Islamic Religious Research Articles

Persepsi Mahasiswa dalam Pembelajaran Berbasis E-Learning pada Program Studi Pendidikan Agama Islam

This research was designed to find out how Islamic school students feel about e-learning. This research examines how students interpret e-learning, how they use it, and potential opportunities. Remarkable openings and challenges associated with e-learning in understanding learning. This research plan consists of a subjective descriptive examination. Students at Sunan Giri Surabaya College, namely the Islamic education program which is strictly focused on this program, is the subject of the exam. The research results show that there are both opportunities and challenges in implementing internet-based learning. Thus, the results of this research provide a comprehensive picture of how Islamic Religious Education students view e-learning. This can be used as a useful reference for building more innovative and flexible learning methods in the future.

IMPLEMENTASI MODEL PEMBELAJARAN BERBASIS PROYEK DALAM MENINGKATKAN KEMANDIRIAN BELAJAR SISWA

Innovation in learning methods is essential to ensure that education runs well. Using suitable media, techniques, tools, and materials can make the learning process more attractive, practical, and fun for students. This study aims to determine how implementing the project-based learning model can increase students' learning independence in Islamic Religious Education subjects and identify the obstacles educators face in the process. The descriptive qualitative research method was chosen to provide a comprehensive picture. The subjects in this study are students and teachers of PAI grade VIII SMP Negeri 4 Bandar Lampung. Data was collected using interview, observation, and document study techniques. The data is then analyzed descriptively through the stages of data reduction, data presentation, and conclusions drawn. The study results show that applying the project-based learning model to the material on the introduction and understanding of believing in the prophet and messenger shows excellent potential in increasing students' learning independence. The project carried out in this learning is in the form of making works or other activities related to believing in the prophet and the messenger. With this approach, students not only develop skills in finding and processing information from various sources but can also apply religious values in daily life in a more meaningful way. The obstacles encountered in implementing the learning model are intensive time management and limited resources.

Development of Digital-Based Islamic Religious Education Coursebook at Khairun University

Development of Digital-Based Islamic Religious Education Coursebook at Khairun University

Exploring the effectiveness of the Merdeka curriculum in promoting effective learning practices

The urgency of this research stems from the need to adapt educational curricula to the evolving demands of post-pandemic learning environments. This study aims to explore the implementation of the Merdeka Curriculum (Curriculum Merdeka Belajar) at SDN Bolo 01, focusing on how teacher practices support the achievement of effective learning. By generating insights into the operationalization of the curriculum and identifying strategies to overcome implementation challenges, this research seeks to provide practical recommendations for elementary schools transitioning to the Merdeka This qualitative case study was conducted at SDN Bolo 01, Madiun Regency, East Java, Indonesia. Data were collected through interviews with school principals, classroom teachers, students, and parents, as well as observations and focus group discussions. The data were analyzed using an inductive model to generate themes and interpret The results indicate that SDN Bolo 01 has made significant efforts to implement innovative, student-centered learning practices aligned with the Merdeka Curriculum, such as Project-Based Learning accommodating the Pancasila Student Profile. However, challenges were identified, including teachers' limited experience and references, students' difficulty concentrating, parents' struggles in assisting learning at home, and classroom management issues in Islamic Religious Education. Efforts to address these challenges include teacher working group activities, independent training, parent mentoring, extra lessons for students, and coordination among Islamic Religious Education teachers. This study provides an in-depth qualitative exploration of the implementation of the Merdeka Curriculum in a specific elementary school context, focusing on how teacher practices support effective learning. By identifying strategies to overcome implementation challenges, this research offers practical insights for schools transitioning to the Merdeka Curriculum.

Inquiry Learning as an Effort to Improve Results

The inquiry learning process should be seen as a stimulus that can challenge students to feel involved or participate in learning activities both in digesting, observing, analyzing, responding and answering problems that are being experienced. Any learning carried out by a teacher has the aim of achieving maximum learning outcomes, so he must master the material taught using a variety of learning methods in general (lectures, discussions, questions and answers, giving assignments) and specifics such as effective and fun inquiry (PAIKEM) in order to boost student learning outcomes. The condition of students when learning Islamic Religious Education subjects (not serious about carrying out assignments, reluctant to ask questions, argue, connect subject matter with the real world, students' ability to accept lessons is low) so that learning outcomes are not optimal. The various obstacles above can be found alternative solutions with the creativity of the teacher to package Islamic Religious Education subject matter using the inquiry method in the hope that learning outcomes will improve better than before.

Islamic Religious Education in Building Insight Multicultural

Islamic religious education (PAI) taught in madrasas and public schools is felt has not been one hundred percent successful in making students be tolerant and open towards other communities outside himself. This type of research is a systematic literature review which is carried out by collecting and accumulating research related to community-based total sanitation evaluation. The keywords used for literature searches; "Islamic Education" and "Islamic Education in Multicultural Society". The literature sources used in the research come from online databases, namely Google Scholar and Garuda. the results of this research Multicultural Education is a development process that seeks to improve something that has existed from the beginning or previously existed, developing all human potential, education that respects plurality and heterogeneity, and education that respects and upholds cultural, ethnic, tribal and religious diversity. Multicultural religious learning can instill Islamic values multicultural to participants. So anti-multicultural values such as discrimination and violence can be avoided. Therefore, the learning process of Religious Education Multicultural Islam is recommended to be implemented because it can make things easier achieve the goals of Islamic religious education in forming knowledge, attitudes and students' skills in a unified and balanced manner

Implementation of Project-Based Learning Model in Islamic Religious Education for Grade X at Muhammadiyah Senior High School 1 Surakarta

<em>A learning model is an approach to change learners' behavior adaptively or generatively, which is strongly related to learners' learning styles and teachers' teaching styles. One prominent learning model is Project-Based Learning (project based learning), where students actively participate in real projects to solve real-world problems independently. This research focuses on the implementation of project based learning in Islamic Religious Education (PAI), which aims to develop learners' religious values and character. This research uses a phenomenological approach to describe the situation in the field and understand individual experiences in the context of everyday life. Through direct data collection in the field, this study reveals how project based learning in Islamic Education affects the development of students' social skills, creativity, and concept understanding. The results show that project based learning not only improves students' academic understanding, but also builds inclusive character and effective communication skills in group collaboration. In conclusion, project based learning in Islamic Religious Education makes a positive contribution to education by combining religious values with project-based learning. By going in-depth, this study hopes to provide useful insights for future educational development, particularly in the context of relevant and empowering religious teaching.</em>

Instilling Social Values in Islamic Religious Education Learning in Junior High Schools

The phenomenon of religious and social values ​​of individuals and society is now increasingly dimming. This has implications for students' social character, where moral or ethical values ​​are ignored, egoistic, and a diminished sense of empathy for others. This research aims to determine the instillation of social values ​​in Islamic Education learning at SMPN 15 Bandung. This research method uses a descriptive qualitative approach to describe in detail the problems studied. The data collected came from primary data through observation, interviews and documentation at SMPN 15 Bandung. The results of the research show that instilling social values ​​in Islamic Education learning can be done through three social programs, including: 1) compensation program, in instilling these social values, Islamic Education teachers do not only focus on learning in the classroom, but Islamic Education teachers provide a good role model for students by providing donations to students who experience disaster. 2) Friday blessing program, this program has made students aware of the importance of sharing and being useful for others, in order to form students' characters who have social awareness and sympathy for others by providing good role models through sharing food every Friday. 3) 5S program, teachers are required to be good role models for students in the process of familiarizing themselves with 5S (Salam, Senyum, Sapa, Sopan, Santun), both in the school environment and outside the school environment. This research has implications for the importance of Islamic Education learning in instilling social values ​​in schools.

The Role of Islamic Religious Education Teachers in Fostering Students' Morals at State Vocational High School 1 Banyudono

<p>Personality is a crucial factor for the success of students in the learning process. Instilling good habits from an early age is very important for students. Teachers play a significant role in schools, especially Islamic Education (PAI) teachers, who are educators directly responsible for moral development and the inculcation of legal norms concerning right and wrong, as well as responsibility. This study aims to determine the roles, methods, supporting factors, and obstacles faced by PAI teachers in shaping the personalities of students at SMKN 01 Banyudono Boyolali. The approach used is qualitative, employing case study research methods through data collection techniques such as observation, interviews, and documentation. The results of this study conclude that PAI teachers play an essential role in the moral development of students at SMKN 1 Banyudono, primarily as educators, guides, habituators, and implementers of religious activities. Efforts made by PAI teachers to cultivate students' morals include encouraging the habit of reciting "basmallah" at the beginning of learning activities, saying "hamdallah" at the end, starting lessons by reciting Asma’ul Husna, maintaining classroom cleanliness, assigning additional tasks to memorize prayer recitations, promoting Quranic literacy, guiding and setting an example for students to perform congregational prayers, and actively participating in the execution of religious activities.</p>

Pengembangan Game Edukasi Interaktif Perhitungan Waris dalam Pendidikan Agama Islam Menggunakan Scratch

This study aims to develop and evaluate the effectiveness of interactive educational games in learning inheritance calculation material in Islamic Religious Education subjects using the Scratch platform. The research method used is Research and Development (R&D) with the ADDIE model. Game development involves the integration of learning content, gamification elements, and adaptive systems. Validation was carried out by media and material experts, while the trial involved 60 high school students. The results showed a very high level of feasibility from media experts (96%) and material experts (97%). The trial on students showed a significant increase in material comprehension (p < 0.001) and learning motivation. Educational games have proven to be effective in improving students' knowledge transfer skills, long-term retention, and critical thinking skills. Qualitative analysis revealed a positive impact on the social-emotional aspects of learning. This research makes a significant contribution to the development of innovative learning media for complex materials in Islamic Religious Education and opens opportunities for further research in the integration of game technology in religious education

Implementation of Authentic Assessment in PAI Learning in Improving Student Motivation and Learning Achievement at SDIT Semarak Rejang Lebong

The aim of this research is to evaluate the impact of using authentic assessment on the motivation and learning achievement of students at SD IT Semarak Rejang Lebong, especially in learning Islamic Religious Education (PAI). This research applies a descriptive and qualitative approach with a focus on SD IT Semarak Rejang Lebong. In line with John Creswell's definition of qualitative research, this methodology involves open data collection, analysis of text or images, representation of information through figures and tables, and personal interpretation of findings. The implementation of authentic assessment in PAI learning at SDIT Semarak Rejang Lebong is believed to be able to improve learning outcomes and student creativity. In this context, authentic assessment is considered very effective because it encourages students to demonstrate their individual abilities. Although some students may have unsatisfactory learning results, the majority of them overall get good grades. If there are students who have not reached Minimum Competency (KKM), the teacher takes remedial steps to provide additional assistance and improve student understanding. Overall, this research highlights that the implementation of authentic assessment in PAI learning at SD IT Semarak Rejang Lebong has a positive impact on students' motivation and learning achievement, namely with remedial steps taken to support their development.

Inclusive Education Learning Process in Islamic Religious Education Subjects for Children with Special Needs

Inclusive education is a fundamental right that provides children with disabilities access to education alongside their peers. This study examines the implementation of inclusive learning within Islamic Religious Education (PAI) at the Creative Islamic Elementary School (SDIK) Makkah in Padang City. Employing a descriptive qualitative approach, data were collected through observations, interviews, and documentation from school principals, PAI teachers, and special guidance teachers (GPK). The findings reveal that the lesson planning in PAI classes is inclusive, covering all students, including those with special needs (ABK), with additional objectives tailored by GPK according to ABK abilities. In the learning implementation phase, GPKs actively support ABK, prioritizing their participation. Evaluations are customized to ABK’s unique capabilities and learning characteristics, differing from standard assessments. Key supportive factors include knowledgeable principals, dedicated GPKs, and adequate infrastructure, while challenges arise from fluctuating ABK moods, teachers’ instructional dilemmas, and limited parental engagement due to busy schedules. This research contributes to the body of knowledge on inclusive education by providing insights into effective practices and obstacles, offering a valuable reference for future studies on inclusive learning in PAI subjects.

Faktor Penentu Pembayaran Zakat Masyarakat Islam di Negeri Terengganu

The statistics of zakat collection by the Terengganu Islamic Religious and Malay Customs Council (MAIDAM) which is increasing from year to year is a very good development for MAIDAM and the Muslim community of Terengganu. Researchers are interested in identifying the factors that influence the compliance of zakat payment by the Muslim community in Terengganu. Thus, this study aims to (i) identify the relationship between the factors of knowledge, exposure, self-efficacy, attitude, and awareness towards zakat payment and (ii) propose a model related to the relationship between knowledge, exposure, self-efficacy, attitude and understanding towards zakat payment. Using quantitative methods, a set of questionnaires developed based on previous studies were distributed to 384 people in the Terengganu Muslim community using multi-layer area sampling techniques and random sampling. The collected data was analyzed using SPSS Version 22 and Smart-PLS Version 3.2.7 software. The findings found that the factors of knowledge, exposure, self-efficacy, and attitude showed a significant relationship to the payment of zakat, while the factor of understanding did not influence respondents in paying zakat. This finding can help related parties in formulating strategies to increase the amount of zakat collection from the Muslim community in the future. However, the findings of this study are only limited to five determining factors. Hence, future research should expand its scope to encompass additional determining factors for more comprehensive outcomes. Keywords: ; ; ; ;

The Role of Muslim Youth in Promotion Education in Cambodia

The Muslim community in Cambodia, generally known as “Cham”, descended from refugees from the ancient Kingdom of Champa who fled central Vietnam 500 years ago. The community has faced two main dramatic periods of persecution. The first began with the end of the Champa kingdom in the 16th century and the Khmer Rouge period lives on in the collective memory of Cambodians from 1975 to 1979, up to 2 million Cambodians were killed, with many more displaced and separated from their families. This study is to describe the situational context of the Cham Muslim minority setting in Cambodia as well as specific problems in the formal education using literature review and data analysis. On the way towards universal primary education, Cambodia has made good progress over the past fifteen years. In 2014, the net enrolment rate in primary school was 98.4 per cent, the primary school completion rate was 89.9 per cent and the literacy rate of people aged 15-24 years was 91 per cent. In Islamic education, MoEYS allocated 1,500 teaching positions with civil service status to the Islamic education school system. Of those, currently, 1,391 Islamic school teachers hold that title and receive their salaries from the RGC. Recruitment of the 1,391 Islamic school teachers to become civil service teachers was done by MoEYS, in collaboration with the Highest Council for Islamic Religious Affairs in Cambodia (referred to as Mufti), which has a leadership team appointed by the RGC. The qualitative data confirms that Islamic schools are not a monolithic entity. There are a variety of ways Islamic schools are administered, offering different curricula and serving diverse Muslim communities across Cambodia

Islamic Religious Education Learning Experiences and Muslim Students’ Beliefs and Practices in Eastern Ugandan Secondary Schools

This study sought to determine the influence of IRE learning experiences on Muslim students’ beliefs and practices. The population consisted of Senior Four and Six students from Eastern Uganda from which a sample of 890 was selected using multi-stage sampling. A questionnaire was used to collect data, which was analyzed using descriptive statistics, correlation and ANOVA. The relationship between students’ learning experiences and their beliefs was found not to be statistically significant, while that between learning experiences and their practices was statistically significant and moderate. A statistically significant difference in students’ practices among school types was also found, where students from Government Non-Muslim schools had the lowest while those from Private Islamic schools had the highest. It was concluded that different types of schools offer different IRE learning experiences which influence ways in which Islam is practiced by students, although these experiences were not that influential on students’ beliefs. It therefore is recommended that Islamic extra-curricular activities be organized for students to boost their knowledge and skills.

KREATIVITAS GURU PENDIDIKAN AGAMA ISLAM DALAM MELAKSANAKAN TUGAS PENGAJARAN PADA MASA PANDEMI COVID-19

This research was carried out to find out more clearly about the creativity of Islamic Religious Education teachers in teaching during the Covid-19 pandemic. This is one of the reasons for researchers to conduct in-depth studies and research related to the creativity of PAI teachers in carrying out teaching tasks during this period. the covid-19. The method used in this research activity is to use a qualitative approach with a phenomenological type. The data collection methods used were interviews, observation and documentation data analysis, while the data sources in this case were PAI teachers whom the researcher managed to meet in the field when the researcher conducted the research. And the results of the research show that PAI teachers have a variety of creativity to create a teaching process, namely by sending short stories and pictures, with the help of the internet, laptop, Instagram, WhatsApp, zoom meeting applications and so on, and PAI teachers also use various methods so that participants students do not feel bored, namely the project-based learning method is very important because it is effectively applied to students by forming small study groups. The online method is learning that is carried out face-to-face by paying attention to zoning and health protocols. In this method, students will be taught in turns (shift model). The implications of this research are: 1) PAI teachers' creativity is increasing, 2) teachers are becoming more active in making learning activities successful, 3) students are required to be more skilled in participating in learning activities using new methods.

Fundamentals of a Pluralism-Fostering Islamic Religious Education: Navigating Cultural and Religious Dimensions of Plurality

In Islamic religious education (IRE), as well as in the context of pedagogical and theological Islamic Studies at universities, Muslim educators, teachers, and learners in Germany and Austria encounter each other in a cultural, religious, theological, and ideological plurality. However, the existing intra-Muslim plurality is often neglected and not the focus of pedagogical and didactic reflections, despite its great significance for religious educational processes. This article outlines possible contours of pluralism-fostering Islamic religious education and didactics based on intercultural and interreligious education approaches in Germany and Austria.

Islamic Higher Education on Innovation and Transformation Challenges; A View of Management Change

Changes in the management of higher education are based on the increasingly complex needs of society, one of which is marked by the birth of the State Islamic Religious College. State Islamic Religious Universities (PTKIN) are currently able to compete with other State Universities in Indonesia. The existence of PTKIN continues to survive with its distinctive characteristic, namely the integration of religious science and general science. These integration efforts continue to be improved continuously as an effort to change the scope of university management. This study aims to describe the challenges of change management in Islamic-based universities. The research method used is a Systematic Literature Review (SLR) with research objects, challenges, and strategies for managing change in Islamic universities. The current era of disruption is also influential in managing changes in higher education, such as digitalization that occurs in every educational process in higher education, including Islamic-based universities. With the main guidelines of the Qur'an and Sunnah, Islamic universities continue to innovate to respond to modernization. For this reason, human resources in Islamic-based universities develop strategies to face challenges in managing changes such as mastering 21st-century skills consisting of critical thinking, communication, creativity, collaboration, and problem-solving skills, innovating in using learning methods related to technology and no less important is balancing spirituality with digitalization in the era of disruption. Changes in the management of Islamic-based universities start from changes in terminology that give birth to consequences for integrating religious and general sciences in the educational process and the implementation of digitalization in every line of management of Islamic-based universities.

Application of PowerPoint Media-Assisted Demonstration Method to Improve Learning Outcomes of Islamic Religious Education at Cirebon Maritim Academy

This study examines the extent to which the application of power point assisted by the demonstration method for Islamic religious subjects at the Cirebon Maritime Academy. This research is based on the problem of the rapid development of the technological era in the era of globalization, of course the world of education will be affected, education now must refer to the pattern of 21st century education which focuses on students to think critically and be able to use information technology. Lecturers must be able to properly apply the PowerPoint-assisted demonstration method to Islamic religious subjects. This research uses descriptive qualitative research. The purpose of this study was to find out how the application of the PowerPoint assisted demonstration method was carried out in the eyes of the Islamic religion at the Cirebon Maritime Academy. This research was conducted with the following procedures: data collection, data compaction, data presentation and drawing conclusions. Data collection techniques by observing, interviewing and documentation. The conclusion from this study is that the application of powerpoint assisted by the demonstration method by lecturers can help the student learning process, so that students can receive good learning in class. The results of this study consist of the application and support of PowerPoint-assisted demonstration methods in Islamic religious subjects. At the implementation stage it is quite good, as evidenced by the presence of lecturers who carry out learning using PowerPoint media, lecturers who actively teach using several teaching methods and lecturers who always lead discussion groups. However, the support stage is not yet perfect because the media and facilities on campus are inadequate, such as limited computers on campus, limited projector equipment in class and the current lack of electrical installations or electrical connectors in class.

Learning Strategies of Islamic Religious Education Teachers in the Era of the Independent Curriculum

This study aims to explore the learning strategies employed by Islamic Religious Education (PAI) teachers in the context of the Independent Curriculum (Kurikulum Merdeka) at SMK Negeri 1 Kertosono. With the curriculum being widely introduced across Indonesia, educators must adapt their teaching methods to align with new educational standards. This qualitative research, conducted through participant observation, interviews, and documentation, identifies two primary strategies: Discovery Learning and Project-Based Learning. It also highlights the challenges faced, such as teacher readiness and curriculum implementation at the institutional level, alongside the supportive role of collaborative efforts between school leaders and staff. The study concludes that continuous professional development and utilization of the Merdeka Belajar platform are critical to overcoming these challenges.