Articles
<![CDATA[Posisi Strategis Mata Kuliah Agama Islam pada Perguruan Tinggi Umum di Kota Palopo ]]>
<![CDATA[Muhaemin Muhaemin]]>
<![CDATA[ Edukasia Islamika Volume 2, Number 2 2017, Edukasia Islamika: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan ]]>
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DOI: 10.28918/jei.v2i2.1674
<![CDATA[This current study aims to explore and analyze the teaching and learning process of Islamic education at higher education institutions of non-Islamic studies, particularly Sekolah Tinggi Sosial Politik (STISIP) Veteran Palopo. It was qualitative research by employing a case study at STSIP Veteran Palopo. The data were collected through observation, in-depth interview, and documentation. The data were analyzed and concluded by regarding the focus of this study. The research findings reveal that firstly, the course content of Islamic Education at STISIP Veteran Palopo comprised three main aspects of Islamic teachings, namely: aqeedah (creed), sharia, and akhlaq (character) that were provided with several material development. Secondly, the lecturers delivered the learning materials by combining methods of lecturing, discussion, and recitations. Thirdly, the evaluation of teaching and learning process was carried out by having a written test. This study emphasizes the importance of revitalizing the presence of the Islamic Education course at higher education institutions of non-Islamic studies in terms of the learning materials, methods, and techniques of evaluation.]]>
<![CDATA[Kontribusi Pesantren Dalam Merespon Dinamika Sosial Keagamaan ]]>
<![CDATA[Muhaemin Muhaemin]]>
<![CDATA[ Palita: Journal of Social Religion Research Vol 4, No 1 (2019): Palita: Journal of Social Religion Research ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/pal.v4i1.596
<![CDATA[This study aims to analyze and map the role of pesantren in social aspects and religious development in its relevance to local culture and global dynamics. The study design used a qualitative approach with a number of selected informants. The research location was in the Nurul Junaidiyah Lauwo Luwu Timur Islamic boarding school which was one of the pesantren that developed in the Tana Luwu area of South Sulawesi. The results of the study showed that the Islamic Boarding School Nurul Junaidiyah had carried out a role in the social field, namely holding formal education, accommodating santri from poor families, organizing economic empowerment activities through cooperatives. In the aspect of religious development, the Pesantren Junaidiyah Lauwo became a pioneer of moderate Islamic da'wah involving Kyai, Caregivers, Teachers, santri and alumni. Along with the global dynamics, it is necessary to increase the role of pesantren through cooperation with alumni ties, government, and other institutions. In the aspect of religious development, the Nurul Junaidiyah Islamic Boarding School has made good contributions, especially in printing the memorization of the Koran, but the social aspects need to improve social programs such as fostering orphans, fostering converts and or establishing ulema cadre centers (ma'had aly).]]>
<![CDATA[Posisi Strategis Mata Kuliah Agama Islam pada Perguruan Tinggi Umum di Kota Palopo ]]>
<![CDATA[Muhaemin Muhaemin]]>
<![CDATA[ Edukasia Islamika Volume 2, Number 2 2017, Edukasia Islamika: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan ]]>
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DOI: 10.28918/jei.v2i2.1674
<![CDATA[This current study aims to explore and analyze the teaching and learning process of Islamic education at higher education institutions of non-Islamic studies, particularly Sekolah Tinggi Sosial Politik (STISIP) Veteran Palopo. It was qualitative research by employing a case study at STSIP Veteran Palopo. The data were collected through observation, in-depth interview, and documentation. The data were analyzed and concluded by regarding the focus of this study. The research findings reveal that firstly, the course content of Islamic Education at STISIP Veteran Palopo comprised three main aspects of Islamic teachings, namely: aqeedah (creed), sharia, and akhlaq (character) that were provided with several material development. Secondly, the lecturers delivered the learning materials by combining methods of lecturing, discussion, and recitations. Thirdly, the evaluation of teaching and learning process was carried out by having a written test. This study emphasizes the importance of revitalizing the presence of the Islamic Education course at higher education institutions of non-Islamic studies in terms of the learning materials, methods, and techniques of evaluation.]]>
<![CDATA[Musykilat Taqwim Talim al-Lugah al-Arabiyyah wa Hillu laha fii al-Fasl al-Asyir al-Madrasah al-Aliyah al-Hukumiyyah Palopo ]]>
<![CDATA[muhaemin muhaemin]]>
<![CDATA[ AL IBRAH: Journal of Arabic Languange Education Vol 1, No 1 (2018): Al Ibrah Journal of Arabic Langunage Education ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab ]]>
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DOI: 10.24256/jale.v1i1.363
<![CDATA[AbstrakPenelitian ini merupakan penelitian kualitatif yang dilakukan dalam bentuk deskriptif. Metode pengumpulan data dalam penelitian ini dilakukan melalui wawancara, observasi, dan dokumentasi. Sedangakan metode analisis datanya adalah deskriptif, yang menggambarkan dan menganalisis semua hal yang menjadi fokus penelitian ini. Hasil penelitian adalah (1) model evaluasi yang digunakan dalam pembelajaran bahasa Arab adalah evaluasi dasar kelas secara bekelanjutan. (2) Bentuk evaluasi yang dipergunakan oleh guru bahasa Arab adalah penggunaan dua bentuk tes saja dari jenis-jenis evaluasi. (3) Hambatan yang dihadapi oleh guru adalah masalah teknis pada uji ambang batas dari nilai 75 standar utuk dijadikan sempurna atau lengkap yang terasa berat bagi kebanyakan pengajar. Solusi yang ditawarkan adalah menggunakan sistem penjadwalan sehingga waktu terdengar cukup untuk menguji peserta didik dan memberikan tugas tambahan bagi mereka yang memiliki program remedial karena mereka belum mencapai minimum.Kata kunci: Problematika pembelajaran bahasa Arab]]>
<![CDATA[Pengembangan Media Interaktif Berbasis Macromedia pada Pembelajaran Bahasa Arab Isim Dhomir Kelas VII MTs. Olang ]]>
<![CDATA[Muhaemin Muhaemin]]>;
<![CDATA[Anggreni Sri Wahyuni]]>
<![CDATA[ AL IBRAH: Journal of Arabic Languange Education Vol 4, No 1 (2021): AL IBRAH: Journal of Arabic Languange Education ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Arab ]]>
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DOI: 10.24256/jale.v4i1.2504
<![CDATA[Rumusan masalah dalam penelitian ini yaitu: 1) Bagaimanakah proses pengembangan media interaktif macromedia flash pada pembelajaran bahasa Arab Isim Dhomir, 2) Bagaimanakah kevalidan pengembangan media interaktif macromedia flash pada pembelajaran bahasa Arab Isim Dhomir.Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian pengembangan atau research and development (R&D), dengan rancangan penelitian yang diadaptasi dari model pengembangan Borg and Gall. Berdasarkan prosedur tersebut terdapat tiga tahap penelitian yaitu 1) analisis, 2) perencanaan, 3) pengembangan.Hasil dari pengembangan media pembelajaran berbasis macromedia untuk mata pelajaran bahasa Arab isim dhomir memenuhi kriteria valid dengan hasil uji coba ahli media mencapai tingkat kevalidan 88,57 dan ahli materi menapai kevalidan 87,5. Hal ini menunjukkan bahwa media yang dikembangkan layak untuk di uji digunakan dalam proses pembelajaran. Kata kunci: Pengembangan, Media Interaktif]]>
<![CDATA[AL-ISLAM KEMUHAMMADIYAHAN BAGI NON-MUSLIM: STUDI EMPIRIK KEBIJAKAN DAN MODEL PEMBELAJARAN ]]>
<![CDATA[Hadi Pajarianto]]>;
<![CDATA[Muhaemin Muhaemin]]>
<![CDATA[ Al-Qalam Vol 26, No 2 (2020) ]]>
Publisher : <![CDATA[Balai Penelitian dan Pengembangan Agama Makassar ]]>
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DOI: 10.31969/alq.v26i2.853
<![CDATA[Universitas Muhammadiyah Palopo memiliki kebijakan Catur Darma Perguruan Tinggi dengan menambahkan Al-Islam Kemuhammadiyahan sebagai darma keempat. Kebijakan ini kemudian dijabarkan dalam mata kuliah wajib universitas, yakni Al-Islam Kemuhammadiyahan (AIK) yang wajib diikuti baik oleh mahasiswa muslim dan non-muslim. Kajian ini mengungkap dua hal; (1) kebijakan Al-Islam Kemuhammadiyahan bagi mahasiswa non-muslim; dan (2) model pembelajaran AIK bagi mahasiswa non-muslim; Penelitian ini bersifat kualitatif, dengan observasi dan wawancara mendalam (in-depth interview), dan dokumentasi. Temuan penting penelitian adalah (1) mahasiswa non-muslim diwajibkan mengikuti mata kuliah AIK, dosen tetap memperhatikan proporsi dan materi yang disajikan dan lokalitasnya; dan (2) Model pembelajaran AIK melalui; pertama, rules of study, mengubah pendekatan doktrin menjadi dialogis. Kedua, pola Comparative Holly-Text dengan memberikan ruang kepada mahasiswa non-muslim untuk mengelaborasi suatu tema dengan pemahaman kitab sucinya. Ketiga, melalui tutor sebaya yang memberikan iklim positif bagi interaksi senior dan yunior. Implikasi dari penelitian ini adalah adanya ruang perjumpaan (melting plot) bagi mahasiswa yang berbeda agama untuk saling berinteraksi dan memahami satu sama lain.]]>
<![CDATA[NILAI-NILAI KEARIFAN LOKAL LUWU DALAM PENDIDIKAN ANTI KORUPSI DI MADRASAH ALIYAH NEGERI PALOPO ]]>
<![CDATA[Muhaemin Muhaemin]]>;
<![CDATA[Muhadir Azis]]>
<![CDATA[ Al-Qalam Vol 25, No 2 (2019) ]]>
Publisher : <![CDATA[Balai Penelitian dan Pengembangan Agama Makassar ]]>
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DOI: 10.31969/alq.v25i2.721
<![CDATA[This research aims to examine the form of Luwu's local value-relevance in anti-corruption education, madrasa efforts in instilling Luwu's local wisdom values in anti-corruption education, teacher's strategy in instilling Luwu's local wisdom values in Anti-corruption education in State Madrasah Aliyah Palopo using descriptive qualitative methods. Data sources used primary data from principals, vice principals and teachers of moral akidah, Al-Qur'an hadith, and PKn as well as students through interviews, while secondary data from school documents. The instrument is the researcher himself who collects and selects informants as sources of data, analyzes data, and manages data. Supporting instruments for observation sheets, interview sheets, cameras, recorders, and stationery. The results of the study show that, the relevance of local wisdom in anti-corruption education in the assessment of educational values with the creation of a religious atmosphere in the madrasa environment.]]>
<![CDATA[Upgrade Kompetensi Guru PAI Dalam Merespon Pembelajaran Jarak Jauh Dimasa Pandemi Covid-19 ]]>
<![CDATA[Muhaemin Muhaemin]]>;
<![CDATA[Ramdanil Mubarok]]>
<![CDATA[ Al-Fikr: Jurnal Pendidikan Islam Vol 6 No 2 (2020): Al-Fikr ]]>
Publisher : <![CDATA[IAIN Sorong ]]>
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DOI: 10.32489/alfikr.v6i2.80
<![CDATA[How to improve the competence of Islamic religious. The formulation of the research problem is education teachers in responding to distance learning? The purpose of this study is to describe the improvement efforts made by Islamic religious education teachers to improve their competence. Second: to analyze the dynamics of the implementation of teacher competency improvement. Third: to provide positive suggestions and input for Islamic religious education teachers to improve their competence. The method used in this study is a qualitative research method with a literature review approach and books which are the main reference of this research are Munir's Book, Distance Learning Based on Information and Communication Technology, Bandung: Alfabeta. The conclusion is that in an effort to improve the competence of Islamic religious education teachers, they formulate a strategic plan by paying attention to the objectives and utilization of learning resources, then carry out an interactive, inspiring, and fun learning process. Then from these efforts, the Islamic religious education teacher responded by evaluating to be able to provide maximum results, in the distance learning process by increasing competence, designing distance learning devices, designing the implementation of distance learning, so that the evaluation can measure teacher competence. Islamic religious education in response to distance education to improve the quality of learning carried out remotely during the Covid-19 pandemic in the future.]]>
<![CDATA[Peningkatan Hasil Belajar Matematika Siswa dengan Menerapkan Model Pembelajaran Talking Stick ]]>
<![CDATA[Isnaeni Isnaeni]]>;
<![CDATA[Muhaemin Muhaemin]]>;
<![CDATA[Hasri Hasri]]>
<![CDATA[ Al-Khwarizmi : Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam Vol 5, No 2 (2017): Al-Khwarizmi: Jurnal Pendidikan Matematika dan Ilmu Pengetahuan Alam ]]>
Publisher : <![CDATA[Prodi Pendidikan Matematika FTIK IAIN Palopo ]]>
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DOI: 10.24256/jpmipa.v5i2.272
<![CDATA[This article aims to see the improvement of students' mathematics learning outcomes by using the talking stick teaching model. The type of research used is classroom action research designed two cycles in accordance with the achievement of indicators. The subjects are all students of class VIII Madrasah Tsanawiyah No 32 Lamasi Kecamatan Lamasi Kabupaten Luwu, amounting to 21 people. The instruments used were test and observation. Before treatment, the average student's learning outcomes of 50.95. If associated with the indicator of success is 70, then the student is not yet complete in learning mathematics. This is also an indication that there is a problem in learning mathematics in that class. After the applied model of talking stick, the average value of students increased in cycle I to 65.23 but there are still 11 students who have not completed. The study then continued to cycle II and the average of mathematics learning outcomes increased to 80.38 with 17 students already completed or 80.95%. If it is associated with the indicator where the research is said to be successful if the students who get a minimum score of 70 amounted to at least 80% then this research has been successful and stopped until the second cycle. Student and teacher activity also showed positive results. From the observation seen there is improvement of mental attitude of student in expressing its opinion from 57,1% student increase to 85,7%. The same for student responses in answering teacher questions increased from 52.3% to 90.4%. Teacher activity increased slightly from 50.0% to 50.84%. Of all the results it is clear that the learning model of talking stick can improve students' mathematics learning outcomes.]]>
<![CDATA[SINERGI PENGAWAS DAN KEPALA SEKOLAH DALAM PENCAPAIAN STANDAR KINERJA GURU PENDIDIKAN AGAMA ISLAM ]]>
<![CDATA[Nurhikmah Nurhikmah]]>;
<![CDATA[Muhaemin Muhaemin]]>;
<![CDATA[Hilal Mahmud]]>
<![CDATA[ Kelola: Journal of Islamic Education Management Vol 8, No 1 (2023): Kelola: Journal of Islamic Education Management ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palopo ]]>
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DOI: 10.24256/kelola.v8i1.3573
<![CDATA[The synergy of supervisors and principals has an influence on the performance of Islamic religious education teachers. The synergy of supervisors and principals not only has advantages in helping teachers but also has disadvantages that need to be corrected. This study aims to identify forms of synergy carried out by supervisors and school principals in making work programs, supervising and carrying out performance appraisals. Knowing the internal and external factors that impede the synergy of supervisors and principals in achieving PAI teacher performance standards and describing the achievement of PAI teacher performance standards. This research is a descriptive qualitative research with a qualitative approach. Data obtained through observation, interviews and documentation. The results of this study indicate that: first, the form of synergy that is carried out in making work programs is by holding joint deliberations. Then class visits are used in conducting supervision. Furthermore, the implementation of performance appraisal is carried out using the Field review method. Second, internal and external factors show that the low ability and work ethic of teachers is caused by the location of the school which is quite far from the supervisor, the supervisor is unable to come and the funds are minimal and external factors such as government policies that change frequently. Third, the achievement of PAi teacher performance standards is good as evidenced by the achievements of students in the religious field.]]>
