Authors:M Arinal Rahman, Dewi Rahmawati, Muhammad Nazamuddin Azmi, Md Noor Saper, Ciptro Handrianto, Shahid Rasool, Ary Kiswanto Kenedi Pages: 141 - 160 Abstract: Pre-service teachers must teach online due to the COVID-19 pandemic in 2020. As a result, they lacked competence, particularly in face-to-face teaching. This study aimed to discover the challenges and opportunities pre-service teachers face when the rules for online learning are enforced. This research was based on the qualitative method. Online interviews and focus group discussions with respondents were used to collect data. The respondents to this study were five students in the fifth semester of 2020 in Indonesia. The data analysis technique used Five Phases of Analysis. The results showed that the main obstacle experienced by pre-service teachers on campus was that they could not experience the face-to-face teaching process because of the COVID-19 pandemic. As a result, they were practicing online teaching. They said they were worried that when they became teachers, they would have to teach face-to-face even though they did not have enough experience doing so. However, this form of online teaching practice provides a better opportunity for pre-service teachers because they are better prepared for future forms of education where education will be integrated with technology. Pre-service teachers' experiences with online instruction during the COVID-19 showed challenges and possibilities dealt with by pre-service teachers where they can take advantage of several advantages or opportunities made available by the pandemic to help them develop into competent ICT educators. They will also have a leg up when the educational system shifts to a hybrid or fully online format in the future. PubDate: 2022-12-26 DOI: 10.24042/atjpi.v13i2.13916 Issue No:Vol. 13, No. 2 (2022)
Authors:Syamsul Huda, M. Ubaidillah Ridwanulloh, Siti Mauridatul Khasanah, Andika Eko Prasetiyo, Renita Donasari Pages: 161 - 184 Abstract: The purpose of this study is to explain the storytelling method in improving language skills and at the same time instilling character values in children. Character issues in the younger generation are still often encountered both in society and through the news on social media. One solution is to include character values from an early age in kindergarten learning by applying the storytelling method. By taking inspirational stories from characters that contain good character values, children can learn both language skills and character values. The research method used was the Classroom Action Research (CAR) method. Analysis and presentation of data used a qualitative descriptive method. The data were collected through observation, interviews, and documentation. The result of the study showed that the use of storytelling methods in early childhood to improve language and instill character values had a significant effect. The ratio of the pre-test and post-test results showed a significant improvement, it was from 61% to 96%. Character changes in a positive direction appeared such as being honest, responsible, independent, polite, and following parental orders. Furthermore, children were also motivated to learn in improving their language skills such as speaking, listening, reading, and writing which then affected the child's formal language. Thus, the use of the storytelling method in the learning process not only improved language skills but also affected the child's character because presenting true stories from human life provides a good and ideal example for children to instill good character in themselves. PubDate: 2022-12-26 DOI: 10.24042/atjpi.v13i2.13880 Issue No:Vol. 13, No. 2 (2022)
Authors:Rohasib Maulana, Saifuddin Syadiri, Rahma Sabara Pages: 185 - 201 Abstract: Muhammadiyah, one of Indonesia's Islamic organizations, has long been involved in education and strives to stay up with scientific and technological advancements. One of the initiatives and materials generated is for Islamic religious education, which is being used at Muhammadiyah 8 Elementary School in Surabaya, East Java. Muhammadiyah 8 Elementary School Surabaya formulates instructional materials in one instructional material called Al-Islam to suit the community's needs and improve Islamology. Al-Islam instructional material are one of the distinguishing features of Muhammadiyah educational institutions. It covers every aspect of Islamic religious education, including moral creed, jurisprudence, Koranic study and interpretation, Hadith studies, Islamic history, and Arabic. This study aims to examine the learning outcomes at Muhammadiyah 8 Elementary School in Surabaya, where the instructional materials incorporate Al-Islam. This study is qualitative. Specifically, descriptive research reveals observations, interviews, and documentation outcomes. According to the findings, Muhammadiyah 8 Elementary School Surabaya has its own instructional materials for developing and teaching Islamic religious education subjects to students, known as Al-Islam. By using Al-Islam instructional material, students' knowledge and potential in Islamic religious education will develop holistically and comprehensively. Muhammadiyah 8 Surabaya Elementary School strives to distribute Islamic religious education subjects within the framework of Al-Islam so that students can master Islamic religious education subjects in an integrated and interdisciplinary manner, based on kaffah human beings who are pious ritualists and socially.Kata Kunci: Pembelajaran, Interdisipliner, Bahan Ajar al-Islam, SD Muhammadiyah. PubDate: 2022-12-26 DOI: 10.24042/atjpi.v13i2.11040 Issue No:Vol. 13, No. 2 (2022)
Authors:Era Octafiona, Erni Yusnita, Mezan el-Khaeri Kesuma Pages: 203 - 213 Abstract: This study aims to determine the role of public speaking in Islamic religious education learning in the digital era. The Literature Review approach was employed for the analysis. Collection of Literature Study data, typically journal articles on Google, Google Scholar, and Research Gate, is one method of resolving difficulties by searching for previously written materials. Critical appraisal was used to analyze journal data derived from the outcomes of this literature study. Critical appraisal is a journal analysis technique that serves as the rationale for the differences, similarities, and flaws. The results suggest that the role of public speaking in Islamic religious education students in the digital era is a benchmark for the creation of character education, personality, culture, courteous, spiritual, creative, and inventive. As a result, teachers are expected to be role models for students and society in general through their public speaking ability. PubDate: 2022-12-26 DOI: 10.24042/atjpi.v13i2.12911 Issue No:Vol. 13, No. 2 (2022)
Authors:Ahmad Saefudin, Hanny Rokhmah, Alhairi Alhairi Pages: 215 - 239 Abstract: The purpose of this article is to identify the philosophical ideas of Paulo Freire and KH. Abdurrahman Wahid or Gus Dur. It also maps the peculiarities of the two figures' thoughts in applying humanism philosophy to education. This study employs a qualitative method by conducting library research. The study's findings indicate that Paulo Freire and Gus Dur's ideas incorporate humanistic educational qualities. Both are humanist intellectuals who strive to improve human dignity through education. The distinction is in the background. Freire has a foundation in traditional Western schooling. KH. Abdurrahman Wahid, on the other hand, represents a Muslim intellectual. Paulo Freire's concept of education that liberates is focused on humanity. Meanwhile, Gus Dur saw that anyone could have liberty if his every move was based on God. Freire's method is problem-solving education and critical thinking. Similar to Gus Dur, who glorified critical thinking in students. Future scholars should expand on the ideas of the two figures by employing a multi- and interdisciplinary method and type of research. PubDate: 2022-12-26 DOI: 10.24042/atjpi.v13i2.13093 Issue No:Vol. 13, No. 2 (2022)
Authors:Muhammad Akmansyah, M. Mawardi J, Miftahur Rohman, Uswatun Hasanah Pages: 241 - 259 Abstract: Teachers' efficacy in carrying out their responsibilities and functions as educators is inextricably linked to the success of Madrasah education. On the other hand, educational facilities and the Madrasah principal's leadership style frequently impact teachers' performance. This quantitative study will look into how female leadership, learning facilities, and all of these characteristics influence the performance of Islamic religious education teachers at the State Madrasah Ibtidaiyah in Bandar Lampung City. The SPSS statistics 23 programs were used to perform multiple regression analysis in this quantitative study. The findings revealed that: (1) there is no significant effect of female Madrasah leadership on the performance of Islamic religious teachers; (2) learning facilities have a significant effect on the performance of Islamic religious teachers; (3) female Madrasah principals and Madrasah facilities together have a significant influence on the performance of Islamic religious teachers by 58.6%, and other factors influence the remaining 41.4%. As a result, the study's findings suggest that factors other than gender influence how well Islamic religious education teachers function at Bandar Lampung City's state Madrasah Ibtidaiyah. These criteria include aspects of the learning facility, separately and in conjunction with the leadership of the female Madrasah principal. As a result, more research is needed to look into various other factors that influence the efficiency of Madrasah teachers. PubDate: 2022-12-26 DOI: 10.24042/atjpi.v13i2.13651 Issue No:Vol. 13, No. 2 (2022)
Authors:Nurul Aisyah, Ariyo Wibisono, Maria Jesus Perucha Arranz Pages: 261 - 278 Abstract: This research aims to investigate PAI teachers' strategies through learning designs at Muhammadiyah Middle Schools. This type of research is descriptive qualitative field research. Muhammadiyah Middle School in Yogyakarta is the site of this research. Three PAI teachers served as research subjects, with the research objects being PAI teacher strategies, student learning behavior, and Islamic education learning designs. Techniques for gathering data include observation, interviews, and documentation. Techniques for data analysis include data reduction, data presentation, and conclusion. According to the study's findings, there are two learning design strategies: planning and implementing learning. The planning design is adjusted to content standards and is passed down in the syllabus to the Learning Implementation Plan (RPP). At the same time, implementation is divided into three steps: opening, core activities, and closing. It begins with asking students how they are and brainstorming material. The core activities include communicating learning objectives, delivering material, and assessing students' attitudes, knowledge, and skills. The final activity, closing, is filled out by the teacher with learning reflections and conclusions. PubDate: 2022-11-26 DOI: 10.24042/atjpi.v13i2.14017 Issue No:Vol. 13, No. 2 (2022)
Authors:Muhammad Danial, Hendro Widodo Pages: 279 - 292 Abstract: Indonesian curriculum transformation into an independent curriculum necessitates the readiness of schools and all of their components to adapt to these changes. As a result, every school's Islamic religious education learning process is required to conduct learning by following the independent curriculum. This study employs the qualitative method with a descriptive design. The data is gathered through observation and interviews with informants. The study’s respondents were school principals, vice principals of the curriculum section, Islamic Religion education teachers, and student representatives from SMA Negeri 5 Tana Toraja. The data found in this study was analyzed by collecting data in process and data in the field. According to the findings, Islamic religious education is taught at SMA Negeri 5 Tana Toraja in the framework of implementing differentiated learning in the independent curriculum. The adoption of the independent curriculum in learning Islamic Religious Education at SMA Negeri 5 Tana Toraja lays a greater emphasis on teacher readiness in carrying out differentiated learning. Adopting the Independent Curriculum in learning Islamic Religious Education in schools necessitates facilities, space, and many policies to increase teachers' knowledge and creative power. PubDate: 2022-11-28 DOI: 10.24042/atjpi.v13i2.15733 Issue No:Vol. 13, No. 2 (2022)
Authors:Rohmat Mulyana Sapdi, Anis Masykhur, Chairul Anwar, Heru Juabdin Sada Pages: 293 - 323 Abstract: This research elaborates on the results of Islamic education policy research with the object of reviewing regulations on the administration of secondary and tertiary education issued in the 2006-2020 period. Based on the main task and function of the Minister of Religion contained in Presidential Regulation Number 83 of 2015 is to administer the government in the field of religion. The scope of authority for administering education is also in the area of religion, as emphasized in Government Regulation No. 55 of 2007. Since Law no. 20 of 2003 concerning the National Education System, there has been a fundamental change in implementing Islamic education. The Minister of Religious Affairs has a wider mandate in the education sector that extends to non-religious fields. This is marked by the widespread establishment of academic madrasas at the secondary level and institutional transformation to UIN at the higher education level. The Regulation of the Minister of Religious Affairs No. 90 of 2013 concerning the Implementation of Madrasas Education and The Regulation of the Minister of Religious Affairs No. 15 of 2014 concerning the changes in the Form of Religious Higher Education Institutions confirms the basis for changes in the orientation of the implementation of secondary and higher education. At the Madrasah Aliyah level, the development of non-religious study programs is growing faster than religious study programs. At the Islamic higher education level, students with a religious education background are smaller than those with a general education background. PubDate: 2022-11-29 DOI: 10.24042/atjpi.v13i2.16052 Issue No:Vol. 13, No. 2 (2022)
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