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All Journal Jurnal Darussalam: Jurnal Pendidikan, Komunikasi dan Pemikiran Hukum Islam LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan Jurnal Pendidikan Islam Indonesia
Arfandi Arfandi
Universitas Ibrahimy Situbondo
Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Persfektif Islam Tentang Kedudukan dan Peranan Guru dalam Pendidikan Arfandi Arfandi
Jurnal Darussalam: Jurnal Pendidikan, Komunikasi dan Pemikiran Hukum Islam Vol 11 No 2 (2020): April 2020
Publisher : IAI Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/darussalam.v11i2.619

Abstract

A teacher is someone who provides knowledge to their students and is responsible for educating, teaching, guiding, directing, assessing and evaluating their students so that it is useful in the future. Professional teachers are teachers who are able to apply multidimensional relationships. Such teachers are those who internally have four competencies, namely: pedagogical competence, professional competence, personality competence, and social competence. The Islamic perspective on the position and role of the teacher is to position the teacher or educator in a noble position. Educators are positioned as spiritual fathers (spiritual father) for their students. He provides spiritual food with knowledge and development of noble morals (akhlaqalkarimah) and straightens them out. To create educators who are professional as well as competent in Islamic education, it is based on the demands of the Prophet because he was the only most successful educator in a short span of time, so that it is hoped that he can get closer to the reality of the educator with the ideal (Prophet Saw). The following are the competencies of Islamic educators and education: Religious Personal Competencies, Religious Social Competencies and Religious Professional Competencies.
IMPLEMENTASI STRATEGI PEMBELAJARAN REACT DALAM MENINGKATKAN HASIL BELAJAR PENDIDIKAN AGAMA ISLAM Arfandi Arfandi; Siti Zulaeha; Kandiri Kandiri
LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan Vol. 16 No. 1 (2022): JUNI
Publisher : LP2M Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (745.319 KB) | DOI: 10.35316/lisanalhal.v16i1.125-139

Abstract

Based on the results of the average daily test, the material in PAI lessons has not met the KKM. In addition, teachers at these schools tend to use conventional models in PAI learning and rarely relate the material taught to students' real lives or phenomena that occur, so students do not understand what the teacher is saying and become passive in learning activities.The monotonous learning process often makes students bored to follow it. So far, what is widely known in the learning process has not made students happy in learning because they still use less varied methods, namely the lecture method, question and answer and assignments. The main problems in this research are as follows: (1) How is the application of the REACT learning strategy in PAI. and (2) How is the improvement of student learning outcomes through the application of REACT learning strategies in PAIBP. In this study using the type of classroom action research. The object of this research is SMP Negeri 1 Kendit. In this study used various kinds of data collection, namely observation, interview and documentation. Based on the results of the discussion and findings, it can be concluded as follows: 1) The application of the REACT learning strategy PAI, that all components are implemented in accordance with the steps with the aim of being effective in learning, and 2) There is an increase in student learning outcomes from pre-cycle reaching 55%, increasing 14% in the first cycle to 69% then implementing the second cycle, increasing 21% so that it reaches 90% through the implementation of learning strategies REACT PAIBP.
Implementasi Model Kepemimpinan Kontingensi dalam Pengembangan Lembaga Pendidikan Islam Arfandi Arfandi; Muhammad Ihwan
Jurnal Pendidikan Islam Indonesia Vol 5 No 1 (2020)
Publisher : Program Pascasarjana Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/jpii.v5i1.255

Abstract

The implementation of the contingency leadership model in the development of Islamic education institutions is one of the platforms for the fulfillment of effective and efficient Islamic education with a variety of infrastructure, regulations, and a sense of responsibility. Contingency leadership is a leadership model explaining that a leader can be effective when the leader style and the leader situation are convenient. Contingency theory assumes that leadership is the process of exercising an influence related to the group task situation.
Co-Authors Kandiri, Kandiri Muhammad Ihwan Siti Zulaeha