Learning Methods of Islamic Religious Education Teachers on Students with Developmental Impairments

Darmawati, Darmawati; Pettalongi, Sagaf S.; Idhan, Mohammad

doi:10.24239/ijcied.vol1.iss1.4

Cited by 5 publications

(5 citation statements)

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“…Therefore, it is essential to have a suitable educational concept for the millennial generation. Before finding the right academic idea, we must first understand the causes of the learning failures in Islamic religious education during the millennial generation (Darmawati, Pettalongi, & Idhan, 2019). This understanding will enable us to seek solutions to the challenges faced by educators in schools.…”

Section: Pendahuluanmentioning

confidence: 99%

The Challenges of Teaching Islamic Education In the Millennial Generation Era

Fathuddin,

Nurdin,

Rustina

2023

ijcied

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This article discusses the issues of Islamic religious education learning in the millennial era, focusing on teachers, teaching methods, learning media, and students' interest in learning. The research was conducted in a high school in the Pasangkayu district. The research utilized a qualitative method with data collection techniques such as direct observation, in-depth interviews, and document analysis. The research findings indicate that implementing Islamic religious education learning in the millennial generation begins with preparing teaching tools. However, the application of teaching methods and the utilization of educational technology still need more improvement. The issues of Islamic religious education learning in the millennial generation in high school include internal and external problems. Internal problems include the teachers' need for more ability to deliver the lessons and utilize educational technology. Islamic religious teachers must be role models for students regarding responsibility, low interest, and learning motivation. External problems include the influence of scientific and technological advancements in communication and the impact of social environments. The solutions to these learning problems involve Islamic religious teachers improving the learning process, providing learning aids, and mastering educational technology. Additionally, teachers engage in discussions with various stakeholders at the school to address the learning issues.

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Section: Pendahuluanmentioning

confidence: 99%

The Challenges of Teaching Islamic Education In the Millennial Generation Era

Fathuddin,

Nurdin,

Rustina

2023

ijcied

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“…c) pembinaan dan pengembangan profesi guru dilakukan melalui jabatan fungsional. d) pembinaan dan pengembangan profesi guru, meliputi penugasan, kenaikan pangkat dan promosi (Darmawati, Pettalongi, & Idhan, 2019) Berdasarkan pemaparan uraian tersebut, menunjukkan bahwa pengembangan adalah usaha yang dilakukan secara sadar dalam rangka meningkatkan potensi yang dimiliki organisasi menuju pada kemampuan diatas kebutuhan saat ini untuk dapat memenuhi kebutuhan dimasa mendatang.…”

Section: Pengertian Pengembangan Tenaga Pendidikunclassified

Manajemen Pengembangan Tenaga Pendidik di Pondok Pesantren Modern Al-Istiqamah Ngatabaru, Sulawesi Tengah

Rosdianawati¹,

Rusli²,

Mashuri³

et al. 2022

jimpe

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Penelitian ini bertujuan mengkaji proses rekrutmen guru TMI (Tarbiyatu Al-Mu’allimin Al-Islamiyah) dan pengembangan kompetensinya setelah menjadi guru di pondok pesantren modern Al-Istiqamah Ngatabaru kabupaten Sigi Sulawesi Tengah. Penelitian ini menggunakan metode deskriftif kualitatif yang datanya diperoleh dengan metode wawancara, observasi dan dokumentasi. Pengecekan data dilakukan dengan perpanjangan masa keikutsertaan, pengamatan yang terus menerus, triangulasi dan diskusi teman sejawat. Hasil penelitian menunjukan bahwa peroses rekrutmen guru TMI (Tarbiyatu Al-Mu’allimin Al-Islamiyah) melalui beberapa tahapan yang panjang, Tahap pertama, kegiatan pengamatan dan penilaian lembaga Pengasuhan dan TMI (Tarbiyatu Al-Mu’allimin Al-Islamiyah) lewat pemberian tugas dan pembekalan praktikum mengajar sebagai sarana dalam pendidikan yang membentuk karakter sebagai guru. Tahap kedua, pemberian kesempatan bagi siswa yang memiliki keinginan kuat serta di dukung oleh orang tua untuk menjadi guru di pondok, Tahap ketiga, musyawarah tertutup yang dihadiri oleh bapak pimpinan pondok, bapak pengasuh, direktur TMI dan semua wali kelas beserta wakilnya, dan Tahap keempat yudisium kelulusan dan penetapan guru di pondokpesantren modern Al-Istiqamah Ngatabaru. Pengembangan tenaga pendidik dilaksanakan secara berkala, pertama pembekalan guru baru dengan berbagai ilmu dan praktik keguruan Didaktik Metodik menjadi program tahunan dalam membekali guru baru. Kedua mewajibkan guru untuk mengikuti jenjang Pendidikan tinggi strata 1 atas biaya pondok. Ketiga mewajibkan guru untuk mengikuti kegiatan kamisan yaitu evaluasi pembelajaran setiap hari kamis. Keempat diadakanya Upgrading bagi guru. Kelima diwajibkan bagi setiap guru untuk membuat persiapan mengajar setiap kali akan mengajar dan diperiksakan kebenarannya.

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“…Some of the tarekats that entered and developed in Indonesia from the 16th or 17th to the 19th centuries include the Qadiriyah, Syattariyah, Naqsyabandiyah, Khalwatiyah, Samaniyah, and 'Alawiyah. There is also a congregation that is better known as the Haddadiyah, which emerged thanks to the creativity of Indonesian Muslims, especially habibs of Arab descent (Darmawati et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Existence of the Qadiriyah-Naqsabandiyah Order in the Development of the Suryalaya Tasikmalaya Islamic Boarding School

Yamin,

Basri,

Suhartini

et al. 2023

At-tadzkir

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The existence of the Qadiriyah-Naqsabandiyah orders in Indonesia has played an important and strategic role in the community. The role of the Qadiriyah-Naqsabandiyah orders in the field of education is not limited to aspects of ritual and character building, noble morals, unpretentious personality, and diligent worship, but also to aspects of social solidarity and social sensitivity. This research tries to reveal the role of qadiriyah and naqsabandiyah order education in Pesantren Suryalaya Tasikmalaya. The results of this study revealed that the role of qadiriyah and Naqsabandiyah order education was carried out with an educational approach at the micro and macro levels. At the micro level, the development of education is carried out personally and in small groups through a series of rituals such as baiah, dhikr, khataman, and manaqib. Meanwhile, at the macro level, educational development is carried out in an organized and structured manner through educational institutions and order organizations.

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Learning Methods of Islamic Religious Education Teachers on Students with Developmental Impairments

Cited by 5 publications

References 1 publication

The Challenges of Teaching Islamic Education In the Millennial Generation Era

The Challenges of Teaching Islamic Education In the Millennial Generation Era

Manajemen Pengembangan Tenaga Pendidik di Pondok Pesantren Modern Al-Istiqamah Ngatabaru, Sulawesi Tengah

The Existence of the Qadiriyah-Naqsabandiyah Order in the Development of the Suryalaya Tasikmalaya Islamic Boarding School

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