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Azkia : Jurnal of Islamic Education in Asia
Published by STAI Al-Hamidiyah Jakarta
ISSN : -     EISSN : 30627354     DOI : -
Core Subject :
Azkia: Journal of Islamic Education in Asia is the leading journal in Islamic educational institutions concerning Islamic education. The journal promotes research and scholarly discussion concerning Islamic Education in Academic disciplines and Institutions, focusing on the advancement of scholarship both formal and non-formal education. Topics might be about Islamic educational studies in schools and universities, and also Islamic educational studies for early childhood in Asia.
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Articles 25 Documents
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Implementasi Program Pra Siaga dalam Menumbuhkan Karakter di RA Mutiara Bunda Munakhiroh El Hajar; Ainun Haiva Nabila; Siskha Putri Sayekti
AZKIA: Journal of Islamic Education in Asia Vol. 1 No. 1 (2024)
Publisher : STAI Al-Hamidiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20337704

Abstract

Character education from an early age is crucial in creating a generation with noble morals, and this character education can be acquired through pre-school activities. The aim of this research is to understand character development in early childhood education programs at RA Mutiara Bunda, comprehend the utilization of character development in early childhood education activities, and evaluate behavioral development in early childhood education activities. The research findings indicate the following: (1) Enhancing learning behavior through play in the preschool period, with plans for daily lesson implementation, full-week lesson plans, and preschool learning. (2) Developing learning behavior in the preschool period through play, including enhancing independent behavior and responsibility through discipline agreed upon by children and teachers, and providing rewards or minor punishments at the end of activities, laying foundations by acting in the preschool period and group games; confidence; Encouraging participation and fostering children's creativity through group games. (3) Work evaluation includes character traits such as independence, responsibility, and confidence, which according to teachers, are consistent with performance. However, based on teacher assessments, integration and testing of self-confidence and independence still need to be strengthened. The development of children in Group B participating in pre-school activities is at the expected level.
Implementasi Pembelajaran Neurosains dalam Menstimulasi Perkembangan Moral Anak Usia Dini Hartin Kurniawati; Ika Rahayu Satyaninrum; Masithoh Sitompul; Muqita Zahira Al Faruq
AZKIA: Journal of Islamic Education in Asia Vol. 1 No. 1 (2024)
Publisher : STAI Al-Hamidiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20337746

Abstract

The aim of this descriptive qualitative research is to describe how the implementation of neuroscience learning is used to stimulate children's moral abilities. The subjects in this research were the school principal and class teacher RA Assa'adah. Data collection techniques that is used was structured interviews. The research results show that education in early childhood is carried out through play activities, because it is in line with the natural nature of a child who likes to play. By playing, children gain knowledge spontaneously without feeling pressured or burdened. Neuroscience learning fits children's learning needs when it is done in a fun way. The media used is appropriate to the child's interests. The activity begins by conditioning the children through reading Iqra, Latin reading books, reading the pledge when lining up, moving and singing or playing simple games, as well as reading short letters together. This is done to prepare the children to be enthusiastic about learning, focus on learning, and receive learning material well. Activities to stimulate children's morals were carried out by singing Islamic songs, reciting hadiths, and telling stories of the prophet. The teacher will give a warning by reading a hadith if a child breaks the rules at school. Teachers assess children's moral development every day. The development results of each child are different because of the differentiation of the character and background of each child. The teacher will evaluate the activities that have been carried out and improve them for the next learning year, especially in terms of children's moral development.
Implementasi Media Crossword Puzzle Pada Pembelajaran Pendidikan Agama Islam Isep Djuanda; Mona Rosdiana
AZKIA: Journal of Islamic Education in Asia Vol. 1 No. 1 (2024)
Publisher : STAI Al-Hamidiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20337652

Abstract

The aim of this study is to find out the implementation of crossword puzzles in Islamic Religious Education Learning, to perceive the student responses on the application of crossword puzzles in learning Islamic Religious Education, and to detect the obstacle to the crossword puzzle implementation in learning Islamic Religious Education at SD Islam Al Syukro Universal Ciputat Tangerang Selatan. The study applied qualitative research to gain meaning, concepts, characteristics, and phenomena in implementing crossword puzzles in the Islamic Religious Education learning process. Data collection used in this study includes observation, interview, and documentation study, with the data analysis referred to Miles and Hubermen's theory, which covers data reduction activity, data presentation, and summary conclusion.  The study shows that: 1) the implementation of crossword puzzle media in learning Islamic Religious Education was conducted with some learning steps that consist of opening, core, and closing. 2) The student responses on implementing crossword puzzles in Islamic Religious Education learning are: a) active participation in learning process, b) enthusiasm in doing lessons, and c) independence driven by competing in filling the boxes in crossword puzzles. 3) The obstacles in implementing crossword puzzle media in learning Islamic Religious Education are: a) Teacher needs more time to design crossword puzzles; b). Implementing crossword puzzles requires reading and writing skills for students, and c) The students could only imitate other students work.
Strategi Guru Pendidikan Agama Islam dalam Pembinaan Akhlakul Karimah Siswa di Sekolah Menengah Pertama Eda Laelasari; Herlina Herlina; Fidya Farwati; Eva Siti Faridah
AZKIA: Journal of Islamic Education in Asia Vol. 1 No. 1 (2024)
Publisher : STAI Al-Hamidiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20337596

Abstract

Teachers play an important role in the process of fostering the morality of their students, especially religious teachers. For the success of the coaching process, the teacher must be able to use various strategies in shaping morality. This study aims to 1) To find out about the Strategies of Islamic Religious Education Teachers at Al-Muhajirin Islamic Middle School, Gunung Sindur District, Bogor Regency 2) To find out about the Guidance of Morals for Students at Al-Muhajirin Islamic Middle School, Gunung Sindur District, Bogor Regency 3) To find out about the factors that influence the Akhlakul Karimah Development Strategy for students at Al-Muhajirin Islamic Junior High School, Gunung Sindur District, Bogor Regency. The method used in this study uses a descriptive qualitative approach. Data collection techniques used the methods of observation, interviews, and documentation. The data analysis technique used by Miles and Huberman is data reduction, data presentation, and drawing conclusions. The results of the study show, 1) The strategy of Islamic Religious Education Teachers, includes: Personal approach, example, habituation and punishment. 2) Guiding the Morals of Students, there are 3 of them, namely moral development that builds a relationship with Allah SWT by performing mandatory and sunnah worship such as recitations, Duha prayers, Dzuhur prayers in congregation and Berinfaq/sodaqoh. Relationships with others such as smiles, greetings, greetings, behavior, courtesy, mutual respect and appreciation. Relationship with the environment by protecting and caring for the environment. 3) Factors that influence the development of student morality, the first supporting factors for fostering student morality: awareness in students, role models in teachers, learning methods, cooperation and support from parents, facilities and infrastructure. The two inhibiting factors for fostering student morality: Lack of hours of Islamic religious education subjects, misuse of cellphones, student environment.
Kajian Historis Madrasah Nizamiyah Apriliani Kartini; Fauzan Fauzan
AZKIA: Journal of Islamic Education in Asia Vol. 1 No. 1 (2024)
Publisher : STAI Al-Hamidiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20286845

Abstract

This article aims to outline the study of the establishment of this madrasah with educational elements. In its growth and development, the madrasah is seen as an evolution of Islamic educational institutions. The Nizamiyah Madrasah is the largest madrasah within the educational institutions managed by the Seljuk Dynasty government. This study is qualitative in nature. With the object of study in this article, this type of research falls into the category of library research. The results of this research explain: 1) The History of the Establishment of the Nizamiyah Madrasah, 2) Madrasah as a Dominant Islamic Educational Institution, 3) Development of the Nizamiyah Madrasah Curriculum, 4) The Nizamiyah Madrasah as an Educational Institution, 5) The Nizamiyah Madrasah as a Political-Ideological Battlefield, 6) Founding Figures of the Nizamiyah Madrasah, 7) The Influence of the Nizamiyah Madrasah based on the institution's compatibility with the environment and beliefs in social and religious contexts.
Implementasi Pembelajaran Tahfidzul Qur’an Berbasis Masjid Muhammad Arifin; Rekza Rekza
AZKIA: Journal of Islamic Education in Asia Vol. 1 No. 2 (2024)
Publisher : STAI Al-Hamidiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20339784

Abstract

This study aimed to examine the implementation of the tahfidzul Qur'an learning process at Ma'had Al-Askar Sawangan, Depok, identify the supporting and inhibiting factors in this process, and evaluate the outcomes of the tahfidzul Qur'an learning process at Ma'had Al-Askar Sawangan, Depok. The research method employed was a descriptive-qualitative approach. Data were collected through interviews, observation, and documentation. The data analysis utilized an interactive analysis model proposed by Miles and Huberman, commonly referred to as the flow model analysis. The results revealed the following: 1) The tahfidzul Qur’an learning process at Ma'had Al-Askar is reflected in the daily activities that students are required to adhere to, running from Monday to Friday. 2) Supporting factors for the tahfidzul Qur’an learning process include a comfortable and conducive learning environment, a democratic and non-authoritarian leadership style of the caregivers/ustadz, and harmonious relationships between students and caregivers as well as among fellow students. The inhibiting factors are primarily internal, originating from the students themselves as memorizers. These internal factors include laziness, drowsiness, homesickness, lack of discipline, and other personal challenges. 3) The outcomes of the Tahfidzul Qur’an learning process at Ma'had Al-Askar demonstrate that students not only succeeded in memorizing the Qur’an but also acquired additional skills, such as leading congregational prayers, performing the adhan and iqamah, and interacting effectively with the community.
Media Pembelajaran Mistery Box: Peningkatan Perilaku Hidup Bersih dan Sehat (PHBS) Anak Usia Dini Feny Kurnia; Mustika Dewi Muttaqien
AZKIA: Journal of Islamic Education in Asia Vol. 1 No. 2 (2024)
Publisher : STAI Al-Hamidiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20339944

Abstract

This research based on the factors of low clean and healthy living behavior in children and mystery box media plays a very important role in increasing clean and healthy living behavior in children. Because of the result of observations at PAUDQu Darul Falah Depok that there were 8 children who were still low in awareness of clean and healthy living behavior. The purpose of this study was to find out the application of the mystery box media and to find out the increase in clean and healthy behavior in children through mystery boxes. The subjects in this study were a group of students, with 8 students consisting of 4 boys and 4 girls. The object of this study is clean and healthy living behavior through the mystery box media. The method in this study uses the classroom action research method developed by Kemmis and McTaggart through four stages, namely planning, action, observation, and reflection. The flow of this research was carried out in two cycles. The result of this study is that children’s clean and healthy living behavior increases. This can be proven in the pre-cycle activities; the result was 44.78%. Continuing in the activities of cycle I meeting 1, the result was 49.9%. At meeting 2, the result was 52.59%. And at meeting 3, the result was 61.97%. Then in the activity cycle II meeting 1, the result was 67.81 %. At the second meeting, the result was 72.91%. And in the third meeting, the result was 80.20%. It can be concluded that the mystery box can improve clean and healthy living behavior in group A children at PAUDQu Darul Falah Depok.
Hadis Tarbawi: Keutamaan Menghafal Asmaul Husna Suma Wijaya
AZKIA: Journal of Islamic Education in Asia Vol. 1 No. 2 (2024)
Publisher : STAI Al-Hamidiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20339878

Abstract

Asma  nama dan husna artinya kebaikan atau keindahan, jadi esmaul husna adalah nama Allah yang baik dan indah. Nama Allah yang indah adalah Asmaul Husna. Banyak sekali tokoh Asmor Husna yang berjumlah sembilan puluh sembilan dan yang menyimpannya atau mengingatnya adalah orang-orang yang terbaik. Bermacam-macam penafsiran ulama pun mengemuka mulai dari jumlah bilangan dalam asmaul husna dan kata (أحصاها) ahshaha yang terdapat dalam hadis riwayat Bukhari, Muslim dan Ahmad. Penyajian makalah ini bersifat deskriptis dimulai dengan menjabarkan landasan teoretis dari asmaul husna dan bingkai konseptual dari al-Quran, Hadis dan Pandangan Ulama.
Penanaman Nilai-Nilai Agama Islam Melalui Keputrian di SDIT Al-Hamidiyah Depok Anjelita Nur Islami; Ade Husnaeni; Eva Siti Faridah; Fathurrazak Fathurrazak; Yasin Arahman
AZKIA: Journal of Islamic Education in Asia Vol. 1 No. 2 (2024)
Publisher : STAI Al-Hamidiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20340030

Abstract

Penelitian ini memiliki tujuan diantaranya, (1) Untuk mendeskripsikan penanaman nilai-nilai agama Islam melalui keputrian di SDIT Al-Hamidiyah Depok, (2) Untuk mengetahui faktor pendukung dan penghambat dalam pelaksanaan keputrian di SDIT Al-Hamidiyah Depok, (3) Untuk mengetahui solusi menyelesaikan permasalahan dalam keputrian di SDIT Al-Hamidiyah Depok. Peneliti menggunakan metode kualitatif dengan tahapan reduksi data, penyajian data, menarik simpulan. Sumber data yang peneliti gunakan adalah triangulasi data. Pembahasan dalam penelitian ini terdiri dari tiga bagian diantaranya, (1) Penanaman nilai-nilai agama islam melalui keputrian terdiri dari tiga nilai yaitu nilai akidah, nilai akhlak dan nilai fikih, (2) faktor pendukung dalam pelaksanaan keputrian yaitu dengan adanya fasilitas yang memadai guna tercapainya tujuan dari materi materi keputrian, berbagai pihak dalam SDIT Al-Hamidiyah mendukung diadakannya keputrian setiap hari jumat, keputrian dilengkapi dengan kurikulum yang sesuai dengan kebutuhan para siswi di SDIT Al-Hamidiyah. Sedangkan faktor penghambat dalam pelaksanaan keputrian diantaranya metode guru keputrian yang kurang beragam dan pelaksanaan rapat evaluasi yang tidak rutin dilakukan, (3) Solusi yang dapat digunakan dalam menyelesaikan permasalahan di keputrian SDIT Al-Hamidiyah adalah perlu diadakan pelatihan guru keputrian dalam menyampaikan materi secara menyenangkan dan aktif, melakukan evaluasi secara rutin selama satu semester satu kali untuk memperbaiki pelaksanaan keputrian. Penelitian ini dilakukan untuk memberikan pengetahuan dan manfaat bagi para pembaca, pihak-pihak sekolah dan peneliti sendiri terkait penanaman nilai-nilai agama Islam melalui kegiatan keputrian.
Peran Kepala Sekolah Sebagai Adminstrator Zaeni Dahlan; Eva Siti Faridah
AZKIA: Journal of Islamic Education in Asia Vol. 1 No. 2 (2024)
Publisher : STAI Al-Hamidiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20340000

Abstract

To ensure that schools continue to exist and operate effectively, the role of the principal is crucial. Principals play a vital role as they are responsible for overseeing the progress and setbacks of the school. They must also contribute to improving the quality of education. According to Permendikbudristek Number 15 of 2018, principals are entrusted with numerous duties and responsibilities, including planning school programs, managing operations, conducting supervision and evaluations, overseeing teachers' teaching responsibilities, and managing school administration and finances. This study employs a library research or literature review method, collecting literature from various sources such as e-books, journal manuscripts, newspapers, papers, articles, reports, magazines, and relevant journals. The principal's roles can be categorized as follows: educator, manager, administrator, innovator, motivator, supervisor, and leader. The principal’s role in improving the quality of education is critical, as they significantly influence the quality of education itself. Principals are required to develop teaching program plans, student activity plans, staffing plans, financial plans, and equipment plans. Principals have two main areas of responsibility: school administration and professional development of teachers. The success of a principal largely depends on their leadership abilities.

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