Kuttab: Jurnal Ilmu Pendidikan Islam
ruang lingkup kajian yang bisa diterima dalam jurnal ini yaitu hasil dari riset baik secara konseptual maupun empiris yang meliputi antara lain: kurikulum pendidikan Islam, kepsesantrenan, madrasah diniyah dan pendidikan non formal lainnya, media dan metode pembelajaran pendidikan Islam, pemikiran pendidikan Islam, filsafat pendidikan Islam, sejarah pendidikan Islam.
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<![CDATA[PENGARUH PRESTASI BELAJAR PENDIDIKAN AGAMA ISLAM TERHADAP KARAKTER JUJUR SISWA SMAN 1 TARIK SIDOARJO ]]>
<![CDATA[Eka Wahyu Hidayati]]>
<![CDATA[ Kuttab : Jurnal Ilmu Pendidikan Islam Vol 1, No 1 (2017): KUTTAB : Jurnal Ilmu Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ktb.v1i1.24
<![CDATA[The learning activities in the subject of Islamic Religious Education is a requirement aimed at building the basic character of students, especially honesty, given the number of students lacking the basic character of honesty in all things either in teaching and learning process or in daily activities. Thus, the writer intends to examine the phenomenon. This study is the result of a field research aimed at answering such problems as firstly the learning achievement of Islamic Religious Education, secondly the character of honesty, thirdly the effect of learning achievement in building the character of honesty, and fourthly the influence of the learning achievement of Islamic Religious Education towards the character of honesty of students in SMA Negeri 1 Sidoarjo. To obtain reliable data, the writer uses such methods as documentation, interview, and questionnaires. In analyzing the data the writer uses the Pearson Product Moment Correlation technique. This study showed that the learning achievement of Islamic Religious Education at SMAN 1 Sidoarjo is classified as moderate, namely 81.4%, while the students classified as having honesty are amounted to 74.3%. The results showed that there was a significant relationship between the learning achievement of Islamic Religious Education and the honesty of students.]]>
<![CDATA[DESAIN PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM ]]>
<![CDATA[Sholihah Sholihah]]>
<![CDATA[ Kuttab : Jurnal Ilmu Pendidikan Islam Vol 1, No 2 (2017): KUTTAB : Jurnal Ilmu Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ktb.v1i2.45
<![CDATA[Islamic Education Curriculum is designed to increase the students' faith and devotion to Allah SWT and the formation of noble morality. Faith, devotion and morality could expectedly be achieved through Islamic Religious Education by firstly encouraging the students to have the knowledge and understanding comprehensively related to the teachings of Islam and be capable of carrying it out properly. Thus the Islamic Education curriculum should be able to deliver students to the knowledge and understanding that are balanced between the acquisition of knowledge about Islam and the ability of implementing the teachings and developing the values of noble morality. To explore the substance of this curriculum, the writer will do more in-depth explanation of the curriculum as subject centered design, learner centered design, and problem centered design.Keywords: Design development, curriculum, Islamic religious education]]>
<![CDATA[TANTANGAN PEMBARUAN PENDIDIKAN DI INDONESIA ]]>
<![CDATA[Madekhan Madekhan]]>
<![CDATA[ Kuttab : Jurnal Ilmu Pendidikan Islam Vol 5, No 2 (2021): Kuttab : Jurnal Ilmu Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ktb.v5i2.702
<![CDATA[Kolonialisme telah mengakibatkan kerumitan tersendiri dalam proses pembaruan pendidikan di Indonesia. Keanekaragaman Nusantara, dari sisi sosial, politik dan budaya juga tidak kalah penting menjadi faktor-faktor yang mempersulit kinerja para pendidik, pemerintah, sekaligus para perencana pendidikan dalam mengembangkan dunia pendidikan di Indonesia. Meski sistem pendidikan secara umum sudah maju dalam serangkaian penyesuaian dan pembaruan, namun sampai saat ini tantangan pembaruan pendidikan setidaknya berada pada 3 aspek besar. Pertama, aspek geografi dimana beragamnya kondisi geografis, dan jarak yang memisahkan antar pulau di Indonesia. Kedua, keragaman sosial dimana meski terjadi penurunan drastis buta huruf dan tingkat putus sekolah selama 50 tahun terakhir, namun masih terdapat disparitas kualitas pendidikan antara wilayah perkotaan, pedesaan dan daerah terpencil. Ketiga, kultur pengajaran yang lebih berorientasi pada asumsi target pengetahuan yang seharusnya dikuasai peserta didik.]]>
<![CDATA[JEJAK HISTORIS MADRASAH SERTA TANTANGANNYA DI INDONESIA ]]>
<![CDATA[Achmad Faisol Haq]]>
<![CDATA[ Kuttab : Jurnal Ilmu Pendidikan Islam Vol 1, No 1 (2017): KUTTAB : Jurnal Ilmu Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ktb.v1i1.28
<![CDATA[The birth of madrassa (Islamic schools) is a response to Islamic education in dealing with the Dutch education policy, initially arriving in Indonesia to trade following the Indonesia’s abundant natural resources. Even, it was determined to take control of the Indonesia’s territory by propagating its teachings, popularly known as 3G namely, Glory, Gold, and Gospel. On account of this phenomenon, the madrassa appeared as Islamic educational institutions used as a means of transfering knowledge in addition to considerably having strateges, especially in shaping the soul of patriotism of the nation children.Keywords: Madrassa, Islamic education, patriotism]]>
<![CDATA[INTEGRASI PENDIDIKAN AGAMA DAN SAINS SEBAGAI STRATEGI MEMBANGUN BRAND IMAGE DI MA SAINS ROUDLOTUL QUR’AN LAMONGAN ]]>
<![CDATA[Rokim Rokim]]>;
<![CDATA[Roudlotul Hikmah]]>
<![CDATA[ Kuttab : Jurnal Ilmu Pendidikan Islam Vol 5, No 2 (2021): Kuttab : Jurnal Ilmu Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ktb.v5i2.667
<![CDATA[Tantangan epistimologis bagi perkembangan pendidikan Islam kontemporer dalam konteks madrasah adalah dalam rangka menjawab tuntutan transformasi kelembagaan di tengah ketatnya persaingan antar lembaga pendidikan. Penelitian ini bertujuan untuk mengetahui strategi MA Ilmu Roudlotul Qur’an dalam membangun citra institusinya dengan menggunakan paradigma integrasi keilmuan yang diterapkan pada nama madrasah menggunakan penelitian deskriptif kualitatif. Penelitian ini menghasilkan: 1) menetapkan paradigma pendidikan agama dan keilmuan sebagai dasar untuk menciptakan perbedaan di madrasah melalui rumusan visi, misi, dan desain kurikulum dengan menggunakan strategi/silabus bedah KD materi PAI terhadap materi IPA terkait. 2) optimalisasi layanan dalam upaya membangun brand image madrasah menggunakan 7 elemen bauran layanan pendidikan, yaitu menjamin kualitas madrasah, menetapkan model biaya pendidikan bottom-up dengan dana donatur orang tua dan beasiswa, ketepatan memilih strategi lokasi dengan area parkir yang memadai, promosi lahiriah dan spiritual, kesadaran warga madrasah, penggunaan sidik jari absensi dan layanan full wi-fi, pengelolaan aplikasi POAC.]]>
<![CDATA[STRATEGI PEMBELAJARAN GURU Implementasi dan Implikasinya terhadap Prestasi Belajar Siswa (Studi Kasus di Madrasah Ibtida’iyah Mambaul Ulum Bata-Bata Madura) ]]>
<![CDATA[Moh. Hafidurrahman]]>
<![CDATA[ Kuttab : Jurnal Ilmu Pendidikan Islam Vol 1, No 2 (2017): KUTTAB : Jurnal Ilmu Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ktb.v1i2.50
<![CDATA[Educational activities require good steps in producing qualified students. Recognizing the importance of the teacher's role in education, in the modern era, teachers are not only teaching individuals but are also directors of learning. That means every teacher is expected to be brilliant to direct the learning activities of students to achieve a learning success. As a consequence, the teacher's tasks and responsibilities become more complex. The expansion of these tasks and responsibilities brings the consequences of the emergence of special functions that serve as an integral part of the teacher's professionalism competence in dealing with the classroom conditions. Therefore, a teacher is required to be really extra in preparing lessons and strategies. The effort is done because it is realized that education is an effort to develop all potentials of students to be able to keep up with the rapid development of science through the selection of materials, methods and instructional media, as well as appropriate teaching system.Keywords: Learning strategy, Teacher, Learning achievement]]>
<![CDATA[INTERNALISASI NILAI-NILAI MULTIKULTURALISME DENGAN PENDEKATAN ADITIF DALAM PEMBELAJARAN PAI DI SEKOLAH DASAR TAMAN HARAPAN ]]>
<![CDATA[Syamsul Bahri]]>
<![CDATA[ Kuttab : Jurnal Ilmu Pendidikan Islam Vol 1, No 2 (2017): KUTTAB : Jurnal Ilmu Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ktb.v1i2.35
<![CDATA[The Subject of Islamic Education (PAI) is part of the national curriculum that is considerably very appropriate to internalize the values of multiculturalism. But in the last few years PAI has not maximally implemented multiculturalism-oriented learning. This research was conducted at Taman Harapan Elementary School (SD), Malang City, that is also a private school with multi ethnic and multi religious students. The problems raised in this research are how should the values of multiculturalism be internalized in the PAI learning in Elementary School? The researcher conducted data collection through observation, interview and documentation. The results showed that Taman Harapan elementary school strongly supports in implementing the values of multiculturalism in the school. The PAI learning in Taman Harapan elementary school has implemented the internalization of multicultural values to its students by incorporating it in the learning curriculum (RPP), namely the Competence Standards, Basic Competencies, and Indicators of Learning Achievement. The values of multiculturalism are integrated in the PAI learning such as tolerance, equality, and cooperation.Keywords: Internalization, multiculturalism, PAI, Taman Harapan Elementary School]]>
<![CDATA[INOVASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) MELALUI PEMANFAATAN MEDIA PEMBELAJARAN KONTEKSTUAL DAN PENGEMBANGAN BUDAYA RELIGIUS DI SEKOLAH ]]>
<![CDATA[Edi Nurhidin]]>
<![CDATA[ Kuttab : Jurnal Ilmu Pendidikan Islam Vol 1, No 1 (2017): KUTTAB : Jurnal Ilmu Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ktb.v1i1.23
<![CDATA[Islamic education subject, as one of obligated subjects on every formal educational hierarchy in Indonesia, which is hoped can create every one has religious characteristic, is valued has not reach the decided goal. Here, the important Islamic education subject learning innovation which complete, integrated and appropriate with quick development of information and communication technology. This study, discusses about one of alternative solution of Islamic education subject learning by contextual media utilization and religious culture development. Islamic education subject is not enough learned only on the classroom because learning on the classroom more focus on student cognitive dimension. So, needed religious cultural. Brevity, the aim of learning process on the classroom by learning media utilization (technology/ non-technology) is to maximize knowledge and student comprehension about religious knowledge. While, the aim of religious climate on the school is to habituate and construct student applying their religious knowledge and comprehension, especially in pray, attitude and behavior on daily life.]]>
<![CDATA[IMPLEMENTASI PROGRAM LITERASI SEBAGAI AKTUALISASI PENDIDIKAN AGAMA ISLAM DI SEKOLAH ]]>
<![CDATA[Rokim Rokim]]>
<![CDATA[ Kuttab : Jurnal Ilmu Pendidikan Islam Vol 1, No 2 (2017): KUTTAB : Jurnal Ilmu Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ktb.v1i2.46
<![CDATA[Learning and teaching process could be achieved through easy-to-do practical exercises and regular coaching to students. This is one of the efforts in improving the students' skills. Literacy programs are very important for students for being able to affect their learning success and life. Good literacy skills will help students in understanding oral, written, or visual texts. Therefore the development of students' literacy in learning is always conducted through such integrated activities as listening, speaking, reading and writing. On this stand, these four skills have a very close relationship, although each has its own certain characteristics. That is why, learning in a certain skill could improve the other skills. For example reading learning could also improve such skills as speaking, listening and writing. After the students read, of course the teacher will raise questions about the content of the reading and the students are asked to retell what is read with their own words. Keywords: Islamic education, literacy programs, learning and teaching process]]>
<![CDATA[STRATEGI IMPLEMENTASI MODERASI BERAGAMA M. QURAISH SHIHAB DALAM PENGEMBANGAN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM ]]>
<![CDATA[Edi Nurhidin]]>
<![CDATA[ Kuttab : Jurnal Ilmu Pendidikan Islam Vol 5, No 2 (2021): Kuttab : Jurnal Ilmu Pendidikan Islam ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ktb.v5i2.686
<![CDATA[Pengarusutamaan wawasan moderasi beragama menjadi semakin penting sebagai salah satu altenatif cara untuk membentengi peserta didik dari berbagai bentuk dan metamorfosis ideologi dan gerakan Islam transnasional yang mengancam keutuhan kebangsaan Indonesia dan tengah merembes pada hampir semua aspek kehidupan di tanah air. Untuk itu, tulisan ini berupaya mendiskusikan tentang bagaimana penerapan konsep moderasi beragama dalam perspektif M. Quraish Shihab dalam proses pembelajaran PAI. Kajian ini merupakan kajian kepustakaan yang menggunakan motode analisis isi. Hasil penelitian ini menemukan bahwa implementasi moderasi beragama pada pembelajaran PAI dapat mengacu pada prinsip pengembangan kurikulum integratif dengan memaksimalkan pengembangan materi pembelajaran]]>
