cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Lailatul Usriyah
Contact Email
ijituinkhas@gmail.com
Phone
+6285854856528
Journal Mail Official
ijituinkhas@gmail.com
Editorial Address
Jl. Mataram No.1, Karang Mluwo, Mangli, Kaliwates, Jember, East Java, Indonesia 68136
Location
Kab. jember,
Jawa timur
INDONESIA
Indonesian Journal of Islamic Teaching
Published by Universitas Islam Negeri KH. Achmad Siddiq Jember
ISSN : -     EISSN : 26157551     DOI : https://doi.org/10.35719/ijit.
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Indonesian Journal of Islamic Teaching is published by the Department of Primary Education (PGMI) and Islamic Religious Education (PAI) Postgraduate School of UIN K. H. Achmad Siddiq Jember, which contains various articles that study : 1. Analysis of student competency 2. Learning strategies 3. Conceptual ideas, theory, and practice 4. Study and application theory 5. Learning development and design in 6. The professional teacher/lecture 7. Critical thinking 8. The results of education and teaching research 9. Islamic Education Research
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 229 Documents
 18   19   20   21   22 
Internalisasi Nilai-Nilai Islam Melalui Budaya Sekolah Dalam Membentuk Karakter Siswa di SMA 1 Negeri Asembagus Kabupaten Situbondo MS, Ningsih MS Ningsih
IJIT: Indonesian Journal of Islamic Teaching Vol. 8 No. 1 (2025): Indonesian Journal of Islamic Teaching
Publisher : Pendidikan Islam Pascasarjana IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijit.v8i1.1697

Abstract

The development of the global era known as globalization, brings positive and negative impacts to human life. Controversial phenomena such as easy accessibility of information and entertainment with the rampant exposure to pornographic content, SARA content and so on that come simultaneously without control. In an effort to fortify oneself from the negative impacts of this globalization era, education is needed that provides reinforcement of Islamic values so that the attitudes (affects) and characters of Indonesian students are formed that are steady and strong in the future. This research is a qualitative research with the type of Case Study at SMAN 1 Asembagus Situbondo Regency. The results of this study are, the transformation of Islamic values into school culture in shaping student character is that teachers / schools provide information,knowledge by giving advice, reprimands and suggestions to students. Students listen / listen. Transactions of Islamic values and school culture in shaping student character are teachers / schools provide knowledge by means of habituation and continuous role models / examples to students, Teachers provide motivation in the form of awards and / gifts. Students respond / respond happily. The internalization of Islamic values through school culture in shaping student character involves teachers and schools becoming role models and role models for students. Students value their teachers' attitudes and personalities, thus voluntarily, sincerely, and consistently following their teachers' behavior (ta'dhim). Keyword: Nilai Islam, Karakter siswa, Budaya sekolah
Implementation of Progressivism Philosophy to Develop 22nd Century Teacher Skills Uswah, Atiq Yuftriyah; ramadhan, firman aullia; Wahono, Suparwoto Sapto; Machfudi, Moch Imam
IJIT: Indonesian Journal of Islamic Teaching Vol. 5 No. 2 (2022): Indonesian Journal of Islamic Teaching
Publisher : Pendidikan Islam Pascasarjana IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijit.v5i2.1700

Abstract

Rapid changes must be balanced with human capacities in order to avoid errors in response, notably in the area of education. Errors in responding to it, including in the realm of education Education is crucial in developing human skills in the twenty-first century. The job of educational agents, in this case lecturers, must be aimed at producing potential educators who meet the standards and competencies sought in the twenty-first century. skills as sought in the twenty-first century This study employs library research to investigate data and information gathered from books, journals, papers, documents, notes, and other sources. The goal of this library research is to use the concept of progressivism philosophy in 21st century learning, particularly for future educators. The study's findings revealed which principles should be developed in library research, both theoretically and practically. both theoretically and practically, including elements that lecturers must develop, such as pedagogical competency and 21st century learning qualities, particularly for future educators incorporate pedagogical expertise and 21st century learning traits Furthermore, instructors must be capable of developing 4C thinking in students (critical thinking, creativity, collaboration, and communication). Prospective educators are provided with competencies that will subsequently be produced for pupils in accordance with the times under the current conditions. students in accordance with the times According to the notion of live long education (lifelong education), education must adapt to changing conditions. emphasizes the importance of adapting education to changing times
Implementasi Teori Humanistik Pada Peserta Didik Kelas IV Di MIN 4 Jember: Implementation Of Humanistic Theory In Fourth Grade Students In MIN 4 Jember Zein, Ahmad Muzakki; Ramadhan, Firman Aulia; Farihah, Umi
IJIT: Indonesian Journal of Islamic Teaching Vol. 5 No. 2 (2022): Indonesian Journal of Islamic Teaching
Publisher : Pendidikan Islam Pascasarjana IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijit.v5i2.1707

Abstract

Humanistic learning is a humanist-based learning model. Students are seen as whole and unique individuals in humanistic learning. Students have different levels of potential and intelligence. Humanistic education seeks to humanize man by recognizing and developing his potential. Therefore, researchers are interested in researching the use of humanistic learning in MIN 4 Jember. Humanistic education can be used in the implementation of learning in school. This study takes a qualitative approach. Researchers gather information through interviews, observation, and documentation. Pre-Field, fieldwork, and data analysis are the stages of research. The study's findings concluded that (1) (a) the concept of humanistic learning in MIN 4 Jember is to humanize learning that values, explores, serves, and helps learners develop various types of potential. (2) the implementation of humanistic learning in MIN 4 Jember includes (a) fun and exciting learning for students. (b) print and electronic media, books, and the environment are used as media, tools, and learning resources. (c) no unilateral sanctions are imposed on students; and (d) teachers act as educators, mentors, motivators, and facilitators. (e) the role of students in teaching and learning activities is to be actively involved and feel comfortable during the learning process. (f) helpful factors include competent, committed teachers and adequate facilities. (g) inhibiting factors include the existence of teachers who are less creative and have limited expertise. Pembelajaran pendidikan humanistik adalah model pembelajaran yang berbasis humanis. Siswa dipandang sebagai individu yang utuh dan unik dalam pembelajaran humanistik. Siswa memiliki tingkat potensi dan kecerdasan yang berbeda-beda. Pendidikan humanistik berusaha memanusiakan manusia dengan mengenali dan mengembangkan potensi yang dimilikinya. Oleh karena itu, peneliti tertarik untuk meneliti penggunaan pembelajaran humanistik di MIN 4 Jember. Pendidikan humanistik dapat digunakan dalam pelaksanaan pembelajaran di sekolah tersebut. Penelitian ini mengambil pendekatan kualitatif. Peneliti mengumpulkan informasi melalui wawancara, observasi, dan dokumentasi. Pra-lapangan, pekerjaan lapangan, dan analisis data merupakan tahapan-tahapan penelitian. Temuan penelitian menyimpulkan bahwa (1) (a) konsep pembelajaran humanistik di MIN 4 Jember adalah memanusiakan pembelajaran yang menghargai, menggali, melayani, dan membantu peserta didik dalam mengembangkan berbagai jenis potensi. (2) Implementasi pembelajaran humanistik di MIN 4 Jember meliputi (a) pembelajaran yang menyenangkan dan menarik bagi siswa. (b) media cetak dan elektronik, buku, dan lingkungan digunakan sebagai media, alat, dan sumber belajar. (c) tidak ada sanksi sepihak yang dikenakan kepada siswa; dan (d) guru berperan sebagai pendidik, pembimbing, motivator, dan fasilitator. (e) peran siswa dalam kegiatan belajar mengajar adalah terlibat aktif dan merasa nyaman selama proses pembelajaran. (f) faktor yang membantu meliputi guru yang kompeten, berkomitmen dan fasilitas yang memadai. (g) faktor penghambat meliputi masih adanya guru yang kurang kreatif dan memiliki keahlian yang terbatas.
Penerapan Model Problem Based Learning Untuk Meningkatkan Kreativitas Berpikir dalam Pembelajaran Tematik di Kelas V SDN Jomerto 2 Patrang: Application of Problem-Based Learning Model to improve thinking creativity in thematic learning in Grade V SDN Jomerto 2 Patrang Putri, Risanatih Maulida; Prayogo, Muhammad Suwignyo
IJIT: Indonesian Journal of Islamic Teaching Vol. 5 No. 2 (2022): Indonesian Journal of Islamic Teaching
Publisher : Pendidikan Islam Pascasarjana IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijit.v5i2.1737

Abstract

The 2013 curriculum was one of the answers to previous curriculum changes. The change can be seen in learning activities that use a scientific approach with a combination of thematic learning. Mix in several subject matter into one theme. One way to improve the quality of learning, student-centered learning. Therefore, teachers are the spearhead in stimulating students to play an active role. This can be done by creating an effective learning activity process. One of the learning models that can stimulate students to play an active role in critical thinking is the Problem Based Learning (PBL) learning model in designing learning implementation plans. The type of method used in this writing is to use qualitative research. The observations made refer to the type of field research "field research" at SDN Jomerto 2.The goal is to find out how the students of SDN Jomerto 2 increase in learning activities in the classroom. The results of the study show that the implementation of thematic learning itself includes a description of the thematic learning implementation planning, a description of the implementation of thematic learning implementation, and a closing description of the implementation of thematic learning.
Penerapan Model Project Based Learning (PJBL) Pada Mata Pelajaran Tematik Kelas III Di Madrasah Ibtidaiyah Negeri 1 Banyuwangi Tahun Pelajaran 2021/2022: Application Of Project Based Learning (PJBL) Model In Thematic Class III Subjects At Madrasah Ibtidaiyah Negeri 1 Banyuwangi Academic Year 2021/2022 Damayanti, Renita Fitria; indrianto, Nino
IJIT: Indonesian Journal of Islamic Teaching Vol. 5 No. 2 (2022): Indonesian Journal of Islamic Teaching
Publisher : Pendidikan Islam Pascasarjana IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijit.v5i2.1743

Abstract

MIN 1 Banyuwangi is a school located in Banyuwangi city and has implemented a project-based learning model in the classroom; the results of observations show that there are students who are less active because they are not involved in learning in the school. Therefore, applying the project-based learning model aims to engage students more in learning. This research has a focus such as: 1) How to implement the Project Based Learning (PjBL) Model in Class III Thematic Subjects at Madrasah Ibtidaiyah Negeri 1 Banyuwangi in the 2021/2022 academic year; 2) How is the Evaluation in the Project Based Learning (PjBL) Model in Class III Thematic Subjects at Madrasah Ibtidaiyah Negeri 1 Banyuwangi for the 2021/2022 Academic Year. Meanwhile, the goal is to determine the Implementation and Evaluation of the Project Based Learning (PjBL) model in Class III thematic subjects at Madrasah Ibtidaiyah Negeri 1 Banyuwangi in the 2021/2022 academic year. This approach uses qualitative and uses case-study research. This study's subjects include principals, third-grade students, and third-grade guardians. The collection consists of observation, interviews, and documentation. The data analysis technique is an interactive model from Miles, Huberman, and Saldana. The results of the research on the application of the project based learning model show that: 1) The implementation of the project based learning model has several stages, namely learning planning which includes teachers making lesson plans and syllabus in schools with other teachers, with the aim that the learning process runs optimally, then on implementation There are also three learning activities, namely preliminary activities in the form of teachers providing motivation, teachers checking student attendance, and others, the two core activities include (determining questions, designing plans, making schedules, monitoring students, testing results, and evaluating experiences), c) and lastly, the closing activity here is where the teacher reflects and provides reinforcement so as not to forget the material that has been given, as well as providing motivation and collecting the work then praying together before going home; 2) Evaluation of the project based learning model, namely an attitude assessment in the form of spiritual and social, the second is an assessment of knowledge in the form of written and non-written tests, the last is an assessment of skills in the form of the initial process of making a project until the end of making a project.
Permasalahan Pendidikan dalam Kajian Filsafat Pendidikan Islam Hasanah, Fadilatul; Ramadhan, Firman Aulia; Wahono, Suparwoto Sapto; Machfudi, Moch Imam
IJIT: Indonesian Journal of Islamic Teaching Vol. 8 No. 1 (2025): Indonesian Journal of Islamic Teaching
Publisher : Pendidikan Islam Pascasarjana IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijit.v8i1.1744

Abstract

This paper aims to examine various issues that arise in discussing the philosophy of Islamic education. This paper will examine educational issues in the aspects of ontology, epistemology, and axiology. The ontological issues of education in the study of Islamic educational philosophy are divided into three issues: Islamic education, which seeks guidance, education, and coaching in introducing Islam as a whole to students; Faith education, which seeks the totality of Islamic teachings to be instilled in children through faith in Allah SWT with the foundations of faith, the pillars of Islam, and the foundations of sharia; and Ihsan education, which instills confidence in the mood and behavior of students to always feel close to God so that their actions are in accordance with the rules of Allah SWT. The epistemological issue of education in the study of Islamic educational philosophy is the educational process within the Islamic educational system, the scope of which is the objectives of Islamic education, the curriculum of Islamic education, Islamic educational materials, Islamic educational methods, educators, students, Islamic educational facilities, Islamic educational tools, and Islamic educational approaches. The problem of educational axiology in the study of Islamic educational philosophy concerns the values of Islamic education itself with the aim of testing and integrating all these values in human life, maintaining and fostering them in their personalities, both spiritual and tangible, which are divided into two main values, namely divine values and human values. Keyword: Educational Issues, Philosophy, Islamic Education.
Pendidikan di Indonesia Menuju Bangsa Berkarakter Dalam Filsafat Pancasila Saifur Ridzal, Diana Falhabibah; Ulliyah, Himmatul
IJIT: Indonesian Journal of Islamic Teaching Vol. 6 No. 1 (2023): Indonesian Journal of Islamic Teaching
Publisher : Pendidikan Islam Pascasarjana IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijit.v6i1.1754

Abstract

Pancasila adalah dasar dan ideologi bangsa Indonesia yang mempunyai fungsi dalam kehidupan bangsa dan negara Indonesia. Filsafat adalah berpikir secara mendalam dan sungguh-sungguh untuk mencari kebenaran. Filsafat pendidikan adalah pemikiran yang mendalam tentang pendidikan berdasarkan filsafat. Apabila kita hubungkan fungsi Pancasila dengan sistem pendidikan ditinjau dari filsafat pendidikan, maka Pancasila merupakan pandangan hidup bangsa yang menjiwai dalam kehidupan sehari-hari. Karena itu, sistem pendidikan nasional Indonesia wajar apabila dijiwai, didasari dan mencerminkan identitas Pancasila. Pancasila adalah falsafah yang merupakan pedoman berperilaku bagi bangsa Indonesia yang sesuai dengan kultur bangsa Indonesia. Pendidikan karakter memang seharusnya diambil dari nilai-nilai yang terkandung dalam Pancasila. Agar tercipta manusia Indonesia yang cerdas, berperilaku baik, mampu hidup secara individu dan sosial, memenuhi hak dan kewajiban sebagai warga negara yang baik serta beriman dan bertaqwa kepada Tuhan Yang Maha Esa. Semuanya telah mencakup filsafat pendidikan Pancasila yang mempunyai ciri, yaitu integral, etis, dan reigius.
Implementasi Teori Belajar Kontruktivistik Dalam Pembelajaran IPA Kelas III di Madrasah Ibtidaiyah Islamiyah Lumajang Hasanah, Fadilatul
IJIT: Indonesian Journal of Islamic Teaching Vol. 6 No. 2 (2023): Indonesian Journal of Islamic Teaching
Publisher : Pendidikan Islam Pascasarjana IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijit.v6i2.1755

Abstract

This study aims to clearly describe the implementation of constructivistic theory in Madrasah Ibtidaiyah Islamiyah Lumajang. The approach used in this research is a qualitative approach, with the type of case study. Data collection techniques using observation, interviews and documentation. Determination of research subjects using purposive. Data collection techniques through observation, interviews and documentation. The data analysis used is the field data analysis model of Miles, Huberman and Saldana which includes data reduction, data display, and conclusion drawing / verification. Data validity uses triangulation of sources and techniques. The planning of constructivistic theory in learning IPA class III is carried out by teachers by determining the learning syllabus, Learning Implementation Plan (RPP) and determining learning media that are relevant to constructivistic theory, 2. The implementation of constructivistic theory in class III science learning includes preliminary activities, core activities which contain five stages, namely introduction, exploration, restructuring, application, review and evaluation, and closing activities, 3. Evaluation of constructivistic theory in class III science learning refers to affective aspects using attitude assessment, cognitive aspects using written assessments in the form of descriptions, psychomotor aspects using performance assessments.
Telaah Pemikiran Ilmu Pengetahuan Thomas Samuel Kuhn dan Implikasinya Pada Pemikiran Islam Aprina, Eka Anisa
IJIT: Indonesian Journal of Islamic Teaching Vol. 6 No. 1 (2023): Indonesian Journal of Islamic Teaching
Publisher : Pendidikan Islam Pascasarjana IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijit.v6i1.1760

Abstract

ABSTRACK The idea of ​​scientific development initiated by Thomas Samuel Kuhn is known as the scientific revolution. The idea of ​​a scientific revolution assumes that the development of science takes place in a drastic and revolutionary way. Thomas Samuel Kuhn prefers a view of science that departs from a historical perspective or the history of science as the basis for his thinking. He saw that the history of science should be taught by the philosophy of science to be able to understand the true nature of science and scientific activity. Thomas Samuel Kuhn's thoughts should be associated with Islamic thought so that it becomes a challenge for Muslims in taking the meaning of scientific revolution. The focus of this research is the study of the scientific thought of Thomas Samuel Kuhn, which then draws the thread on the implications of Islamic thought. This study aims to determine knowledge according to the thought of Thomas Samuel Kuhn and its implications when associated with Islamic thought. This research is a literature based research (library research) using descriptive-analytical method. The approach used in this research is a holistic approach that looks at science with its various internal and external aspects.
Penerapan Model Pembelajaran ASSURE dalam Analisis Materi Pembelajaran Tematik Kelas 3 Subtema 1 Pembelajaran 1 Hasanah, Fadilatul
IJIT: Indonesian Journal of Islamic Teaching Vol. 6 No. 1 (2023): Indonesian Journal of Islamic Teaching
Publisher : Pendidikan Islam Pascasarjana IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/ijit.v6i1.1765

Abstract

The ASSUR learning model which stands for components or important steps contained in several concepts in it, including; A = Analize learner characteristics, S = State performance objectives, S = Select method, media, and materials (selecting methods, media, and teaching materials), U = Utilize technology, media, and materials (utilizing media, technology, and teaching materials), R = Requires learner participation (involving learner participation), E = Evaluate and revise. This model is suitable for use in analyzing the learning material to be taught. In this case, researchers are interested in conducting research on the Application of Assure Learning Models in the Analysis of Thematic Learning Materials Grade 3 Soup Theme 1 Learners 1. The purpose of this study is to find out the material to be taught from the teacher's book. From the results of our analysis of the Application of the Assure Learning Model in the Analysis of Thematic Learning Materials for Grade 3 Soup Theme 1 Learners 1. We can conclude that in the Thematic material of Class 3 Sup Theme 1 Learner 1 which teaches about the growth and development of living beings in the material is divided into 3 materials, namely, mathematics, B.Indonesia, and SBDP. In learning activities, the theme has been arranged and in accordance with the ASSUR learning model which stands for components or important steps contained in several concepts in it, including; A = Analize learner characteristics, S = State performance objectives, S = Select method, media, and materials (selecting methods, media, and teaching materials), U = Utilize technology, media, and materials (utilizing media, technology, and teaching materials), R = Requires learner participation (involving learner participation), E = Evaluate and revise.

Page 20 of 23 | Total Record : 229

 18   19   20   21   22 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue Vol. 8 No. 2 (2025): Indonesian Journal of Islamic Teaching Vol. 8 No. 1 (2025): Indonesian Journal of Islamic Teaching Vol 8 No 1 (2025): Indonesian Journal of Islamic Teaching Vol 7 No 2 (2024): Indonesian Journal of Islamic Teaching Vol. 7 No. 2 (2024): Indonesian Journal of Islamic Teaching Vol 7 No 1 (2024): Indonesian Journal of Islamic Teaching Vol. 7 No. 1 (2024): Indonesian Journal of Islamic Teaching Vol 6 No 2 (2023): Indonesian Journal of Islamic Teaching Vol. 6 No. 2 (2023): Indonesian Journal of Islamic Teaching Vol 6 No 1 (2023): Indonesian Journal of Islamic Teaching Vol. 6 No. 1 (2023): Indonesian Journal of Islamic Teaching Vol 5 No 2 (2022): Indonesian Journal of Islamic Teaching Vol. 5 No. 2 (2022): Indonesian Journal of Islamic Teaching Vol 5 No 1 (2022): Indonesian Journal of Islamic Teaching Vol. 5 No. 1 (2022): Indonesian Journal of Islamic Teaching Vol 4 No 2 (2021): Indonesian Journal of Islamic Teaching Vol. 4 No. 2 (2021): Indonesian Journal of Islamic Teaching Vol 4 No 1 (2021): Indonesian Journal of Islamic Teaching Vol. 4 No. 1 (2021): Indonesian Journal of Islamic Teaching Vol 3 No 2 (2020): Indonesian Journal of Islamic Teaching Vol. 3 No. 2 (2020): Indonesian Journal of Islamic Teaching Vol. 3 No. 1 (2020): Indonesian Journal of Islamic Teaching Vol 3 No 1 (2020): Indonesian Journal of Islamic Teaching Vol 2 No 2 (2019): Indonesian Journal of Islamic Teaching Vol. 2 No. 2 (2019): Indonesian Journal of Islamic Teaching Vol 2 No 1 (2019): Indonesian Journal of Islamic Teaching Vol. 2 No. 1 (2019): Indonesian Journal of Islamic Teaching Vol. 1 No. 2 (2018): Indonesian Journal of Islamic Teaching Vol 1 No 2 (2018): Indonesian Journal of Islamic Teaching Vol 1 No 1 (2018): Indonesian Journal of Islamic Teaching Vol. 1 No. 1 (2018): Indonesian Journal of Islamic Teaching More Issue