e-AZKIA: Journal of Islamic Education in Asia

Kajian Historis Madrasah Nizamiyah

Apriliani Kartini — 2024-06-10

As we know, Nizamiyah madrasas have a significant role in strengthening the progress of Islamic education. This article intends to explain how the history of the establishment of the Nizamiyah madrasah as an educational institution was ultimately involved in political and ideological complexity. This research is qualitative in nature and falls into the library research category. In this article, it is concluded that the Nizamiyah madrasah was founded in 447 AH/1055 AD under the auspices of Tughril Bek from the Seljuq dynasty, with the central role of his vizier, Nizam al-Mulk. Even though this madrasa is an educational institution, it has characteristics that are similar to other madrasas in terms of management, educators, students and learning methods. However, the curriculum is slightly different because it includes Ash'ariyah theological material which aims to defend Sunni teachings and counteract Shiite-Mu'tazilah ideology. In its context as an educational institution, the Nizamiyah madrasah cannot be avoided from the political-ideological influence that surrounded its founding process.

Strategi Guru Pendidikan Agama Islam dalam Pembinaan Akhlakul Karimah Siswa di Sekolah Menengah Pertama

Eda Laelasari — 2024-06-10

Teachers play an important role in the process of fostering the morality of their students, especially religious teachers. For the success of the coaching process, the teacher must be able to use various strategies in shaping morality. This study aims to 1) To find out about the Strategies of Islamic Religious Education Teachers at Al-Muhajirin Islamic Middle School, Gunung Sindur District, Bogor Regency 2) To find out about the Guidance of Morals for Students at Al-Muhajirin Islamic Middle School, Gunung Sindur District, Bogor Regency 3) To find out about the factors that influence the Akhlakul Karimah Development Strategy for students at Al-Muhajirin Islamic Junior High School, Gunung Sindur District, Bogor Regency. The method used in this study uses a descriptive qualitative approach. Data collection techniques used the methods of observation, interviews, and documentation. The data analysis technique used by Miles and Huberman is data reduction, data presentation, and drawing conclusions. The results of the study show, 1) The strategy of Islamic Religious Education Teachers, includes: Personal approach, example, habituation and punishment. 2) Guiding the Morals of Students, there are 3 of them, namely moral development that builds a relationship with Allah SWT by performing mandatory and sunnah worship such as recitations, Duha prayers, Dzuhur prayers in congregation and Berinfaq/sodaqoh. Relationships with others such as smiles, greetings, greetings, behavior, courtesy, mutual respect and appreciation. Relationship with the environment by protecting and caring for the environment. 3) Factors that influence the development of student morality, the first supporting factors for fostering student morality: awareness in students, role models in teachers, learning methods, cooperation and support from parents, facilities and infrastructure. The two inhibiting factors for fostering student morality: Lack of hours of Islamic religious education subjects, misuse of cellphones, student environment.

Implementasi Media Crossword Puzzle pada Pembelajaran Pendidikan Agama Islam

Isep Djuanda — 2024-06-10

The aim of this study is to find out the implementation of crossword puzzles in Islamic Religious Education Learning, to perceive the student responses on the application of crossword puzzles in learning Islamic Religious Education, and to detect the obstacle to the crossword puzzle implementation in learning Islamic Religious Education at SD Islam Al Syukro Universal Ciputat Tangerang Selatan. The study applied qualitative research to gain meaning, concepts, characteristics, and phenomena in implementing crossword puzzles in the Islamic Religious Education learning process. Data collection used in this study includes observation, interview, and documentation study, with the data analysis referred to Miles and Hubermen's theory, which covers data reduction activity, data presentation, and summary conclusion. The study shows that: 1) the implementation of crossword puzzle media in learning Islamic Religious Education was conducted with some learning steps that consist of opening, core, and closing. 2) The student responses on implementing crossword puzzles in Islamic Religious Education learning are: a) active participation in learning process, b) enthusiasm in doing lessons, and c) independence driven by competing in filling the boxes in crossword puzzles. 3) The obstacles in implementing crossword puzzle media in learning Islamic Religious Education are: a) Teacher needs more time to design crossword puzzles; b). Implementing crossword puzzles requires reading and writing skills for students, and c) The students could only imitate other students work.

Menumbuhkan Karakter Anak Usia Dini Melalui Program Pra Siaga di Raudhatul Athfal

Munakhiroh El Hajar — 2024-06-10

Character education from an early age is crucial in creating a generation with noble morals, and this character education can be acquired through pre-school activities. The aim of this research is to understand character development in early childhood education programs at RA Mutiara Bunda, comprehend the utilization of character development in early childhood education activities, and evaluate behavioral development in early childhood education activities. The research findings indicate the following: (1) Enhancing learning behavior through play in the preschool period, with plans for daily lesson implementation, full-week lesson plans, and preschool learning. (2) Developing learning behavior in the preschool period through play, including enhancing independent behavior and responsibility through discipline agreed upon by children and teachers, and providing rewards or minor punishments at the end of activities, laying foundations by acting in the preschool period and group games; confidence; Encouraging participation and fostering children's creativity through group games. (3) Work evaluation includes character traits such as independence, responsibility, and confidence, which according to teachers, are consistent with performance. However, based on teacher assessments, integration and testing of self-confidence and independence still need to be strengthened. The development of children in Group B participating in pre-school activities is at the expected level.

Implementasi Pembelajaran Neurosains dalam Menstimulasi Perkembangan Moral Anak Usia Dini

Hartin Kurniawati — 2024-06-10

The aim of this descriptive qualitative research is to describe how the implementation of neuroscience learning is used to stimulate children's moral abilities. The subjects in this research were the school principal and class teacher RA Assa'adah. Data collection techniques that is used was structured interviews. The research results show that education in early childhood is carried out through play activities, because it is in line with the natural nature of a child who likes to play. By playing, children gain knowledge spontaneously without feeling pressured or burdened. Neuroscience learning fits children's learning needs when it is done in a fun way. The media used is appropriate to the child's interests. The activity begins by conditioning the children through reading Iqra, Latin reading books, reading the pledge when lining up, moving and singing or playing simple games, as well as reading short letters together. This is done to prepare the children to be enthusiastic about learning, focus on learning, and receive learning material well. Activities to stimulate children's morals were carried out by singing Islamic songs, reciting hadiths, and telling stories of the prophet. The teacher will give a warning by reading a hadith if a child breaks the rules at school. Teachers assess children's moral development every day. The development results of each child are different because of the differentiation of the character and background of each child. The teacher will evaluate the activities that have been carried out and improve them for the next learning year, especially in terms of children's moral development.