Publisher: IAIN   (Total: 2 journals)   [Sort alphabetically]

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Al-Ulum     Open Access   (Followers: 1)
Dinamika Ilmu     Open Access  
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Dinamika Ilmu
Number of Followers: 0  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1411-3031 - ISSN (Online) 2442-9651
Published by IAIN Homepage  [2 journals]
  • Developing Transdisciplinary-based Material Design for Akidah Akhlak
           Learning

    • Authors: Lusinta Rehna Ginting, Saiful Akhyar Lubis, Rusydi Ananda
      Pages: 281 - 292
      Abstract: Transdisciplinary-based learning (TDBL) is a need of teachers in teaching where its existence offers for solutions to solve teaching and learning problems in class. In this case, the presence of TDBL in Aqidah Akhlak subject means integrating Islamic teaching into science as knowledge in a holistic way. Thus, this study aims to propose a new way of teaching by developing the learning materials for the Aqidah Akhlak subject which is integrated into TDBL. Plomp’s model of research and development design is used in this research which typically includes five stages including problem analysis, design, realization, implementation, and evaluation. The result from expert validation both for student and teacher books is considered in the eligible category, highly eligible for field trial assessment, and practical category for the practical assessment. Students’ performance on Aqidah Akhlak subject is dominated by moderate level rather than high one. T-test proved that the use of TDBL Aqidah Akhlak learning materials effective to be utilized in class. Through the result of the study, it can be concluded that the proposed product of TDBL Aqidah Akhlak learning materials can be used both for students and teachers. Discussion and research implications are discussed further in this study.
      PubDate: 2022-12-15
      DOI: 10.21093/di.v22i2.4809
       
  • Community Empowerment through Religious Education and Islamic
           Social-Resilience

    • Authors: Sitti Faoziyah
      Pages: 293 - 316
      Abstract: This research aims to examine the factors that contribute to the success of empowering Muslim communities in West Java Province's poorest neighborhoods through religious education, halal food security, and socio-religious resilience. Quantitative research techniques, specifically survey research, are employed here. A questionnaire was used to collect information from 185 people who were selected at random using a proportional sampling formula. Smart-PLS 3.0 was used to perform the statistical analysis. The study's findings suggest that the effectiveness of government and private-sector efforts to empower Muslim communities is impacted by the level of religious education given to the Muslim community, both in terms of broad-brush religious education and more specialized forms of education. A well-planned halal food security program has a higher chance of successfully empowering Muslims. A Muslim community's ability to empower itself is heavily influenced by the degree to which its members feel socially and religiously safe. Muslim community empowerment programs are carried out by the government, private institutions (NGOs and companies), and campuses; they are significantly influenced by religious education and life skills education, halal food security, and social-religion security.
      PubDate: 2022-12-15
      DOI: 10.21093/di.v22i2.4967
       
  • EFL Students' Views of the Multicultural Education in an Indonesian
           Islamic Higher Education

    • Authors: Shafa Shafa
      Pages: 317 - 332
      Abstract: Education cannot be separated from culture. It is possible to provide learning and be tolerant of other cultures. Multicultural education offers diverse cultures, ethnicity, and religion. The study aims to explore students' views of multicultural education in learning at an Indonesian Islamic higher education. It employs a descriptive study by applying a quantitative approach. By considering the ethnic and study program, respondents in this study were determined through the purposive sampling technique by involving 25 students from the Faculty of Tarbiyah and Teacher Training UINSI Samarinda, each representing five different study programs in the faculty. They enrolled as Ma’had Al-Jami’ah students obligated to study English in their initial semester. They were chosen from various study programs because they came from different ethnic backgrounds. This study collects data with a questionnaire instrument distributed online through a Google Forms. Descriptive statistics were used to tabulate and present the quantitative data collected from the questionnaire. The findings in this study provide an overview of the different perspectives of students at Islamic higher education on multicultural education in their learning. This study groups students' views of multicultural education in learning at Islamic higher education into three categories, (1) Highly Supportive on Multicultural Education, (2) Moderately Supportive on Multicultural Education, and (3) Lowly Supportive on Multicultural Education. Most of them have understood the values of multicultural education and are very supportive of its implementation in every lecture and campus policy but there are still students who do not understand the values of this multicultural education. Continuous studies are necessary to support the application of this multicultural education from time to time according to the needs of each institution.
      PubDate: 2022-12-15
      DOI: 10.21093/di.v22i2.4863
       
  • The Challenges and Opportunities in Opening Indonesian Language Education
           Study Program at UIN Antasari Banjarmasin

    • Authors: Nida Mufidah, Afifah Linda Sari
      Pages: 333 - 352
      Abstract: Indonesian is well-known, and it is taught at institutions across the world, including Australia. This study aims at describing prospective students, teachers, lecturers,' practitioners, and the general public's reactions to the Indonesian Language Education Study Program at the Faculty of Tarbiyah and Teacher Training of UIN Antasari Banjarmasin and identified data will be described as findings and discussed using Morrison's theory of needs analysis profile for the program readiness. A survey is used in this investigation. The questionnaires and interviews in this research were both open-ended. The technique used is a questionnaire technique using Google Forms by distributing questionnaires directly to respondents, namely 173 prospective students were class XII high school students, 24 were Indonesian language teachers, and 104 were education practitioners, lecturers, supervisors, and members of the community from several districts and cities in South Kalimantan. The plan to launch the Indonesian Language Education Study Program at UIN Antasari Banjarmasin received a positive reaction from many stakeholders and will be implemented immediately. Graduates of this degree may become professional educators with Islamic perspectives and Indonesian language teachers for international and national schools, as well as Indonesian for foreign speakers with distinctive qualities. Before a new study program starts, educators, teaching staff, and infrastructure must all be carefully prepared, as must the program's documentation. Therefore, the result of this study is expected to be the consideration by the university for opening the Indonesian Language Education Study Program at UIN Antasari Banjarmasin.
      PubDate: 2022-12-15
      DOI: 10.21093/di.v22i2.4871
       
  • Schools Through the Perspective of Students from Different Countries: The
           Case of Spain, Italy, Poland, Portugal, Romania, and Turkey

    • Authors: Yurdagül Doğuş, Mehmet ÖZDOĞRU
      Pages: 353 - 374
      Abstract: This research was carried out to determine the perceptions of schools of students studying in five European Union countries (Spain, Italy, Poland, Portugal, Romania) and the candidate country Turkey. In the study, the data were obtained through the student opinion form created by the researchers and analyzed by content analysis. In the study, it was determined that most of the students had a positive perception towards the school and described the school with positive concepts, metaphors, emotions, and values. Students with a positive perception of school have described school with the concepts of learning, friendship, future, development, entertainment, life, responsibility; positive emotions such as success, happiness, trust, pleasure, interest, love, joy, and respect; value expressions such as helpfulness, friendship, empathy; and with the house, family, home metaphors. It has also been understood that some of the students (13%) have a negative perception of school, they do not like school, and they continue to school because it is compulsory. It was among the findings of the research that the students with a negative perception of school have described school by metaphors expressing physical and emotional discomfort such as boredom, suffering, headache, burnout; and metaphors emphasizing the restriction of freedom such as prison, captivity, and watch tower. In addition, it has been determined that students with negative perceptions have individual and organizational reasons for these perceptions. In the research, it was concluded that there are common meanings in students’ perceptions of school in different countries towards the school, and no matter what language they speak, the students describe the school with similar thoughts and feelings. In this direction, suggestions have been made to increase the awareness of executives and policymakers about students' perceptions of school, to consider the interests and needs of students in the physical design of schools, to implement support programs that will enable students to develop a positive perception of the school, and to conduct longitudinal studies examining the reasons for these perceptions of students with negative perceptions.
      PubDate: 2022-12-15
      DOI: 10.21093/di.v22i2.4911
       
  • Integrative Learning in History Education: A Systematic Literature Review

    • Authors: Atqo Akmal
      Pages: 375 - 392
      Abstract: In general, history is a construction of the past that should use models, methods, and concepts of other social sciences to explain the changes or events throughout human life and civilization. Thus, the assumption that history should be explained from a broader perspective of social sciences and the deep analysis of social theory has transformed the need for an interdisciplinary approach in history education. In the quest for an advanced learning approach to history education, this article proposes integrative learning as an approach that could meet the need for the integration of various perspectives and theories from social science disciplines in learning history. Constructively explained through a systematic literature review of related studies oriented towards history, interdisciplinary, multidisciplinary, and integrative learning, this article works on the possibility of integration encompassing four steps, namely establishing a purpose, understanding and leveraging disciplinary insights, leveraging integration, and critical stance. Despite the lack of empirical research, integrative learning is a promising concept that could improve the method of fostering high-order thinking skills in history education.
      PubDate: 2022-12-15
      DOI: 10.21093/di.v22i2.4792
       
 
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