Analisis Literasi Kemaritiman Buku Ajar PAI di SDN Tanjung Mas Semarang

Purpose of this research is to find the following matters: (1) Implementation of the Hidden Curriculum in the subject of Islamic Religious Education and Character at SMK Negeri 57, Jakarta, (2) Supporting factors and inhibiting factors of the hidden curriculum in the subject of Islamic Religious Education and Character, (3) Evaluation of hidden curriculum in subject of Islamic Religious Education and Character, (4) Concept of implementation of hidden curriculum in the subject of Islamic Religious Education and Character in public schools. This research was conducted from June 2022 to March 2023, using qualitative research methods through a phenomenological approach. Data collection techniques were carried out using interviews, observation and documentation studies. Data analysis uses the interactive Miles and Hubberman model, namely data reduction, display and verification. The validity of the data is measured using source angulation techniques and extending the participation of researchers. The results of this research show that: (1) The implementation of the hidden curriculum in the subject of Islamic Religious Education and Character at SMK Negeri 57, Jakarta consists of aspects of habituation, coaching, assignments, worship, extracurriculars, various school development activities, instilling values, growing empathy, tolerance and collaboration. (2) the supporting factor for the hidden curriculum in the subject of Islamic Religious Education and Character at SMK Negeri 57, Jakarta is collaboration with stakeholders, while the inhibiting factor is the pandemic conditions for two years so that learning is carried out online. Therefore, there are no activities at school (3) Evaluation of the hidden curriculum in the subject of Islamic Religious Education and Character at SMK Negeri 57, Jakarta has not been carried out optimally. Habituation, assignments and role modeling were carried out again after the offline learning was implemented, so it was not implemented thoroughly. (4) Implementation of the Hidden Curriculum in the subject of Islamic Religious Education and Character in public schools, has the concept of (a) implementation is carried out in an integrated manner with school development through habituation, assignments and exemplary activities which cover various aspects in dealing with the lack of learning duration in the subject of Islamic Religious Education and Character in schools. (b) the more school development programs there are, the more dynamic the strengthening of students' character, (c) example and habituation are the most effective strategies in implementing the hidden curriculum since the example set by educators forms the students to follow attitudes and behavior that shape character, while the habituation carried out will build good habits that will be carried over until the students become adults.

This study aims to test this hypothesis is 1) Student learning outcomes are taught with the model of learning curriculum 2013 is higher than the learners who are taught with the model of curriculum learning unit level education (KTSP) in the subjects of Islamic Religious Education. 2) There is an interaction effect between the learning model and the emotional intelligence of learners on the learning outcomes in the subjects of Islamic Religious Education. 3) The result of Islamic education learning of learners who have high emotional intelligence is higher if taught using the model of curriculum lesson 2013 than the learners who were taught using the learning model of educational unit curriculum (KTSP). 4) The result of Islamic education learning on the students who have low emotional intelligence is lower if taught by using the model of curriculum lesson 2013 than the learners who were taught using the learning model of educational unit curriculum (KTSP). This research is using experimental method. Target population is all students of public primary school Jatinegara Kaum 05 Pulogadung, East Jakarta. Affordable population in this research is the students of grade IV of elementary school Jatinegara Kaum 05 Pulogadung, East Jakarta consisting of 2 classes and totaling 56 students, as well as a sample of research with a simple random sampling technique based on factorial design group so selected students. This study yielded two main conclusions, namely: 1) Learning outcomes of learners who were taught with the 2013 curriculum learning model (x = 83,24) the same as learners who were taught with the educational unit curriculum learning model (KTSP) (x = 82, 24) in the subject of Islamic education. 2) There is no interaction effect between learning model and emotional intelligence on learning outcomes in Islamic education subject. Because in the second hypothesis there is no interaction then the presentation of the third and fourth hypotheses is not required. Based on these findings it can be concluded that there is no difference in Islamic learning outcomes that are taught by using the curriculum model of 2013 and KTSP. And there is no interaction between the 2013 curriculum learning model with emotional intelligence on the learning outcomes of Islamic religious education.

This research aims to describe: (1) The use of the Classdojo application in Islamic religious education subjects at MTs Nurul Afifah Southeast Aceh. (2) Obstacles that occur in using the Classdojo application in Islamic religious education subjects at MTs Nurul Afifah Southeast Aceh. (3) Solutions implemented to overcome obstacles in using the Classdojo application in Islamic religious education subjects at MTs Nurul Afifah Southeast Aceh. This research was conducted at MTs Nurul Afifah Southeast Aceh in September-August 2023. This type of research is qualitative research using a qualitative descriptive approach which describes the use of the Classdojo application in Islamic religious education subjects at MTs Nurul Afifah Southeast Aceh. Research data was obtained through interviews with Islamic religious education lesson teachers who were the main source in this research, then interviews with the class teacher and two student parents, observations in the form of participatory observation and documentation as supporting data for the research. The research results show that teachers have used Classdojo as an application or learning medium in Islamic religious subjects by utilizing various features available in the Classdojo application. Then, in using the Classdojo application in Islamic religious education subjects, several obstacles occurred, namely signal and memory interference. Full cellphone, supporting facilities for using the Classdojo application. This research describes the solutions taken to overcome the obstacles that have occurred in the use of the Classdojo application in Islamic religious education subjects.

This study discusses the problems that occur at SMPN 5 Bantan in the application of learning Islamic religious education subjects using an independent curriculum. The independent curriculum is a curriculum that aims to hone children's interests and talents from an early age by focusing on essential materials, character development, and student competencies, for that the learning method also refers to the interest and talent approach. The independent curriculum is a new curriculum that is implemented as a refinement of the previous curriculum, namely the 2013 curriculum. However, in the implementation of this independent curriculum, there are obstacles such as Islamic religious education teachers who do not understand the independent curriculum and students who have not been able to receive the independent curriculum due to changes in this new curriculum. This is very influential on the running of a learning system, especially in Islamic religious education subjects where students are asked to be more active than teachers. The formulation of the problem in the application of the independent curriculum has two problems, namely how to apply the independent curriculum in Islamic religious education subjects at SMPN 5 Bantan, the second is what are the factors that affect the problem of implementing an independent curriculum in Islamic religious education subjects. This study uses qualitative research that is descriptive, in data collection used interview, documentation, and observation techniques. The results of this study stated that the implementation of the independent curriculum at SMPN 5 Bantan has not been carried out properly because it is difficult to change the mindset or old habits in the application of learning, the difficulty in the process of preparing learning tools, and less than optimal in differentiation learning

The reality of the arrangement of Islamic religious education subjects has an important function as well as appreciating strategies regarding educational events at every level in educational attainment. However, the capacity of the reality of the time period in the field of Islamic religious education which is held in public schools still gets serious attention where problems and criticisms occur from various parties. Naturally, overcoming the form of shortcomings and weaknesses will practice Islamic religious education subjects in the school environment, at least through the path of manifestation towards the path of change. Therefore, it requires a policy study or a specific study according to the commitment called the reconstruction of Islamic religious education subjects. This study has a purpose, namely to determine the improvement of the quality of learning with the Probing Prompting model in Islamic religious education subjects for students of SMP Mangunharjo Tugumulyo Musi Rawas. This type of research is CAR participants. The place of this research is students at SMP Mangunharjo Tugumulyo Musi Rawas. The implementation time of this research is in the Odd semester 2020/2021 for Islamic religious education subjects. This study carried out several stages in its research, including: monitoring, results, evaluation and reflection. Data analysis technique in the form of quantitative description. the conclusions of this study show: 1). The learning model with the probing prompting model can improve the quality of learning for Islamic religious education subjects, it can be seen from the level of student activity, and test results. 2). Students like this learning model because it makes them always active in learning.

Islamic religious education subjects are looked down upon by some students because most of them think that Islamic religious education subjects are boring because some teachers often use the lecture method when teaching. Explicit Instruction learning model is a learning model designed to support the student learning process, or also known as the direct teaching model. Explicit Instruction can also be in the form of lectures, demonstrations, training or practice and group work so that students will not feel bored during the lesson because it uses a variety of learning models. It is hoped that through the Explicit Instruction learning model it can make it easier for students to study Islamic religious education so that they can achieve satisfactory learning outcomes.This study aims to determine the effect of the Explicit Instruction learning model and to determine student learning outcomes in Islamic religious education subjects, and to determine whether there is a significant effect on the Explicit Instruction learning model in improving Islamic religious education learning outcomes. This study uses a quantitative approach with a total of 55 respondents, using sample data, collecting data using pre-test and post-test questions. The collected data was then analyzed by validity test, reliability test, normality test, homogeneity test, correlation test, and significant test.Based on the calculation results, the data values ​​obtained through the SPSS version 23.0 program for windows. In calculating the hypothesis, the researcher uses the product moment correlation test and shows that there is a significant effect on the Explicit Instruction learning model in improving student learning outcomes in Islamic religious education subjects, the value of rxy = 0.736, and for a significant test the value of t = 7.926 at the level of significant 5% is 2,005. So from the discussion above, it shows that there is a positive and significant effect between the Explicit Instruction learning model in improving student learning outcomes in Islamic religious education subjects for class VIII at SMP Muhammadiyah 25 Paciran.

Islamic religious education subjects are looked down upon by some students because most students think that Islamic religious education subjects are boring because some teachers often use the lecture method when teaching. The Explicit Instruction learning model is a learning model designed to support the student learning process, or also known as the direct teaching model. Explicit Instruction can also be in the form of lectures, demonstrations, training or practice and group work so that students will not feel bored during the lesson because they use a variety of learning models. It is hoped that through the Explicit Instruction learning model it can make it easier for students to study Islamic religious education so that they can achieve satisfactory learning outcomes. This study aims to determine the effect of the Explicit Instruction learning model and to determine student learning outcomes in Islamic religious education subjects, and to determine whether there is a significant influence on the Explicit Instruction learning model in improving learning outcomes in Islamic religious education. This study used a quantitative approach with a total of 55 respondents, using sample data, collecting data using pre-test and post-test questions. The collected data were then analyzed by validity test, reliability test, normality test, homogeneity test, correlation test, and significant test. Based on the calculation results, the data values obtained through the SPSS program version 23.0 for windows. In calculating the hypothesis, the researcher used the product moment correlation test and showed that there was a significant influence on the Explicit Instruction learning model in improving student learning outcomes in Islamic religious education subjects, obtained a value of rxy = 0.736, and for a significant test obtained a value of t = 7.926 at the level significant 5% is 2.005. So from the discussion above it shows that there is a positive and significant influence between the Explicit Instruction learning model in improving student learning outcomes in class VIII Islamic religious education subjects at SMP Muhammadiyah 25 Paciran.

The learning loss that has occurred due to the COVID-19 pandemic has greatly impacted changes in education in Indonesia. To overcome this, a learning recovery policy is needed where the Merdeka Curriculum is one of the efforts to overcome the problems. In this case, Islamic religious education (PAI) subject must begin to improve and prepare itself to welcome and succeed the Merdeka Curriculum. The implementation of the Merdeka curriculum at SMA Negeri Jenggawah Jember is supported by several interesting issues to study, namely, the Full Day school program. In addition, it has a teacher learning community as well as a student learning community that support the implementation of the current curriculum in the Islamic Religious Education subjects, so that it expects to produce students with good morals and character. The research focuses in this study are: 1) How is the Planning of the Merdeka Curriculum as an effort to overcome the learning loss in Islamic Religious Education subject of X graders at SMA Negeri Jenggawah Jember? 2) How is the Implementation of the Merdeka Curriculum as an effort to overcome the learning loss in Islamic Religious Education subject of X graders at SMA Negeri Jenggawah Jember? 3) How is the Evaluation of the Merdeka Curriculum as an effort to overcome the learning loss in Islamic Religious Education subjects of X graders at SMA Negeri Jenggawah Jember? The research methods applied in this study are: 1) descriptive qualitative approach with case study research design. 2) Research setting. 3) The presence of researchers. 4) Research subjects: purposive sampling technique. 5) Source of data. 6) Data collection techniques: interviews, observation, and document review. 7) Data analysis through three steps: data reduction, data display, conclusion drawing and data verification. 8) Data validity with source and technique triangulation. 9) Research procedure. The research findings indicate that: 1) the planning process includes: PAI (Islamic Education) teachers preparing teaching modules for the independent curriculum, designing Islamic activity programs, and designing assessments based on the independent curriculum. 2) the implementation process includes: conducting active learning activities of the independent curriculum, implementing religious habituation activities, and PAI teachers meeting with parents regarding the implementation of the independent curriculum. 3) the evaluation process includes: evaluating the learning activities of the independent curriculum, evaluating the implementation of religious habituation activities based on the independent curriculum, and conducting joint evaluations with parents. Keywords: merdeka curriculum, learning loss, islamic religious education

The purpose of this study intends to determine the reality of the application of the learning model Everyone is a teacher here in the subject of Islamic Religious Education, to determine the reality of student learning outcomes in Islamic Religious Education subjects and to determine the reality of the effect of implementing the learning model Everyone is a teacher here on learning outcomes. students in the subject of Islamic Religious Education. The method used in this research is descriptive method. While the data collection techniques through questionnaires, observation and interviews. Then the data analysis used partial analysis and correlational analysis. The conclusion in this study is that the Islamic religious education learning model using the “everyone is a teacher here” model shows that the learning process through the “everyone is a teacher here” model can be carried out well. Student learning outcomes in the subject of Islamic Religious Education (PAI) with the application of the "everyone is a teacher here" model have an average score of 4.33. This figure in the scale of the assessment criteria is at intervals of 3.5 - 4.5 with high qualifications. And obtained the count of 2.55 while the table is 11.07. So thus the count is less than the table (2.55 <11.07), the data for variable X is normally distributed.

This research is based on the problem of (a) How can the application of the discussion method in the Islamic Religious Education (PAI) subject, the topic of discussion about Getting to Know Worship in the Month of Ramadan, improve student learning achievement in Class VI SDN Sumbersari 04 Odd Semester 2022/2023 Academic Year? Meanwhile, the aim of this research is to determine the application of the discussion method in the subject of Islamic Religious Education (PAI), the main topic of discussion about Getting to Know Worship in the Month of Ramadhan can improve student learning achievement in Class VI SDN Sumbersari 04 Odd Semester 2022/2023 Academic Year. Each round consists of four stages, namely: Planning, Action, observation and reflection. The target of this research is class VI students for the 2022-2023 academic year. The data obtained is in the form of formative test results, observation sheets of teaching and learning activities. From the results of the analysis, it was found that the low results of the Islamic Religious Education test at SDN Sumbersari 04 is a challenge for educators to improve the quality of education at SDN Sumbersari 04. Therefore, the author is interested in conducting research related to discussion methods in the subject of Islamic Religious Education ( PAI) which the author formulated in the title "Application of Active Learning with Discussion Methods to Improve Student Achievement in Islamic Religious Education Subjects. Discussion Points: Getting to Know the Worship of the Month of Ramadan in Class VI SDN Sumbersari 04 Odd Semester 2022/2023 Academic Year". Abstrak Penelitian ini berdasarkan permasalahan (a) Bagaimana penerapan metode diskusi pada mata pelajaran Pendidikan Agama Islam (PAI) pokok pembahasan tentang Mengenal Ibadah pada Bulan Ramadhan dapat meningkatkan prestasi belajar siswa di Kelas VI SDN Sumbersari 04 Semester Ganjil Tahun Pelajaran 2022/2023? Sedangkan tujuan dari penelitian ini adalah untuk mengetahui penerapan metode diskusi pada mata pelajaran Pendidikan Agama Islam (PAI) pokok pembahasan tentang Mengenal Ibadah pada Bulan Ramadhan dapat meningkatkan prestasi belajar siswa di Kelas VI SDN Sumbersari 04 Semester Ganjil Tahun Pelajaran 2022/2023. Setiap putaran terdiri dari empat tahap yaitu : Perencanaan, Tindakan, observasi dan refleksi. Sasaran penelitian ini adalah siswa kelas VI Tahun pelajaran 2022-2023. Data yang diperoleh berupa hasil tes formatif, lembar observasi kegiatan belajar mengajar. Dari hasil analis didapatkan bahwa rendahnya hasil tes Pendidikan Agama Islam di SDN Sumbersari 04 merupakan tantangan bagi para pendidik untuk meningkatkan mutu pendidikan di SDN Sumbersari 04. Maka dari itu, penulis tertarik untuk mengadakan penelitian yang berhubungan dengan metode diskusi pada mata pelajaran Pendidikan Agama Islam (PAI) yang penulis formulasikan dalam judul “Penerapan Pembelajaran Aktif dengan Metode Diskusi untuk Meningkatkan Prestasi Siswa pada Mata Pelajaran Pendidikan Agama Islam Pokok Pembahasan Mengenal Ibadah Bulan Ramadhan di Kelas VI SDN Sumbersari 04 Semester Ganjil Tahun Pelajaran 2022/2023”.

This research discusses the Problems of Limited Face-to-Face Learning in Islamic Religious Education Subject for Students at UPT SMA Negeri 6 Palopo. This study aims to (a) find out the application of limited face-to-face learning on Islamic religious education (PAI) subjects to the students of UPT SMA Negeri 6 Palopo. (b) knowing the problems of limited face-to-face learning on Islamic religious education (PAI) subjects at UPT SMA Negeri 6 Palopo (c) limited face-to-face learning solutions for Islamic religious education (PAI) subjects for students at UPT SMA Negeri 6 Palopo. This research is a descriptive qualitative research. The research location is UPT SMA Negeri 6 Palopo. Subjects and objects of research are educators and students. Data collection techniques used observation, interviews and documentation. In this study, the data processing techniques used were data reduction, data presentation and conclusion drawing as well as data verification and analysis. The results showed that UPT SMA Negeri 6 Palopo implemented a hybrid learning system, namely a limited face-to-face learning system and online learning with odd-even sessions. Problems in the limited face-to-face from educators are the limitations in controlling students who take online learning, the concentration is divided so that it is less focused, the delivery of material seems rushed because of the limited time duration. Meanwhile, from students, there are demands to adapt to the type of learning they receive. Problems in learning religious education are the lack of students' understanding of the material provided, lack of motivation, there are still students who are not proficient in reading and memorizing prayers in the material for handling corpses. Efforts to overcome the problems of Limit. Face-to-Face Learning, namely for students who have a turn to study online, the learning model is in the form of presenting short material in the form of important points through WA groups or other applications and dominant in assignments. Meanwhile, those who get a face-to-face turn are limited to focusing on explanations and deepening of material and discussions. Persuasive approach, giving advice, enthusiasm and motivation.

This article discusses the Authentic Assessment of Attitudes in Islamic Religious Education Subjects in the Formation of Students' Religious Character at SMAN 7 Sijunjung. This research is field research which tries to maximally reveal facts from the field qualitatively through scientific methods with clear data collection and data analysis techniques. descriptive qualitative research method. The subjects in this research were the principal, head of curriculum and PAI teachers at SMAN 7 Sijunjung. The data collection instruments and procedures used were interviews, observation and documentation. Research results: 1) The process of authentic assessment of attitude aspects in Islamic Religious Education subjects and their impact on the formation of students' religious character is taken by observing teachers, peers, teachers' daily journals, peer assessments, then reported to the curriculum to be made into report cards. every semester, from processing grades for PAI teachers to reporting authentic grades with medium (grades that appear frequently) and not average, reported in letter form (A = very good, B = good, C = fair, D = poor), 2) The results of the authentic assessment of the attitude aspect in the subject of Islamic Religious Education and its impact on the formation of students' religious character are very good and positive, where students have started to participate in midday congregational prayers at school, students always pray fervently, students also read the Asmaul Husna. looks unified, more polite, pays more attention to congregational prayer times, 3) Factors that support PAI teachers in carrying out authentic assessment of attitudes in Islamic religious education subjects in forming the religious character of students at SMA 7 Sijunjung are 1) facilities and factors adequate infrastructure, 2) time adapted to needs, and 3) a congregational prayer program. Factors that hinder PAI teachers in carrying out authentic assessment of attitudes in Islamic religious education subjects in forming the religious character of students at SMA 7 Sijunjung, are not carried out specifically, such as in authentic cognitive assessment, problems with assessment time, sometimes PAI teachers have to cover the material that must be taught. delivered to students in order to achieve curriculum targetskeyword :Authentic Assessment , Attitudes, Islamic Religious Education, Religious Character

This study discusses the role of teachers in improving students' cognitive competency in Islamic education lessons through the recitation method. This study uses qualitative methods, and the data was gathered through field observation, in-depth interviews, and written document analysis. Direct observation was conducted during the teaching and learning process, while in-depth interviews were carried out with teachers and students. Document analysis was conducted to see teaching material preparation and student learning performance scores. The results of this study show that the teacher's role in improving students' cognitive abilities in Islamic religious education subjects through the recitation method has been well implemented in every meeting. The teacher's role includes the use of the recitation method in every meeting of Islamic religious lessons. The impact of using the recitation method can improve students' cognitive abilities in mastering Islamic religious subject matter. Besides that, students' motivation and interest in studying Islam are also improving because the recitation method gives them the freedom to master Islamic religious education material. In conclusion, the recitation method is very suitable for learning Islamic religion because it is related to mastering the verses of the Koran and hadith. For this reason, teachers and Islamic education institutions need to think about applying the recitation method in Islamic religious learning when the material is mostly related to the Al-Quran and hadith.

The purpose of this study was to determine the effect of the implementation of the moral reasoning method on the understanding of free association material and its consequences on Islamic religious education subjects at SMA Muhammadiyah 1 Pekanbaru. While the formulation of the problem is whether there is an effect of the implementation of the moral reasoning method on the understanding of free association material and its consequences on Islamic religious education subjects at SMA Muhammadiyah 1 Pekanbaru. This study uses two variables, namely: variable X (Influence of the Implementation of Moral Reasoning Method) and variable Y (Understanding Free Association Materials and Its Consequences). The data collection technique that the author uses is a questionnaire, test, observation and documentation technique. This study uses the serial correlation formula. The results of the study indicate that the effect of the implementation of the moral reasoning method has a significant influence on the understanding of promiscuity and its consequences. After analyzing the data, the authors conclude that the effect of the implementation of the Moral Reasoning Method on Islamic Religious Education Subjects is 89.47% or in the very good category. Meanwhile, the understanding of the material of promiscuity and its consequences is 92.08% or in the very good category. Through the serial correlation formula, the results of the study show that the correlation coefficient value of 0.710 is greater than the significant level of 1% 0.372 and 5% 0.288. This means that Ha is accepted and Ho is rejected. As a result, on Islamic Religious Education Subjects at SMA Muhammadiyah 1 Pekanbaru. Keywords: The Effect of Implementation of Moral Reasoning Method, Understanding of Free Association Materials and Its Effects.

This study is motivated by students' low learning motivation in Islamic religious education subjects, which has a significant impact on student learning outcomes, resulting in lower learning achievement in Islamic religious education. Furthermore, the COVID-19 outbreak is presently occurring, requiring at-home education. This exacerbates students' lack of enthusiasm to learn, particularly in Islamic religious education subjects. As a result, an effective approach for increasing students' learning motivation is required, one of which is the employment of the discussion method. The goal of this study was to identify the impact of online discussion in increasing students' learning motivation in Islamic religious education subjects, as well as the elements that hampered and aided its implementation. The methods of observation, interviews, and documentation were utilized in the research, which fits under the category of qualitative research. The research method used was descriptive qualitative research. The study's findings revealed that using online discussions increased students' learning motivation. As for the author's conclusion that using online discussions in Islamic religious education learning can increase students' learning motivation, this can be seen from the results of observations made during discussion activities, where students were very enthusiastic when the discussion took place, and students' learning motivation in every other subject.