Challenges and Readiness of Islamic Education Teachers in Innovative Teaching and Learning

Suhid, Asmawati; Naser, Mohd; Ahmad, Aina Edayu; Abah, Noreha Che; Jusoh, Rosnani; Zaremohzzabieh, Zeinab

doi:10.26811/peuradeun.v9i2.588

Cited by 6 publications

(5 citation statements)

References 18 publications

(21 reference statements)

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“…Meanwhile, modern Islamic educational institutions and integrated Islamic educational institutions continuously carry out an inventory of existing human resources, therefore, the basis for recruitment planning is clear. Inventorying human resources is an important thing to do because having an inventory of human resources is a benchmark for recruiting needed human resources [31][32][33][34][35][36][37][38][39][40][41][42][43][44][45][46][47].…”

Section: Planning Of Human Resource Recruitment In Islamic Educationa...mentioning

confidence: 99%

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Human Resource Management in Islamic Educational Institutions to Improve Competitiveness in Society 5.0 Era

Julhadi¹,

Ritonga²

2023

IJSDP

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The ability of human resources to utilize technology in each of their activities is a competency needed in the era of society 5.0. Meanwhile, Islamic educational institutions in Indonesia in general are slow in responding to changes and developments, so the readiness of human resources in Islamic educational institutions in welcoming the era of society 5.0 is very worrying. Therefore, this study aims to reveal how human resource management is carried out in Islamic educational institutions in Indonesia. The study was conducted using qualitative methods. Data were collected from three types of Islamic educational institutions, namely traditional, modern and integrated educational institutions. These three types of institutions represent all types of Islamic educational institutions in Indonesia. Data were collected by observation, interviews, as well as documentation studies. Data were analyzed through interactive techniques. Based on the results, first, traditional Islamic educational institutions have an istiqamah attitude in carrying out existing and natural management, so as not to give special treatment to human resources in welcoming the era of society 5.0. Second, modern Islamic educational institutions apply TQM in preparing human resources to welcome the era of society 5.0. Third, integrated Islamic educational institutions accommodate the changes while still relying on instilling student morals. These three types of Islamic educational institutions have different responses in welcoming the era of society 5.0 showing the existence of Islamic educational institutions to welcome the era.

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Section: Planning Of Human Resource Recruitment In Islamic Educationa...mentioning

confidence: 99%

“…Islamic educational institutions, especially in Indonesia, in various studies have concluded that institutions are slow in responding to the times [32][33][34][35]. The slow response of Islamic educational institutions to the development of the times often causes the use of the curriculum to no longer match the needs of students [36,37].…”

Section: Introductionmentioning

confidence: 99%

Human Resource Management in Islamic Educational Institutions to Improve Competitiveness in Society 5.0 Era

Julhadi¹,

Ritonga²

2023

IJSDP

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“…As a result, these madrasas are often lagging behind in adopting more modern and effective learning methods that have been widely applied in other educational institutions. Other constraints such as lack of training and technical support, as well as resistance to new changes among madrasah educators and managers, have also contributed to the slow penetration of educational technology in the Madrasah environment (Suhid et al, 2021). All of this is a significant obstacle to be overcome to ensure that the madrasah is able to adapt to the needs of contemporary education and prepare its pupils for the face of a global digital age (Haddar et al, 2023).…”

Section: A Introductionmentioning

confidence: 99%

Promote Innovation In Madrasah Through The Use Of Educational Technology

Andri Sungkowo,

Aris Susanto,

Arifannisa

et al. 2024

IJGIE

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The research aims to explore and evaluate the application of educational technology in promoting learning innovation in the madrasah. With the increasing importance of technology integration in the world of education, madrasas also need to adapt teaching methods by integrating relevant digital tools and resources. The research digs into a range of strategies that can be applied by the matrasah to integrate educational technology effectively, including teacher training, developing technological infrastructure, revising curricula, and applying project-based learning using technology. The study uses a qualitative approach through literary research methods, by reviewing and analyzing previous studies, reports, and data on similar topics. Research results show that the use of educational technology in the madrasah has significant potential to drive innovation in the teaching learning process. The training and professional development of teachers is identified as a key factor in the successful implementation of technology, with adequate technological infrastructure as an essential prerequisite. The integration of curricula with digital resources and the implementation of technology-supported project-based learning strategies has proven to enhance student engagement and deepen their understanding of the subject matter. However, challenges such as limited access to technological resources, lack of effective teacher training, and resistance to change in traditional learning practices are also identified as obstacles to be overcome.

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“…In Indonesia, Islamic religious education is held in schools by providing freedom and facilities that allow educators to be creative in packaging learning using various methods, strategies, media, and platforms connected to the internet and other supporting technologies. The problem of the quality of Islamic religious education learning in Malaysia also seeks a solution using knowledge integrated with technology, internet media, and various methods (Nawi et al, 2012;Suhid et al, 2021;Kamarazaman et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

The use of the Canva application learning media in the Fiqh learning process

Amri¹

2023

JINOTEP

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Abstrak: Rancangan pembelajaran yang berkualitas dan efektif serta mengikuti perkembangan zaman membutuhkan penggunaan media pembelajaran yang menarik, memotivasi, dan meningkatkan aktivitas pembelajaran berupa komunikasi dua arah dalam proses pembelajaran. Aplikasi Canva menjadi salah satu platform pengemasan media pembelajaran yang dapat digunakan degan berbagai desain yang menarik dan dapat diakses dengan mudah. Penelitian ini merupakan penelitian tindakan kelas yang tediri atas dua siklus yang meliputi tahap perencanaan, pelaksanaan tindakan, observasi dan refleksi. Penelitian terhadap subjek siswa kelas X IPK MAN 1 Pesisir Selatan sebanyak 21 siswa. Sumber data yang digunakan adalah observasi, tes,dan dokumen hasil belajar. Analisis data Penelitian Tindakan Kelas dengan teknik analisis deskriptif kuantitatif. Penelitian menunjukkan hasil belajar pada siklus I sebesar 42,85%, siklus II sebesar 57,14 % dan hasil belajar pada akhir siklus III sebesar 80,95 %. Peningkatan hasil belajar ini sejalan dengan aktivitas belajar siswa dalam mengajukan pertanyaan dan menjawab pertanyaan semakin meningkat.Abstract: Quality and effective learning designs that keep up with the times require the use of learning media that are interesting, motivating, and enhance learning activities in the form of two-way communication in the learning process. Through the Canva application, the packaging of learning media can be used with various attractive designs and can be accessed easily. This research is a classroom action research consisting of two cycles: the planning, action, observation, and reflection stages. The subject is student class X IPK MAN 1 Pesisir Selatan subjects with as many as 21 students. Sources of data used are observations, tests, and learning outcomes documents. Classroom Action Research data analysis with quantitative descriptive analysis techniques. Research shows learning outcomes in the first cycle at 42.85%, the second cycle at 57.14%, and the learning outcomes at the end of the third cycle at 80.95%. This increase in learning outcomes is in line with the increased student learning activity in asking and answering questions.

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Challenges and Readiness of Islamic Education Teachers in Innovative Teaching and Learning

Cited by 6 publications

References 18 publications

Human Resource Management in Islamic Educational Institutions to Improve Competitiveness in Society 5.0 Era

Human Resource Management in Islamic Educational Institutions to Improve Competitiveness in Society 5.0 Era

Promote Innovation In Madrasah Through The Use Of Educational Technology

The use of the Canva application learning media in the Fiqh learning process

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