Religious Moral Education Research Articles

Inclusive Learning in Elementary Schools Against Islamic Religious Education Lessons

Learning Inclusive Islamic Religious Education in Elementary Schools still needs to be improved. religious learning must be carried out even if the child seems slow to learn (slow learner) in following Islamic religious lessons, taking into account the following matters: prepare teaching materials and materials to meet the unique and specific needs of students, the most effective learning methods to use in the delivery of learning materials or materials, provide continuous attention and motivation. Focus on paying attention so that students know that the teacher who teaches pays attention to them when in class, it is important to make eye contact when learning takes place, give appreciation and appreciation for their presence. parental support, encouragement and seriousness are closely related to slow children's learning outcomes. In qualitative research, the instrument or research tool is the researcher himself. The approach used in this study is to use a phenomenological approach. This study aims to examine the learning conditions of Inclusive Islamic Religious Education in Public Elementary Schools, as well as to analyze, evaluate and the learning model of Inclusive Islamic Religious Education in public elementary schools.

Gagasan Integrasi Nilai-Nilai Adat Basandi Syarak Syarak Basandi Kitabullah (ABS SBK) Kedalam Pelajaran Pendidikan Agama Islam Pada Kurikulum Sekolah Dasar

the curriculum in a broad sense needs to be continuously criticized. In this case, a formulation of PBM activities is needed that does not separate the science, skills and cultural values of the local community. This paper explains the idea of a formulation of the integration of Minangkabau cultural values which is contained in the adagium "Adat Basandi Syarak Syarak Basandi Kitabullah" (ABS SBK) into the curriculum of Islamic Religious Education (PAI) in elementary schools. This integration formulation is carried out as a solution to various kinds of social and moral problems faced by the world of education in the face of the wave of modernization. In addition, it can be believed that the values of "Adat Basandi Syarak Syarak Basandi Kitabullah" are an adagium that becomes the system of life of the people of West Sumatra (Minangkabau) which is based on Islamic religious values (Quran and Hadith of Prophet Muhammad SAW). The purpose of this study was to formulate the idea of ​​an integrated curriculum in the perspective of Minangkabau socio-cultural, adat basandi syarak syarak basandi Kitabullah into Islamic religious education subjects in the basic segolah curriculum. The research method is library research with a descriptive qualitative approach. The results of the study show that the traditional values ​​of basandi syarak syarak basandi Kitabullah can be integrated into Islamic religious education lessons in the elementary school curriculum through a process of integration and interconnection by strengthening the organization of curriculum content.

Gagasan Integrasi Nilai-Nilai Adat Basandi Syarak Syarak Basandi Kitabullah (Abs Sbk) Kedalam Pelajaran Pendidikan Agama Islam Pada Kurikulum Sekolah Dasar

the curriculum in a broad sense needs to be continuously criticized. In this case, a formulation of PBM activities is needed that does not separate the science, skills and cultural values of the local community. This paper explains the idea of a formulation of the integration of Minangkabau cultural values which is contained in the adagium "Adat Basandi Syarak Syarak Basandi Kitabullah" (ABS SBK) into the curriculum of Islamic Religious Education (PAI) in elementary schools. This integration formulation is carried out as a solution to various kinds of social and moral problems faced by the world of education in the face of the wave of modernization. In addition, it can be believed that the values of "Adat Basandi Syarak Syarak Basandi Kitabullah" are an adagium that becomes the system of life of the people of West Sumatra (Minangkabau) which is based on Islamic religious values (Quran and Hadith of Prophet Muhammad SAW). The purpose of this study was to formulate the idea of ​​an integrated curriculum in the perspective of Minangkabau socio-cultural, adat basandi syarak syarak basandi Kitabullah into Islamic religious education subjects in the basic segolah curriculum. The research method is library research with a descriptive qualitative approach. The results of the study show that the traditional values ​​of basandi syarak syarak basandi Kitabullah can be integrated into Islamic religious education lessons in the elementary school curriculum through a process of integration and interconnection by strengthening the organization of curriculum content.

Analysis of Attitude Assessment in Islamic Religious Education in Elementary Schools

Learning Islamic religious education can not be separated from the results of learning or assessment. The assessment of Islamic religious education subjects did not describe students' attitudes. This study aims to assess attitudes toward Islamic religious education in elementary schools. This study used the descriptive qualitative method. Sources of data obtained from primary data and secondary data. Primary data are from 19th-grade and 5th-grade students.Meanwhile, secondary data includes principals, teachers, parents, and classmates. Data collection techniques used are observation, interviews, and documentation. The collected data will be processed using inductive qualitative analysis through data reduction, data display, and conclusion drawing or verification. The study results reveal that Islamic religious education is less successful because parents still view that schools only carry out the task of educating children. Parental attention to children is only in the form of fulfilling material needs such as clothing, food, and board needs. At the same time, the problem of moral formation and development is left entirely to the school. In addition, because it underestimates the existence of Islamic religious education lessons, it is a lesson that is not too important and easy to learn without having to think.

IMPLEMENTASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DALAM MENCEGAH INSECURITY PADA SISWA SMAN 01 PALANGKA RAYA

This article aims to look at implementing Islamic Religious Education learning at the high school level, especially in the faith in qada and qadar chapter, to prevent insecurity in students. This article is motivated by the phenomenon of students of SMAN 1 Palangka Raya in the form of feelings of insecurity and inferiority towards others. The results of this study found that applying Islamic Religious Education lessons on the theme of believing in qada and qadar can be an alternative in preventing the emergence of a sense of insecurity in adolescents, especially students. Insecurity arises because of a lack of understanding of Allah's decree. So, in its application, students can appreciate and practice learning materials in everyday life.

PEMIKIRAN AHMAD DAHLAN TENTANG PENDIDIKAN ISLAM PADA MUHAMMADIYAH

AbstractThis article is about the thoughts of KH. Ahmad Dahlan on Islamic Education in Muhammadiyah. In this article, we discuss that Muhammadiyah is part of Indonesia's history that contributes as a carrier of modernity in Islam. In this article, the concept of Muhammadiyah education is explained, including bringing updates in the field of forming Islamic educational institutions which were originally a pesantren system into a school system and have included general lessons for religious schools or madrasas. For the Muhammadiyah education model, this article explains the integralistic model, adopts the substance and methodology of modern Dutch education into religious education madrasas, provides Islamic teaching content in modern Dutch public schools, and implements a cooperative system in the field of education. In the learning method, the emergence of the lecture method and the munadharah (dialogical) method in teaching created by Muslim scholars and with this method can be adjusted to the level of convenience of the subject matter, to suit the intellectual abilities of students. This research is a qualitative research with an emphasis on the comparative method process or comparing the thoughts of KH Ahmad Dahlan by conducting library research. The goals of Islamic education are a) general goals, cannot be achieved except after going through the process of teaching, appreciation, experience, and belief in the truth. b) the final goal, namely human beings who die and will face their God is the final goal of the Islamic education process. c) temporary goals are goals that will be achieved after students are given a certain number of experiences that have been planned in a formal education curriculum. d) operational goals are practical goals to be achieved by a certain number of educational activities that require certain abilities and skills which are more emphasized on the nature of appreciation and personality. K.H. Ahmad Dahlan carried out modernization in the field of Islamic education, from the cottage system which was only taught Islamic religious education lessons, from the cottage system which was only taught individually to class and supplemented with general knowledge lessons.

PENGARUH KREATIVITAS DAN GAYA BELAJAR TERHADAP PRESTASI BELAJAR PENDIDIKAN AGAMA ISLAM DI SMP AL-IJTIHAD KOTA TANGERANG

This study aims to describe the relationship between creativity and learning style on student achievement in Islamic Religious Education lessons at SMP Al-Ijtihad Tangerang City. The approach used in this research is a quantitative approach with the type of correlation research. The population in this study were students of SMP Al-Ijtihad Tangerang City with a population of 270 people and a sample of 100 people. The data collection technique was carried out with a questionnaire to obtain data on creativity and learning styles, and PAI learning achievement. The analysis used in this research is multiple correlation analysis. The results of this study indicate that (1) There is a positive and significant relationship between creativity and learning achievement of Islamic Religious Education, namely ryx1 = 0.988 with very strong criteria. And creativity has a role of 97.61% on student achievement in Islamic Religious Education lessons; (2) There is a positive and significant relationship between learning styles and student achievement in Islamic Religious Education lessons, namely ryx2 = 0.985 with very strong criteria. And learning styles have a role of 97.02% of student achievement in Islamic Religious Education lessons; (3) There is a positive and significant relationship between creativity and learning style on student achievement in Islamic Religious Education lessons, namely ryx1x2 = 0.989 with very strong criteria. And creativity and learning styles simultaneously (together) have a role of 97.81% of student achievement in Islamic Religious Education lessons.

PENERAPAN PEMBELAJARAN BERBASIS INKUIRI DALAM UPAYA MENINGKATKAN PEMAHAMAN MATA PELAJARAN PENDIDIKAN AGAMA HINDU DI SMAN 1 BANGLI TAHUN AJARAN 2021/2022

Application of Inquiry-Based Learning in an Effort to Improve Understanding of Hindu Religious Education Lessons for Class XI Social Sciences 1 Semester II SMAN 1 Bangli Academic Year 2021/2022. The purpose of this study was to describe the learning process through the implementation of inquiry-based learning for Class XI IPS 1 SMAN 1 Bangli students, to find out to what extent the implementation of inquiry-based learning could improve students' understanding of Class XI IPS 1 SMAN 1 Bangli on Hindu religious education subjects and manners. , to find out to what extent the implementation of inquiry-based learning can increase the creativity of Class XI IPS 1 students of SMAN 1 Bangli and to determine student responses to the implementation of inquiry-based learning of Class XI IPS 1 students of SMAN 1 Kintamani. This research is a classroom action research involving 33 students of Class XI IPS 1 Semester II SMAN 1 Bangli. Some of the variables investigated in this study are as follows (1) the results of creativity, and (2) students' understanding in learning Hindu religious education, especially morals & sad atatayi. This research procedure will be carried out through 2 (two) cycles, each cycle is carried out for 2 x 40 minutes. Student responses to the implementation of inquiry-based learning for Class XI IPS 1SMAN 1 Bangli students were positive, namely the number of students who responded positively as much as 71.42% and responded negatively as much as 13.57%.

PENINGKATAN HASIL BELAJAR MENGGUNAKAN MEDIA KOMIK DIGITAL MATERI TOLERANSI DAN KOMPETISI KEBAIKAN

The learning of students during the covid-19 pandemic in Islamic Religious Education (PAI) lessons requires teachers to be innovative in using the media to cultivate the value of truth and honesty better. The learning media used by teachers must support digital comics, namely illustrated stories. The purpose of this study is to make the learning outcomes of students better. The research subjects were students of class XI MIPA3 which totaled 35 people. The study was designed as many as two cycles, with data retrieval through pre-cycle observation. Data collection techniques in this study are tests, observations. Tests are used to obtain data on learning achievements. The data collection tool used is a test using question items / question instruments to measure student learning outcomes. And Observation uses observation sheets to measure the participation rate of learners. The results of the observations that have been carried out are analyzed descriptively comparatively, namely by comparing values between cycles and indicators in the study. Observation with descriptive analysis based on the results of observation and reflection of each cycle. The results of this study show that digital comic learning media has a positive impact in improving student learning outcomes. This can be seen from the better student learning outcomes on the material presented by the teacher (learning completion increases from pre-cycle, cycle I, and II, namely 31%, 57%, and 91%, respectively.

Analisis Penggunaan Fasilitas masjid dalam Peningkatan Pembelajaran Pendidikan Agama Islam

The background of the research is that mosques have educational functions such as the development of humanist values ​​and general welfare. Islamic religious education lessons in schools, have activities that can be done in mosques other than for prayer, as well as all kinds of efforts to prosper, and function properly. The formulation of the problem is how to use mosque facilities in improving the quality of PAI learning in Cihideung Ilir Village and how to describe and analyze the use of mosque facilities and how to improve the quality of PAI learning.
 This study uses a qualitative approach using the case study method. The results of the research are (1). Forms of using mosque facilities in improving the Quality of Islamic Education Learning in Cihideung Ilir Village through Dhuhur prayer activities in congregation, reading of hadith riyadus sholihin after congregational prayers, mentoring or halaqah, tadarus after praying and mosques are also used to discuss PAI learning materials assigned by the teacher students and to find solutions to these problems. (2). Shows that the existence of a mosque as an adequate medium for learning Islamic religious education is quite influential on improving the quality of Islamic religious education learning optimally.
 
 Keywords: Analysis of Mosque Facilities, Quality of Islamic Studies Learning.

Analysis of the Systematic Subject Matter for Fiqh in Islamic Religious Education Lessons at Schools in the 2022 Prototype Curriculum

This research is motivated by the unsystematic subject matter of fiqh in Islamic Religious Education (PAI) lessons in schools in the 2013 curriculum. The understanding of the subject matter of fiqh must be systematic or sequential. If students learn the subject matter of fiqh not systematically or sequentially, it will impact the confusion of students' mastery. The systematic confusion in discussing the subject matter of fiqh in Islamic Religious Education (PAI) lessons in the 2013 curriculum at the school have been resolved by the government through the 2022 prototype curriculum policy set out in the decision of the Head of the Standards, Curriculum, and Educational Studies Agency, Ministry of Education and Culture. Education, Culture, Research, and Technology of the Republic of Indonesia number 008/H/KR/2022. This research aims to describe and analyze the systematically subject matter of fiqh in Islamic Religious Education (PAI) lessons in schools in the 2022 prototype curriculum. This type of research is library research. With content analysis, researchers found that the systematics of fiqh subject matter in Islamic Religious Education (PAI) lessons in schools in the 2022 prototype curriculum had been arranged hierarchically-systematically.

Keteladanan Guru Pendidikan Agama Islam dalam Internalisasi Nilai-Nilai Akhlakul Karimah pada Siswa

The purpose of this study was to describe the role model of PAI teachers in internalizing the moral values ​​of students at SMPN 7 Bengkulu City. This type of research is included in field research which is a case study with a descriptive qualitative approach, in which there are attempts to describe, record, analyze and interpret conditions that are currently happening or exist. The subjects of this study were school principals, PAI teachers and students. The results of the study, appreciation of the internalization of moral values ​​in schools, teachers apply several stages that represent the process of internalization, namely the value transformation stage, the value transaction stage, and the value internalization stage, where the three stages are used to educate students' morals to have good behavior. In conclusion, Islamic Religious Education (PAI) lessons at SMPN 7 Bengkulu City are not only focused on in the classroom, but also carried out outside the classroom, such as the implementation of worship practices in the prayer room, recitation of the Qur'an in class, and worship practices. other. Not only that, students are fostered to get used to speaking politely to teachers and fellow friends, maintaining attitudes and behavior, getting used to dressing well (covering the genitals), and keeping the school environment clean and tidy so that it looks beautiful. The habituation aims so that students can appreciate and practice moral values.
 
 Keywords: Akhlakul Karimah, Internalization of Values, Exemplary

The Relationship between Religious Attitudes and Perseverance in Learning in Islamic Religious Education Lessons in Junior High Schools

Purpose – This study aims to determine the relationship between religious attitudes and learning perseverance of students of SMP 1 Bengkulu City and SMP 1 Jambi City on the subject of Islamic Religious Education.
 Design/methods/approach – The research design is an associative quantitative research method with a correlational research design. The number of samples of junior high school students studied amounted to 140.
 Findings – It was found that the results of the T-test and the correlation test showed a significant comparison and there was a relationship between Attitude and Perseverance in Student Learning of SMP 1 Bengkulu City and SMP 1 Jambi City on Islamic Religious Education Subjects.
 Research implications/limitations – The implication of this research is that it can be used as a reference in taking follow-up actions in solving problems regarding the religious character of students and students' perseverance in learning. The author realizes that this study still has shortcomings, such as the sample used is only 2 schools and 2 different cities. The variables studied in this study were only variables of Religious Attitude and Student Learning Diligence in Islamic Religious Education subjects. In addition, there are many other indicators that have not been used.
 Originality/value – This research is expected to be used by educators as a reference regarding the relationship between religious attitudes and students' persistence in learning, especially in the subject of Islamic Religious Education.

Pembentukan Perilaku Keagamaan Siswa oleh Guru Agama

Religious behavior can affect the conscience of students in worship and morality. The purpose of this study is to describe the behavior and character of students in worship, to describe the stages of Islamic religious education teachers in changing students' worship behavior and behavior. This research uses descriptive qualitative method. The method used is an educational method, through a psychological approach and a social approach. The data was processed using descriptive analysis techniques. The conclusion of this study shows that the religious behavior and personality of students are not in accordance with the religious behavior taught in Islam. Islamic Religion teachers try to shape religious behavior, map changes in student behavior in relation to their emotions, describe their worship behavior and personality, evaluate students' worship behavior and activities as a form of preserving their religious behavior, develop religious behavior through Islam, religious education lessons provide positive punishments that have a deterrent effect .

Privileged and non-privileged agencies – education about, into and with social justice in religious education classrooms

ABSTRACT When social justice education is conducted in religious education (RE) classes, it can take the forms of education about (concepts and facts), into (enhancing commitment), with (negotiating practices) and through (pupil-led action) social justice. The first three approaches were used in seven RE lessons observed in urban Finnish lower secondary schools. The aim was to find out how different approaches to social justice education fit into RE classes and what kind of social justice identities these create. Social justice identities were combinations of the degrees of privilege and agency constructed in the classroom interaction. The analysis shows that non-privileged identities were often referred to as absent and remote. Construction of agency was also often left incomplete. The exceptions were the instances where the teacher intentionally taught with social justice and encouraged the pupils to criticise school practices. They provided a safe but limited way to address powerlessness and promote pupil agency. RE classrooms are well fitted for cultivating informed and concerned citizens but more attention needs to be paid to fostering agency and addressing minoritized identities.

Implementasi Kebijakan Pemberdayaan Pendidikan Diniyah Takmiliyah dan Pendidikan Al Quran di Kabupaten Cianjur

Forms of non-formal religious education that are mostly carried out by the community are diniyah education and Al-Quran education. The purpose of holding this non-formal education is to complement Islamic religious education lessons taught in formal education units. The government and local governments have a role in fostering and empowering this non-formal education. Cianjur Regency is one area that has more attention on empowering diniyah takmiliyah education and Al-Quran education. The author is interested in further researching this non-formal education empowerment policy. The research method used is descriptive with a qualitative approach. Based on the research results, it is known that this policy has succeeded in increasing student participation in attending diniyah takmiliyah education and Al-Quran education. In addition, based on research, the provisions for the application of the requirements for the diniyah takmiliyah diploma and Al-Quran education are only implemented at the registration of new junior high school students/equivalent. Regarding financial support, it is known that the amount is not sufficient for the needs required by educational institutions.

Secondary teachers’ instructional practices on argumentation in the context of science and religious education

ABSTRACT Argumentation is widely recognised as a core practice of science, but the relation between argumentation in the teaching of science in contrast to the teaching of other school subjects has not been sufficiently addressed. In this study, we investigate science and religious education (RE) teachers’ instructional practices related to argumentation in lower secondary lessons in England. Through qualitative analysis of a pair of science and RE teachers’ instructional practices, we characterise how the teachers participating in a professional development project understand and teach argumentation. Data sources included questionnaires, lesson materials, classroom video recordings, and written teacher reflections. Findings suggest that both teachers recognised the value of argumentation in their subject, but some variations existed in the nuances of their views and particularly how different instructional strategies were utilised to achieve the lesson goals related to argumentation. The study highlights the teachers’ different understandings and enactments of argumentation as a disciplinary practice and an instructional objective in science and RE lessons. We call for further consideration of argumentation in different school subjects and how argumentation can enrich science teaching in interdisciplinary contexts.

Implications of Teacher Interpersonal Communication Ability on Student Learning Motivation in Islamic Religious Education Lessons During Pandemic

A During the pandemic, teachers' interpersonal communication skills are needed to create student learning motivation. One of the keys to the success of teaching teachers is the ability of teachers to build communication with students. So this research needs to be done with the aim of this research is to analyze the effect of interpersonal communication skills of teachers on students' motivation in learning Islam Religious Education during the pandemic. This type of research is Mix method research. The number of sample respondents is 72 students. Data collection techniques are using Random Sampling. In the hypothesis test, it was found that in the T test, it was found that there was a significant difference in the teacher’s Interpersonal Communication ability and students’ learning motivation in Islamic religious education subjects in each school and the results of the regression. The test showed that there was an influence between Teacher Interpersonal Communication on students’ learning motivation in the subjects of Islamic religious education lessons during the pandemic.

Religious Moderation, Inclusive, and Global Citizenship as New Directions for Islamic Religious Education in Madrasah

This article examines the direction of the development of Islamic religious education in Madrasah. The main subject of the research is the Decree of the Minister of Religion (KMA) number 183 of 2019 concerning the Islamic religious education curriculum and Arabic language in Madrasah. This research is very important in order to be able to explore the direction of the development of Islamic Religious Education in Madrasah and how to determine the basis for that direction. This clarity can ensure the truth or untruth of various issues milling about this, one of which is the issue of the abolition of Islamic religious education lessons. Researchers studied with a descriptive qualitative approach using content analysis techniques. So far, no researcher has studied this subject. The results show that the direction of Islamic religious education was born through in-depth study. Development is based on philosophical, sociological, psycho-pedagogical, and theoretical foundations as well as a rationalization so that it can be said to be a systemic and measurable reinforcement. Moderate and inclusive behavior is one of the goals that is strengthened as the direction of Islamic religious education in Madrasah so students are ready dan play positif as global citizenship.

Efektivitas Evaluasi Proses Model Pembelajaran Berbasis Masalah Materi Qurban dan Aqiqah

In essence, learning is a psychological process or personal event that occurs within each individual. Learning is not an automatic consequence of contemplating information into students' minds, learning requires mental involvement and students' own work. Explanation and demonstration alone will not produce good learning outcomes, but a learning experience that is more related to conceptual elements will make the learning process more effective. One alternative that can be applied in PAI learning is learning activities by applying a problem-based learning model that aims to improve student achievement and motivation in understanding and mastering PAI lessons. This study aims to examine the effectiveness of the problem-based learning model in Islamic religious education lessons on qurban and akikah material. This study uses a quantitative approach, which uses scores to describe the variables of student learning outcomes and the effectiveness of learning implementation. The population in this study were 29 students with 14 female groups and 15 male groups in class IX SMPN 54 Bandung. The data obtained were in the form of answers based on the evaluation of the learning process, namely 13 questions that were answered authentically. The data obtained were then analyzed descriptively. Data was collected using the method. Student learning outcomes showed an average above the KKM (?80) which was 84%. So that the achievement of the effectiveness of the evaluation of problem-based learning in the qurban and akikah material for the female group was greater, namely 86% compared to the male group, which was lower at 83%.