Religious Education Material Research Articles

RELIGIOUS MODERATION TECHNOLOGY IN DIGITAL (REMOTE ID): TEKNOLOGI APLIKASI 5.0 DALAM UPAYA PENGEMBANGAN MODERASI BERAGAMA PADA KOMUNITAS REMAJA

The world development in the modern era has various impacts for the community, especially to the millennial generation that are vulnerable to religious radicalism. The Hijra movement uses a textual interpretation of the Koran through various kinds of social media, such as Instagram, YouTube, tiktok, Twitter and other social media, then has limited information regarding religious moderation. However, all of those media have limited information regarding religious moderation. Students at MAN 1 of Serang City obtain religious knowledge through teaching and learning activities that focus on verbal religious education materials, but lack knowledge from various forums as an effort to develop self-potential regarding the values of religious moderation. The purpose of this paper is to identify the concept of religious moderation and its integration with the innovations of technological development, and to identify the stages of developing the application of Religious Moderation Technology in Digital (Remote id) at MAN 1 of Serang City, and to identify the output of internalizing the character of religious moderation. This research uses the R&D (Research and development) method. The results of this study indicate that the development of Remote id applications refers to the R&D method using the 4D (four-d) development modes which is consists of 4 stages, including; define, design, develop, and disseminate, Remote id deserves to be developed by researchers through application visitor activities. Furthermore, it can be concluded the effectiveness of the Remote id application. This research concludes that Remote id has been developed and is very effective for teenagers to increase creativity, potential and understanding of religious moderation.

Self-Paced Learning: Islamic Religious Education Learning Method in Elementary School during COVID-19 Pandemic

Teachers must be creative educators and be able to choose the right learning methods. This study aims to describe the implementation of the Self-Paced Learning method in Islamic Religious Education (PAI) learning at SDN Pucangsewu, Pacitan District, Pacitan Regency. This study uses a qualitative approach, with a descriptive qualitative approach. The results of the study indicate that the application of the Self-Paced Learning method in Islamic Religious Education learning can help students increase enthusiasm, response, material understanding, and learning outcomes for fourth and fifth grade students. The application of this method is very relevant to the conditions of the physical distance policy. This method has the concept of independent learning with flexible time and is in accordance with Islamic Religious Education material. The learning media used include YouTube, Website, WhatsApp, and E-Books. The teacher provides material through media that is in accordance with the material during face-to-face learning at school. The evaluation process is carried out according to the provisions of the 2013 curriculum. Besides having a positive impact on students, it also has an impact on teachers, namely increasing teacher creativity. However, the application of this method has drawbacks, depending on the availability of mobile devices.

The Development of Multicultural Based Islamic Education Curriculum in General Higher Education

The development of Islamic Religious Education curriculum in Indonesian Public Universities is a necessity, because the nation which is undergoing changes in this era of democratization requires a framework of thinking and proper implementation for students. This is especially so when it is associated with the multiculturalism of this nation, both culture, ethnicity, language, and religion. The purpose of this research is mainly to get answers about how to develop a curriculum for Islamic religious education in public universities based on multiculturalism. Then this study also aims to obtain data on the implementation and development of teaching materials for Islamic religious education in public universities. The methods used in this research include: survey, exposed facto method, phenomenology related to developments that have been carried out by public universities and evaluating them. Thus, the qualitative and explanatory approaches are interrelated with each other. The results of this study are in the form of descriptions of Islamic religious education materials in public universities that have been developed over the last 3 years. In addition, the main material for PAI can be stated as a benchmark for MKDU in Indonesian universities.

Curriculum Management in Advanced Islamic Educational Institutions

The curriculum as a design in education has a strategic position, because all educational activities lead to the curriculum. Once the importance of the curriculum as a center for educational activities, in its preparation it requires a strong foundation and foundation, through in-depth thinking and research. Islamic Religious Education Curriculum is Islamic religious education materials in the form of activities, knowledge and experiences that are intentionally and systematically given to students in order to achieve the goals of Islamic Religious Education. Islamic religious education curriculum is a tool to achieve the goals of Islamic education. The scope of Islamic Religious Education material is the Qur'an, and hadith, faith, morality, Fiqh / worship, and history. The curriculum has a very essential place in the progress of educational institutions, it must be recognized that the success of curriculum implementation is strongly influenced by the ability of the teacher who will implement and actualize the curriculum, the teacher's ability is mainly related to the knowledge and abilities and tasks assigned to him.

Internalisasi Nilai-Nilai Pendidikan Agama Islam melalui Metode Pembiasaan Siswa Madrasah Ibtidaiyah

Education is an important part of human life, education (especially Islam) with its various patterns is oriented towards providing provision for humans (students) to achieve happiness in the world and the hereafter. Religious education is God's command and is a manifestation of worship to Him. This theory attaches great importance to the input in the form of a stimulus and the output of the hadith in the form of a response. In the learning process this input can be in the form of props, pictures, or certain ways to help the learning process. This study aims to describe what Islamic religious education values ​​are internalized. The results of this study in applying the values ​​of Islamic Religious Education to students of MI Al-Hidayah and MI An-Nur Bandung Regency using the habituation method is considered quite good and effective. The use of this habituation method is carried out in the classroom through the Islamic Religious Education material being taught. While outside the classroom the students are accustomed to praying in congregation, praying dhuha and having good morals. In its implementation, it still requires personal awareness of praying in congregation, praying dhuha and having good morals. In its implementation, students still need personal awareness with guidance and supervision by teachers and parents at home.

Internalisasi Nilai-Nilai Pendidikan Agama Islam melalui Metode Pembiasaan Siswa Madrasah Ibtidaiyah

Education is an important part of human life, education (especially Islam) with its various patterns is oriented towards providing provision for humans (students) to achieve happiness in the world and the hereafter. Religious education is God's command and is a manifestation of worship to Him. This theory attaches great importance to the input in the form of a stimulus and the output of the hadith in the form of a response. In the learning process this input can be in the form of props, pictures, or certain ways to help the learning process. This study aims to describe what Islamic religious education values ​​are internalized. The results of this study in applying the values ​​of Islamic Religious Education to students of MI Al-Hidayah and MI An-Nur Bandung Regency using the habituation method is considered quite good and effective. The use of this habituation method is carried out in the classroom through the Islamic Religious Education material being taught. While outside the classroom the students are accustomed to praying in congregation, praying dhuha and having good morals. In its implementation, it still requires personal awareness of praying in congregation, praying dhuha and having good morals. In its implementation, students still need personal awareness with guidance and supervision by teachers and parents at home.

Efforts to Improve Student Learning Achievement by Applying the PAIKEM Learning Model for Islamic Religious Education Materials About Believing in Angels in Class IV Students of SDN No.171 / I Bajubang Laut, Muara Bulian District, Batang Hari Regency, 202

The purpose of this study was to improve learning outcomes of fourth grade students through the PAIKEM learning model in the subject of Islamic Religious Education, the subject of faith in angels or Malaikah at IV SDN No. 171/I Bajubang Laut, Bajubang Laut Village, Muara Bulian District, Batang Hari Regency in even semesters, academic year 2020/2021. The method used in this research was Action Research which refers to the Classroom Action Research model consisting of two cycles which includes four stages; planning, action, observation, and reflection. Data analysis used quantitative and qualitative data. Analysis of quantitative data with descriptive statistics was to compare the results obtained from the first cycle and the second cycle, while the qualitative data analysis by analyzing data from the results of field notes and interviews during the study with steps. The results showed an increase in learning outcomes through the application of the PAIKEM learning model. This can be proven by the average score of completeness before the action was 60.21. The average test results of students during the learning process from cycle I to cycle II have increased. Student learning outcomes indicated by the scores they obtained in the evaluation tests of cycles I and II experienced a significant increase. In the first cycle, the students' completeness was only 67.67 to 80 in the second cycle.

Pemanfaatan Teknologi Pendidikan dalam Dunia Pedidikan Islam untuk Menghadapi Era Society 5.0

Law number 20 of 2003 explains that National Education functions as capacity building and forms dignified national character and civilization in order to educate the nation's life, aims to develop the potential or ability of students to become human beings who believe and fear God Almighty, having noble character, being independent, healthy, knowledgeable, capable, creative, and being a democratic and responsible citizen. Nowadays every life can never be separated from the name of technology. Previously, there was an industrial revolution 4.0 initiated by Germany, now the world is again faced with the transition of the era of society towards the era of super-smart society, or better known as society 5.0, which was initiated by the Japanese people. in various fields in the industrial era 4.0 gave rise to human roles that were replaced by the presence of intelligent robots so that they could degrade human existence. In anticipation of this global trend, a transitional step is needed to the era of society 5.0, namely a concept of society that focuses on the development of aspects of human life (human-centered) based on technology (technology based), especially in the field of Islamic Religious Education. The integration of Islamic Religious Education in the use of technology in the era of society 5.0 is where when explaining about an Islamic religious education material it can be supported by assistance using technology without having to eliminate social interaction. Because, in this very modern world, students do not want to merely accept or absorb dogmatically every religious subject matter they receive. However, critically they will also question the religious education material that we convey in accordance with the reality in everyday life, because one of the functions of society 5.0 is to highlight social interaction.

Efforts of the Diniyah Takmiliyah Communication Forum in Increasing Interest in Reading the Qur'an

Religious education material is an important aspect that must get priority in children's education because it is precisely with knowledge about religion that children will know the nature and purpose of their lives. Religion as a guide for humans to make humans as insanul kamil. Allah has sent down the book as a complement to the previous books, namely the Qur'an as the primary and first source of all Islamic teachings. The kindest heart is the heart that pays attention to the Qur'an, and the best house is the house in which the Qur'an is read, studied, studied, and practised in everyday life. This study uses qualitative research, data collection methods using interviews, observation, and documentation. At the same time, the data analysis is data reduction, data presentation, and conclusions. The results of this research are the efforts made by FKDT are Assisting Madrasah Diniyah Operational Permits or Madrasah Charters, holding PAI and Art Subject Contests (MAPSI) throughout Jatipurno District, Seeking Incentives for Madrasah Teachers, holding TPQ Management Technical Bimtek Socialization. The success of FKDT in increasing interest in reading the Qur'an is the completion of data collection on madrasas in Jeporo Village in collaboration with KUA, Contest (MAPSI), socialization of TPQ management guidance and counselling, seeking a spirit for Madrasah teachers, assisting with operational permits for madrasah diniyah or madrasa charter, as well as establish relations with related institutions.

Karakteristik dan Pengembangan Pelayanan Pendidikan Islam Anak Tunadaksa

This study aims to characterize and develop Islamic education services for children with disabilities. The type of research used in this research is literature research, to discuss the characteristics and development of Islamic education services for children with disabilities. Data collection techniques use documentation techniques by collecting data through documents, data sources that are inanimate, such as notes, letters, and photos. The results showed that there are several characteristics of children with physical disabilities, including: social or emotional characteristics, sensory disorders, motor disorders, speaking skills, academic characteristics, physical characteristics. Children with special needs who experience damage or lose their physical members, the process of developing Islamic religious education materials in providing materials or teaching methods is almost the same as children with visual impairments and visual impairments. Meanwhile, the model for developing children with disabilities is through the school environment, family environment, and community environment.

{'en_US': 'Higher Order Thinking Skills (HOTS) and Lower Order Thinking Skills (LOTS) on UM-PTKIN Questions on Islamic Religious Education Materials'}

{'en_US': 'Higher Order Thinking Skills (HOTS) and Lower Order Thinking Skills (LOTS) on UM-PTKIN Questions on Islamic Religious Education Materials'}

Dinamika Proses Pembelajaran Pendidikan Agama Islam: Studi Komparatif Kelembagaan TK dan RA

The purpose of this study was to compare the learning process of Islamic religious education between Raudhatul Athfal (RA) educational institutions under the auspices of the Ministry of Religion (Kemenag) and Kindergartens (TK) under the auspices of the Ministry of Education and Culture (Kemendikbud). . This study uses a qualitative method with a descriptive approach, with the subject of teachers and students in RA. Ar-Rasyid in Sukamaju village, Sunggal sub-district and in kindergarten. The country of the builder of Sunggal, both of which are in Deli Serdang Regency, North Sumatra. Collecting data using observation, interview, and documentation techniques, with descriptive data analysis techniques. Observation objects include; (1) curriculum (determination of themes and time allocation, as well as development programs), (2) religious education materials, (3) learning process (planning, implementation and assessment). The results of this study indicate that between RA and TK educational institutions, using different curricula even though they still refer to the 2013 PAUD Curriculum, Islamic religious education materials in learning in RA are more than TK, while the learning process is generally the same, but due to the content of Islamic education materials more in RA, the learning process in RA becomes more dynamic.

Kiprah Pembelajaran Kiai Langghar di Madura

Kiai is a role model who has an important role in society. Apart from being an example, the kiai's gait is seen in maintaining the values ​​of learning Islamic Religious Education in every corner of the village called Langghar, with enthusiasm and consistency (istiqomah) in explaining the Islamic education system starting from teaching materials, methods and evaluations created for generations. successor of the nation who not only knows about Islam but is also directed to practice. The existence of the kiai and his Langghar have a mission in grounding religious understanding. The results of the study show that the scope of the use of teaching materials and methods of the kiai in Langghar varies, but they maintain the old teaching materials in the Qur'an learning process and the development of Islamic knowledge such as Al-Magdadi and ca'bacaan (Madura: teaching materials consisting of several Islamic Religious Education material which includes daily aqoid and fiqh) although there are already some who have used Amsilati accompanied by learning the yellow book. Second, in the teaching and learning process the kiai still use the sorogan, bandongan, memorization and lecture methods. This method is considered still effective in maintaining the values ​​of Islamic Religious Education (PAI). In terms of social legality, there is recognition, especially in the villages, that the kiai has a role as the founder and manager of a non-formal educational institution, namely Langghar, which is based on the kiai's personal experience while studying and gaining knowledge in a pesantren.

Interreligious Literacy Learning as a Counter-Radicalization Method: A New Trend among Institutions of Islamic Higher Education in Indonesia

ABSTRACT Extremism and radicalization have become serious problems that are spreading rapidly around the world, penetrating even institutions of higher education in Indonesia. In response, institutions of Islamic higher education in Indonesia have developed interreligious literacy (IL) learning. To analyse this model’s effectiveness in reducing radicalization, this article maps recent changes in the management of religious lectures and courses by focusing on two renowned institutions in Indonesia: Maulana Malik Ibrahim State Islamic University (UIN), Malang, and Tulungagung State Islamic Institute (IAIN). This study finds that IL learning involves direct learning at Christian colleges and places of worship, living in villages, and inviting leaders of various faiths to institutions of Islamic higher education. Under this model, religious learning has shifted from a doctrinal to a humanistic-functional approach. This article presents the IL model as a ‘best practice’ and urges the revitalization of religious education materials and learning models to improve students’ religious experiences and communicate peaceful, inclusive and humanistic religious values.

Declaration Of Understanding Radicalism To Islam (Critical Analysis of Islamic Religious Educational Materials in Response to Allegations of Understanding Radicalism to Muslims)

The purpose of this study is to critically analyze or re-measure Islamic religious education materials in countering accusations of radicalism to Muslims. The term radicalism has become a familiar term attached to a group in Islam. Indicators to call groups in Islam radicalism to include terrorism, anarchists, rebels, and extremists. The research method uses a descriptive type of research. The results of this study are one of the causes of the trapping of elements in radicalism, namely a partial understanding of religion and tends to the nature of fanaticism. This trait then results in a sense of superiority over followers of other religions. Failing to understand the concept of jihad in religion makes someone take a shortcut by spreading terror to innocent people. the logical consequence of this interpretation is the juxtaposition of terrorism as the fruit of radicalism. This hypothesis is reasonable, considering that various terrorist activities in various parts of the world always act in the name of jihad carried out by Muslims as a form of obedience to God. This has led to various upheavals which, without realizing it, will not only have implications for the decline in national stability. However, it even sparked a negative response from various parts of the world. Therefore, it is necessary to have an inclusive understanding of religion so that religious adherents realize that plurality is a necessity. Seeing these problems, there needs to be a strengthening and reaffirmation of the originality of Islamic teachings that contain humanist pluralistic and tolerant values. The conclusion is that a very strategic role, in this case, is that Islamic religious education materials must be able to reconstruct relevant materials to counteract accusations of radicalism. It is at this point that the focus of the study in this article is trying to critically analyze or re-measure Islamic religious education materials that tend to be humanist-pluralist and tolerant to ward off accusations of radicalism in Islam.

Problematika Pelaksaan Kurikulum 2013 Pada Mata Pelajaran Pendidikan Agama Islam di Sekolah Dasar Luar Biasa Negeri Kota Lubuklinggau

Researchers conducted research at the Lubuklinggau City Special School in class 3C with intellectual disabilities and the researchers concluded that: the implementation of the 2013 curriculum in learning Islamic Religious Education for mentally retarded children at the Lubulinggau Special School is not entirely in accordance with the standards in the 2013 curriculum. attitudes and skills. Meanwhile, mastery of the material (knowledge) is not emphasized because of the limited abilities of students. Standard content, simplified Islamic Religious Education material, time allocation 3x40 minutes one meeting a week. Standard process, the learning process prioritizes direct practice, such as congregational prayer, reading the Koran and memorizing it, only 30% of the learning resources are printed books, and learning Islamic Religious Education is not only in class. The assessment is carried out by means of tests, midterm examinations, final semester examinations, and assessment of the learning process. the inhibiting factor is that students find it difficult to provide subject matter, insufficient facilities and infrastructure, only one teacher of Islamic Religious Education subject, and incomplete supporting books.

Implementasi Nilai-Nilai Pendidikan Agama Islam di Madrasah Tsanawiyah Adzkia Kertaharja Ciamis

This study aims to elaborate on the implementation of Islamic education values ​​in Madrasah Tsanawiyah Adzkia Kertaharja, Ciamis Regency. The research method used is the method of Qualitative Research (Qualitative Research). Qualitative research is methods to explore and understand the meaning that some individuals or groups of people ascribe to social or humanitarian problems. The implementation of Islamic religious education values ​​is based on (1) aqidah (2) morals (3) respect for reason (4) humanity (5) balance (6) mercy for all nature (rahmatan lil'alamin). Obstacles in the implementation of Islamic religious education values ​​are religious education materials that only focus on enriching knowledge (cognitive) and minimal in forming attitudes (affective) and habituation (psychomotor); lack of participation of teachers of other subjects in motivating students to practice the values ​​of religious education in everyday life; lack of teacher resources in developing more varied approaches and methods; the lack of various training and development facilities, as well as the low participation of parents.

Adiwiyata School's Islamic Religious Education Teacher Strategy in Forming Caring Characters

The main issue that needs to be discussed through this research is how much awareness do the students have of the environment, Islamic Religious Education teachers from Adiwiyata school’s strategy to form the character of environmental care, along with its supporting and inhibiting factors. This research is a comparative study, therefore, the questions in this study are discussed by comparing the results of research from two Adiwiyata schools with different backgrounds to find a significant peculiarity. Through this research, it is expected that those who need information about Adiwiyata schools, especially Islamic Religious Education teachers, can obtain information about strategies of forming the character of environmental care that is aligned to their respective school backgrounds. The results of this study indicate that: 1) Most students of State Junior High School 6 Salatiga (SMP Negeri 6 Salatiga) show awareness towards the environmental issue. However, the students of State Junior High School 9 Salatiga (SMP Negeri 9 Salatiga) still need guidance. 2) The strategy of forming the character of environmental care that is carried out by Islamic Religious Education teachers is done by asking students to demonstrate the “1 student 1 water bottle” movement as well as collecting the used ablution (wudhu) water to water the school’s plants. Meanwhile, the Islamic Religious Education teachers at Junior High School 9 Salatiga (SMP Negeri 9 Salatiga) support the movement of watering the school’s plants vertically every morning done by students. Through Islamic Religious Education learning, the teachers in both schools use the strategy of integrating the character of environmental care with Islamic Religious Education materials. During this pandemic era, the Islamic Religious Education teachers of State Junior High School 6 Salatiga (SMP Negeri 6 Salatiga) upload a video about the Jum’ah prayer protocol to the school website. Meanwhile, the Islamic Religious Education teachers of State Junior High School 9 Salatiga (SMP Negeri 9 Salatiga) support the movement by sending advice and suggestions to their students through WhatsApp application, 3) The supporting and inhibiting factors for Islamic Religious Education teachers of both schools in forming the character of environmental care are related to the various backgrounds of students, geographical conditions, and the size of land in each school.
 Keywords: Character of Environmental Care, Islamic Religious Education, Teacher Strategy

Transformasi Pengembangan Materi Pendidikan Agama Islam dengan Nilai Islam Indonesia (dari Pendekatan Monodisipliner menuju Pendekatan Interdisipliner)

Islamic Education is open to any ideas that come from other knowledge clumps. This open-access should make Religion teachers think about conveying the perspective of Islam using an interdisciplinary rather than monodisciplinary approach. This study initiated the development of Islamic Education material using an interdisciplinary approach, with the following problem formulations: first, what are the concepts and weaknesses of Islamic Education material development using a monodisciplinary approach? second, how does the concept offer Islamic Education material development using an interdisciplinary approach? The purpose of this study is to transform the development of Islamic Religious Education material with Indonesian Islamic values. By using a qualitative approach, content analysis, and qualitative descriptive methods. This study concludes: first, the concept of developing Islamic Education material using a monodisciplinary approach still uses only one clump of religious knowledge in its delivery, which results in an exclusive understanding of religion. Second, the concept of Islamic Education learning that uses an interdisciplinary approach can present religious studies by involving social studies, humanism, environmental issues, gender, Indonesianness, and politics.

Deradicalization in Textbooks of Islamic Religious Education Material with Radicalism in Schools

This article is limited to a literature study dealing with radicalization in educational institutions. More specifically, the authors want to add as much information as possible, so that this paper strengthens the study of literature and data that can strengthen further research. The preliminary results are as follows: radicalism enters through textbooks, by changing the religious understanding of teachers and students, the books used are official books published by the government and private institutions through worksheets. Based on the above problems, the author has indeed tried to look back at some of the teaching materials for Islamic religious education which are mixed with radical ideas as revised by the government and by the community to improve textbooks so that radical understanding can be lost. So it is necessary to reorientate the handling of radicalization which has been done and understood by great people. Efforts to stem radicalism, which have so far been more focused on terrorists or warfighters, have not been carried out much as an understood precaution and radical action.