student exploration. The conclusion of this research is that integrating Islamic and Western educational approaches can result in a more comprehensive educational system, which not only develops the intellectual aspects but also the moral and spiritual aspects of children. Therefore, it is recommended to develop curricula and teaching methods that combine the moral values of Islamic education with the critical and creative approaches of Western education. Adequate teacher training is also essential to support the implementation of a holistic and student-centered educational approach.
Moral Education from Imam Nawawi's Perspective: An Analytical Study of the Kitab Nashaih Al-'Ibad Wibawati Bermi; Darmanto Darmanto; Pratama Andika Putra
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/al-lubab.v10i1.5755

Abstract

Moral education is a fundamental aspect of Islamic education, aimed at developing individuals with virtuous character and integrity. Imam Nawawi's Kitab Nashaih Al-'Ibad is a classical Islamic text that provides profound insights into moral education. Understanding these insights is crucial for enhancing contemporary Islamic education. This study aims to explore and analyze the concept of moral education from Imam Nawawi's perspective as presented in Kitab Nashaih Al-'Ibad. The research employs a library research methodology, with Kitab Nashaih Al-'Ibad as the primary reference and various other books and studies on Imam Nawawi's educational perspectives as secondary references. Data was collected through thematic analysis of the primary text and comparative analysis with existing literature on Islamic and moral education. Findings, The study identifies five key principles of moral education according to Imam Nawawi: sincerity (ikhlas), humility (tawadu), patience (sabar), gratitude (syukur), and self-accountability (muhasabah). These principles are highly relevant to contemporary Islamic education, offering a holistic approach that integrates moral and academic development. Comparisons with previous studies and theories highlight the universal relevance and applicability of these principles. Conclusion, Imam Nawawi's principles provide a robust framework for moral education that can significantly contribute to the development of virtuous individuals in the modern educational context. Effective implementation requires collaborative efforts among educators, communities, and stakeholders. Recommendations: It is recommended that these principles be integrated into the curriculum, teacher training programs, and community involvement initiatives. Further research is encouraged to explore practical applications and impacts of these principles in diverse educational settings.
The Concept of Differentiated Learning and Its Implementation in Islamic Education Ayse Tanriveren; Nurul Azizah; Muhammad Ahyama Afham Afham
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/al-lubab.v10i1.5756

Abstract

Differentiated learning has emerged as a critical approach to addressing the diverse learning styles of students. In Islamic education, the need for tailored educational strategies is paramount to achieve holistic development encompassing academic, moral, and spiritual aspects. This research aims to explore the concept of differentiated learning and its implementation in Islamic education, focusing on the impact of different learning styles on student outcomes. This study employs a qualitative approach through library research. Data collection involved comprehensive literature review from books, journal articles, theses, and dissertations. The data were analyzed using thematic content analysis to identify patterns and themes related to differentiated learning and its application in Islamic education. The findings reveal that recognizing and accommodating diverse learning styles—visual, auditory, and kinesthetic—through differentiated instruction significantly enhances student engagement and academic performance. Implementing differentiated learning strategies in Islamic education supports the development of well-rounded individuals. However, challenges such as limited resources and the need for teacher training must be addressed. Educators in Islamic schools should receive adequate training in differentiated instruction techniques. Curriculum development should incorporate flexibility to cater to different learning styles. Further research is needed to explore effective strategies and best practices for implementing differentiated learning in Islamic education contexts.
A New Approach to Islamic Inheritance Law Education in Pesantren Sumarno Sumarno; Indah Musfiratul; Kisbuloh Kisbuloh
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/al-lubab.v10i1.5762

Abstract

Ilmu mawarits, or Islamic inheritance law, holds significant importance in Muslim communities as it ensures the fair distribution of a deceased person's estate in accordance with the Qur'an and Hadith. Despite its importance, the study and application of ilmu mawarits are often neglected in modern times, leading to conflicts and misunderstandings within families. The Centre for Mawarith Studies (CMS) at Universitas Darussalam Gontor aims to address this issue by implementing innovative educational approaches to enhance the understanding and application of Islamic inheritance law. This research aims to explore the thoughts and movements of CMS in educating ilmu mawarits within pesantrens, providing insights into its innovative curriculum, teaching methods, and the overall impact on the community's understanding of Islamic inheritance law. A qualitative case study method was employed at the CMS of Universitas Darussalam Gontor. Data were collected through in-depth interviews, participatory observations, and document analysis involving 30 participants, including CMS administrators, educators, and students. Thematic analysis was used to analyze the data, ensuring validity through triangulation techniques. The findings reveal that CMS has significantly influenced the approach to teaching ilmu mawarits by focusing on practical applications and interactive learning methods. This approach has successfully enhanced the understanding and skills of students, making Islamic inheritance law more accessible and applicable in daily life. The study recommends further development of innovative educational methods and the integration of practical applications in the teaching of ilmu mawarits. Additionally, expanding CMS programs to other Islamic educational institutions could further promote the understanding and application of Islamic inheritance law across broader communities.
Innovation in Qur'an and Hadith Learning at the Elementary Level Using the Mimicry-Memorization Method Luthfia Shilvi Salsabila; Gatot Handoko
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/al-lubab.v10i1.5763

Abstract

The development of education in Indonesia is required to be able to produce a good education system and must be implemented, especially in religious learning. However, there are still religious subjects whose scores are still classified as below average such as Al-Qur'an Hadith lessons in MI Al-Hidayah Malang, the average KKM limit is> 75 or with a percentage of 75% complete. With this problem, researchers want students whose scores increase with the application of the Mimicry Memorization Method. The purpose of this study is to increase student activeness in learning Al-Qur'an Hadith and improve student learning outcomes in Al-Qur'an Hadith class 6B at MI Al-Hidayah Malang in the 2023-2024 academic year. This type of research is a Classroom Action Research (PTK) by following the Kemmis and Mc Taggart model. Classroom Action Research is carried out with 2 Cycles, which include Planning, Implementation, Observation, and Reflection. The application of the Mimicry Memorization learning method can increase student learning activeness in learning Al-Qur'an Hadith, namely in the first cycle the results of student activeness reached 60.65%, then increased in the second cycle, namely 82.87%. 2). This has actually reached the percentage of completeness, but the researcher wants to strengthen his findings again by continuing the action in the second cycle with even more increased learning outcomes of 91.60%. Based on the results of the study, it is concluded that the Mimicry M technique can be used to improve learning outcomes.
Direct Method in Islamic Religious Education: Conceptual Framework and Implementation in Indonesia Asrori Asrori; Aldo Redho Syam
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/al-lubab.v10i1.5765

Abstract

The Direct Method, characterized by a focus on oral communication and direct practice, has been widely discussed in the context of language learning. Its application in Islamic religious education, however, remains less explored. This study aims to fill this gap by examining the theoretical underpinnings of the Direct Method and its implementation in Islamic religious education in Indonesia. The primary objective of this research is to comprehensively explore the concept of the Direct Method and its application in the teaching of Islamic religious studies. This includes understanding the theoretical foundations of the method and assessing its practical application in various educational settings, such as schools and madrasahs in Indonesia. This study employs a qualitative research approach, specifically library research. Data were collected through an extensive review of literature from primary and secondary sources, including books, journal articles, and other relevant publications. Data analysis was conducted using document analysis and thematic analysis techniques. The findings reveal that the Direct Method is highly effective in enhancing students' understanding and skills in Islamic religious education. The method's emphasis on direct interaction and immediate feedback from teachers fosters a conducive and personalized learning environment. However, challenges such as limited time and resources were identified as potential barriers to its effective implementation. To maximize the benefits of the Direct Method, ongoing support and training for teachers are essential. Additionally, adequate resources and institutional support are necessary to overcome the identified challenges. Future research should continue to explore innovative strategies to enhance the effectiveness of the Direct Method in various educational contexts.
The Concept of Education Perspective Ibn Qayyim al-Jawziyya Bermi, Wibawati; Musfiratul, Indah; Mu'amar Rifqi, Akhlish
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 9 No 2 (2023): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v9i2.5924

Abstract

This research aims to explore the concept of education according to Ibn Qayyim al-Jawziyya, a prominent Islamic scholar and thinker. Its primary objective is to comprehend his views on education as reflected in his works and to analyze the holistic approach he advocated for shaping individuals in accordance with Islamic principles. The research employs a method of classical text analysis and literature review. Through the analysis of Ibn Qayyim's works and previous research, the researcher delves into his perspectives on education and the methods he recommended for character formation and intellectual development of individuals. The findings of the research indicate that Ibn Qayyim advocates for holistic education, encompassing character formation, spiritual growth, and the integration of knowledge and morality. He emphasizes the importance of education centered on Islamic values to create individuals of quality who can contribute positively to society. Based on the research findings, it is recommended to integrate Ibn Qayyim's educational concepts into formal educational curricula, provide training to educators in implementing the methods of education recommended by him, and further research to delve into the relevance of these concepts in the context of modern education.
Implementation of the Time Token Learning Model to Improve Students' Learning Outcomes in Islamic Cultural History Subject for Grade VI at MI Nurussalam Mantingan Kamilatun Nisa, Fathimah; Roihatal Jannah, Adilla; Dina Savitri, Adella; Malicha, Ichda
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 9 No 2 (2023): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v9i2.5925

Abstract

The teaching of Islamic cultural history has often been teacher-centered, where the teacher transfers knowledge to passive students. This phenomenon is also observed at MI Nurussalam Mantingan, where many students struggle with solving problems, resulting in low learning outcomes. This is attributed to the lack of opportunities for students to think critically, express their ideas, and write proficiently. To address this issue, the researcher implemented a cooperative learning model to activate students and enhance the learning process, with one such model being the Time Token cooperative learning model. The research problem addressed in this study is whether the implementation of the Time Token cooperative learning model can improve students' learning outcomes. The aim of this research is to investigate students' learning outcomes after the implementation of the Time Token cooperative learning model. This study employed Classroom Action Research (CAR), with the subjects being 24 sixth-grade students at MI Nurussalam. Data were collected through observation sheets for teacher and student activities, as well as test items to measure students' learning outcomes using percentage formulas. The analysis of the data revealed that students' learning outcomes increased from 58% in Cycle I to 92% in Cycle II. It can be concluded that students' learning outcomes significantly improved through the implementation of the Time Token cooperative learning model, with a 92% increase in learning outcomes.
The Holistic Education Concept According to KH Imam Zarkasyi Asroriah, Fatimatul; Hanafi, Yusron; Machmud Putra, Errizal
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 9 No 2 (2023): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v9i2.5926

Abstract

Holistic education has become a primary focus in the world of education, with an emphasis on comprehensive personal development. One of the education figures who has implemented this concept effectively is KH Imam Zarkasyi, a prominent leader of Islamic boarding schools in Indonesia. This research aims to explore the holistic education concept applied by KH Imam Zarkasyi and its implications in the context of modern education. The research method used is literature review and content analysis of primary and secondary sources related to Imam Zarkasyi's holistic education concept. From the analysis, it is found that KH Imam Zarkasyi's holistic education concept encompasses a comprehensive approach that integrates academic, spiritual, social, and physical aspects in education. This approach also emphasizes integrated learning inside and outside the classroom, balanced personal development, the crucial role of Kiai as leaders and role models, and the involvement of parents and communities in supporting holistic education. The conclusion of this research is that KH Imam Zarkasyi's holistic education concept has high relevance in the context of modern education, as it focuses on comprehensive personal development and the integration of various aspects of life in the educational process. The practical implication is the need for a more holistic and effective educational approach in creating a learning environment that stimulates comprehensive development for students. Thus, KH Imam Zarkasyi's holistic education concept can serve as inspiration and guidance for efforts to enhance the quality
Implementation of the Bamboo Dancing Learning Model to Enhance Learning Outcomes of Grade V Students in Akidah Akhlak Subject at MI Nurussalam Ngawi Setyobudi, Nanang; Rohmatul Umah, Anisa; Sapitri, Deyah; Hidayatin, Eka
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 9 No 2 (2023): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v9i2.5927

Abstract

Akidah Akhlak, a subject in Islamic religious education at MI Nurussalam, often presents challenges in student engagement due to its perceived monotony. In this study, the Bamboo Dancing learning model was implemented to address this issue, aiming to foster teamwork, concentration, communication among peers, and cognitive development. Students formed groups and moved in a clockwise manner while posing questions to their peers, enhancing their learning experience. The choice of the Bamboo Dancing learning model for the Akidah Akhlak subject was intentional, as it aimed to inject enthusiasm and interactivity into the learning process, which typically involves passive knowledge transfer from teacher to student. The study aimed to assess the effectiveness of this model in improving students' learning outcomes. Classroom Action Research (CAR) was employed as the research methodology. Results from the first cycle showed that 60% of students scored above 60, which increased to 80% in the second cycle. This indicates that the Bamboo Dancing learning model effectively enhances students' engagement and overall learning outcomes.

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