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Ruhama : Islamic Education Journal
Published by Universitas Muhammadiyah Sumatera Barat
ISSN : 26152304     EISSN : 26548437     DOI : -
Core Subject : Religion, Education,
Religion Education
Ruhama : Islamic Education Journal PROGRAM PASCASARJANA UMSB, ISSN : 2615-2304, ESSN :2654-8437 merupakan jurnal penelitian dan kajian ilmiah yang diterbitkan Program Pascasarjana UMSB.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol 6, No 2 (2023): Oktober 2023" : 5 Documents clear
Implementation of Islamic Religious Education Learning Using the Problem Based Learning Model in Class VI Students UPT SD Negeri 13 Painan Rino Andri
Ruhama : Islamic Education Journal Vol 6, No 2 (2023): Oktober 2023
Publisher : Program Pascasarjana UMSB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/ruhama.v6i2.4798

Abstract

The low level of attention of students in learning Islamic religious education is due to the fact that the method used is monotonous and uninteresting, so there are problems that arise during learning, such as learning that is less focused on the students (student centered) because only the teacher is active, students are less focused on the material. , students feel bored and unhappy when the learning process takes place, there are students who are sleepy so they don't pay attention to the teacher when teaching, when given practice questions many students copy from other students. This research was conducted using a qualitative field research approach which was carried out at UPT SD Negeri 13 Painan Utara. Data collection was carried out using interviews, observation and documentation. Data analysis in this research uses data reduction, data presentation, and drawing conclusions. The results of this research can be concluded that: the use of the problem based learning model in Islamic Religious Education learning is carried out through learning stages starting from planning, implementation, and evaluation. The use of the problem based learning model in PAI learning has been carried out quite effectivelyKeyword :Islamic Religious Education, learning models, problem based learning.
Supervision of Madrasah Principals Based on Cognitive Behavior Therapy in Improving the Performance of Islamic Religious Education Teachers Nur Eliwati
Ruhama : Islamic Education Journal Vol 6, No 2 (2023): Oktober 2023
Publisher : Program Pascasarjana UMSB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/ruhama.v6i2.4770

Abstract

This study aims to determine the planning, implementation, evaluation, and follow-up of Cognitive Behavior Theraphy (CBT)-based supervision implemented by the madrasah head in improving the performance of Islamic Religious Education teachers. This research uses a qualitative descriptive approach, data collected through observation, interviews, and documentation studies. The results of the study are that planning is carried out referring to KMA 624 of 2021 and Kepdirjen Pendis Number 6335 of 2021. The implementation of CBT supervision is carried out using direct, indirect and collaborative approaches. Evaluation of CBT supervision is carried out by identifying the components of the supervision program implementation, including the results of supervision, lesson plan documents, implementation of teaching in the form of introductory activities, core activities, closing and reflection to find weaknesses and constraints of teachers in carrying out learning.
Development of a Clinical-Based Academic Supervision Model for Islamic Religious Education and Character Education Teachers in Senior High Schools in West Sumatra Province Erwanto Erwanto
Ruhama : Islamic Education Journal Vol 6, No 2 (2023): Oktober 2023
Publisher : Program Pascasarjana UMSB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/ruhama.v6i2.4651

Abstract

The central issue addressed in this research is the lack of effectiveness and comprehensiveness in the implementation of academic supervision by Islamic Religious Education (PAI) supervisors in high schools in West Sumatra Province. This situation has implications for the performance of some PAI teachers in delivering quality and dynamic education towards professionalism. The objectives of this study are: (1) to develop a clinical-based academic supervision model for Islamic Religious Education and Character Education teachers in high schools in West Sumatra Province, and (2) to test the validity, effectiveness, and practicality of the developed clinical-based academic supervision model in these subjects. This research employed the Research and Development (R&D) methodology, following the model developed by Sivasailam Thiagarajan. The development procedure followed the 4-D stages. Data analysis involved both qualitative and quantitative techniques. The research successfully developed a clinical-based academic supervision model for Islamic Religious Education and Character Education teachers in high schools in West Sumatra Province. The test results of the model, including validity, effectiveness, and practicality assessments, indicated that the model is valid, effective, and practical for implementation.
Islamic Religious Education for Children With Special Needs and Imagination in Outside Schools Usual State 2 Sawahlunto Yessi Syafri
Ruhama : Islamic Education Journal Vol 6, No 2 (2023): Oktober 2023
Publisher : Program Pascasarjana UMSB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/ruhama.v6i2.4800

Abstract

Education in Indonesia is not only given to normal children, children with special needs also have the same rights in terms of getting an education. In Indonesia there are various types of education ranging from general education and Islamic religious education. Islamic Religious Education is also given to children who have physical or mental disorders and deficiencies (mentally impaired). In order that, humans have equal rights before Allah SWT. This is because these children also have positive potentials that can develop. In carrying out learning, the teacher starts from the planning, implementation and evaluation that will be carried out. This study aims to describe the implementation of Islamic Religious Education learning for children with special needs for mental retardation at 2 SLBN, Sawahlunto City, starting from planning, implementation and evaluation.This research uses a qualitative approach in the form of descriptive. Data collection methods are observation, interviews and documentation. The data analysis technique uses an interactive analysis model which includes four components, namely data collection, data reduction, data presentation and drawing conclusions.The results of this study are 1) in planning PAI learning for mentally retarded children, the teacher also analyzes the effective days, compiles the syllabus, prepares the Learning Program Plan and conducts assessments, the teacher is more concerned with the availability of visual aids as media in the learning process; 2) in the process of implementing learning for the mentally retarded it places more emphasis on the application or practice directly related to the material by using concrete objects or real objects that are appropriate to everyday life. 3) in evaluating learning outcomes for mentally retarded children the teacher prioritizes affective (attitude) and psychomotor (skills) aspects from direct observation and practice.  Implementation, PAI, mental retardation
Implementation of Islamic Religious and Civil Education Learning Based on the Independent Curriculum at Junior High School Zulhi Yuniardi
Ruhama : Islamic Education Journal Vol 6, No 2 (2023): Oktober 2023
Publisher : Program Pascasarjana UMSB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31869/ruhama.v6i2.4799

Abstract

Implementation of learning Islamic religious education and character based on the independent curriculum is the actualization of independent learning in strengthening student character. This requires the teacher to be active in creating learning according to the plan that has been designed. Teachers must master the principles of learning, the selection and use of learning media, the selection and use of learning methods, the skills to assess student learning outcomes, and choose and use learning strategies or approaches.This study aims to analyze (1) Islamic religious and moral education learning planning based on the independent curriculum at SMP Negeri 4 Lembang Jaya, (2) Implementation of learning Islamic religious education and morals based on the independent curriculum at SMP Negeri 4 Lembang Jaya, (3) Evaluation of learning Islamic religious education and morals based on an independent curriculum at SMP Negeri 4 Lembang Jaya, (4) Supporting and inhibiting factors for learning Islamic religious education and morals based on an independent curriculum at SMP Negeri 4 Lembang Jaya.This study uses a qualitative research approach with a phenomenological approach. Data collection techniques were carried out by means of observation, interviews and documentation. The validity of the data uses four criteria namely; credibility, transferability, dependability, and confirmability.The results of the study show that (1) Islamic Religious Education learning planning is based on an independent curriculum, the school forms a team of PAI and Budi Pekerti teachers to coordinate, carry out diagnostic assessments in each class at the first meeting. The PAI and Budi Pekerti teacher teams also developed learning tools such as learning achievement analysis (CP), learning objectives flow (ATP), and teaching modules based on the school curriculum and learning outcomes as well as learning guides and assessments from the Ministry of Education and Culture. (2) SMP Negeri 4 Lembang Jaya in carrying out the Learning of Islamic Religious Education and Characteristics the school does not intervene the teacher and students, so that the learning atmosphere in the class takes place effectively and the teacher also carries out differentiated learning. Teachers and students in implementing classroom learning emphasize the importance of material objectives, independence, and application to everyday life. (3) SMP Negeri 4 Lembang Jaya emphasizes that the assessment instrument is not enough with written or oral tests, but the reflection instrument is an additional instrument in assessing the student learning process both in formative and summative forms. (4) Stakeholder support and other school programs support teacher learning and understanding and the not optimal application of the independent curriculum learning values becomes an obstacle to learning. Learning, Islamic Religious Education ; Character Based;  Independent Curriculum

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