PAI Learning Research Articles

Tinjauan Hasil Evaluasi Pendidikan Karakter Anak dalam Pembelajaran PAI

Islamic Religious Education (PAI) has an important role in shaping the character of students, as a moral and ethical foundation in the education system. PAI not only teaches religious knowledge, but also focuses on developing students' attitudes and behavior in accordance with Islamic teachings. Thus, character education through PAI aims to create an intellectually intelligent generation, with high moral integrity, ready to contribute positively in a complex and dynamic society. The aim of this research is to evaluate the effectiveness of children's character education in PAI learning by examining the teaching approaches used by educators, the methods applied, and the results achieved. The research method uses a qualitative approach. Data was collected through literature studies and in-depth interviews with PAI educators from various schools in Indonesia. Research findings show that the integration of character values ​​in PAI significantly improves students' morals and ethics. Students not only understand religious concepts cognitively but are also able to apply these values ​​in everyday life.

Strategi Pembelajaran Diferensiasi dalam Pembelajaran PAI untuk Memenuhi Kebutuhan Heterogenitas Siswa

The learning process is a conscious effort to change someone into a better condition, differentiation learning will be able to help to increase the level of success of graduates or someone's learning outcomes, because the differentiation process will make students learn according to their wishes and wishes which will later lead to interest. and his talents. Heterogeneity is also a necessity if we look deeper into the students in our schools, therefore differentiation strategies in learning are very good to be able to implement. PAI learning does not escape the heterogeneity of students in each class, so that differentiation in learning will be able to increase success in achieving PAI learning goals.

ENVIRONMENTAL CARE: THE STRENGTHENING CHARACTER EDUCATION THROUGH ISLAMIC RELIGIOUS EDUCATION (IRE) DEVELOPMENT

Dogmatic Islamic Religious Education (IRE) learning in schools seems to lack of attention to environmental issues. Thus, IRE needs to incorporate environment issues. This study aims to analyze the concept and implementation of strengthening environmental care character education through IRE development as well as its implications in framework of eco-culture formation, using MTsN 1 Sumenep and SMPN 2 Larangan Pamekasan as case studies. Using a qualitative approach with a multi-site study design, This research used interviews, observations, and documentation in collected data. The research findings show that the concept of strengthening environmental care character education through IRE development describes efforts to strengthen environmental care character holistically-integrated through curricular, co-curricular, and self-development activities. While its implementation is carried out through 4 stages, namely design which includes identifying the types of activities, developing environment-based IRE study materials, preparing supporting facilities; implementation which includes integrated PAI learning, school management, and student development activities; monitoring and evaluation is carried out through supervision activities and monthly meetings; follow-up refers to school self-evaluation. While the implications can be seen from 3 aspects; the improvement of educational services, changes in learner behavior, a decrease in school operational costs and the existence of class funds.

Design of Islamic Religious Education (PAI) Learning Management in Integrated Islamic Schools

This article explores the design of Islamic Religious Education (PAI) learning management in Integrated Islamic Schools (SIT). With a literature research approach, this article identifies critical aspects in the direction of PAI learning, which includes planning, implementation, and evaluation. Important aspects of planning include setting learning objectives that focus on developing aspects of religion, morals, and character of learners; relevant and contextual curriculum analysis; development of integrative learning materials; varied and interactive learning methods; use of technology in learning; and comprehensive evaluation and assessment. The implementation of education at SIT emphasizes the integration of Islamic values in the learning process, effective use of media, and active involvement of students. The monitoring and evaluation phase involves assessing knowledge, worship practices, attitudes and behaviors, as well as student projects and assignments. The article also highlights the importance of parent and community involvement and the professional development of PAI teachers. In conclusion, the design of PAI learning management at SIT requires a holistic approach that integrates pedagogical, technological, and community aspects to create a compelling and conducive learning environment for the spiritual development and Islamic character of learners

Implementation Of Islamic Religious Education Learning Programme Management

This study aims to explore and analyze the implementation of Islamic Religious Education (PAI) learning program management at SMA Istiqamah Bandung using qualitative research methods. A qualitative approach was utilized to gain an in-depth understanding of how the PAI program management is implemented and its effectiveness in achieving the educational goals of Islamic religious education within the school. Data were collected through observations, interviews, and document analysis related to the PAI learning programs. The data analysis was conducted using an inductive approach to identify patterns, themes, and conclusions emerging from the qualitative data. The results indicate that the implementation of PAI learning program management at SMA Istiqamah Bandung is integrated with the curriculum, supported by adequate teacher resources, exhibits variations in teaching quality, and involves program expansion. This research aims to contribute to a deeper understanding of PAI learning program management implementation in Islamic High Schools and provide recommendations for the development of more effective and high-quality PAI learning programs in the future.

Implementasi Pembelajaran PAI pada Sekolah Inklusi di Sekolah Inklusi SDN Mentikan 1 Mojokerto

Inclusive schools play a crucial role in accepting all students, including those with special needs (ABK). However, not all inclusive schools successfully implement this concept effectively. This research focuses on SDN Mentikan 1 Mojokerto as an example of an inclusive school, where ABK and regular students learn together with adapted teaching. Specifically, the study explores the planning, implementation, and evaluation of Islamic Education (PAI) learning in the 4th grade. Qualitative methods and a case study approach were utilized, with data collected through interviews, observations, and documentation. The findings indicate that PAI teachers use the same curriculum for both regular and ABK students, implementing full inclusion, clustering, and pull-out models in ABK learning services. The PAI learning process in the 4th grade involves joint participation of ABK and regular students, in accordance with the prepared lesson plans. The evaluation of PAI learning encompasses cognitive, affective, and psychomotor aspects of ABK, using methods such as exams, daily assessments, projects/products, and other evaluations. Remedial actions are taken as needed during the evaluation. This research provides an overview of inclusive PAI at SDN Mentikan 1, highlighting challenges and potential improvements to support the optimal development of all students, especially ABK, in the context of inclusive schooling. The study aims to understand the supporting factors and obstacles in implementing PAI learning in inclusive schools.

KURIKULUM MERDEKA: PERAN GURU PAI DALAM MEMBENTUK KARAKTER SISWA DI ERA DIGITAL

The freedom of teachers and students is the essence of self-oriented learning, capable of producing high-quality education, internationally recognised. In teaching learning activities, the role of the teacher is no longer the primary medium of instruction. Students can now quickly retrieve knowledge from a variety of media and learning resources that grow with technological developments, whether in terms of IT-based learning or other forms of communication. This research takes a qualitative approach, using library research methods to gather previous research data sources with correlation. Access to initiation data sources in Google Scholar, as well as other research related articles. The findings highlight the importance of PAI teacher competence in the independent curriculum learning process in the digital age. Given that Islamic education contains a large amount of material that is important to students, such as the Quran Hadith, Fiqih, and Akidah Akhlak, a PAI teacher should use digital media, social media, and search engines to find relevant material, as well as support the PAI learning process in an independent curriculum in the digital age.

EFEKTIVITAS FLATFORM TIKTOK SEBAGAI MEDIA PEMBELAJARAN PAI BERBASIS LITERASI DIGITAL

In the ever-growing digital era, social media platforms such as TikTok have become an integral part of everyday life, especially among the younger generation. TikTok, with its creative features, is not just a place for entertainment but also has great potential as an educational tool, including in Islamic Religious Education (PAI). This research examines the effectiveness of TikTok as a digital literacy-based PAI learning medium. Through library research methods, various sources are critically analyzed to support this idea. This research begins with a discussion of the basic concepts of digital platforms, especially TikTok, including its history, development, definition and features that support user creativity. Apart from that, various types of digital platforms and their role in the education sector are also discussed. TikTok, as a short video-based platform, offers various features that can support learning, such as adding music, video filters and live streaming features. This research shows that although there is great potential, there are still doubts regarding the effectiveness of TikTok in supporting in-depth understanding and mastery of PAI material. TikTok can be used to clarify abstract concepts through graphic, audio and audio-visual media.

Pelaksanaan Evaluasi Pembelajaran PAI Pada Siswa Inklusi

This research is motivated by problems related to the implementation of learning evaluations by PAI teachers on inclusive students, that in carrying out learning in the classroom teachers still often equate evaluations between inclusive students and ordinary students. Ideally, in carrying out evaluations on inclusive students, teachers must design learning that will be able to accommodate inclusive students. The aim of this research is to find out how PAI learning evaluation is carried out for inclusive students at SDN 04 Birugo. This type of research is qualitative research with descriptive methods, data collection techniques using observation, interviews and documentation. The results of this research are that PAI teachers have carried out learning evaluations for inclusive students in PAI subjects by modifying learning with indicators a. Extended assessment time, b. The questions used are different from children in general c. Evaluation is carried out in certain places, individually. d. Graduation standards and minimum graduation competencies (KKM) remain the same e. The reporting system uses the same system found in the Dapodik application. The automatic grade promotion system and the diploma system are the same.

Paradigma Penilaian Pembelajaran PAI pada Kurikulum KTSP dan Kurikulum Merdeka untuk Tingkat SMP

This research examines the Islamic Religious Education (PAI) learning assessment paradigm in the Education Unit Level Curriculum (KTSP) and the Merdeka Curriculum at the Junior High School (SMP) level. The main purpose of this assessment is to measure the achievement of learning objectives, assess the effectiveness of teaching, and evaluate the suitability between the learning approach and the curriculum used. The move from the KTSP Curriculum to the Independent Curriculum often creates challenges, especially for schools that have not yet gone through the 2013 Curriculum (K-13). The KTSP curriculum uses traditional assessment methods such as written exams and formative tests, while the Merdeka Curriculum emphasizes a holistic approach that includes cognitive, affective, and psychomotor aspects. This research identified three main aspects that were evaluated: achievement of learning objectives, teaching effectiveness, and suitability of learning approaches to the curriculum. The assessment instruments used include written tests, class observations, questionnaires, and student portfolios. The assessment stages include planning, implementation, data analysis, decision making, feedback, follow-up, and ongoing monitoring and evaluation. Through a comprehensive and continuous assessment approach, it is hoped that the quality of PAI learning in junior high schools can be improved in line with the demands of the times and students' needs.

Penggunaan Aplikasi Pembelajaran PAI Berbasis E-Learning: Studi Kasus di Madrasah Tsanawiyah Lombok Timur

In the era of digitalization of education, the application of e-learning technology is expected to improve the quality and effectiveness of PAI learning. The focus of this research is the use of E-Learning based PAI learning applications. The method used in this research is qualitative research with a case study approach. Researchers analyze and describe findings in the field based on data sources which are strengthened by data findings and theories that are in accordance with the research theme. Data collection techniques in this research used observation, interviews and documentation methods. Meanwhile, data analysis uses thematic analysis through the stages of data reduction, data presentation, and drawing conclusions. The research results show that the e-learning based PAI learning application has a positive impact on students' learning motivation and their involvement in the learning process. Teachers feel helped by interactive features that make it easier to deliver material more interestingly and efficiently. This application makes it easier for teachers to find out the level of students' understanding of the material that has been taught. The word wall application also makes it easy for students so that students are motivated and enthusiastic in answering questions, besides making the class atmosphere more active and interactive.

Analisis Kompetensi Pedagogik Guru PAI Dalam Kegiatan Pembelajaran PAI di SMA Bakong Pittaya School Pattani Thailand

A keyelement in the growth of teaching as a professionis teacher competency. A teacher needs to be proficient in a variety of behaviors, knowledge, and abilities in order to accomplish their professional tasks, which are demonstrated in their performance. When it comes to designing learning activities that will provide the best learning out comes, pedagogical expertise is the most important factor to take in to account. In actuality, though, there are still educators who lack pedagogical competency. The purpose of this study is to evaluate the Islamic Education (PAI) teachers' pedagogical proficiency in PAI learning activities at Bakong PittayaSchool in Pattani, Thailand. To comprehend the elements influencing the level of pedagogical competenceof PAI instructors at Bakong Pittaya School in Pattani, Thailand, as well as the characteristics of teacher competence in Thailand. This study takes a descriptive approach while using a qualitative research methodology. Data collection techniques, content analysis, interviews, and observation are all part of qualitative research. This study is being conducted at Bakong Pittaya School in Pattani, Thailand. According to the author's discussions with Islamic Education instructors and the school director, the pedagogical ability of PAI teachers at Bakong Pittaya School in Pattani, Thailand, is deemed good. Three components make up the pedagogical competency of PAI teachers: creating learning implementation plans (RPPs), carrying out learning, and conducting assessments. Teacher competency in Thailand is regulated by a teacher constitution that out lines the abilities or competencies a teacher must have, referred to as the teacher standards. Factors affecting the quality of pedagogical competence of PAI teachers in Thailand include internal factors such as efforts and initiatives from the PAI teachers themselves to develop knowledge in their field. Lack of discipline and responsibility among teachers pose a significant challenge for schools in Thailand in improving teacher competence. External factors include the school's support in providing learning facilities. Supporting factors involveactive participation from parents, community associations, teacher representatives, student representatives, directors, and principals, as well as academic experts/advisors, all of whom are part of the school committee. Keywords: , ,

Tradisional ABC Lima Dasar pada Pembelajaran PAI di SMK Al-Fudlola’ Porong Sidoarjo

This research and development aims to produce a learning model based on the traditional ABC Lima Dasar games that is effective and feasible for PAI learning at Al-Fudlola' Porong Sidoarjo Vocational School . This model was developed through a Research and Development (R&D) approach using the 4D development model, namely define, design stage, develop stage, disseminate stage. Data collection techniques use observation, interviews, and questionnaires. The game-based learning model as a learning model provides opportunities for students to interact, collaborate and explore actively in PAI learning. The results found that the Five Basic ABC learning model had a positive impact on students' cognitive, spiritual, emotional, language and socio-cultural abilities. The research results show students' positive response to this learning, describing the Five Basic ABC model as an effective, innovative alternative in PAI learning at Al-Fudlola' Porong Sidoarjo Vocational School.

Universal Design for Learning (UDL) in the Islamic Religious Education Assessment Model

Current curriculum developments place greater emphasis on developing learning models and methods that can accommodate students' differences in learning styles and abilities. In the independent curriculum, this concept is better known as differentiated learning. One concept that can facilitate differentiated learning in the context of assessment is Universal Design for Learning (UDL). Using a Systematic Literature Review (SLR) approach, this research aims to analyze the effectiveness of implementing assessment models in PAI learning in the UDL context. The findings of this research indicate that the assessment model that is widely applied to PAI learning is the authentic assessment model. Based on educational level, this authentic assessment model is more widely applied at the junior secondary education level (SMP/MTs). Based on the results of the analysis of articles that met the inclusion criteria, no evidence was found regarding the effectiveness of its implementation which had an impact on PAI learning processes and outcomes. The findings of this research can be used as an empirical basis for conducting research that focuses on the influence of implementing assessment models on PAI learning processes and outcomes.

ISLAMIC RELIGIOUS EDUCATION LEARNING MANAGEMENT AT THE COLLEGE OF ISLAMIC RELIGIOUS INSTITUTE NURUL HAKIM KEDIRI WEST LOMBOK

Study This aims to analyze PAI learning at the Nurul Hakim Islamic Institute, Kediri, West Lombok. Using a type of field research with a descriptive approach qualitative. Data collection techniques are carried out through three techniques, namely; interviews, observations, and documentation. The research data analysis method used is an interactive model. The results of this research show that there are 4 general stages in PAI learning at the Nurul Hakim Islamic Institute. The 4 stages, namely; planning, implementation, evaluation and supervision. Regarding planning, the Nurul Hakim Islamic Institute is in the process of planning PAI learning in the National Education System, and bases itself on the vision and mission of its Higher Education. Regarding the implementation of this program, it relies on predetermined lecture times, and there are also other activities that are temporary. However, these activities did not have a significant impact on student assessments. So it can be said that the implementation of PAI learning at the Nurul Hakim Islamic Institute (IAI) is not running optimally; and related to evaluation and supervision, it was found that the evaluation and supervision carried out did not fully run optimally, as this also happened in the implementation of PAI learning at the Nurul Hakim Islamic Institute (IAI) itself.

Tinjauan Literatur Tentang Penggunaan Blended Learning Dalam Pembelajaran Pendidikan Agama Islam

The purpose of writing this article is to provide an overview of the use of blended learning in the learning process so that it can become a reference in the use of blended learning in PAI learning. The method used in this research is a literature review which uses analyzes from several journals in the last 3 years. The data collection method used is the documentation method. This approach is carried out by analyzing and presenting relevant data selectively according to the referenced literature sources. The results of this study show that using blended learning is effective in learning so that it can improve learning outcomes and student learning independence even though the level of success varies. Therefore, blended learning can be used in learning Islamic religious education.

Understanding the Importance and Benefits of Competency-Based PAI Learning Planning

Penelitian ini bertujuan untuk memahami kepentingan dan manfaat perencanaan pembelajaran Pendidikan Agama Islam (PAI) yang berbasis kompetensi dalam konteks pendidikan modern. Metode penelitian yang digunakan adalah kualitatif library research. Hasil penelitian menunjukkan bahwa pendekatan berbasis kompetensi memiliki peran penting dalam meningkatkan mutu pendidikan Islam. Kepentingan utamanya adalah memberikan panduan yang jelas kepada guru dan dosen dalam menyusun pembelajaran yang lebih efektif dan relevan. Manfaatnya mencakup peningkatan pemahaman siswa tentang ajaran Islam yang lebih mendalam, pengembangan keterampilan yang dapat diterapkan dalam kehidupan sehari-hari, dan persiapan yang lebih baik untuk masa depan. Selain itu, perencanaan berbasis kompetensi juga mendukung pengembangan karakter dan nilai-nilai positif siswa, yang menjadi bagian integral dari pendidikan Islam yang holistik. Penelitian ini menggarisbawahi pentingnya mengintegrasikan pendekatan berbasis kompetensi dalam pengajaran PAI untuk memaksimalkan potensi siswa dan mempersiapkan mereka menjadi individu yang kompeten dan berakhlak dalam masyarakat, menjadikan pendidikan Islam lebih relevan dengan tuntutan zaman modern.

Pengaruh Kemampuan Intelektual, Emosional dan Spiritual terhadap Hasil Belajar PAI Siswa di SDN 15 Sutijo

This research was motivated by the relatively limited understanding of students in grades 3, 4 and 5 at SDN 15 Sutijo regarding PAI material. Many students have not demonstrated attitudes and behavior that reflect religious teachings well. Then, most students experience difficulties in achieving the expected competency standards in Islamic Religious Education subjects, including from the emotional and spiritual aspects of students. Many students lack motivation and feel anxious during the learning process, which has a negative impact on learning outcomes. Then some students also show apathy and lack motivation in taking religious lessons. This can be seen from the low average test scores and the results of observations of student interactions in class. So this research aims to determine the influence of IQ, EQ and SQ on students' PAI learning outcomes. This type of research is quantitative correlation. The population was 30 students and the sample used a total sampling technique. Data was collected through questionnaires and documentation and analyzed using simple and multiple linear regression tests. The research results show that IQ, EQ and S1 influence students' PAI learning outcomes. IQ has an effect of 14.4%, EQ of 14.3%, SQ of 27.2%. Then IQ, EQ and SQ together also influence students' PAI learning outcomes, namely 27.4% and the rest is influenced by other factors not examined in this research.

Implementation of Wordwall Application as an Alternative to PAI Learning Media Development at SMKN 1 Purwosari

Implementation of Wordwall Application as an Alternative to PAI Learning Media Development at SMKN 1 Purwosari

Pendekatan Humanistik Dalam Pengembangan Kurikulum Pendidikan Agama Islam

The purpose of this study is to determine the characteristics of a humanistic Islamic religious education curriculum as well as how the program evolved using a humanistic perspective. This study's methodology makes use of library research techniques (library study). This approach concentrates on using library resources to gather information for research projects. Meanwhile, content analysis is the method of data collecting employed in this study. A strategy for analyzing text, whether it be in the form of words, graphics, or another format, is content analysis. The findings of this study demonstrate that a humanistic approach was used in the creation of the Islamic religious education curriculum. Specifically, the humanistic notion of offering a fresh viewpoint in PAI learning, the qualities of ideal teachers, as well as