AZKIYA
About the Journal EditEdit About the Journal Azkiya: Jurnal Ilmiah Pengkajian dan Penelitian Pendidikan Islam, P-ISSN: 2622-0091, E-ISSN: 2622-8424 is a blind peer-reviewed, published by Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong, Indonesia, is a peer-reviewed open access international journal published twice in a year (June-December). Azkiya: Jurnal Ilmiah Pengkajian dan Penelitian Pendidikan Islam is a Islamic Education research and article journal. Intended to communicate original researches, methodology and current issues on the subject. Focus and Scope: The subject covers textual and fieldwork studies with various perspectives: Islamic Education Islamic Education Psychology Islamic education thought Development of an Islamic education curriculum Learning Evaluation, Learning Islamic Models Development Learning Media Development.
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<![CDATA[KONSEP KECERDASAN EMOSIONAL (Tinjauan Pendidikan Islam) ]]>
<![CDATA[maryam Maryam]]>
<![CDATA[ AZKIYA Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara ]]>
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<![CDATA[This research aims to identify an overview of the concept of emotional intelligence in the review of Islamic education. The concept of the emotional intelligence is taken from several literatures that concern and related to almost all of the content of the emotional intelligence. This research is library research with a philosophical approach that is studied both from language analysis and concept analysis. Daniel Goleman has divided it into five basic emotional skills; self-awareness, managing emotions, utilizing emotions productively, empathy: reading emotions, building relationships. The result of the study shows that almost all the content of emotional intelligence concept has meeting point that deal with Islamic education. As a result, this matter is used as a guideline in achieving the success of Islamic education. So that the output of the Islamic education that is produced can be formed people as whole human being.]]>
<![CDATA[PELAKSANAAN PEMBELAJARAN FULL DAY SCHOOL (Studi Kasus di SMA Negeri 1 Kota Bangun) ]]>
<![CDATA[Budi Yusuf]]>
<![CDATA[ AZKIYA Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara ]]>
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<![CDATA[The purpose of this study was to find out about the implementation of full day school learning that was implemented by SMA Negeri 1 Kota Bangun. The results obtained from this study are schools that implement full day school learning, SMA Negeri 1 Kota Bangun integrating all the daily activities of students in school into a series of learning curriculum, full day school implementation in SMA 1 Kota Bangun implemented to maximize implementation of learning by: 1. Addition to Learning Time, 2. Material enrichment from curriculum content, 3. Religious deepening by practicing it in daily life, 4. Extracurricular activities carried out to explore and sharpen the talents and potential of students.]]>
<![CDATA[PENERAPAN KURIKULUM 2013 DI SMA DAN MA (Tinjauan Manajemen Kurikulum) ]]>
<![CDATA[Adinata Rusmen Idris]]>
<![CDATA[ AZKIYA Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara ]]>
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<![CDATA[This study aims to determine the application of the 2013 Curriculum in Senior High Schools (SMA) and Madrasah Aliyah (MA) in their curricular management review. Data regarding this study are collected through written documents in the form of printed books, journals, articles and others. The study efforts use descriptive content analysis techniques that aim to describe in detail the contents of a message or a text by describing it in full. The results of this study obtained information that efforts to implement 2013 Curriculum in High Schools and Madrasah Aliyah are part of the responsibility of education managers and stakeholders in the education sector. By adhering to the views of experts and the applicable regulations relating to Curriculum 2013 both in schools and madrasas, it is hoped that it can bridge the need for proper education governance through the application of a good curriculum. This is the portion of management as a scientific discipline that regulates the implementation of education well.]]>
<![CDATA[KONSEP PENDIDIKAN SOSIO-PROGRESIF (Telaah Pemikiran Pendidikan Ibnu Khaldun) ]]>
<![CDATA[Mubarak Mubarak]]>
<![CDATA[ AZKIYA Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara ]]>
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<![CDATA[This study aims to describe Ibn Khaldun's view of socio-progressive education. Research data is collected through written documents in the form of printed books, journals, articles, etc. using descriptive content analysis techniques, which describe in detail the contents of the message or text by describing it in full. This study shows the results that Ibn Khaldun's socio-progressive education can be identified through the following views: (1) Science and teaching are natural in human beings, (2) The purpose of education is to fulfill religious needs, life needs and become a part from the Community, (3) Educators are individuals or communities who understand, are gentle and communicative towards students, (4) Students as subjects of education, and (5) Curriculum education is dynamic which emphasizes “malakah†in thinking and working for the progress of society.]]>
<![CDATA[PEMBELAJARAN PAI PADA SISWA TUNAGRAHITA (Studi Kasus Di SMALB Negeri Tenggarong) ]]>
<![CDATA[Akhmad Riadi]]>
<![CDATA[ AZKIYA Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara ]]>
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<![CDATA[This study aims to determine the learning of Islamic Education in mentally disabled students in Tenggarong State Public High School, related to Learning Strategies, Models, Methods and Learning Media. The research method uses a qualitative description method, where the data collection uses observation, interviews and documentation. Data is then analyzed through data reduction stages, data models, and conclusions. The results of this study are the learning of Islamic Education in Tenggarong State SLB in high school level in students with mental retardation in accordance with learning in general. The strategies used by Islamic religious education teachers in learning also apply strategies in general, while the learning methods used are lecture method, description (movement) and practice. To support the PAI learning strategy effectively the teacher uses visual and audio-visual media in the form of pictures / posters, movements and videos on the practice of ablution and prayer. Then to strengthen the use of media the learning model is made in a fun way that is the teacher is directly involved and active during the learning process.]]>
<![CDATA[KONSEP KECERDASAN EMOSIONAL (Tinjauan Pendidikan Islam) ]]>
<![CDATA[Maryam, maryam]]>
<![CDATA[ AZKIYA Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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DOI: 10.53640/azkiya.v1i2.519
<![CDATA[This research aims to identify an overview of the concept of emotional intelligence in the review of Islamic education. The concept of the emotional intelligence is taken from several literatures that concern and related to almost all of the content of the emotional intelligence. This research is library research with a philosophical approach that is studied both from language analysis and concept analysis. Daniel Goleman has divided it into five basic emotional skills; self-awareness, managing emotions, utilizing emotions productively, empathy: reading emotions, building relationships. The result of the study shows that almost all the content of emotional intelligence concept has meeting point that deal with Islamic education. As a result, this matter is used as a guideline in achieving the success of Islamic education. So that the output of the Islamic education that is produced can be formed people as whole human being.]]>
<![CDATA[PELAKSANAAN PEMBELAJARAN FULL DAY SCHOOL (Studi Kasus di SMA Negeri 1 Kota Bangun) ]]>
<![CDATA[Yusuf, Budi]]>
<![CDATA[ AZKIYA Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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DOI: 10.53640/azkiya.v1i2.520
<![CDATA[The purpose of this study was to find out about the implementation of full day school learning that was implemented by SMA Negeri 1 Kota Bangun. The results obtained from this study are schools that implement full day school learning, SMA Negeri 1 Kota Bangun integrating all the daily activities of students in school into a series of learning curriculum, full day school implementation in SMA 1 Kota Bangun implemented to maximize implementation of learning by: 1. Addition to Learning Time, 2. Material enrichment from curriculum content, 3. Religious deepening by practicing it in daily life, 4. Extracurricular activities carried out to explore and sharpen the talents and potential of students.]]>
<![CDATA[PENERAPAN KURIKULUM 2013 DI SMA DAN MA (Tinjauan Manajemen Kurikulum) ]]>
<![CDATA[Idris, Adinata Rusmen]]>
<![CDATA[ AZKIYA Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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DOI: 10.53640/azkiya.v1i2.521
<![CDATA[This study aims to determine the application of the 2013 Curriculum in Senior High Schools (SMA) and Madrasah Aliyah (MA) in their curricular management review. Data regarding this study are collected through written documents in the form of printed books, journals, articles and others. The study efforts use descriptive content analysis techniques that aim to describe in detail the contents of a message or a text by describing it in full. The results of this study obtained information that efforts to implement 2013 Curriculum in High Schools and Madrasah Aliyah are part of the responsibility of education managers and stakeholders in the education sector. By adhering to the views of experts and the applicable regulations relating to Curriculum 2013 both in schools and madrasas, it is hoped that it can bridge the need for proper education governance through the application of a good curriculum. This is the portion of management as a scientific discipline that regulates the implementation of education well.]]>
<![CDATA[KONSEP PENDIDIKAN SOSIO-PROGRESIF (Telaah Pemikiran Pendidikan Ibnu Khaldun) ]]>
<![CDATA[Mubarak, Mubarak]]>
<![CDATA[ AZKIYA Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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DOI: 10.53640/azkiya.v1i2.522
<![CDATA[This study aims to describe Ibn Khaldun's view of socio-progressive education. Research data is collected through written documents in the form of printed books, journals, articles, etc. using descriptive content analysis techniques, which describe in detail the contents of the message or text by describing it in full. This study shows the results that Ibn Khaldun's socio-progressive education can be identified through the following views: (1) Science and teaching are natural in human beings, (2) The purpose of education is to fulfill religious needs, life needs and become a part from the Community, (3) Educators are individuals or communities who understand, are gentle and communicative towards students, (4) Students as subjects of education, and (5) Curriculum education is dynamic which emphasizes “malakah†in thinking and working for the progress of society.]]>
<![CDATA[PEMBELAJARAN PAI PADA SISWA TUNAGRAHITA (Studi Kasus Di SMALB Negeri Tenggarong) ]]>
<![CDATA[Riadi, Akhmad]]>
<![CDATA[ AZKIYA Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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DOI: 10.53640/azkiya.v1i2.523
<![CDATA[This study aims to determine the learning of Islamic Education in mentally disabled students in Tenggarong State Public High School, related to Learning Strategies, Models, Methods and Learning Media. The research method uses a qualitative description method, where the data collection uses observation, interviews and documentation. Data is then analyzed through data reduction stages, data models, and conclusions. The results of this study are the learning of Islamic Education in Tenggarong State SLB in high school level in students with mental retardation in accordance with learning in general. The strategies used by Islamic religious education teachers in learning also apply strategies in general, while the learning methods used are lecture method, description (movement) and practice. To support the PAI learning strategy effectively the teacher uses visual and audio-visual media in the form of pictures / posters, movements and videos on the practice of ablution and prayer. Then to strengthen the use of media the learning model is made in a fun way that is the teacher is directly involved and active during the learning process.]]>
