The Implementation of Islamic Education in Student Moral Guidance on Traditional and Modern Pesantren Institution

Sista, Taufik Rizki; Baqi, Safiruddin Al; Budiman, Agus

doi:10.20319/pijss.2019.43.13191338

Cited by 3 publications

(3 citation statements)

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“…Mempelajari materi tersebut sangat penting karena mengajarkan siswa tentang kisah-kisah kenabian, sejarah penaklukan Islam sepanjang masa keemasan Islam, dan sejarah-sejarah lainnya (Madjid et al, 2019). Lebih lanjut, pendidikan Islam selaras dengan nilai-nilai perjuangan https://aksiologi.pubmedia.id/index.php/aksiologi yang dapat diterapkan untuk meningkatkan karakter dan perilaku siswa (Sista et al, 2018).…”

Section: Pendahuluanunclassified

Efektivitas Strategi The Learning Cell Terhadap Hasil Belajar pada Mata Pelajaran Sejarah Islam

Mahmudi,

Rahmawati

2024

aksiologi

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Penelitian ini bertujuan untuk: (1) Mengetahui nilai kelas eksperimen sebelum dan sesudah penerapan strategi The Learning Cell. (2) Mencari hasil tes kelas kontrol sebelum dan sesudah pembelajaran konvensional. (3) Mengkaji efektivitas strategi ini terhadap hasil belajar siswa kelas III KMI di Pondok Pesantren Darussalam Gontor Putri Kampus 1. Metode – Jenis penelitian ini adalah eksperimen kuantitatif dengan menggunakan desain Quation Experiment yaitu Non-equivalent Control Group Design yang berbentuk Pretest-Posttest Control Group Design. Melaksanakan tes awal dan akhir di kedua kelas. Uji u-test (Mann Whitney) digunakan untuk mengetahui keefektifan strategi The Learning Cell terhadap hasil belajar siswi. Temuan – (1) Nilai kelas eksperimen sebelum menggunakan strategi The Learning Cell mempunyai nilai rata-rata sebesar 3,46, dan 8,86 setelah menggunakan strategi The Learning Cell. (2) Nilai kelas kontrol sebelum menerapkan pembelajaran konvensional adalah 3,33, dan setelah menggunakan pembelajaran konvensional adalah 6,16. (3) Penggunaan strategi The Learning Cell terhadap hasil belajar Sejarah Islam pada siswi kelas III KMI dinyatakan efektif dengan hasil Sig. (2-tailed) dari Uji Mann Withney 0,000 < 0,05. Implikasi– Hasil penelitian ini dapat menjadi panduan bagi guru yang ingin menerapkan strategi pengajaran yang dapat melibatkan kemampuan kooperatif siswa untuk menghasilkan hasil belajar yang lebih baik. Hasil – Hasil penelitian ini memberikan saran bagi para pendidik tentang bagaimana menciptakan strategi pembelajaran yang efektif, khususnya pada mata pelajaran sejarah Islam

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Section: Pendahuluanunclassified

Efektivitas Strategi The Learning Cell Terhadap Hasil Belajar pada Mata Pelajaran Sejarah Islam

Mahmudi,

Rahmawati

2024

aksiologi

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“…Kedua, didirikannya pesantren adalah untuk menyebar luaskan ajaran universalitas Islam ke seluruh pelosok Nusantara Soebahar (2013) . Pesantren adalah sebuah komunitas, di mana para ulama (kyai), guru (ustadz), siswa (santri), dan penguruspesantren tinggal bersamadi satu ma'had,berdasarkan nilai-nilai agama Islam lengkap dengan norma dan kebiasaan mereka,yang secara eksklusif berbeda dari populasi umum di sekitar mereka Sista et al (2019) . Dalam perjalanannya, eksistensi pesantrentidak dapat diragukan lagi terutama dalam kapasitasnya sebagai pondasi pengembangan dan pelestarian nilainilai islam di masyarakat.…”

Section: Hartonounclassified

Classroom Management in Basic Yellow Book Learning at The Pesantren

Hartono

2020

Madrosatuna

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Pesantren are traditional Islamic educational institutions which are never used up to be discussed and studied. One of the exciting things to study is how pesantren design basic "classes" so that they can make effective and efficient learning while staying oriented towards learning goals. And how do pesantren make "class" a secure emotional connection between teacher (kyai), student (santri), and teaching material (kitab kuning) in the class so that class harmonization appears within the typical scope of pesantren-style learning. Kitab Kuning learning in pesantren has a unique "model" in carrying out its education; this particularity is then interesting to be used as study material as another alternative in organizing education. Kitab Kuning learning in pesantren adheres to management that is different from class management in general, both in terms of curriculum structure, class construction, and interaction of existing learning components. In general, Kitab Kuning learning in pesantren is divided into 3 (three) levels, namely the primary level (Ula), the intermediate level (Wusta), and the upper level (Ulya). However, this research focuses more on the basic level (Ula), because this level is a determinant of success at the next grade level. Santri at the elementary level are not directly taught the Kitab Kuning, but were introduced first how to read and write the ‘Pegon’ Script. So, students who just entered were conditioned in such a way as to be more familiar with the ‘Pegon’ Script. Therefore, it will be discussed about the patterns and models of class management in the learning of the Kitab Kuning at As-Sunniyah Kencong Pesantren and Baitul Arqom Balung Pesantren in Jember Regency using behavior modification, socio-emotional, and group process approach, which is seen in the classroom conduciveness based on class conduciveness, the element of spirituality, namely the synergistic and harmonious interaction between the kiai, the teacher, and the santri in achieving the learning objectives.

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“…This learning method also emphasizes on the aspects of behavior since it also assess students' attitude such as being punctual for class. Because Islamic Studies also teach about moral education and moral guidance (Sista, Baqi, & Budiman, 2019). If, for instance, a student cannot come on time, he or she will have to take into account the ethics of meeting a lecturer.…”

Section: Learning Modelmentioning

confidence: 99%

Implementation of Open Class at Flipped Classroom Based on Information Technology in Islamic Studies Subject at Pharmacy Department Uii

Harimurti¹

2019

pijss

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Islamic Studies is a main university subject which is also taught at Pharmacy Department. The teaching problem so far is that students when taking lectures are considered not so ready to receive material. They go into class as if they are just carrying out a formality. The worst thing is just being present so that attendance calculations can qualify for the Final Semester Examination. This condition must be changed immediately. The implementation of the Flipped Classroom method aims to make students already have the material to be delivered in class before the lecture begins. Students are expected to be better prepared to follow the learning process. Flipped Classroom innovation is used by optimize the Information Technology (IT). Some applications like social media Youtube and Google Classroom are maximized. The rise of social media among students must be bridged not banned. Youtube is one of the social media favored by students. This learning program also emphasizes student activity. The main purpose of the implementation of this learning is to analyze the most appropriate teaching methods by

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The Implementation of Islamic Education in Student Moral Guidance on Traditional and Modern Pesantren Institution

Cited by 3 publications

References 0 publications

Efektivitas Strategi The Learning Cell Terhadap Hasil Belajar pada Mata Pelajaran Sejarah Islam

Efektivitas Strategi The Learning Cell Terhadap Hasil Belajar pada Mata Pelajaran Sejarah Islam

Classroom Management in Basic Yellow Book Learning at The Pesantren

Implementation of Open Class at Flipped Classroom Based on Information Technology in Islamic Studies Subject at Pharmacy Department Uii

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