IJGIE (International Journal of Graduate of Islamic Education)

The Role Of Character Education In Forming Ethical And Responsible Students

2024-09-23T08:33:49+00:00

Character education refers to an approach to learning that aims to help students develop moral and ethical values, such as honesty, responsibility and empathy. The integration of these values in the curriculum and school activities along with the active support of teachers, families and communities are the main efforts for character education to build individuals who are highly ethical and responsible in every aspect of their lives. In this study, the literature research method was used. From the results, it is evident that teachers who have undergone specialised training in character education play an important role as living examples of these values. In addition, a safe and supportive school environment greatly contributes to the ethical formation of students. Another opinion states that the active participation of parents and the community also strengthens the implementation of moral values in schools through their daily behaviour. This finding proves the synergy relationship between the collaborative participation of the main institutions, namely school, family and the wider community, can empower students with strong character, have good morals and be perfectly responsible.

The Concept Of Implementing Active Learning Strategies In Islamic Religious Education Learning

2024-09-23T08:33:46+00:00

This study aims to elaborate the concept of active learning strategy implementation in Islamic religious education learning, which will be divided into three main discussions, including: 1) the definition of active learning strategies; 2) components and supporting factors of active learning strategies; 3) various methods in active learning strategies; and 4) implementation of active learning strategies in Islamic religious education learning. This research uses a library research approach, to analyze the concept of implementing active learning strategies in Islamic religious education learning in Mel Silberman's book, Active Learning: 101 Strategies To Teach Any Subject. Data collection was carried out using documentation techniques, which were then analyzed inductively. The results showed that active learning strategy is a learning approach that invites students to engage directly through real experiences, empowering them to learn actively in various ways and strategies. Components such as experience, interaction, communication, and reflection are key in implementing active learning strategies. Factors such as teacher attitude and behavior play an important role in supporting active learning. The book "Active Learning: 101 Strategies To Teach Any Subject" by Silberman presents various strategies that can be adapted, including in the context of Islamic religious education learning, such as group resume method, learning starts with a question, information search, quiz team, everyone is a teacher here, and jigsaw learning. All of these will create a learning environment that motivates, engages, and improves students' understanding in Islamic religious education learning.

Islamic Religious Education Learning Technology In The Industrial Revolution 5.0 Era

2024-10-07T08:59:44+00:00

The era of the Industrial Revolution 5.0 has brought about significant transformations in various domains, including the realm of education, particularly Islamic Religious Education (PAI) in schools. The integration of technology in PAI learning has gained increasing recognition for its potential benefits. However, its implementation and effectiveness remain challenging in many educational institutions. A knowledge gap persists in understanding how PAI teachers can effectively utilize technology to enhance learning that is pertinent to students' needs in the digital era. To address this gap, this study employs a comprehensive literature review methodology, examining recent publications on the integration of technology in religious education. The findings of this study indicate that technology can be instrumental in enhancing accessibility to learning materials, facilitating interaction between teachers and students, and fostering student engagement in the learning process. Furthermore, it is evident that continuous training for teachers is crucial to enable them to fully harness the potential of technology in the educational setting. The implications of this study suggest that the development of educational policies that promote the integration of technology in PAI learning must be accompanied by well-structured and ongoing teacher training programs.

Development of An-Nawa Method-Based Learning Module for Basic-Level Quranic Literacy

2024-10-20T14:13:09+00:00

Learning to read and write the Qur'an is fundamental to Islamic religious education. However, existing teaching methods often need to be more effective in meeting diverse learners' needs. It encourages the development of adaptive modules that meet the needs of students, such as the An-Nawa module, which adapts the Iqra and Ummi methods. This study aims to create an adaptation of the An-Nawa Module of Iqra and Ummi and assess how well it works. The research methodology employs the ten-stage Borg and Gall research and development technique. The research and development study's findings indicate that the following principles developed the An-Nawa module: analysis of educational needs, gathering pertinent data, product design that takes students' needs into account, validation demonstrating the module's viability, design revision, testing, product revision, usage testing, product revision, as well as socialization and implementation. These phases are all essential to developing a module, which also involves implementation, assessment, and revision to guarantee the module's viability and efficacy in raising students' proficiency in reading and writing the Al-Qur'an. The suggestions are to do limited testing, involve experts in the development process, and revise the module continuously to raise its quality. To guarantee that the module positively influences students' abilities to read and write the Al-Qur'an, socialization, and module execution are equally crucial.

Reconstructing The Role Of Parents and Teachers In Islamic Education

2024-10-20T14:34:47+00:00

This research aims to explain the importance of reconstructing the roles of parents and teachers in Islamic education. It is a descriptive study utilizing a literature review. The roles of parents and teachers in Islamic education need to be reconstructed because children are growing up in a different era from their parents and teachers. The millennial era, characterized by technology reliance, makes children quickly adapt to their surroundings. However, to protect children from the negative influences of the times, parents and teachers must possess competencies beyond merely educating and teaching in the real world but also guiding them in the virtual world. Therefore, Islamic education for children must be preserved, and parents and teachers must continue to be educators, guides, motivators, and role models for their children so that they can compete in their time while maintaining good moral character according to Islamic teachings.

Concept Of Educational Social Contact In Family, School and Community

2024-11-18T14:52:36+00:00

Educational social contact is a form of interaction that supports the learning process and character building of individuals, both in the family, school and community environments. This article aims to explore and elaborate the concept and important role of educative social contact in three main domains, namely family, school and community. Using a qualitative method based on a literature study, this research identifies and analyzes the various forms and impacts of educational interactions that occur in these environments. The results of the analysis show that educative social contacts that occur in families, schools and communities play a very important role in the formation of individuals' character, social skills and moral values. Family interactions, such as modeling, educative communication and character education, form the basis of child development. Schools as social agents develop students' academics and character through formal, non-formal learning and social interactions. Society introduces social norms, diversity, and the importance of cooperation and empathy. Participation in social activities, multicultural interactions and use of public facilities help individuals develop social skills to contribute to community life. These three environments complement each other in shaping individuals who are intelligent, good character and adaptive.