Islamic Education Teachers Research Articles

Problematika Pengembangan Kompetensi Digital Guru dalam Pendidikan Islam di Era Globalisasi

In the era of globalization, developing teachers' digital competence has become a significant challenge, particularly in the context of Islamic education, which must remain relevant to current advancements. This study aims to identify the problems and challenges in developing digital competence among teachers in Islamic educational settings in the globalization era. The research methodology used is library research, where primary and secondary data were collected from various books, journals, and literature related to digital competence and its relevance to Islamic education. The results show that while technology plays an essential role in enhancing the effectiveness of learning, many teachers in Islamic education still face challenges such as lack of training, limited access to technology, and resistance to change. This study recommends strengthening online-based training, improving technology infrastructure, and fostering collaboration with technology institutions to bridge the digital divide. This approach will help enhance teachers' professionalism and maintain the relevance of Islamic education in the digital era.

Reconstructing The Role Of Parents and Teachers In Islamic Education

This research aims to explain the importance of reconstructing the roles of parents and teachers in Islamic education. It is a descriptive study utilizing a literature review. The roles of parents and teachers in Islamic education need to be reconstructed because children are growing up in a different era from their parents and teachers. The millennial era, characterized by technology reliance, makes children quickly adapt to their surroundings. However, to protect children from the negative influences of the times, parents and teachers must possess competencies beyond merely educating and teaching in the real world but also guiding them in the virtual world. Therefore, Islamic education for children must be preserved, and parents and teachers must continue to be educators, guides, motivators, and role models for their children so that they can compete in their time while maintaining good moral character according to Islamic teachings.

The Engagement of Islamic Religious Education Teachers of Primary Schools in Semarang in Instilling Religious Moderation

The study is focused on exploring the engagement of Islamic Religious Education teachers of primary schools in Semarang in instilling religious moderation. It specifically examines aspects such as the teachers’ comprehension of religious moderation, their commitment, their effort and their obstacles in instilling religious moderation. The research was conducted using a descriptive qualitative method, gathering data through interview, questionnaire, observation, and documentation. The findings revealed that while most of the Islamic Religious Education teachers of primary schools in Semarang participating in this study had a good understanding of religious moderation, some teachers still did not understand the concept of religious moderation comprehensively. Although most teachers had a serious commitment and had begun the process of introducing religious moderation to students, a small number of others admitted that they were just about to do so. The teachers made efforts differently in instilling religious moderation to the students, including among others, inserting messages of religious moderation and encouraging student to practice the values of religious moderation both in learning activities in the classroom and outside the classroom. Most teachers encountered obstacles in their struggles to instill religious moderation in students, both internal and external. Internally, the children were noisy and did not focus on listening to the teacher’s explanation. Externally, the time provided by the school is very limited. Based on the findings, this study suggests the need for a serious training to strengthen competency in religious moderation and its implementation for Islamic religious education teachers in elementary schools.

Self-assessment for continuous professional development: The perspective of Islamic Education

This study was conducted to explore the concept of self-assessment that must be practiced by Islamic education teachers for continuous professional development, focusing on the views of Islamic education teachers (IETs). Since, the researcher is trying to collect further information, it is appropriate to employ a qualitative approach in the form of a case study. Six participants were selected using purposive sampling techniques based on specific criteria. Participants were chosen for their extensive experience in the field of Islamic Education, which provides them with versatility and knowledge of the practices of educators teaching Islamic Education. Data were collected through semi-structured interviews conducted face-to-face and online. The findings revealed six themes: 1) the meaning of self-assessment, 2) the purpose of self-assessment, 3) aspects of self-assessment, 4) timing for conducting self-assessment, 5) the qualities of teachers who practice self-assessment, and 6) challenges in implementing self-assessment. Participants endeavored to enhance understanding of self-assessment practices by offering examples from various teaching roles and situations. Self-assessment plays a crucial role in cultivating reflective thinking and self-awareness among IETs, promoting positive and transformative changes in their professional journey. It fosters enthusiasm and encourages personal growth, thereby enhancing teaching practices within Islamic education. Self-assessment should ideally occur immediately after lessons or in response to specific events, and it is beneficial to be practiced continuously to ensure ongoing improvement and adaptability. Teachers who engage in self-assessment demonstrate a commitment to personal and professional development, contributing to a positive educational environment. Despite challenges, self-assessment empowers teachers to make informed decisions for improvement based on evaluation outcomes. This study serves as a crucial guideline and informational resource for IETs to align their professional development with current needs and advancements.

Enhancing Pedagogical Competence : Evaluating Islamic Religious Education Practices in West Aceh

The research aims to explore teachers' pedagogical competence in implementing evaluations of Islamic religious education, preparation for evaluations, use of information technology in implementing evaluations, implementation of comprehensive evaluations, and implementation of differentiated evaluations. Data collection methods included observations, interviews, and documentation. The selection of respondents employed purposive sampling to ensure data accuracy by directly sourcing primary information. Respondents consisted of school principals, school operators, and Islamic education teachers from high schools in the Aceh Barat region. Six tests were utilized to ensure data credibility: extension of observation time, triangulation, member checking, independent analysis, theoretical validity, and negative case analysis. Data analysis followed the Miles and Huberman model, encompassing data reduction, data display, and conclusion drawing or verification. The research results show that teachers' pedagogical competence in implementing Islamic religious education evaluations is quite good, with several innovations being made. These innovations include comprehensive evaluation approaches, student potential-oriented assessments, the utilization of observational results from the learning process, and the use of information technology to enhance the accessibility of the evaluation process. Further research is recommended on the application of evaluation guidelines in the affective and psychomotor domains within Islamic education at the high school level to complement the findings of this study.

Application of Religious Harmony Values to Students of State Integrated Junior High School of Balaesang Tanjung

The aim of study is to discussed the application of religious harmony values to students of State Integrated Junior High School of Balaesang Tanjung. This research adopts a qualitative approach. Qualitative research is characterized by collecting descriptive data, including the informants' words, actions, and feelings, who serve as the needed data sources. This study found that In implementing the values ​​of religious moderation at State Integrated Junior High School Balaesang Tanjung, namely through the principal’s policy followed by all teachers, especially Islamic religious education teachers at State Integrated Junior High School Balaesang Tanjung implementing the principles of religious moderation in every lesson, which includes the attitude of taking the middle path (tawassuth), straight and firm (i’tidāl), balance (tawāzun), tolerance (tasāmuh), egalitarian (musāwah), deliberation (syurā). The impact of implementing the values ​​of religious moderation at State Integrated Junior High School Balaesang Tanjung is that it has a positive effect on students, including growing an attitude of mutual understanding towards each other regardless of religion, being able to show an attitude of awareness and honesty, and not worrying about differences

The Approach of Al- Qur'an and Hadith Teachers in Teaching Illiterate Students Al-Qur'an at the Islamic State Junior High School in Sigi Regency

This research discusses the analysis of the Qur'an Hadith Teacher's Approach to Illiterate Students of the Qur'an at Islamic Junior High School Alkhairaat Pandere, Gumbasa District, Sigi Regency. This research uses qualitative research methods. The author used observation, interview, and documentation techniques to collect data in the field. Next, the collected data is analyzed using data reduction, presentation, and verification. The results of the research show that the analysis of the Qur'an Hadith Teacher's Approach to Illiterate Students of the Qur'an at Islamic Junior High School Alkhairaat Pandere, Gumbasa District, Sigi Regency includes three points: 1). The learning approach used is a Collaborative Team Games Tournament (TGT) approach and a Two Stay Two Stray collaborative approach. 2). In practice, the teacher uses group learning techniques and writing using Latin letters. 3). Policies taken in cases related to students are always taken by deliberation by the committee and student guardians, and their implementation uses complete supervision from all parties. The implications of this research are expressed in the form of suggestions, namely for the Islamic Junior High School Alkhairaat Pandere to provide more opportunities for Islamic education teachers, especially Qur'an Hadith, to develop their quality in the form of training regarding classroom management, mastery of material and most importantly, deepening and mastering the curriculum and learning approaches which are diverse and continue to develop. Other Islamic junior high schools could adopt the techniques used by the Islamic Junior High School Alkhairaat Pandere in handling students who are illiterate in the Qur'an.

MANAJEMEN PEMBELAJARAN FIQIH DI TK DARUL HIKMAH GARUT

Fiqh learning is one of the learning that discusses the foundations of Islamic religious values. The existence of Fiqh learning at this early age level is a very good thing, this is because in the development of early childhood, the development can still be said to be very stable. This study aims to describe the delivery of Fiqh learning at Darul Hikmah Kindergarten Garut. This research was qualitative research conducted at Darul Hikmah Kindergarten Garut, West Java. The data collection technique used interviews with Islamic Education Teachers at Darul Hikmah Kindergarten Garut, observation and documentation. The results of this study indicate that the delivery of Fiqh learning at Darul Hikmah Kindergarten Garut is carried out through three stages, namely the planning, implementing and evaluating stages. At the planning stage, it is done by preparing a learning plan at the beginning of the semester. At the implementing stage, fiqh learning at Darul Hikmah Kindergarten is included in religious learning which is usually carried out once a week, precisely on Fridays by using the Merdeka Belajar curriculum. At the evaluation stage, it is carried out using checklists, anecdotal notes, or verbal exams.

Shared Religious Education through Christian–Islamic Team Teaching

The article, which is written by an interreligious team, provides comprehensive insights into the conception, implementation and accompanying research of a project on Christian–Islamic religious education in team teaching. The aim of the project is to expand the denominational religious education lessons anchored in Austrian schools through religious-cooperative units taught jointly by a Christian and an Islamic teacher. The analysis of the teaching units is carried out in the format of design-based research and thus encompasses numerous aspects of interreligious educational processes, which are examined in this article. Firstly, the design of the project is described and the legal framework associated with it is explained in the context of the Austrian school system. Subsequently, learning requirements on the part of Christian and Muslim pupils are presented, with a particular focus on their preconceptions and attitudes towards religion in general as well as other religions. Special attention is paid to the specific framework conditions of Islamic religious education teachers, which differ in many aspects from those of Catholic religious education teachers. Furthermore, interreligious competences they consider necessary are described. Specific insights into the teaching units and the complementary research provide information about the opportunities and challenges of interreligious education in team teaching by two teachers. After this focus on the teachers, an outline of the students’ perspectives on the teaching units completes the presentation of the research results. In the concluding summary, the local theories developed from the overall project are presented and discussed.

The Role of Islamic Education Teachers in Addressing the Negative Impact of the TikTok on Teenagers in Lampung, Indonesia

This study investigated the role of Islamic education teachers in mitigating the negative impacts of TikTok on teenagers in Lampung, Indonesia. This study aimed to assess the extent of TikTok usage among teenagers, identify the associated negative effects, and analyze the strategies employed by Islamic religious education teachers to address these issues. This field study employed a qualitative case study approach, with a sample consisting of 455 adolescents (both male and female) aged 12 to 18 years, and 35 Islamic education teachers who actively participated in the intervention. Data collection was conducted in three stages: observation, interviews, and document analysis. Questionnaires and instruments were designed, and data obtained from Islamic education teachers were analyzed using the Miles and Huberman theoretical framework. The findings revealed that TikTok has a significant negative impact on adolescents, manifesting in various detrimental outcomes. Islamic religious education teachers have already implemented numerous roles and solutions to combat these issues, highlighting the necessity of a comprehensive and serious approach to address this problem. This study underscores the importance of empowering adolescents to resist the risks associated with the unwise and morally harmful use of TikTok, thus protecting their ethical development and well-being.

PAI Teachers' Strategies In Improving Students' Learning Activity In PAI Subjects In Elementary Schools (Case Study Research at SDN 2 Parakan Garokgek, Purwakarta Regency)

This study was motivated by observations showing low interest and activeness of students in participating in Islamic Religious Education (PAI) learning, which has implications for the achievement of learning objectives that are not optimal. This study explores the strategies Islamic Religious Education (PAI) teachers to improve student learning activeness in Elementary Schools. This study uses a qualitative approach with a case study method—data collection techniques through observation, interviews, and documentation studies. Research participants consisted of Islamic Religious Education (PAI) teachers, principals, and homeroom teachers at the school. Data analysis was carried out descriptively and qualitatively to understand the strategies applied by teachers in planning and implementing learning and the factors that influence its success. The study results showed that Islamic Religious Education (PAI) teachers used various innovative and creative learning strategies to improve student learning activeness, such as discussion methods, group work, and interactive learning media. In addition, this study identified factors that influence the success of learning strategies, including active student involvement, support from the school environment, and teacher competence and creativity in teaching. This study provides theoretical contributions in the form of new knowledge and insights regarding Islamic Religious Education learning strategies in elementary schools and practical benefits for teachers, schools, and educational institutions to improve the quality of learning and student learning activity.

Effectiveness of Teaching and Professionalism of Islamic Education Teachers from the Perspective of Educational Psychology

This study discusses the effectiveness of teaching and the professionalism of Islamic Religious Education teachers from the perspective of educational psychology. Islamic Religious Education, taught at various educational levels, has unique characteristics and content compared to other subjects. Islamic Religious Education teaching emphasizes spiritual and social attitudes, requiring effective teaching approaches. Islamic Religious Education teachers must possess professionalism that includes professional, pedagogical, personal, and social competencies. Teacher professionalism is directly related to their ability to teach effectively, which impacts students' academic achievement. Effective teaching involves a deep understanding of the material, selection of teaching strategies, thorough planning, as well as skills in classroom management, student motivation, and the use of technology. This study uses a literature review method to examine relevant literature on Islamic Religious Education teaching and teacher professionalism, identifying psychological elements that support effective teaching. The results show that professional Islamic Religious Education teachers are those who master various aspects of teaching and the psychological skills needed to create an effective and conducive learning environment.

The intervention of Islamic Religious Education Teachers in Puberty Assistance: NVIVO Analysis

This research explores the role of Islamic Religious Education (PAI) teachers in accompanying students during puberty, a critical transition phase in the lives of Muslim adolescents that involves significant physical, emotional, and spiritual changes. Appropriate assistance during this period is crucial to help teenagers understand the changes occurring and carry out their religious responsibilities well. Using a qualitative approach with phenomenological methods, this research involved in-depth interviews with 10 PAI teachers from elementary and junior high schools. The analysis using NVivo 12 shows that the PAI teacher's role includes religious education, emotional guidance, spiritual formation, and social facilitation. Despite facing unique challenges, PAI teachers overcame them with various adaptive and responsive strategies. Through intensive personal guidance, key strategies that have proven effective include creating a supportive and open environment where students feel comfortable discussing sensitive topics. This research highlights the importance of a holistic and integrative approach in assisting puberty and provides practical recommendations such as [specific recommendations] to increase the effectiveness of this assistance. This research contributes to the Islamic religious education literature by providing new insights into the multifaceted role of PAI teachers and the challenges they face, as well as suggesting strategies for improving student support during puberty.

The Knowledge of Content Level of Jawi among Islamic Education Teachers Keramat District, Primary Schools

The Knowledge of Content Level of Jawi among Islamic Education Teachers Keramat District, Primary Schools

Lifelong Learning among Islamic Education Teachers

Lifelong Learning among Islamic Education Teachers

THE DEVELOPMENT OF BLENDED LEARNING-BASED DIGITAL TEACHING MATERIALS ON KINEMATICS FOR ISLAMIC PRIMARY SCHOOL PROSPECTIVE TEACHERS IN SCIENCE LEARNING

Kinematics is one of fundamental materials in Basic Science Courses for Islamic Primary Schools Prospective Teacher. Kinematics often difficult for student because it needs schematic drawings and formula for motion. Thus, the kinematics teaching materials absolutely needed for Islamic Primary Schools Prospective Teacher. The current findings suggest that the environment in which Islamic Primary Schools Prospective Teachers learn has not been conducive to their growth and development. These initial observations indicate that certain factors may be hindering their progress. Therefore, digital teaching materials are needed that can facilitate the entire science learning process. The purpose of this research is to explicate the development process, along with the validation and comprehensibility of digital science teaching materials as learning media for prospective elementary school teachers in Islamic education. The Lee and Owens development model was used in the creation of this digital teaching material. The Lee Owens developmental model consist of assessment/analysis, need assessment, front-end analysis, design, development, implementation, and evaluation. A material validation questionnaire, media, and a student readability test were used in the questionnaire with Likert scale. The subject of this research are 24 students of Islamic Primary Schools Prospective Teacher in UIN Maulana Malik Ibrahim Malang. The material aspect of product validation showed an average result of 92.08%, while the media validation aspect scored 90.90%. The readability test for digital science teaching materials obtained a score of 83.2%. These findings suggest that digital science teaching materials are highly valid and suitable for use as learning media for prospective Islamic elementary school teachers. As a result, it is possible to conclude that digital science teaching materials are extremely valid and appropriate for use as learning media for prospective Islamic elementary school teachers.

Penerapan Metode CIRC (Cooperative Integrated Reading and Composition) dalam Pembelajaran Pendidikan Agama Islam di SDN 20 Kota Bengkulu

This study aims to analyze the implementation of the Cooperative Integrated Reading and Composition (CIRC) method in Islamic Education learning at SDN 20 in Bengkulu City. The research method used is descriptive qualitative with research subjects consisting of 28 sixth-grade students and teachers teaching Islamic Education at SDN 20 in Bengkulu City. Data collection techniques include observation, interviews, and documentation. Data analysis is conducted through data reduction, data presentation, and drawing conclusions. The research results indicate that the implementation of the CIRC learning method involves all school authorities, supportive facilities and infrastructure, media selection, modes, strategies, and lesson plan preparation by Islamic Education teachers. With the implementation of this learning model, students are able to understand reading texts and solve issues within the readings. The CIRC learning method is considered effective as it enhances student engagement, makes them enjoy the learning process, and aids in understanding readings without feeling bored. Based on the research findings, it is concluded that the application of the CIRC method is effective in Islamic Education learning at SDN 20 in Bengkulu City. This method enhances students' understanding of Islamic concepts and their ability to apply religious values in daily life. Therefore, it is recommended to continue implementing the CIRC method in Islamic Education teaching to enhance the quality of learning and students' learning outcomes consistently. Keywords: CIRC Method, Islamic Education, Implementation

Pengembangan Materi Ajar Pendidikan Islam Bernuansa Adat Basandi Syara’, Syara’ Basandi Kitabullah Bagi Narapidana di Rutan Kota Padang Panjang

A prisoner is someone who is serving a sentence in a detention center. This research aims to: 1) describe Islamic Education teaching materials in the Padang Panjang City State Detention Center. 2) Developing Islamic Education Teaching Materials with the nuances of Adat Basandi Syara', Syara' Basandi Kitabullah (ABS SBK). 3) Revealing the validity, practicality and effectiveness of the development of Islamic Education Teaching Materials with the nuances of Adat Basandi Syara', Syara' Basandi Kitabullah (ABS SBK). This research is a development research or Research and Development (R&D) with research steps referring to the 4-D development model. The findings in this study are: 1) Islamic Education Teaching Materials at the Padang Panjang City State Detention Center have not been properly arranged in accordance with teaching material components such as a) KI and KD analysis, b) Material Title and Indicators and Objectives, c) Material Outline, d) References, and e) Illustrations of Images, Tables, Diagrams. 2) Based on experiments, Islamic Education Teaching Materials with the nuances of Adat Basandi Syara', Syara' Basandi Kitabullah (ABS SBK) can be applied in all Islamic Education teaching materials. 3) The validity, practicality and effectiveness tests show that the Islamic Education Teaching Materials with the nuances of Adat Basandi Syara', Syara' Basandi Kitabullah (ABS SBK) are very valid, practical and effective.

Actualization of Character Education in PAI Learning in Elementary School

Character education is very important because currently there are many students who cannot practice character in their daily lives. The aim of the research carried out by the author is to provide an important overview of the character cultivation that students must have by means of teachers and parents who must work together to always remind students wherever they are to apply character in everyday life. This type of research is qualitative research with the subject of research being Islamic teachers as the main topic of discussion. This is because Islamic teachers are teachers who can require their students to implement character education. Then data collection techniques use interviews and observation. The results of this research explain that character education implemented in the independent curriculum education unit has been determined. So teachers of Islamic Religious Education and Character Education subjects must provide a form of character education in PAI lessons to achieve success in the learning process. These forms are discipline, devotion, honesty, self-awareness, responsibility and empathy.

Implication of Religious Character Program in Improving Self-Control at State Vocational High School 1 Pedan

<em>The ability of strong self-control can fortify faith for young people in the current era, starting from the concerns of Islamic religious education teachers at State Vocational High School 1 Pedan, sparking the implications of religious character programs aimed at increasing the faith of students to be strong, broad-minded, and have full awareness of understanding right and wrong actions. This study aims to describe the various activities carried out in the implications of religious character programs as a way to improve the religious character of students at State Vocational High School 1 Pedan. This research uses qualitative methods (field research). This research was conducted with data collection techniques through interviews, observations, and documents. Activities are carried out both daily, monthly and annually. Daily activities begin with praying both before and after learning, reading the Qur'an and short surahs, literacy, duha prayers, zuhur prayers, and school spiritists at school, if at home filled with TPA activities, tadarus, and daily amaliyah checks, which are monitored directly by their respective parents. The weekly activity called qolbu management begins with reading the Qur'an together and is filled with religious wisdom stories by the father and mother of Islamic religious education teachers and invited teachers from outside which are carried out on Friday of the first week of each month. Annual activities such as flash pesantren, Isra' Mi'raj commemoration, and the celebration of the Islamic holiday of Eid al-Fitr celebration which is filled with a gathering event between school residents.</em>