Islamic History Subjects Research Articles

The Application of Learning Media based-Magic Box to Improve Learning Outcomes in Islamic History Material

Learning outcomes have an essential role as a measuring tool for achieving the goals of learning activities. However, there is still material below the average value, one of which is Islamic history material, because the learning seems monotonous, so some students are not focused and lack attention, making it difficult to understand the lesson. This study aimed to increase students' activity and learning outcomes in Islamic history material in class 2 I KMI at Darussalam Gontor Islamic Boarding School. The research method used classroom action research with the model Kemmis and McTaggart. Applying Magic Box learning media in class 2I in Islamic history subjects at Darussalam Gontor Boarding school produces the following research results: 1) student activeness In cycle 1 reached a percentage of 75.2%; in cycle 2, the increase in student activity reached 83.5%. The comparison of increased active learning cycles 1 and 2 is 30%. 2). Students who got scores above the average, In cycle 1, students who got scores above the average, namely 23 out of 40, reached 57.5% of all students with an average of 45.75. In cycle 2, students got scores above the average, namely 36 out of 40, achieving 90% of all students with an average of 74.25. The comparison of increased student learning outcomes in cycles 1 and 2 is 35%.

The Implementation of Cooperative Learning Think Pair Share Method to Enhance the Learning Outcomes of Grade VII C Students on Islamic History Material at Darul Istiqomah Bondowoso

The Think Pair Share model provides time for students to think independently, respond to other students, and share with their peers. The implementation of the Think Pair Share model is divided into three stages: Thinking, Pairing, and Sharing, allowing students to actively participate in the learning process and improve learning outcomes. This research was conducted due to the classical and less effective nature of the existing learning process. Student engagement was not maximized, leading to student fatigue and boredom with the course material. The purpose of this research is to improve the understanding and learning outcomes of students in the subject of Islamic History by applying the Think Pair Share cooperative learning model in Grade VII C at Darul Istiqomah Islamic Boarding School in Bondowoso. This study used a classroom action research design conducted in two cycles, with each cycle consisting of two meetings. Data collection techniques included tests, observations, and documentation. The data analysis methods employed were quantitative and qualitative analyses. The results of the study indicated an improvement in students' learning outcomes from Cycle I to Cycle II. The achievement percentage in Cycle I was 56.25%, and after the implementation of Cycle II, it increased by 25% to reach 81.25%. Based on these results, it can be concluded that the application of the Think Pair Share cooperative learning model can enhance students' learning outcomes in the subject of Islamic History at Darul Istiqomah Islamic Boarding School in Bondowoso.

Improving Learning Outcomes of Grade 4D Students in Islamic History Using Mind Mapping Learning Media at Pondok Modern Darussalam Gontor

The subject of Islamic History is one of the Islamic education subjects taught at Pondok Modern Darussalam Gontor Putri 2. However, the learning process is currently limited to transferring knowledge, making it seem dull. Additionally, the textbooks used by the 4th-grade female students have shortcomings, such as the lack of practice questions and a less engaging book design. Therefore, given these conditions, the researcher aims to find a solution to achieve the intended learning objectives. In this regard, the researcher, also an observer, is obligated to create an engaging, creative, and enjoyable learning environment for the students. One approach is by using the mind map learning method, where the teacher prepares and presents a colorfully designed map during the learning activities to capture the students' attention. The purpose of using this media is to stimulate the students' thinking and train them to extract wisdom and values from the learning material. Based on the data obtained from the per-cycle results, there has been an improvement in the learning process in two aspects: student engagement and the completeness of learning outcomes. In terms of student engagement, during cycle 1, 21 students were actively paying attention and asking questions related to the lesson. In cycle 2, there was an increase, with 32 students actively participating in learning. Regarding the benchmark for the completeness of learning outcomes, in cycle 1, 25% of the total students scored above 60. In cycle 2, this increased to 80% of the total students. This indicates that the mind map method can enhance student engagement in the learning process and improve the completeness of learning outcomes.

Analisis Penerapan Strategi Inkuiri dalam Pelajaran Sejarah Islam Kelas 4 KMI

One of the problems faced in the world of education today is that students are not encouraged to develop critical thinking skills to the fullest. Due to the lack of use of learning methods that can make students active and think critically. Thinking skills are one of the abilities that must be possessed by students in the 21st century. The implementation of the inquiry method in the learning process is to be able to invite students to be more active and be able to develop critical thinking skills toward the information or knowledge they have acquired. implementation of the inquiry method in developing critical thinking skills in Islamic history subjects in grade 4 KMI Gontor. The research method used is descriptive qualitative research. The research was conducted in class 4C KMI Gontor. Data collection techniques used interviews, observation, and documentation. The results of the study found that SKI teachers in grade 4 KMI Gontor could implement the inquiry method in developing students' critical thinking well. However, there are shortcomings at the stage of the inquiry method due to the limited time available. And the development of student’s critical thinking skills has begun to develop slowly and is well realized in students which are already implied at each stage of the inquiry method, but there are indicators of critical thinking skills that still need to be trained and accustomed because students have a quiet nature (introvert), shy, and lack of interest.

Problematika Pembelajaran SKI Di MTs Salafiyah Syafiiyah Bandung Diwek Jombang

The subject of Islamic history is underestimated or is only considered a complementary subject by students. So that here the researcher is interested in researching about how the problems of learning Islamic Cultural History at MTs Salafiyah Syafiiyah Bandung Diwek Jombang and how the teacher's efforts in overcoming the problems of learning the History of Islamic Culture at MTs Salafiyah Syafiiyah Bandung Diwek Jombang. This research uses a qualitative approach. Data collection methods: observation, interviews and documentation. The data analysis technique used Miles and Huberman's interactive model which included data reduction, data presentation and conclusion drawing. To check the validity of the data, it was used research extension, observation persistence and triangulation. The results of this study found that: Mathematics of learning resource problems are incomplete, lack of understanding of the method, the lack of media so that it meets the learning objectives, student problems before and during learning, some evaluation scores are below standard. The teacher's efforts: learning resources are handled with the internet as a complementary source, methods are handled with other methods prepared by the teacher, media are overcome with other media that are easy to find, students are overcome with several common things, evaluation is overcome with remedial programs.

LİSE TARİH DERS KİTAPLARINDA İSLAMİYET ÖNCESİ ARAPLAR HAKKINDAKİ KONU ANLATIMI (1923-1960)

Hz. Muhammad was tasked as the last Prophet by Allah. Without recognizing the political, administrative and cultural characteristics of the Arabian Peninsula to the Arabs before Islam, it is impossible to understand the spread of Islam and what the problems were encountered there. So, in order to better understand and explain the period of Muhammad, it is useful to put forward a number of issues related to the thought structure and life of pre-Islamic Arabs. Because knowing the period in which Islam emerged and interpreting it by considering the conditions of that period will help to better understand the Sunnah of the Quran and then the Prophet. The aim of this article is to reveal how pre-Islamic Arab history subjects were explained in high school history textbooks, which were written in the period between1923-1960 and decided to be taught in high schools by the decision of the Board of Education. The main data source of the study is the high school history textbooks written between1923-1960. The data of the research was obtained by scanning the parts of the high school history textbooks on the subject of Islamic history. In these textbooks, the relevant subjects have been determined, analysed and criticized, and inferences have been made about the subject. It has given information about the states established in the Arabian Peninsula, the lives of Arabs, their religious beliefs and the Arabic language.

ANALYSIS OF EDUCATIONAL VALUESIN ISLAMIC HISTORICAL LITERACY

This research is intended to reveal the educational values in the historical literacy, entitled “Salahuddin Al Ayyubi dan Perang Salib III” written by Alwi Alatas. The educational values exploring the notion of moral, awareness and religion values can be transformed into Islamic History subjects in Madrasah such as Aqidah Akhlaq, Al-Qur’an Al-Hadith, Shariah and Islamic history. Seemingly the same as moral and awareness values, religion values comprise pious, ubudiyah and muamalah that are appropriate to voice the character building as the spirit of curriculum 2013. As the result, it is expected that the learner’s perspectives on their religion history can be explored. Categorized as Islamic historical genre, this novel does not only promote the awareness on the historical place, language, events, narratives, concept, research skill, contention and contestability. This literacy can familiarize the learners with moral judgement and the ability of self reflection by making connection that relates the past with the self and the world today.