Paedagogia: Jurnal Pendidikan
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Berisi kajian-kajian Pendidikan secara teoritik dan praktik.
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149 Documents
<![CDATA[Standar Penilaian ]]>
<![CDATA[Fakhrurrozi, Hatta]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 7 No 1 (2018): Jurnal Paedagogia ]]>
Publisher : <![CDATA[Fakultas tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Palu ]]>
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<![CDATA[Psychomotor assessment is characterized by the presence of physical activity and performance skills by students. Unlike the students 'cognitive assessment, psychomotor assessment is based on the actualization and implementation of students' understanding of the various subject matter that has been obtained in the classroom. In some of the subject matter, psychomotor assessment determines the success of a lesson. This article is a literature research. this article aims to find students' psychomotor assessment format in Islamic Religious Education subject matter. The results of this study conclude that the assessment of the success of learners is not only determined from the cognitive aspects, but also from the affective and psychomotor aspects. Standard psychomotor assessment is made different from the cognitive assessment, that is by way of describing the test scores. Psychomotor assessment should be held by direct observation of learners, can not only practiced by written tests.]]>
<![CDATA[SINERGITAS PENGEMBANGAN KURIKULUM PAI DALAM PENDIDIKAN ]]>
<![CDATA[Khoirotun Nisak]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 8 No 1 (2019): Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol8.Iss1.7
<![CDATA[Islamic education curriculum has central value for education process, as education vision direction. Islamic education mission is how to create religious people by leaning perfectly. Curriculum becomes one of success applications and quality in education institution most. Curriculum will develop based on global world and people life style existency. Therefore, education should view people life style increased as learning source that is becomed a value for curriculum step making. Beside that, islamic education curriculum development also becomes teacher’s choice to implement learning manner in class. In where, it’s implementation should be arranged and systematically to make maximal learning either in development vision, indicator, lesson teory, lesson model proccess, learning evaluation or teacher’s development skill. The process of islamic education curriculum development must be done good and awesome also seeing several factors as supports and obstacles of it. In other to get an education result based on such the plan made before(education planning).]]>
<![CDATA[MANAJEMEN PENDIDIKAN ISLAM DI PESANTREN: PERSPEKTIF EPISTEMOLOGI ]]>
<![CDATA[Rahmatun Lukluk Isnaini]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 8 No 1 (2019): Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol8.Iss1.8
<![CDATA[Management of Islamic education in pesantren needs to return to its historical roots in order to confirm the identity, character, distinctiveness and uniqueness. There is a spirit that is timeless, even the underlying model of ideal education in the contemporary era. Development of Islamic epistemology for education should be able to give birth to a generation of Muslims who worships in the field of religion and experts in the field of science and technology. pesantren as an educational institution of Islam with a good management should be able to play its role to achieve this goal. Whereas in fact there who think that pesantren have not been able to put its strategic position in the development of science in accordance with the times. Nevertheless, the existence of Islamic educational institutions such as pesantren is evidence that pesantren have been organized in a good management so that it can survive in changing times from time to time. More precisely knowing Islamic education management in pesantren from the perspective of epistemology may illustrate that pesantren will continue to be needed to confront the changing times.]]>
<![CDATA[PENDIDIKAN ISLAM PADA MASA RASULLAH SAW. (PERIODE MEKAH DAN MADINAH) ]]>
<![CDATA[Muhammad Ihsan]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 8 No 1 (2019): Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol8.Iss1.9
<![CDATA[Islamic education today cannot be separated from Islamic education in Islamic classical era. The Prophet Muhammad has served as a central figure of Islamic education from Islamic classical era to modern Era. The implementation of Islamic education in the time of the Prophet Muhammad can be categorized into Meccan period and Medina Period. In Meccan period, the prophet put emphasis on tawhid, who used to adhare to politism, to adhare to monotism, that is to believe in Allah the only God. The strategy of education employed by the prophet was secret in nature. Initially, he conducated Islamic education amongst the members of his family and his companions then to more extended cummunity. In Mecca, the Prophet made the house of al-Arqam ibn Abi Al-Arqam, as the centre of Islamic education. In Medinan period, the prophet conducted more complex Islamic education than that he did in Mecca. Islamic education conducted to covered (a) Islamic brotherhood; (b) social walfare education; and (c) nation defence education. In this period, it was mosque that served as the centre of Islamic education.]]>
<![CDATA[STRATEGI PENGUATAN PENDIDIKAN AGAMA PADA SEKOLAH ISLAM TERPADU ]]>
<![CDATA[Jihan -]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 8 No 1 (2019): Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol8.Iss1.10
<![CDATA[This study discusses the strategy of strengthening religious education in Qurrota A'yun Islamic Elementary School (SDIT) in Marawola Subdistrict, Sigi Regency, with the problem is how the model of religious education learning in Qurrota A'yun Islamic Elementary School (SDIT) in Marawola Subdistrict, Sigi Regency. What is the strategy of strengthening religious education in the Integrated Islamic Elementary School (SDIT) Qurrota A’yun Marawola District Sigi Regency ?. This study used qualitative research methods. The research results are a model of religious education learning in SDIT Qurrota A’yun is to implement an integrated curriculum, namely between religious and general subjects, where the curriculum is designed by integrating Islamic values in learning activities. While the strategy of strengthening religious education at SDIT Qurrota A’yun was carried out in two activities namely learning and habituation. Learning activities are carried out through curricular learning and extracurricular learning.]]>
<![CDATA[GEROJENE DALAM ADAT PERNIKAHAN SUKU KAILI DITINJAU DARI FIQHI MUNAKAHAT ]]>
<![CDATA[Bahdar -]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 8 No 1 (2019): Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol8.Iss1.11
<![CDATA[This study specifically examines the implementation of gerojene in the custom of Kaili tribal marriage in terms of fiqh Munakahat. The problem raised was how to understand and implement gerojene according to the Kaili tribal wedding customary law. This research is based on the views of some cultural experts that tradition can be seen as an act and behavior that prevails in a society, both in the form of habits and rules that are worked on from generation to generation inherited from ancestors since time immemorial. The definition is that if it is associated with the Kaili tribe's marriage customs, namely gerojene, then what is meant is the actions and rules held in a marriage ceremony inherited from ancestors and have been held for a long time until today are still maintained and practiced in traditional wedding ceremonies the Kaili tribe in Central Sulawesi. This research data comes from secondary data in the form of theories quoted from books, research journals, fiqh munakahat, and other writings by quoting directly or indirectly. Primary data or data collected from the field of research. Primary data collection uses two types of methods. First observation. The researcher went to the research location. The location of this study was in two districts and one city. Donggala Regency, Sigi Regency and Palu City. This observation activity is to meet traditional Kaili figures. Both methods are in-depth interviews. This was intended to find out the understanding and implementation of gerojene customs in the Kaili tribe marriage through question and answer. The answers given will clarify the problem under study. Through this research, it is known that there are differences in the understanding and procedure for the implementation of gerojene in the Kaili tribal marriages of the past with the Kaili tribe today. The words gerojene were pronounced by the customary leader as the representative of the bride of the prospective wife. After that the prospective husband answered as his agreement. The end of this pledge of women and men has legitimately become husband and wife. This event must be attended by a mother father or representing men and women and witnessing traditional and family leaders.]]>
<![CDATA[PARADIGMA BARU PENDIDIKAN KONTEMPORER DI INDONESIA ]]>
<![CDATA[Colle Said]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 8 No 1 (2019): Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol8.Iss1.12
<![CDATA[Education is a series of processes of human empowerment towards maturity, both intellectually, mentally and morally, to carry out the humanitarian function carried as a servant (abd) in front of his Khaliq and as a "preserver" (caliph) in the earth. the position of contemporary education in the midst of the spirit of national education reform, of course it is necessary to look at the meaning and role of contemporary education in this national life. Similarly, in order to find a new paradigm of contemporary education, it should begin with the existence of Islamic education in the history of national and state life. And in developing the quality of contemporary education, of course it is necessary to pay attention. First, education is increasingly demanded to appear as emerging in the development of the quality of human resources (output of education). Second, in the perspective of the world of work, an orientation to real abilities (what one can do) that can be displayed by very strong education graduates Third, as a result of globalization.]]>
<![CDATA[METODE PARTISIPATIF, CERAMAH, DAN DISKUSI PADA AL QUR’AN SURAT AS-SHAFFAT AYAT 102 ]]>
<![CDATA[Nini]]>;
<![CDATA[Zulvia Trinova]]>;
<![CDATA[Afdal Fauzen]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 8 No 1 (2019): Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol8.Iss1.13
<![CDATA[This research is motivated by a phenomenon of poor communication between parents and children. In the world of education, there was a lack of approaches and methods used by educators in providing subject matter so that what was delivered by the educator did not achieve the expected goals. The problem in this research is how the participatory methods, lectures and discussions contained in the As-Shaffat letter verse 102. The purpose is to describe the educational methods contained in the As-Shaffat letter verse 102 in the form of participatory methods, lecture methods and discussion methods. This research is a Library Research. The method of interpretation used in this study is the method of interpretation of maudhu 'or thematic methods which interpret verses of the Qur'an based on specific themes. The method used in the explanation of the verse is the method of tahlili or analysis that explains the verses of the Qur'an by examining its aspects and revealing its whole purpose. The results of study and analysis, as well as data processing from various sources, obtained the first result that the educational method contained in the As-Shaffat verse 102 is a participatory method used by educators, which involves all elements in the educational process especially students, with active participation from participants students will facilitate educators in delivering the material to be given. Both lecture methods, in conveying information, especially learning materials can be done with the lecture method. An educator prioritizes good attitudes so that the material can be accepted by students. The third method of discussion is to involve students in giving their opinions. With the discussion in learning, the lessons will become warmer and will train students to be more courageous in opinion.]]>
<![CDATA[PEMBINAAN JAMAAH TABLIGH MELALUI PENGUATAN MODAL SOSIAL DI KOTA PALU ]]>
<![CDATA[Thalib]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 8 No 1 (2019): Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol8.Iss1.14
<![CDATA[Fostering of Muslims in particular is a necessity. Muslims need guidance to stay on their nature, namely peace, calm, and peace (congratulations). Therefore, to maintain and preserve the atmosphere (peaceful, calm, serene), then one of the da'wah movements that has taken a role is the Tablighi Jamaat. Forms of coaching that have been done include syuro (deliberation), ta'awun (help-help). The coaching is intended to be social capital in developing Muslims. Social capital is intended as an adhesive tool for the community, because it often occurs in Islamic internal conflict communities that will affect external conflicts (among religious believers). The formation of Muslims by the followers of Tabligh has clearly brought developments to Muslims, especially in the city of Palu, this development was marked by an increase in the number of halaqah from 2 halaqah (2001) to 12 halaqah (2018), and the development has benefited the community based at the mosque.]]>
<![CDATA[IMPLEMENTASI TEORI BEHAVIORISME TERHADAP PEMBIASAAN MEMBACA ASMAUL HUSNA ]]>
<![CDATA[Nur Arofah]]>
<![CDATA[ Paedagogia: Jurnal Pendidikan Vol 8 No 1 (2019): Paedagogia ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu ]]>
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DOI: 10.24239/pdg.Vol8.Iss1.15
<![CDATA[The theory of learning behaviorism observe the change of one's behavior as a result of past experience. This theory emphasizes that the behavior is a result of the interaction between the stimulus and the response. This theory does not recognize the presence of innate intelligence or derivatives, but rather recognizes that intelligence is influenced by environmental factors. This theory can be applied in learning that requires practice, habituation and repetition. Therefore, to introduce and understand about Asmaul Husna, the theory of behaviorism can be applied in the process of habituation. The recitation of Asmaul Husna is very much contained in its role. Among them to introduce and hang students about Asmaul Husna, so students will feel closer to God if they often apply Asmaul Husna readings and will always feel that everything we do is supervised by God. Like the example of one of the traits contained in Asmaul Husna. Based on the discussion, the problem raised is how to implement behaviorism theory to the habituation of Asmaul Husna reading.]]>
