Adz-Zikr: Jurnal Pendidikan Agam Islam
The Adz-Zikr : Jurnal Pendidikan Agama Islam, P-ISSN: 2502-5317, E-ISSN:2722-6174 is a blind peer-reviewed, published by Sekolah Tinggi Ilmu Tarbiyah (STIT) Al-Khairiyah Cilegon, Banten, is a peer-reviewed open access international journal published twice in a year (April-Oktober). Adz-Zikr : Jurnal Pendidikan Agama Islam is a Islamic Education research and article journal. Intended to communicate original research, methodology, and current issues on the subject. The subject covers textual and fieldwork studies with various perspectives: education, psychology, sociology, anthropology, and many more. This journal warmly welcomes articles contributions from scholars of related disciplines
Articles
69 Documents
<![CDATA[Pendidikan Politik: Kekerasan Komunal Masa Transisi Orde Baru: (Analisis Kritis Gery Van Klinklen terhadap Konflik di Indonesia) ]]>
<![CDATA[Rafiudin]]>
<![CDATA[ Adz-Zikr : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2016): Adz-Zikr : Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[Prodi Pendidikan Agama Islam STIT Al-Khairiyah Cilegon ]]>
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DOI: 10.55307/adzzikr.v1i2.42
<![CDATA[Education is considered important because it has a high investment value for the progress of a nation. A big nation is a nation that has good quality education in all fields, especially in the political field. Gery Van Klinken revealed a bad event of the Indonesian people in the past that illustrates the deterioration of political education in this country. Education, as expressed by Emile Durkheim, will never be separated from the social things which became Gery's special study in his research that communal violence results in very bad social violence. The wrong political education adopted by the nations of the world makes politics a pearl that is traded and traded in a market where buyers do not know the form of genuine and fake pearls so that special education is needed about pearls. Islam as the largest religion seems to be unable to give birth to a generation of people who are good at politics and good at sorting out the falsehood behind politics which is in fact artificial.]]>
<![CDATA[Konsep dan Metode Pendidikan Anak Menurut Pemikiran Syekh Nawawi Al-Bantani ]]>
<![CDATA[Rohmani, Mahfud Salimi]]>
<![CDATA[ Adz-Zikr : Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2016): Adz-Zikr : Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[Prodi Pendidikan Agama Islam STIT Al-Khairiyah Cilegon ]]>
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DOI: 10.55307/adzzikr.v1i2.43
<![CDATA[Considering the importance of a child's education, today's parents rarely apply education according to the concepts and methods of the Nawawi Sheikh among them; If a 10-year-old is asked to pray then the child should be beaten 10 times in a harmless part of the body, most parents now allow their child even if they do not pray, the majority of their parents do not teach that way, even though it is contrary to the concept of Sheikh Nawawi Al- Help me. Child education concept according to Sheikh Nawawi Al-Bantani: Nomination, selection of spouse or spouse, pre-birth education, post-birth education. Method of education of children according to Sheikh Nawawi Al-bantani: When the child reaches the age of 6, provide the education of manner. Age is 9 and the child should move his / her own bed to sleep on his own; She is 16 and the child is married.]]>
<![CDATA[Reformasi Tasawuf Al-Ghazali dan Relevansinya dengan Pendidikan Islam ]]>
<![CDATA[Mahfud Salimi]]>
<![CDATA[ Adz-Zikr : Jurnal Pendidikan Agama Islam Vol. 1 No. 1 (2016): Adz-Zikr : Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[Prodi Pendidikan Agama Islam STIT Al-Khairiyah Cilegon ]]>
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DOI: 10.55307/adzzikr.v1i1.44
<![CDATA[This paper explains about reform of Sufism al-Ghazali and its relevance to Islamic education. The reform of Sufism al-Ghazali was a result of his wandering intellectualism and his long spiritual journey, so he chose Sunni Sufism based on the Qur'an and the Sunnah of the Prophet plus the doctrine of Ahlu al-Sunnah Wa al-Jama ’. Al-Ghazali succeeded in integrating three Islamic scholarships which initially proceeded respectively, namely kalam science, fiqh, and Sufism. Al-Ghazali has succeeded in linking dogmatic and formal formulations of orthodox kalam science with the teachings of dynamic Sufism. He has given very valuable lessons to the pure scholastic group and is able to flex the dogmatic character of extreme religious teachings and incorporate vital dimensions between outward (exoteric) and inner (esoteric) aspects. The style of Sufism al-Ghazali is a psychomoral that emphasizes moral education. The orientation of Sufism al-Ghazali is more directed to the concept of developing human perfection (insan kamil) or pious people. The reformation of Sufism al-Ghazali, when related to the objectives of Islamic education, seems to be very relevant because the goal of Islamic education is the realization of quality human beings who have noble character, good human beings, who always serve God, are dynamic and continue to move towards their originators, namely Allah SWT.]]>
<![CDATA[Unsur-Unsur Filsafat Yunani dan Relevansinya dengan Pendidikan Agama Islam ]]>
<![CDATA[Faizal Djabidi]]>
<![CDATA[ Adz-Zikr : Jurnal Pendidikan Agama Islam Vol. 1 No. 1 (2016): Adz-Zikr : Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[Prodi Pendidikan Agama Islam STIT Al-Khairiyah Cilegon ]]>
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DOI: 10.55307/adzzikr.v1i1.45
<![CDATA[Education is a process of improving the quality of human beings in terms of knowledge, personality in order to achieve the perfection of life in the world. Islam as a religion rahmatan lil Alamin through the Qur'an explains in detail and clearly about Islamic education that is blessing and perfection in dealing with life in the world and the hereafter through a process of changing behavior and morals in personal life or social life and life in the natural surroundings. The concept of Islamic education as a process of directing human development (ri'ayah) in the Islamic era, reason, behavior, and social and religious life is directed towards the good towards perfection. The birth of Greek philosophy as the beginning of the centralization of science at that time was based on several aspects and factors first Rich in myths (fairy tales), such as the poetry of Homer, Orpheus, the second work of Homerus has a very important position to guide the life of the Greeks. Third Influence of knowledge originating from Babylon in the Nile River Valley. There are several reasons for Greek philosophy affiliated with Islamic education because of Iskandar Agung's policy that did not destroy Persian civilization and culture, but instead, he tried to unify Greek and Persian culture and make Antioch, Bactra became the center of Greek science and philosophy so that it influenced the religious and non-religious sciences.]]>
<![CDATA[Guru Madrasah Sebagai Self Control Peserta Didik Usia Remaja ]]>
<![CDATA[Salmah]]>
<![CDATA[ Adz-Zikr : Jurnal Pendidikan Agama Islam Vol. 1 No. 1 (2016): Adz-Zikr : Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[Prodi Pendidikan Agama Islam STIT Al-Khairiyah Cilegon ]]>
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DOI: 10.55307/adzzikr.v1i1.46
<![CDATA[Madrasa teachers are people who master the science of religion while also being able to transfer knowledge, internalize, and practice (implementation); able to prepare students to be able to grow and develop their intelligence and creativity for the benefit of themselves and their communities; able to be a model or central of self-identification and consultant for students; have information sensitivity, intellectual and spiritual norms and are able to develop talents, interests, and abilities to prepare students who are responsible for building a civilization that is blessed by God. Self Control is the ability of individuals to control, guide, manage, and regulate their behavior in dealing with stimuli from outside their environment or satisfying immediate needs to achieve better results in the future. Students who reach the age of adolescence last approximately 13 years to 16 years or 17 years. The end of adolescence between the ages of 16 to 18 years is a transition period when individuals grow from childhood to maturity. Madrasa teachers have a greater responsibility in educating their students. As a teacher is not only limited to conveying religious knowledge but also must be able to form students who can control themselves (self-control) at the age of adolescence to become creatures of noble character. and can practice the values of Islamic teachings.]]>
<![CDATA[Upaya Meningkatkan Persepsi dan Hasil Belajar Kimia Siswa Kelas XII IPA 2 SMA Negeri 5 Cilegon Tp 2014/2015 Pada Konsep Sifat Koligatif Larutan melalui Pembelajaran Kontekstual ]]>
<![CDATA[Nasrullah]]>
<![CDATA[ Adz-Zikr : Jurnal Pendidikan Agama Islam Vol. 1 No. 1 (2016): Adz-Zikr : Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[Prodi Pendidikan Agama Islam STIT Al-Khairiyah Cilegon ]]>
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DOI: 10.55307/adzzikr.v1i1.47
<![CDATA[Student perception has an important role in learning in school. Students are said to have a good perception of these students are able to master and understand and interpret a subject matter taught by the teacher in class. To strengthen students' perceptions, teachers must work on certain learning strategies that are appropriate to the subject matter being taught. Contextual learning is a learning strategy that emphasizes the process of full student involvement to be able to find the material being learned and relate it to real-life situations so that it encourages students to be able to apply it in their lives. The low student learning outcomes in chemistry subjects can result in less than optimal teaching and learning processes so that the subject matter presented becomes incomplete. The condition of students of class XII IPA 2 SMA Negeri 5 Cilegon TP. 2014/2015 totaled 32 students were relatively heterogeneous. The purpose of this CAR is: To improve the perceptions and learning outcomes of students of class XII IPA 2 SMA Negeri 5 Cilegon TP 2014/2015 on the concept of the colligative nature of solutions through contextual learning. PTK Conclusion: Chemistry learning for students of class XII IPA 2 in SMA Negeri 5 Cilegon TP. 2014/2015 through contextual learning can improve perceptions and learning outcomes from cycle to cycle. PTK recommendation: Contextual learning can be applied by chemistry teachers in other schools because it will improve students' perceptions and learning outcomes in chemistry subjects.]]>
<![CDATA[Peranan Komunikasi Efektif dalam Keberhasilan Pendidikan ]]>
<![CDATA[Rahimudin]]>
<![CDATA[ Adz-Zikr : Jurnal Pendidikan Agama Islam Vol. 1 No. 1 (2016): Adz-Zikr : Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[Prodi Pendidikan Agama Islam STIT Al-Khairiyah Cilegon ]]>
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DOI: 10.55307/adzzikr.v1i1.48
<![CDATA[Communication is one part of the needs of human life. Communication can be interpreted as a relationship (interaction) between one with another. The need for communication will continue as long as humans are still having interactions, both interactions with Allah SWT, with himself, with other humans and interactions with other creatures of Allah SWT. An interesting problem with the role of effective communication in education is because there is still a lot of communication between humans, especially in the field of education which is lacking or ineffective. Therefore, there is a miscommunication among the components that cause education to not work well. The purpose of this paper is the author wants to present the concepts of effective communication so that they can be understood and applied well in educational activities by parents at home, teachers at school and also elements of society. The method and approach used by the author in conducting this writing is content analysis. Library research, data analysis, and phenomenological approach. The conclusion of this study is that communication will be successful if the communication elements consisting of communicators, communicants, communicators, channels, and effects can function properly. The application of effective communication concepts in Islamic education is very important to be done well so that the success and quality of education can be further improved. This paper is expected to contribute to the development of social values and academic values, both in the informal, formal and non-formal education environments by understanding the importance of improving the quality of education through the application of effective communication concepts in these educational environments.]]>
<![CDATA[Tauhid Dan Spiritualitas Sebagai Dasar Pendidikan Islam Dalam Pandangan Hamka ]]>
<![CDATA[Sayuti]]>
<![CDATA[ Adz-Zikr : Jurnal Pendidikan Agama Islam Vol. 4 No. 2 (2019): Adz-Zikr : Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[Prodi Pendidikan Agama Islam STIT Al-Khairiyah Cilegon ]]>
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DOI: 10.55307/adzzikr.v4i2.51
<![CDATA[The tendency to secularize education seems to be very strong, for example from the system and learning taken by students who are processed that are intended for struggle and material, such as career, position, power, and money. It is as if their minds are the goal of education solely to complete worldly success. Producing output to be completely materialistic, consumeristic, and even not uncommon for hedonists. Because that's where the need to return to monotheism as a basic foundation which is the goal of Islamic education itself is a happy world and the hereafter. This study discusses the understanding of monotheism and the spirituality of education and understands the urgency of Islamic education in the view of Hamka as well as understanding the values contained in monotheism and the spirituality of education. This research uses a descriptive-analytic research method that is using research library data collection techniques. Analysis of the data used in this research is content analysis (content analysis). The results of the study note that monotheism is not only talking in the area of God but more than that monotheism as the basis and spirit of Islamic education. And in education can not escape from the values of spirituality, namely the value of ubudiyah spirituality in education, the value of faith, and moral values. The thought contribution of this research consists of discussion in the field of Islamic education from books on monotheism and education and understanding the urgency of monotheism and the spirituality of education as the basis of Islamic education according to Hamka's point of view and providing explanations related to monotheism and the spirituality of education and values contained in it.]]>
<![CDATA[Peran Guru Akidah Akhlak Dalam Meningkatkan Akhlak Peserta Didik ]]>
<![CDATA[Is Nurhayati, Syifa Aini Tsani]]>
<![CDATA[ Adz-Zikr : Jurnal Pendidikan Agama Islam Vol. 4 No. 2 (2019): Adz-Zikr : Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[Prodi Pendidikan Agama Islam STIT Al-Khairiyah Cilegon ]]>
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DOI: 10.55307/adzzikr.v4i2.52
<![CDATA[The morals of the students at MA Al-Khairiyah Pabuaran are considered to be unfavorable, this can be seen from the way they behave and speak disrespectfully to their teachers, such as against their teachers, do not want to do assignments, and there are still students who do not comply with school rules. This is where the role of the moral teacher is very important, namely by directly modeling good and right behavior, in accordance with the values of the Islamic religion contained in the Koran and Hadith. The purpose of this study is to determine the role of moral teacher in Al-Khairiyah Pabuaran Cilegon MA, to find out the morals of students in MA Al-Khairiyah Pabuaran Cilegon, to find out the method of increasing the morals of students at MA Al-Khairiyah Pabuaran Cilegon, to find out the methods moral enhancement in MA Al-Khairiyah Pabuaran Cilegon, and to find out the role of moral teacher in improving the morals of students in MA Al-Khairiyah Pabuaran Cilegon. The sampling method in this study uses Proposive Sampling techniques. While the data obtained from the results of observations and interviews. The results obtained from the study prove that the morality teacher is very instrumental in improving the morals of students in MA Al-Khairiyah Pabuaran Cilegon. One of the roles of the moral teacher is to give good role models and instill Islamic teachings and values. The morals of the students at MA Al-Khairiyah Pabuaran Cilegon still need to be improved. Therefore the moral teacher applies the method of moral enhancement through tadarus activities before the lesson begins, performs the Read and Write Qur’an (BTQ), performs the obligatory Prayer and the Dhuha Prayer in congregation, and conducts a seven minute Lecture (Kultum).]]>
<![CDATA[Penggunaan Media Pembelajaran Dalam Meningkatkan Motivasi Belajar Siswa Di Mi Mathla’ul Anwar Kab. Hulu Sungai Utara ]]>
<![CDATA[Habib Alwi Jamalulel]]>
<![CDATA[ Adz-Zikr : Jurnal Pendidikan Agama Islam Vol. 4 No. 2 (2019): Adz-Zikr : Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[Prodi Pendidikan Agama Islam STIT Al-Khairiyah Cilegon ]]>
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DOI: 10.55307/adzzikr.v4i2.53
<![CDATA[This study aims to analyze the activities of teachers at Mi Mathla'ul Anwar Kab. Hulu Sungai Utara in using learning media and the types of learning media that have been used and how the role of learning media in increasing student motivation. As many as 80% of students are actively involved in their class. This can be seen from the variety of instructional media used by teachers proven to be very effective in making students actively involved in learning. The more concrete students learn learning materials for example through hands-on experience, the easier it is for children to understand learning because they are actively involved in the process. Therefore, the use of instructional media becomes very important in clarifying the presentation of the message given by the teacher so that it can increase student motivation and learning achievement.]]>
