Jurnal Al-Tadzkiyyah
Al-Tadzkiyyah: Jurnal Pendidikan Islam discussed the raised issues concerning Islamic education and unbiased exchange of information on the results of scientific studies or research for scholars and practitioners in the field of Islamic education in theory and practice, and research learning Islamic Education include: the development of instruments of evaluation Islamic Education, Islamic Education instructional media development, the development of Islamic education learning model, and the Islamic Educational Scientific action research.
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218 Documents
<![CDATA[Evaluasi Program Praktek Pengamalan Ibadah Di Sekolah Dasar Ar-Raudah Bandar Lampung ]]>
<![CDATA[Ayu, Sovia Mas]]>
<![CDATA[ Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 8 No 1 (2017): Al-Tadzkiyyah : Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/atjpi.v8i1.2092
<![CDATA[Evaluation of the Worship Practice Program Program aims to provide an assessment of the implementation and achievement of program objectives. CIPP Model Stufflebeam is used in research to evaluate aspects of context (goals, guidance, and implementation), input aspects (materials, teachers, and students), process aspects (technical implementation of programs), and products or outputs (results). Analysis of research data using a descriptive qualitative approach. The data collection tool uses interviews and observations to assess teacher behavior by students, self-assessment questionnaires by students, and student behavioral assessment questionnaires by parents. The object of the study was 3 teachers, 55 students, and 55 parents of students. The evaluation results show that for the context and input aspects in the good category. Process evaluation is a good category, related to the timing of implementation and steps for implementing PPI activities in accordance with established guidelines. Product evaluation in sufficient categories means that students can be said to be quite good in religious behavior individually. While the assessment of indicators of religious behavior shows good categories.]]>
<![CDATA[Peningkatan Hasil Belajar Mata Pelajaran Fiqih Melalui Penerapan Metode PQRST (Preview, Question, Read, Summarize, Test)Peserta Didik Kelas V Di Mi Ismaria Al-Qur’aniyah Islamiyah Raja Basa Bandar Lampung Tahun Pelajaran 2016/2017”. ]]>
<![CDATA[Hasanah, Uswatun]]>
<![CDATA[ Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 8 No 1 (2017): Al-Tadzkiyyah : Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/atjpi.v8i1.2093
<![CDATA[The purpose of the study was to determine whether the application of the PQRST method can improve the learning outcomes of students in Class V MI. This research is Classroom Action Research (CAR) because in class action research can study learning problems in the classroom through reflection to solve problems by doing planned actions in real situations and analyzing each influence of the treatment. Data collection methods used are the method of observation, interviews, documentation, and tests. The sample in this study is class V students of Ismaria Al-Qur'aniyyah Islamiyah Raja Basa Bandar Lampung 2016/2017. This research was conducted in two cycles. Cycle I with the material Knowing Halal Food and Drinks, cycle II consists of Knowing Food and Beverages. Based on the results of the study, it was concluded that through the application of the PQRST method (Preview, Question, Read, Summarize and Test) can improve the learning outcomes of fiqh subjects in fifth grade students in MI 2016/2017 academic year.]]>
<![CDATA[Peran Teknologi Informasi Dan Komunikasi Dalam Pendidikan ]]>
<![CDATA[Budiman, Haris]]>
<![CDATA[ Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 8 No 1 (2017): Al-Tadzkiyyah : Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/atjpi.v8i1.2095
<![CDATA[This study aims to determine the role of information and communication technology in education. The information and communication technology in general aims to make students understand information and communication technology devices in general, including computers (literacy) and information literacy, which means students recognize the terms used in information and communication technology. In the Qur'an there are so many commands, statements, suggestions, satires and so on that substantially link Islamic teachings to science and technology. The results of this study found that the role of information technology in education, in addition to helping students in learning also had a quite influential role for teachers, especially in the use of facilities to enrich teaching skills, and the Qur'an as a guide and guidance for the development of science and technology in order to strengthen faith and improve human well-being.]]>
<![CDATA[Penerapan Model Pembelajaran Contextual Teaching And Learning (Ctl) Dalam Meningkatkan Kemampuan Berpikir Kritis Peserta Didik Di Madrasah Bandar Lampung ]]>
<![CDATA[Bahri, Saiful]]>
<![CDATA[ Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 8 No 1 (2017): Al-Tadzkiyyah : Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/atjpi.v8i1.2096
<![CDATA[This study aims to determine the effect of the implementation of the inquiry type CTL learning model on critical thinking skills. The population in this study were eighth grade students of MTs. Al-Asy’ariyah Bandar Lampung Year 2015/2016. The research method used in this study is Quasi Experimental Design. The research design used in this quasi-experimental was the pretest-posttest control group design. The sampling technique is random sampling. The sample in this study consisted of two classes namely the experimental class and the control class. Data collection techniques in the form of tests to measure students' critical thinking skills and observations to observe behaviors that arise in students according to indicators of critical thinking skills. The results of hypothesis testing obtained thitung = 5.78, while ttabel at a significance level of 5% by 2.00, it can be said that thitung > ttabel. This shows that Ho is rejected and H1 is accepted, meaning that there is an influence of the inquiry type CTL learning model on students' critical thinking abilities.]]>
<![CDATA[PONDOK PESANTREN: Lembaga Pendidikan Pembentukan Karakter ]]>
<![CDATA[Syafe'i, Imam]]>
<![CDATA[ Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 8 No 1 (2017): Al-Tadzkiyyah : Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/atjpi.v8i1.2097
<![CDATA[Islamic Boarding Schools are the forerunner of Islamic education institutions in Indonesia. The initial attendance of Islamic boarding schools was estimated from 300-400 years ago and reached almost all levels of the Indonesian Muslim community, especially in Java. After Indonesia's independence, especially since the transition to the New Order and when economic growth really increased sharply, Islamic boarding school education became more structured and the pesantren curriculum became better. For example, in addition to the religious curriculum, pesantren also offer general lessons using a dual curriculum, mone curriculum and Ministry of Religion curriculum. As an educational institution, pesantren are very concerned about the field of religion (tafaqquh fi al-din) and the formation of national character characterized by morality. The provisions of religious education are explained in the National Education Law Article 30 paragraph (4) that religious education is in the form of diniyah education, pesantren, and other similar forms. The existence of Islamic boarding schools is an ideal partner for government institutions to jointly improve the quality of education and the foundation of national character. This can be found from various phenomena that occur, such as fights between schools and distributors that are widespread and drug users among young people are rarely found they are boarding children or graduates of boarding schools.]]>
<![CDATA[Pendidikan Anti Korupsi Dalam Pendidikan Agama Islam ]]>
<![CDATA[Imelda, Ade]]>
<![CDATA[ Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 8 No 1 (2017): Al-Tadzkiyyah : Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/atjpi.v8i1.2098
<![CDATA[Anti-corruption education must be introduced from children to learn about life, meaning that since the beginning the child is introduced to anti-corruption values. Planting carried out consistently and continuously, will foster a child's personality attitude. Basically a person's personality does not appear instantly but through a process. Anti-corruption education can be implemented both formally and informally. At the formal level, elements of anti-corruption education can be included in the curriculum inserted / integrated into the subject. The concept of anti-corruption by getting used to living anti-corruption, through the introduction of an anti-corruption lifestyle, due to corruption, and the planting of religious teaching values into students. The implications of anti-corruption education in Islamic religious education, namely the curriculum must link all subjects to anti-corruption values, learning with habituation and exemplary and teachers must be able to be role models, provide information about the dangers of corruption, and familiarize students with anti-corruption.]]>
<![CDATA[Lembaga Pendidikan Islam Terpadu ]]>
<![CDATA[Mualimin, Mualimin]]>
<![CDATA[ Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 8 No 1 (2017): Al-Tadzkiyyah : Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/atjpi.v8i1.2099
<![CDATA[Education in Indonesia only recognizes three models of educational institutions namely Islamic boarding schools, madrasas, and schools (general). The purpose of this article is to explain the phenomenon of the birth and development of the Integrated Islamic School in Indonesia, the philosophy and ideology of the education of the Integrated Islamic School that distinguishes from existing educational institutions, to the impact caused by the development of these schools. The results of this study can explain why the development of the Integrated Islamic School was so rapid and the response of the community was enthusiastic. The Integrated Islamic School in its application is a school that implements an implementation approach by integrating general education and religious education into a curriculum. The Integrated Islamic School also emphasizes integration in learning methods so that it can optimize the cognitive, affective, and conative domains. The Integrated Islamic School also combines aqliyah, ruhiyah, and jasadiyah education. In its implementation, it combines the involvement and active participation of the learning environment, namely school, home and community.]]>
<![CDATA[Peran Masyarakat Dalam Pendidikan perspektif Pendidikan Islam ]]>
<![CDATA[Sada, Heru Juabdin]]>
<![CDATA[ Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 8 No 1 (2017): Al-Tadzkiyyah : Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/atjpi.v8i1.2120
<![CDATA[Education is a shared responsibility starting from the government, parents, then the community. Society plays a very important role in the development of children's education. Therefore, the community should participate in participating in children's education activities either directly or indirectly. The implementation of education itself will certainly have an impact on the community itself, thus there is a positive correlation between society and education. The better education is held, the better will be the quality of the community. Vice versa, the better the quality and the better the community, the better and better quality of education held. Therefore, community education must receive serious attention in the system of implementing Islamic education. The results of this study found that the role of the community in Islamic education can improve quality and superior management.]]>
<![CDATA[Model Kurikulum Pesantren Salafiyah dalam Perspektif Multikultural ]]>
<![CDATA[Syafe'i, Imam]]>
<![CDATA[ Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 8 No 2 (2017): Al-Tadzkiyyah: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/atjpi.v8i2.2121
<![CDATA[Islamic boarding schools are one of the social religious institutions and Islamic education. In general, all pesantren must have characteristics that are not different, namely an institution whose leaders and caregivers are clerics. One type of boarding school in Indonesia is salafiyah boarding schools with special characteristics, namely salaf (traditional). The learning of classical Islamic books or often called "kitab kuning", is one of the characteristics of the salaf pesantren, especially the works of scholars who have embraced Syafi'iyah ideology which are indeed given in the scope of learning in traditional pesantren whose learning focuses on arrest harfiyah for a certain book (text). Santri is one part of the pesantren elements, there are various social and ethnic strata found in Indonesia, until now there has never been a clash of cultures or fights. An understanding of the views of the people in pesantren seems to have been implemented well, which is likely to be unfamiliar in their texts. The transformation of multicultural education has been integrated in the study of classical texts as well as sourced from normative sources found in the Qur'an and hadith, or through other learning such as PKN which has a multicultural educational content for pesantren which are formal education institutions. An understanding of diversity and eliminating Ika appear clearly in pesantren, there are no discriminatory practices for santri in the learning process or in everyday life, respecting so much ethnic diversity and differences, equality, tolerance and open attitude. Efforts to realize a national education goal through multicultural education / learning in Islamic boarding schools are based more on understanding holistic and constructive Islamic teachings.]]>
<![CDATA[Strategi Pengelolaan Lembaga Pendidikan Islam ]]>
<![CDATA[Ryuzen, Ryuzen]]>
<![CDATA[ Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 8 No 2 (2017): Al-Tadzkiyyah: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/atjpi.v8i2.2122
<![CDATA[As a national education subsystem, Islamic education should contribute to building and improving the quality of Indonesian people by creating the best generation (khairunnas / goden generation), which is a generation that excels in science and technology and is able to practice it in daily life. To achieve this goal, Islamic education must be managed optimally through the Islamic Education Institution (LPI). Management of Islamic education institutions whose numbers and shapes are very large certainly requires its own strategy to achieve productivity and quality output. Various concepts and thoughts related to management strategies are urgently needed so that Islamic Education Institutions are no longer regarded as second-class educational institutions that have not been able to fulfill the people's beliefs and needs for quality education. In this paper two management strategies are offered, namely general strategies and specific strategies. In general, strategies are offered based on the Sirozi concept which includes substantive, bottom-up, deregulatory, and cooperative strategies. While specifically applying the management functions of Islamic Education (planning, organizing, implementing / directing and supervising) comprehensively and consistently is considered a smart and futuristic strategic step.]]>
