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JURNAL ANSIRU PAI : Jurnal Pengembangan Profesi Guru Pendidikan Agama Islam
Published by Universitas Islam Negeri Sumatera Utara
ISSN : -     EISSN : 25493051     DOI : -
Core Subject : Education,
Education
JURNAL ansiru PAI is a scientific journal on Teacher Training and Development of Islamic Education. The journal is managed by Master Degree Program under the Faculty of Islamic Education and Teacher Training (FITK) of the State Islamic University of North Sumatera (UIN Sumatera Utara). This journal focuses on the discussion of teacher training and development of Islamic education on the basis of four competences: pedagogical, personal, social, and professional skills. The analysis can be viewed from various perspectives of interdisciplinary studies. Jurnal Ansiru PAI is published twice a year: January and July.
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Articles 16 Documents
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Search results for , issue "Vol 3, No 1 (2019): JURNAL ANSIRU PAI" : 16 Documents clear
UPAYA KEPALA SEKOLAH DAN GURU PENDIDIKAN AGAMA ISLAM DALAM MENCEGAH PENYALAHGUNAAN NARKOBA DI SMA PAB 4 SAMPALI DELI SERDANG Ahmad Khoir
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 3, No 1 (2019): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v3i1.5482

Abstract

Islam menempatkan manusia dimuka bumi inisebagai khalifah. Katakhalifah, setidaknya bermakna, pertama pengganti, yakni penggantiAllah SWT untuk melaksanakan titah-Nya di muka bumi, dan keduapemimpin yang kepadanya diserahi tugas untuk memimpin diri sendiri,makhluk lainnya, memakmurkan dan mendayagunakan alam untukkepentingan manusia secara keseluruhan. Dengan kata lain, wajib bagikita menjauhi segala bentuk kejahatan terkhusus saat ini merebahnyapenyalahgunaan narkoba.
KONTRIBUSI PENERAPAN METODE PEMBELAJARAN DAN AKTIVITAS BELAJAR TERHADAP HASIL BELAJAR FIKIH SISWA MADRASAH TSANAWIYAH NEGERI TANAH JAWA KABUPATEN SIMALUNGUN Budi Suemdi
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 3, No 1 (2019): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v3i1.5487

Abstract

This study aims to find out and emphasize: (1) the positive and significantcontribution of the application of learning methods to Jurisprudencelearning outcomes, (2) the positive and significant contribution of learningactivities to Jurisprudence learning outcomes, and (3) the positive andsignificant contribution of the application of learning methods andactivities learn together about the results of Jurisprudence learning. Thisresearch is quantitative research with correlation research methods. Thepopulation in this study were all students of class VIII consisting of 6classes with a total of 172. Samples totaling 35% of students totaling 205 is71.75 were rounded up to 72 students taken randomly. The data collectioninstruments used were questionnaires and tests. The data analysis used iscorrelation and regression. The research findings show: (1) there arepositive and significant contributions between the application of learningmethods and learning outcomes with a correlation number 0.354 with theregression line equation Ŷ = 71.60 + 0.23X1, (2) there are positive andsignificant contributions between learning activities and outcomes studywith a correlation number of 0.473 with the regression line equation Ŷ =68.96 + 0.28X2. and (3) there are positive and significant contributionsbetween the application of learning methods and learning activities withlearning outcomes with a correlation number of 0.549 with the regressionline equation Ŷ = 138.80 + 0.18X1 + 0.25X2. Effective contribution of thevariable of the application of learning methods to learning outcomes is9.90%, while the effective contribution of the learning activity variable tolearning outcomes is 20.00%
HUBUNGAN AKTIVITAS BELAJAR DAN MOTIVASI DENGAN HASIL BELAJAR TAHFIZ AL-QUR’AN (STUDI PADA MTS DARUL QUR’AN DELI SERDANG) Moncot Moncot
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 3, No 1 (2019): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v3i1.5478

Abstract

This study aims to examine the relationship of learning and motivationactivities with student learning outcomes in the field of study Tahfiz Al-Qur'an in MTs. Darul Qur'an Deli Serdang Regency. This research isproposed by testing three hypotheses, namely First: There is a relationship of learning activities with student learning outcomes in the field of study Tahfiz Al-Qur'an in MTs. Darul Qur'an Deli Serdang Regency. Second, there is a relationship of learning motivation with student learningoutcomes of tahfiz Qur'an in MTs. Darul Qur'an Deli Serdang Regency.Third, there is a relationship of learning activities and motivation withstudent learning outcomes in the field of study Tahfiz Al-Qur'an in MTs.Darul Qur'an Deli Serdang Regency.The population of this study werestudents of MTs. Darul Qur'an academic year 2017/2018 amounted to 176people. The technique used to determine the sample size is Arikuntoformula. By using the formula, the sample is 30 students. Data collectionfor learning activity variables and learning motivation in this study usinga questionnaire with Likert model scale. While for the variable of studentlearning result of data collecting obtained from document of raport value.Based on the test results on the reliability of these two questionnairevariables obtained the coefficient of reliability as follows: learning activityvariables 0,939 and, Learning motivation variables 0,986. The result of first hypothesis analysis by using correlation technique and regression either simple or multiple obtained ry.1 = 0,392, while R2 y.1 = 0,154. This means that the relationship shown by the variable learning activities with student learning outcomes is strong and very significant. Regression analysis obtained by the equation of simple regression line is Ý = 37,77 + 0.46X1.Results of the second hypothesis analysis show that ry.2 = 0,405., While R2 y.2 = 0,164. This means that the relationship shown by the variablemotivation to learn with student learning outcomes is strong and verysignificant. Regression analysis obtained by the equation of simpleregression line is Ý = 41,29 + 0,18X2. While the third hypothesis shows that ry1.2.3 = 0,501., While Ry1.2.3 = 0,252. Through regression analysis we get the equation of multiple regression line is Ý = 50,42 + 0,36X1 + 0,15X2.
PENGARUH STRATEGI PEMBELAJARAN DAN KEMANDIRIAN BELAJAR TERHADAP HASIL BELAJAR SEJARAH KEBUDAYAAN ISLAM SISWA MADRASAH ALIYAH NEGERI SIMALUNGUN Nurhayatimah Sinaga
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 3, No 1 (2019): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v3i1.5483

Abstract

This study aims to find out and to describe: (1) the learning outcomes ofSKI students taught using CIRC learning strategies are higher than thelearning outcomes of students taught using expository learning strategies,(2) SKI learning outcomes between students with high learningindependence than results student learning with low learningindependence, and (3) the interaction between learning strategies andlearning independence towards learning outcomes of SKI. The populationof this research is all students of class X MAN Simalungun consists of 5classes. Based on Cluster Random sampling technique. The researchinstrument is a test used to obtain learning outcome data andquestionnaires to obtain data on student learning independence. Theanalysis technique is two-way Anova at significance  = 0.05 followed bythe Scheffe test. The results showed: (1) the average SKI learning outcomesof students taught with CIRC learning strategies ( X = 29.32) were higherthan the average SKI learning outcomes of students taught withexpository learning strategies ( X = 27) with Fcount = 13,32 > Ftable = 4.00, (2)the average SKI learning outcomes of students with high learningindependence ( X = 29.90) are higher than students' SKI learning outcomeswith low learning independence ( X = 26.20), with Fcount = 10.41 > Ftable =4.00, and (3) there is an interaction between learning and independencelearning strategies with Fcount = 12.51 > Ftable = 4.00.
PENGARUH PENERAPAN STRATEGI PEMBELAJARAN KOOPERATIF STUDENT TEAM ACHIEVEMENT DIVISION DAN AKTIVITAS BELAJAR TERHADAP HASIL BELAJAR AL-QUR’AN HADITS SISWA MADRASAH TSANAWIYAH NEGERI 3 SIMALUNGUN Nurhayati Nurhayati
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 3, No 1 (2019): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v3i1.5488

Abstract

The purpose of this study was to find out: (1) the effect of the applicationof STAD cooperative learning strategies to the learning outcomes of Al-Qur'an Hadiths of Simalungun MTs Negeri 3 students, (2) the effect oflearning activities on learning outcomes of Al-Qur'an Hadith students ofMTs Negeri 3 Simalungun, (3) the interaction of the application of STADcooperative learning strategies and learning activities to the learningoutcomes of Al-Qur'an Hadith students of Simalungun MTs Negeri 3.This type of research is quantitative research with research methods usedare experiments. The population of this study were all class VIII whichconsisted of 5 classes. The sampling technique is used cluster randomsampling. This technique was chosen because what was sampled from thepopulation was the number of classes (as many as 5 classes) rather thanthe number of students in the population. STAD cooperative learningstrategy class is class VIII1 with 36 students and Class VIII3 as expositorylearning class with 38 students. The data collection technique is a learningoutcome test and questionnaire. Data analysis technique is analysis ofvariance tested at α = 0.05. Findings The results of the study were: (1) theaverage learning outcomes of students taught with STAD cooperativelearning strategies = 28 higher than the average student learning outcomestaught with expository learning strategies = 26.95, with Fcount = 27.44 >Ftable = 3.98, (2) the average student learning outcomes with high learningactivities = 29.61 higher than student learning outcomes with low learningactivities = 26.07 with Fcount = 6.17> Ftable = 3.98, and (3) there is aninteraction between learning strategies and learning activities towardsCivics learning outcomes with Fcount = 18.27 > Ftable = 3.98.
ANALISIS PENERAPAN EVALUASI HASIL BELAJAR SISWA PADA KURIKULUM TINGKAT SATUAN PENDIDIKAN DAN KURIKULUM 2013 DALAM MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH MENENGAH PERTAMA NEGERI 1 KECAMATAN BINJAI KABUPATEN LANGKAT TAHUN AJARAN 2017/ 2018 Afrah Maulida
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 3, No 1 (2019): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v3i1.5479

Abstract

This study aims to find out: 1)Application of evaluation of studentlearning outcomes on curriculum KTSP in PAI subjects in SMP Negeri 1Binjai District Langkat Regency Teaching Year 2017/2018.2)Implementation of the evaluation of student learning outcomes oncurriculum 2013 in PAI subjects in SMP Negeri 1 Binjai District LangkatRegency Teaching Year 2017/2018. 3) Analysis of the implementation ofthe evaluation of student learning outcomes in the educational unitcurriculum (KTSP) and curriculum 2013 in the subjects of PAI in SMPNegeri 1 Binjai District, Langkat Regency Teachings Year 2017/ 2018.Themethod used in this study is a qualitative methodology by using thedescription approach, while the instrument is the researcher. The datacomes from two sources namely primary and secondary data. Datacollection techniques consist of observation, interview, anddocumentation. The analysis technique used is data reduction, datapresentation, and conclusion. The examination of the validity of the dataof researchers using 4 techniques of degree of trust, transparency,dependence, and certainty with triangulation of sources and datacollection. The result of the research shows that the implementation of theevaluation of student learning outcomes in KTSP and the curriculum 2013in PAI subjects at SMP Negeri 1 Binjai District Langkat District 2017/ 2018academic year is categorized quite well, KTSP is used in class IX, andcurriculum 2013 is used in class VII and VIII, this is because whenstudents enter the school until the students finish using a curriculum. Thestandard of scores on the minimum completeness criteria (KKM) inschools for the two curriculum is 65. The school has its own policy for theassessment format. The value range for KTSP is the scale of 0-100, whilefor the curriculum 2013 there is a change from a scale of 1-4 to a scale of 0-100. Student report cards for the curriculum 2013 are listed in eachassessment column namely attitude, knowledge and skill, while for KTSPthere is only an attitude assessment, and an assessment of knowledge with skill put together in a single assessment column. Assessment of attitudes in the KTSP report card has been written in it that is the assessment of the personality and noble character of the students filled by teachers with the assessment of the letter, while the attitude assessment in the curriculum 2013 report cards there is a column of assessment of spiritual attitudes and columns assessment of social attitudes that each is still empty, so assessment is filled by the teacher by writing the student's attitude that is seen during the student following the learning process at school.
PENGARUH STRATEGI PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR AKIDAH AKHLAK SISWA MIN SEI MATI MEDAN Rini Sartika
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 3, No 1 (2019): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v3i1.5484

Abstract

This study aims to find out and to stress: (1) the effect of the application oflearning strategies on students' Akidah Akhlah learning outcomes, (2) theeffect of learning motivation on student Akidah Akhlah learningoutcomes, and (3) the interaction between learning strategies and learningmotivation towards Akidah Akhlak learning outcomes. The population ofthis study was all students in class V MIN Sei Mati Medan consisting of 3classes. Based on Cluster Random sampling techniques. The researchinstrument is a test used to obtain learning outcome data andquestionnaires to obtain data on student learning motivation. The analysistechnique is two-way Anova at significance  = 0.05 followed by theScheffe test. The results showed: (1) the average learning outcomes ofstudents taught with collaborative learning strategies X = 28.15 higherthan the average learning outcomes of students taught with competitivelearning strategies X = 26.92, with Fcount = 29.57 > Ftable = 3.968, (2) theaverage learning outcomes of students with high learning motivation X =29.93 higher than the learning outcomes of students with low learningmotivation X = 25.94 with Fcount = 4.43 > Ftable = 3.968, and (3) there is aninteraction between learning strategies and learning motivation towardsAkidah Akhlak learning outcomes with Fcount = 7.18 > Ftable = 3.968.
PENGARUH STRATEGI PEMBELAJARAN LEARNING CYCLE DAN GAYA BELAJAR TERHADAP HASIL BELAJAR SEJARAH KEBUDAYAAN ISLAM SISWA MADRASAH DINIYAH TAKMILIYAH AWALIYAH UBUDIYAH KOTA PEMATANG SIANTAR Muhammad Rusli
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 3, No 1 (2019): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v3i1.5489

Abstract

The purpose of this study was to find out: (1) differences in learningoutcomes of Islamic Culture History of students taught with learnig cyclelearning strategies with students taught with expository learningstrategies, (2) differences in learning outcomes of Islamic Culture Historyof students who have visual learning styles, auditory and kinesthetic, and(3) the effect of learning cycle learning strategies and student learningstyles on the results of learning Islamic Cultural History. The method ofthis research is quasi-experimental with the population of this study arefourth grade students (four) Madrasah Diniyah Takmiliyah AwaliyahUbudiyyah 2018/2019 school year consisting of 2 (two) classes. Thesample selected cluster random sampling technique in terms of the classwith the learning cycle learning strategy is class IV1 with 31 students,while students taught with expository strategies are students of class IV2with 34 students. The instruments of data collection are questionnairesand test results. Technique by analysis of variance (Anova) at = 0.05. Theresults of this study are: (1) student learning outcomes taught withlearning cycle learning strategies ( X = 33.22) higher than student learningoutcomes taught with expository learning strategies ( X = 27.94), withFcount = 89.49 > Ftable = 3.988, (2) student learning outcomes with visuallearning styles ( X = 34.26) are higher than student learning outcomes withkinesthetic learning styles ( X = 28.38) and auditory learning styles (( X =27.69), with Fcount = 62.49 > Ftable = 3.988, and (3) there is an interactionbetween learning strategies and learning styles towards learning outcomeswith statistical calculations known Fcount = 47.06 > Ftable = 3.988.
IMPLEMENTASI KURIKULUM 2013 MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SD SWASTA (Studi Kasus Pada Sekolah Dasar Swasta Islam Terpadu Permata Cendekia) Indah Sari Irmadani
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 3, No 1 (2019): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v3i1.5480

Abstract

Sekolah Dasar Islam Terpadu (SDIT) Permata Cendekia KecamatanSiantar Kabupaten Simalungun adalah sekolah yang unik. Karenasebelum kurikulum 2013 dijalankan di sekolah ini, konsep Sekolah IslamTerpadu sudah mengimplementasikan sikap spiritual dan sikap sosialdalam aktivitas pembelajaran. Dengan adanya kurikulum 2013 ini, makalengkaplah dua konsep kurikulum 2013 menyatu dengan kurikulumJaringan Islam terpadu. Fakta yang unik adalah kompetensi sikapspiritual dan sikap sosial dan juga kompetensi aspek pengetahuan danketerampilan yang berasal dari Pemerintah Pusat, Sekolah Dasar IslamTerpadu juga memiliki kurikulum tambahan yang berasal dari SekolahIslam terpadu.
PENERAPAN ACTIVE LEARNING STRATEGI KONSTRUKTIVISME PADA PEMBELAJARAN ALQUR’AN HADIS DI MADRASAH TSANAWIYAH NEGERI 2 LABUHANBATU Siti Aisah
ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam Vol 3, No 1 (2019): JURNAL ANSIRU PAI
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/ansiru.v3i1.5485

Abstract

This study aims to answer the problems posed, namely how:(1) teacherpreparation for the Hadith in applying the constructivism learningstrategies? (2) the application of the steps of the Hadith Al-Qur'an teacherapplies the constructivism learning strategies? (3) the involvement ofstudents in the learning of the Qur'an Hadith using constructnivism? (4)constraints or barriers to the Qur'anic Hadith teacher in applyingconstructivism, andn (5) the effectiveness and learning outcomes of the Al-Qur'an Hadith and the application of the constructivism learningstrategies?. The subjects of this study were the two Qur'anic Hadithteachers who worked over five years. Data collection techniques arecarried out by observation, interviews, and document studies. The dataanalysis technique uses three stages, data reduction, data display, andconclusion as recommended by Miles and Huberman. The results, First,the teacher has made preparations before conducting teaching activities inthe form of preparation of syllabus and Learning Implementation Plansthat have been previously validated (checked) by the principal. Second, theimplementation of constructivism learning strategis in learning has beencarried out, but from the four steps of the constructivism learningstrategies it has not been fully implemented properly. Third, studentinvolvement in learning tends to be active and the learning conditions arepleasant. Fourth, the obstacles or obstacles encountered by the teacherrelate to the circumstances and completeness of learning resources andmedia. Fifth, the effectiveness and student learning outcomes increasewhich can be seen from the acquisition of their mastery learning value.

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