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.
Articles
147 Documents
<![CDATA[KONSEP ISLAMISASI ILMU ISMAIL RAJI AL FARUQI DAN RELEVANSINYA DENGAN SISTEM PENDIDIKAN NASIONAL ]]>
<![CDATA[Al Arifi, Nasiruddin]]>
<![CDATA[ AZKIYA Vol 8 No 1 (2025): Januari - Juni 2025 ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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<![CDATA[This study is motivated by the tension between secular modern science and Islamic spiritual values, which, according to Ismail Raji al Faruqi, has led to an epistemological crisis in the Muslim world. The primary objective of this research is to explore al Faruqi’s concept of the Islamization of knowledge and its relevance to Indonesia’s national education system. This research employs a qualitative method with a thematic approach, using content analysis of al Faruqi’s seminal work Islamization of Knowledge: General Principles and Work Plan and related documentation. The findings reveal that al Faruqi’s concept is rooted in the principle of tawhid (the unity of God), encompassing five unities—God, creation, truth, life, and humanity—and operationalized through twelve strategic steps to reconstruct modern disciplines within an Islamic framework. This concept aligns with the goals of the national education system in promoting religious values and human development, though it differs in its literal epistemological approach]]>
<![CDATA[Strategi Penerapan Nilai-nilai Islam Dalam Kehidupan Sehari-hari Untuk Meningkatkan Karakter Siswa ]]>
<![CDATA[Maisarah]]>
<![CDATA[ AZKIYA Vol 8 No 1 (2025): Januari - Juni 2025 ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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<![CDATA[The application of Islamic values in daily life plays a crucial role in shaping students' noble character, morality, and sense of responsibility. This study aims to identify effective strategies for integrating Islamic values into students' lives as part of character education. The methods used include literature review and observation of program implementation in Islamic-based school environments. The findings reveal that effective strategies include (1) habituation of daily worship practices, such as congregational prayers, Quran recitation, and dzikir; (2) strengthening Islamic values through an integrated curriculum; (3) fostering a conducive school environment through exemplary behavior of teachers and staff. The implementation of these strategies has proven effective in enhancing students' character, particularly in aspects of honesty, discipline, responsibility, and empathy for others. Thus, the application of Islamic values serves not only as the foundation for spiritual education but also as a basis for developing excellent and competitive character.]]>
<![CDATA[IMPLEMENTASI AI DALAM MEDIA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM UNTUK MENINGKATKAN KEMANDIRIAN BELAJAR SISWA SI ERA SOSIETY 5.0 ]]>
<![CDATA[Sutrisno, Tri]]>
<![CDATA[ AZKIYA Vol 8 No 1 (2025): Januari - Juni 2025 ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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<![CDATA[The objectives of this study is to explore the use of ChatGPT, a form of Artificial Intelligence (AI), as a learning medium in Islamic Religious Education (IRE) with regard to the fostering of independent learning among students in the Society 5.0 era. The research utilized a qualitative-descriptive approach focusing on library research by analyzing various literatures about the role of ChatGPT in education, particularly in IRE. The data was obtained through document analysis of books and scholarly journals such as other relevant research articles. The findings show that ChatGPT has potential in facilitating students’ autonomous interaction, flexibility of access, and adaptability of contextual Islam content to enhance learning independence. The results of this study suggest that utilizing ChatGPT as a learning tool can contribute to the digital evolution of religious education towards independence and sustainability.]]>
<![CDATA[PERAN GURU SEBAGAI INOVATOR DALAM MENINGKATKAN KUALITAS PEMBELAJARAN DI ERA DIGITAL ]]>
<![CDATA[DEWI FITRIA ANGGRAINI, DEWI]]>
<![CDATA[ AZKIYA Vol 8 No 1 (2025): Januari - Juni 2025 ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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<![CDATA[This research aims to describe the role of teachers as innovators in digital learning in the technology era. Through a literature review, it was found that the integration of ICT such as Zoom, Edmodo, and Google Classroom can enhance student motivation, digital literacy, and collaboration. Active learning models such as flipped classroom and discovery learning also encourage student engagement in a critical and creative manner. Although faced with infrastructure challenges and teacher competencies, continuous training and support from educational institutions are essential. These results emphasize the important role of teachers as key drivers in technology-based educational transformation.]]>
<![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.]]>
<![CDATA[HUBUNGAN UJIAN BERBASIS KOMPUTER, KESIAPAN BELAJAR DENGAN PRESTASI BELAJAR DI SMK KETOPONG TENGGARONG ]]>
<![CDATA[Zainuri, Habib]]>
<![CDATA[ AZKIYA Vol 2 No 1 (2019) ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Kutai Kartanegara Tenggarong ]]>
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DOI: 10.53640/azkiya.v2i1.716
<![CDATA[The first hypothesis obtained t-count -0.732 <ttabel 1.668. other than based on sig value. of 0.466> 0.05, so it can be concluded that Ho accepted and Ha rejected and partially can be interpreted also that the relationship between variables X1 with Y of 0.083 which means the implementation of computer-based test are low correlated with learning achievement in SMK Ketopong Tenggarong. The second hypothesis obtained t-count -0.274 <ttabel 1.668. other than based on sig value. of 0.785> 0.05, so it can be concluded that Ho accepted and Ha rejected, partially the relationship between variables X2 with Y of 0.031 which means readiness correlates low with learning achievement in SMK Ketopong Tenggarong. In testing the third hypothesis obtained value Fcount 0.408 and table Ftabel distribution of 3.15. Since F = 0.408 <F0,05; 2.77 = 3.15, then H0 is accepted. At the level of significance obtained Sig = 0.667 and α = 0.05, because α = 0,05 <Sig = 0,000, then H0 is accepted. Together the relationship between the variable implementation of computer-based test and readiness to learn with learning achievement of 0.102 which means the implementation of computer-based test and study readiness correlates low with learning achievement in SMK Ketopong Tenggarong Teaching Year 2016-2017. This it can be concluded that the implementation of computer-based test variables is low correlated with learning achievement. Whereas Learning Readiness variable correlate low with learning achievement. And the third hypothesis that there is a low relationship between the implementation of computer-based test and readiness to learn with student achievement SMK Ketopong Tenggarong academic year 2016-2017.]]>
