Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
This journal has a deep concern on issues of general education study and the study of Islamic education. We are so pleased to invite scientists, scholars, researchers, as well as professionals in the field of education to publish their manuscripts in our journal. The Journal Edupedia: Studi Pendidikan dan Pedagogi Islam also publishes superb quality theoretical and empirical research including all constructions of Islamic education or universal education. the following scopes are courtesy of Journal Edupedia: Studi Pendidikan dan Pedagogi Islam, included: 1. Islamic education studies 2. Theoretical and practical’s study of Islamic education 3. Development of instrument in evaluation of islamic education 4. Development of instructional Islamic education media 5. Islamic education learning model development, 6. Philosophy of Islamic education 7. Islamic education policy 8. Pesantren education 9. Curriculum of Islamic education
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<![CDATA[STRATEGI PEMBELAJARAN EACH ONE TEACH ONE DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM ]]>
<![CDATA[Hariyanto Hariyanto]]>;
<![CDATA[Arfandi Arfandi]]>
<![CDATA[ Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 7 No. 2 (2023): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Universitas Ibrahimy ]]>
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DOI: 10.35316/edupedia.v7i2.2300
<![CDATA[The results of observations at SMP Negeri 3 Situbondo showed that student learning outcomes in PAIBP material, especially the Thaharah subject, still reached the percentage of 50% or 16 students who completed out of 32 students. This is because students are still not able to master how to stay well. The reason is not only students but teachers who are less innovative in using learning strategies. Less varied learning models that have been applied by teachers in the field of study do not provide the widest opportunity for students to be active. Although the teacher has tried to make improvements, student learning outcomes are still relatively low. Therefore, efforts or methods can be made to improve student learning outcomes, one of which is by applying the each one teach one learning strategy. The each one teach one learning strategy, the reasons for using this strategy are 1) Support and improve the learning process. 2) Train students to be responsible. 3) This strategy can be used in all subjects: this research has two formulations (1) How is the implementation of the each one teach one learning strategy for the subject of PAIBP thaharah class VII material at SMP Negeri 3 Situbondo for the academic year 2021-2022?, (2) How is it improving student learning outcomes in PAIBP subjects through the implementation of the each one teach one learning strategy for class VII material at SMP Negeri 3 Situbondo for the academic year 2021-2022?. This study uses classroom action research with various kinds of data collection, namely observation, interviews and documentation. Based on the results of the research and discussion, it can be concluded as follows: (1) The application of the learning strategy of each one teach one subject of PAIBP thaharah class VII material at SMP Negeri 3 Situbondo in the 2021-2022 academic year is very effective, (2) There is an increase in student learning outcomes by 19% from 75% of the first cycle to 94% of the second cycle of PAIBP subjects through the application of the each one teach one learning strategy for class VII material at SMP Negeri 3 Situbondo in the 2021-2022 academic year.]]>
<![CDATA[STRATEGI PEMBELAJARAN EKSPOSITORI UNTUK ANAK BERKEBUTUHAN KHUSUS JENIS TUNARUNGU PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM ]]>
<![CDATA[Agus Supriyadi]]>;
<![CDATA[Fera Patmawati]]>;
<![CDATA[Iro Waziroh]]>
<![CDATA[ Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 7 No. 2 (2023): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Universitas Ibrahimy ]]>
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DOI: 10.35316/edupedia.v7i2.2336
<![CDATA[Religious Education in Islam Learning is essential in life, thus an educator must be able to explain and present content effectively. Choose tactics and procedures based on the qualities and requirements of pupils, particularly those with exceptional needs such as deafness. The Islamic Religious Education learning strategy for deaf children with special needs at SLB Tunas Bangsa Asembagus Situbondo employs an expository learning strategy, which involves the delivery of verbal material from a teacher to a group of students and mastery of the material through learning activities. Preparation, presentation (delivery) of content, correlation, conclusion, and application precede learning. The factors that aid in learning Islamic religious education are as follows: (1) internal factors consisting of students' interest in learning and motivation. (2) external factors, namely the establishment of a harmonious relationship between teachers and students as well as between teachers and guardians of students.]]>
<![CDATA[THE EFFECT OF COMPENSATION AND CAREER EVELOPMENT THROUGH SCIENTIFIC PUBLICATION MOTIVATION ON THE PERFORMANCE OF HOMEBASE ISLAMIC EDUCATION LECTURERS AT THE UNIVERSITY ]]>
<![CDATA[Ali Imron]]>;
<![CDATA[Robingun Suyud El Syam]]>
<![CDATA[ Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 7 No. 2 (2023): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Universitas Ibrahimy ]]>
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DOI: 10.35316/edupedia.v7i2.2434
<![CDATA[The research aims to determine the effect of compensation and career development through motivation on performance. This study used a proportionate stratified random sampling technique, with a total of 27 samples distributed to Lecturers of Islamic Religious Education at the University of Science Al-Qur'an Wonosobo. The research analysis used Structural Equation Modeling (SEM) with the LISREL program. The results of the study stated that when career development was increased, the motivation of the PAI lecturer at the Al-Qur'an Science University of Wonosobo also increased. When compensation is done well, the motivation of the lecturers increases. When lecturers have high work motivation, their performance is also high. When career development is increased, performance increases. When the process of giving compensation is done well, performance increases. When the career development process is improved through motivation, the performance of the lecturers increases. When compensation is increased through motivation, the performance of lecturers increases. This research provides advice to the leaders of the University of Al-Qur'an Science Wonosobo so that the provision of compensation and the career development process for lecturers is improved.]]>
<![CDATA[KESIAPAN ORANG TUA MENDAMPINGI BELAJAR ANAK SELAMA PANDEMI COVID-19 DI MADRASAH IBTIDAIYAH ]]>
<![CDATA[Maya Ayu Purnama Sari]]>;
<![CDATA[Rusma]]>;
<![CDATA[Syarof Nursyah Ismail]]>
<![CDATA[ Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 7 No. 2 (2023): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Universitas Ibrahimy ]]>
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DOI: 10.35316/edupedia.v7i2.2446
<![CDATA[Schools in Bali Learn Online (BDR) according to directions from the government due to the high Covid-19 cases. Learning activities carried out from home during the Covid-19 pandemic, especially at the SD/MI level, require the readiness of parents to accompany their children to learn at home. This study aims to determine the readiness of parents of MI Ma'arif Tabanan students in accompanying their children to learn during the Covid-19 pandemic. The approach used is descriptive quantitative type of survey research. Data collection is done through questionnaires, observation and documentation. The samples taken were 148 parents, then the data were analyzed using descriptive statistics, namely calculating the score or percentage of each indicator. The results showed that 40% of parents were ready to accompany their children to learn at home, 30% of parents were very ready, 29% of parent enough ready, and as much as 1% were not ready. The calculation are obtained through the results of measuring the five aspects including providing learning facilities, supervising children's learning activities at home, supervising the use of children's study time at home, monitoring difficulties faced by children in learning and helping children overcome difficulties in learning.]]>
<![CDATA[KURIKULUM PENDIDIKAN AGAMA ISLAM PENDEKATAN MULTIDISIPLINER, INTERDISIPLINER DAN TRANSDISIPLINER DI PERGURUAN TINGGI ]]>
<![CDATA[Bassam Abul A'la]]>;
<![CDATA[Sugito Muzaqi]]>;
<![CDATA[Miftahul Alimin]]>
<![CDATA[ Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 7 No. 2 (2023): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Universitas Ibrahimy ]]>
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DOI: 10.35316/edupedia.v7i2.2467
<![CDATA[Islamic religious education is an integration of education and Islamic sciences. It is included in the category of multidisciplinary disciplines. Given the diversity of approaches and different applications from each institution, it seems important to identify a model of Islamic religious education curriculum based on a multidisciplinary, interdisciplinary, and transdisciplinary (MIT) approach. Therefore, by using the systematic literature review (SLR) method and Nvivo 12 as a qualitative data processing tool, this study seeks to examine the various integrated approach models and their application in the curriculum of Islamic religious education in tertiary institutions. The result of this research is that there is one curriculum model that is widely used in the application of the MIT approach in the Islamic religious education curriculum, namely collaboration.]]>
<![CDATA[UPAYA MENINGKATKAN KUALITAS PENDIDIKAN AGAMA ISLAM DI INDONESIA DALAM MEWUJUDKAN PROGRAM SUSTAINABLE DEVELOPMENT GOALS (SDGS) ]]>
<![CDATA[Khaidir Fadil]]>;
<![CDATA[Noor Isna Alfaien]]>;
<![CDATA[Ahmad Mulyadi Kosim]]>
<![CDATA[ Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 7 No. 2 (2023): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Universitas Ibrahimy ]]>
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DOI: 10.35316/edupedia.v7i2.2513
<![CDATA[The purpose of this research is to examine the importance of efforts to improve the quality of education in Indonesia, especially Islamic education, which is considered to be of poor quality. The research method used is a qualitative method with a literature review and a descriptive method is used. The data in this study were obtained from the results of literature reviews obtained from journals and articles. This study shows that the situation of education in Indonesia, especially Islamic education, is still at an alarming level. This shows the uneven quality of education between urban and rural communities, the lack of professionalism and capacity of the teaching staff, the hours of PAI which are limited to only 2 hours per week, followed by a teaching orientation that only focuses on students' cognitive aspects, as well as monotonous teaching methods which have an impact on the low quality of Islamic education in Indonesia. Therefore, special efforts and strategies are needed to improve the quality of Islamic education in Indonesia in order to realize the SDGs, namely quality, equitable education and lifelong learning opportunities for all ages. Build public trust in Islamic education, design curricula according to community needs, produce highly competitive graduates with tiered facilities and infrastructure, as well as increase and improve competitiveness through proven science and technology. Teachers and teaching staff, using a technology teaching environment, are using digital libraries.]]>
<![CDATA[PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN KARAKTER RELIGIUS SISWA DI SMP IT TAZKIA INSANI ]]>
<![CDATA[Minda Siti Solihah]]>;
<![CDATA[Encu M Syamsul]]>;
<![CDATA[Syafa’atun Nahriyah]]>
<![CDATA[ Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 7 No. 2 (2023): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Universitas Ibrahimy ]]>
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DOI: 10.35316/edupedia.v7i2.2590
<![CDATA[This study aims to (1) Determine the role of Islamic Religious Education teachers in SMP IT Tazkia Insani. (2) To determine the role of Islamic Religious Education teachers in improving the religious character of students at SMP IT Tazkia Insani. (3) To find out the efforts of Islamic Religious Education teachers in improving the religious character of students at SMP IT Tazkia Insani. This study uses descriptive qualitative research methods. Collecting data using several methods, namely interviews, observation and documentation. The results of this study are (1) The role of Islamic Religious Education Teachers at SMP IT Tazkia Insani in addition to having duties and roles as teachers, educators, supervisors, BPI coaches and as second parents for their students at school. The role of Islamic Religious Education Teachers in Improving the Religious Character of Students at SMP IT Tazkia Insani is carried out in the following ways: Educating students' character through historical methods; Using the Qur'an and Hadith as the main learning resources; Guiding students. (3) The efforts of Islamic Religious Education Teachers in Improving the Religious Character of Students at SMP IT Tazkia Insani are by way of Exemplary and providing examples directly, through the Mabit PAI exercise (Malam Bina Taqwa), Providing rewards and punishments.]]>
<![CDATA[SUPERVISI AKADEMIK KEPALA LEMBAGA PENDIDIKAN ISLAM DALAM PENINGKATAN KINERJA PERFORMA GURU ]]>
<![CDATA[Muh Hambali]]>;
<![CDATA[Arini Rosyidah]]>;
<![CDATA[Djuwairiyah Djuwairiyah]]>
<![CDATA[ Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 7 No. 2 (2023): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Universitas Ibrahimy ]]>
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DOI: 10.35316/edupedia.v7i2.2660
<![CDATA[This research aims to provide an explanation of the urgency of the academic supervision strategy carried out by the head of the madrasa. Teacher performance is the policy line for the head of the madrasah in Lamongan. This study uses a qualitative approach with a case study design, madrasah in Lamongan. Data collection was carried out by interview, observation, and documentation techniques. Data analysis techniques include reduction, presentation, and drawing conclusions as well as checking the validity of the data by means of data triangulation techniques. The results of the study confirm that the strategy used by the madrasa head in improving teacher performance is by planning academic supervision starting from the head of the madrasa to forming a supervising team. Then the team that has been formed formulates goals, sets goals, makes schedules and reviews academic monitoring instruments. Then the planning of the academic supervision program is carried out routinely at the beginning of each new school year. The preparation of the academic supervision program includes the entire learning process, namely planning, implementing and evaluating learning.]]>
<![CDATA[STRATEGI GURU DALAM MENGINTERNALISASI NILAI-NILAI KEARIFAN LOKAL PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM ]]>
<![CDATA[Mohamad Aso Samsudin]]>;
<![CDATA[Wedi Samsudi]]>;
<![CDATA[Mahmudi Mahmudi]]>;
<![CDATA[Hasanah Hasanah]]>
<![CDATA[ Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 7 No. 2 (2023): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Universitas Ibrahimy ]]>
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DOI: 10.35316/edupedia.v7i2.2674
<![CDATA[This study aims to describe the teacher's strategy and several factors that influence it in internalizing local wisdom values in elementary school Islamic religious education subjects. This research is included in research that uses qualitative methods with a case study approach. Data collection techniques carried out by researchers include observation techniques, questionnaires, and interviews. Furthermore, the data that has been obtained is analyzed from the stages of reduction, presentation and verification. The results of this study indicate that the teacher's strategy for internalizing local wisdom values in Islamic religious education learning is quite varied, from the teacher's strong understanding of local wisdom itself, identifying local wisdom around, determining learning objectives based on local wisdom and integrated teaching materials. local wisdom values. Factors supporting the realization of learning that internalizes local wisdom values include clear government regulations, the wealth of local wisdom in Indonesia, adequate mileage, good school principal support, and compatibility between teaching materials and local wisdom values in students. While the inhibiting factors were found to be the absence of a special budget, high entry fees for cultural heritage, weak parental support, and low understanding of local wisdom teachers in Indonesia.]]>
<![CDATA[INOVASI PEMBELAJARAN DI PONDOK PESANTREN DI ERA GLOBALISASI ]]>
<![CDATA[M. Holil]]>;
<![CDATA[Zahrotun Nada]]>;
<![CDATA[Munif Shaleh]]>;
<![CDATA[Abdul Muis]]>;
<![CDATA[Hasan Ruzakki]]>
<![CDATA[ Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 7 No. 2 (2023): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam ]]>
Publisher : <![CDATA[Fakultas Tarbiyah Universitas Ibrahimy ]]>
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DOI: 10.35316/edupedia.v7i2.2675
<![CDATA[This study aims to describe the teacher's strategy and several factors that influence it in internalizing local wisdom values in elementary school Islamic religious education subjects. This research is included in research that uses qualitative methods with a case study approach. Data collection techniques carried out by researchers include observation techniques, questionnaires, and interviews. Furthermore, the data that has been obtained is analyzed from the stages of reduction, presentation and verification. The results of this study indicate that the teacher's strategy for internalizing local wisdom values in Islamic religious education learning is quite varied, from the teacher's strong understanding of local wisdom itself, identifying local wisdom around, determining learning objectives based on local wisdom and integrated teaching materials. local wisdom values. Factors supporting the realization of learning that internalizes local wisdom values include clear government regulations, the wealth of local wisdom in Indonesia, adequate mileage, good school principal support, and compatibility between teaching materials and local wisdom values in students. While the inhibiting factors were found to be the absence of a special budget, high entry fees for cultural heritage, weak parental support, and low understanding of local wisdom teachers in Indonesia.]]>
