Jurnal Pendidikan Islam Indonesia
Focus and Scope FOCUS Jurnal Pendidikan Islam Indonesia (JPII) is a peer-reviewed journal providing a forum for educators, education leaders, scholars, students, and policymakers to address the current topics in education and Indonesian Islamic education from a global perspective; especially about pesantren. The journal focuses on the issues of Islamic Education in Southeast Asia. JPII publishes original academic articles dealing with relevance in educational theory, methodology, and practice. Papers should focus on studies and systematic analysis that employ qualitative, quantitative, mixed-methods, research and development (RnD), and theoretical methodologies from an international scope. Both pedagogical and andragogical perspectives in teaching and learning are welcome. SCOPE The scope of JPII is a wide range of disciplines that provide relevant research for current issues in : Deradicalization of Islamic Education Philosophy of Islamic Education Islamic Education Policy Gender and Islamic Education Comparison of Islamic Education Islamic Education and Science Nusantara Islamic Education Islamic Education and Social Transformation Leadership of Islamic Education Figure of Islamic Education Islamic Education Management Curriculum of Islamic Education Innovation of Islamic Education Madrasah Education Islamic Instructional Design and Practice Islamic Authentic Assessment JPII welcomes papers in English.
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<![CDATA[Nationalism Education at the Lirboyo Islamic Boarding School, Kediri ]]>
<![CDATA[Nur Khozin]]>;
<![CDATA[A. Jauhar Fuad]]>
<![CDATA[ Jurnal Pendidikan Islam Indonesia Vol 7 No 1 (2022) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Ibrahimy ]]>
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DOI: 10.35316/jpii.v7i1.399
<![CDATA[This paper answers about nationalism education at the Lirboyo Islamic boarding school. This paper uses an ethnomethodological method. The results of the research, namely: first, Nationalism Education does not only focus on education in the classroom, even outside the classroom. This can be seen from several aspects. Both from the social environment, culture, state symbols and also in every process of Pondok Pesantren activities. Second, the task of the teacher must be able to provide an example of nationalism and tenacity in educating the students. Therefore, a teacher must have standardization, terms and criteria in teaching nationalism education. Third, the Lirboyo Islamic Boarding School made a nationalism curriculum that was taught to students at the Ma'had Aly level which was contained in the National Fiqh book..]]>
<![CDATA[Determination of Islamic Education Methods: Analysis of al-Qiṣah, al-Mau'iẓah, and al-Uswah al-Hasanah as Islamic Family Education Methods ]]>
<![CDATA[Asrizal Saiin]]>;
<![CDATA[Zaitun]]>;
<![CDATA[Anwar M. Raadiamoda]]>
<![CDATA[ Jurnal Pendidikan Islam Indonesia Vol 7 No 1 (2022) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Ibrahimy ]]>
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DOI: 10.35316/jpii.v7i1.453
<![CDATA[The purpose of this study is to express ideas and develop knowledge about appropriate Islamic education methods as the development of Islamic family education methods, especially referring to the Qur'an as the main source of the basics of Islamic education. The method used is descriptive qualitative method because this research is a library research type. Due to the nature of this research, the data are taken from written sources, such as books, journals, papers, and various scientific literatures whose authenticity can be accounted for. The result of this research is that there are three methods of Islamic education which are mentioned directly in the Qur'an, namely; 1) the story method (al-Qiṣah), 2) the advice method (al-Mau'iẓah), 3) the exemplary method (al-Uswah al-Hasanah), in which these methods can be used as a method of developing Islamic family education. However, in fact there are many other methods that can be used as methods of family education in Islam, but are not mentioned directly in the Qur'an as the three methods have been mentioned.]]>
<![CDATA[Mitigation Literacy of Fire Disaster for Early Childhood by Integrating Islamic Values ]]>
<![CDATA[Dinar Nur Inten]]>;
<![CDATA[Dewi Mulyani]]>;
<![CDATA[Arif Hakim]]>
<![CDATA[ Jurnal Pendidikan Islam Indonesia Vol 7 No 1 (2022) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Ibrahimy ]]>
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DOI: 10.35316/jpii.v7i1.460
<![CDATA[This research departs from our concern as researchers about the various disasters that have occurred in our beloved country, as well as our concern for the future of the children affected by the disaster. Therefore, with the aim that early childhood literate and aware of the causes of disasters, as well as avoiding disasters that occur and dealing with disasters that occur, our research on disaster mitigation literacy for early childhood carried out by integrating three fun learning methods and integrating Islamic values. The disaster theme raised was the theme closest to children, namely fire. This study used a classroom action research method. The subjects were early childhood education children at Ar-Rahman school in the city of Bandung. The lesson began by explaining the concept of fire by integrating Islamic values, such as verses, hadiths and mahfudzot related to disasters. Furthermore, materials strengthening was implemented with various activities that involved children. In addition, at the peak of fire simulation, activities were also carried out. The results showed that disaster mitigation through literacy for early childhood on the theme of fire, by integrating Islamic values and involving children in learning, made children more sensitive to disasters, knew how to take action to prevent disasters from happening, knew the stages when facing fires, so that they can save themselves and become grateful servants of God.]]>
<![CDATA[The Quality of Learning in Mu’adalah Boarding School ]]>
<![CDATA[Hairul Huda]]>;
<![CDATA[Siti Nursyamsiyah]]>;
<![CDATA[Bahar Agus Setiawan]]>
<![CDATA[ Jurnal Pendidikan Islam Indonesia Vol 7 No 1 (2022) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Ibrahimy ]]>
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DOI: 10.35316/jpii.v7i1.461
<![CDATA[Recognition of Islamic boarding schools shows a stronger existence with updates and changes to the system, also supported by government policies with the term mu’adalah. The level of learning independence that was the potential of the mu’adalah Islamic boarding school students was the result of the construction of a comprehensive learning implementation system. The totality from the planning stage to implementation was a reflection of the quality of learning in mu’adalah Islamic boarding schools. The transformation and modernization of the mu’adalah Islamic boarding school were marked by the quality assurance of teaching staff starting from the aspects of qualifications and competencies aligned with government policies. The embodiment of the quality of learning mu’adalah was competence. The reflection of this description forms the basis that the purpose of this study was to look comprehensively at the quality of learning in the mu’adalah Islamic boarding school. This research took place at the Baitul Arqom mu’adalah Islamic boarding school and used a qualitative approach with the main respondents being ustadz, students, and boarding school administrators. The results of the study showed the quality of learning at Baitul Arqom Islamic Boarding School due to the evaluation of the implementation of the learning process in stages from weekly to the end of each semester. As for the evaluation of student learning, written tests, oral tests, and practice were carried out consistently with original assessments.]]>
<![CDATA[The Level of Student Learning Independence: Between the Future Goals and Facts ]]>
<![CDATA[Sofyan Rofi]]>;
<![CDATA[Dahani Kusumawati]]>;
<![CDATA[Tri Endang Jatmikowati]]>
<![CDATA[ Jurnal Pendidikan Islam Indonesia Vol 7 No 1 (2022) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Ibrahimy ]]>
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DOI: 10.35316/jpii.v7i1.463
<![CDATA[The level of student learning independence is a representation of the manifestation of various aspects both from internal and external factors of the students. The existence of motivation has an impact on self-awareness, creative, and critical attitudes of the students. It is also related to the effectiveness and efficiency of learning experienced by students. The role and the influence of learning independence can encourage student success in competency development. This study aims to look at the level of student learning independence in three SMP Muhammadiyah (Muhammadiyah Junior High School) in Jember, both as a whole and based on the gender of the students. This study uses a qualitative approach which research instrument is in the form of a questionnaire. The form of the answer is a choice using Likert scale which score range is 5-1 meaning positive-negative scale. The research respondents were 491 students of three schools. The data analysis techniques use percentages linked to five tabulation categories. The research results of those three schools illustrate that the level of student learning independence are good. Meanwhile, based on the gender aspect, the female students level of learning independence is higher than male students. Besides, the indicators having the lowest percentage on the aspect of student independence are making question examples and summaries of learning material.]]>
<![CDATA[Nationalism Education at the Lirboyo Islamic Boarding School, Kediri ]]>
<![CDATA[Nur Khozin]]>;
<![CDATA[A. Jauhar Fuad]]>
<![CDATA[ Jurnal Pendidikan Islam Indonesia Vol 7 No 1 (2022) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Ibrahimy ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35316/jpii.v7i1.399
<![CDATA[This paper answers about nationalism education at the Lirboyo Islamic boarding school. This paper uses an ethnomethodological method. The results of the research, namely: first, Nationalism Education does not only focus on education in the classroom, even outside the classroom. This can be seen from several aspects. Both from the social environment, culture, state symbols and also in every process of Pondok Pesantren activities. Second, the task of the teacher must be able to provide an example of nationalism and tenacity in educating the students. Therefore, a teacher must have standardization, terms and criteria in teaching nationalism education. Third, the Lirboyo Islamic Boarding School made a nationalism curriculum that was taught to students at the Ma'had Aly level which was contained in the National Fiqh book..]]>
<![CDATA[Determination of Islamic Education Methods: Analysis of al-Qiṣah, al-Mau'iẓah, and al-Uswah al-Hasanah as Islamic Family Education Methods ]]>
<![CDATA[Asrizal Saiin]]>;
<![CDATA[Zaitun]]>;
<![CDATA[Anwar M. Raadiamoda]]>
<![CDATA[ Jurnal Pendidikan Islam Indonesia Vol 7 No 1 (2022) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Ibrahimy ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35316/jpii.v7i1.453
<![CDATA[The purpose of this study is to express ideas and develop knowledge about appropriate Islamic education methods as the development of Islamic family education methods, especially referring to the Qur'an as the main source of the basics of Islamic education. The method used is descriptive qualitative method because this research is a library research type. Due to the nature of this research, the data are taken from written sources, such as books, journals, papers, and various scientific literatures whose authenticity can be accounted for. The result of this research is that there are three methods of Islamic education which are mentioned directly in the Qur'an, namely; 1) the story method (al-Qiṣah), 2) the advice method (al-Mau'iẓah), 3) the exemplary method (al-Uswah al-Hasanah), in which these methods can be used as a method of developing Islamic family education. However, in fact there are many other methods that can be used as methods of family education in Islam, but are not mentioned directly in the Qur'an as the three methods have been mentioned.]]>
<![CDATA[Mitigation Literacy of Fire Disaster for Early Childhood by Integrating Islamic Values ]]>
<![CDATA[Dinar Nur Inten]]>;
<![CDATA[Dewi Mulyani]]>;
<![CDATA[Arif Hakim]]>
<![CDATA[ Jurnal Pendidikan Islam Indonesia Vol 7 No 1 (2022) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Ibrahimy ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35316/jpii.v7i1.460
<![CDATA[This research departs from our concern as researchers about the various disasters that have occurred in our beloved country, as well as our concern for the future of the children affected by the disaster. Therefore, with the aim that early childhood literate and aware of the causes of disasters, as well as avoiding disasters that occur and dealing with disasters that occur, our research on disaster mitigation literacy for early childhood carried out by integrating three fun learning methods and integrating Islamic values. The disaster theme raised was the theme closest to children, namely fire. This study used a classroom action research method. The subjects were early childhood education children at Ar-Rahman school in the city of Bandung. The lesson began by explaining the concept of fire by integrating Islamic values, such as verses, hadiths and mahfudzot related to disasters. Furthermore, materials strengthening was implemented with various activities that involved children. In addition, at the peak of fire simulation, activities were also carried out. The results showed that disaster mitigation through literacy for early childhood on the theme of fire, by integrating Islamic values and involving children in learning, made children more sensitive to disasters, knew how to take action to prevent disasters from happening, knew the stages when facing fires, so that they can save themselves and become grateful servants of God.]]>
<![CDATA[The Quality of Learning in Mu’adalah Boarding School ]]>
<![CDATA[Hairul Huda]]>;
<![CDATA[Siti Nursyamsiyah]]>;
<![CDATA[Bahar Agus Setiawan]]>
<![CDATA[ Jurnal Pendidikan Islam Indonesia Vol 7 No 1 (2022) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Ibrahimy ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35316/jpii.v7i1.461
<![CDATA[Recognition of Islamic boarding schools shows a stronger existence with updates and changes to the system, also supported by government policies with the term mu’adalah. The level of learning independence that was the potential of the mu’adalah Islamic boarding school students was the result of the construction of a comprehensive learning implementation system. The totality from the planning stage to implementation was a reflection of the quality of learning in mu’adalah Islamic boarding schools. The transformation and modernization of the mu’adalah Islamic boarding school were marked by the quality assurance of teaching staff starting from the aspects of qualifications and competencies aligned with government policies. The embodiment of the quality of learning mu’adalah was competence. The reflection of this description forms the basis that the purpose of this study was to look comprehensively at the quality of learning in the mu’adalah Islamic boarding school. This research took place at the Baitul Arqom mu’adalah Islamic boarding school and used a qualitative approach with the main respondents being ustadz, students, and boarding school administrators. The results of the study showed the quality of learning at Baitul Arqom Islamic Boarding School due to the evaluation of the implementation of the learning process in stages from weekly to the end of each semester. As for the evaluation of student learning, written tests, oral tests, and practice were carried out consistently with original assessments.]]>
<![CDATA[The Level of Student Learning Independence: Between the Future Goals and Facts ]]>
<![CDATA[Sofyan Rofi]]>;
<![CDATA[Dahani Kusumawati]]>;
<![CDATA[Tri Endang Jatmikowati]]>
<![CDATA[ Jurnal Pendidikan Islam Indonesia Vol 7 No 1 (2022) ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Ibrahimy ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35316/jpii.v7i1.463
<![CDATA[The level of student learning independence is a representation of the manifestation of various aspects both from internal and external factors of the students. The existence of motivation has an impact on self-awareness, creative, and critical attitudes of the students. It is also related to the effectiveness and efficiency of learning experienced by students. The role and the influence of learning independence can encourage student success in competency development. This study aims to look at the level of student learning independence in three SMP Muhammadiyah (Muhammadiyah Junior High School) in Jember, both as a whole and based on the gender of the students. This study uses a qualitative approach which research instrument is in the form of a questionnaire. The form of the answer is a choice using Likert scale which score range is 5-1 meaning positive-negative scale. The research respondents were 491 students of three schools. The data analysis techniques use percentages linked to five tabulation categories. The research results of those three schools illustrate that the level of student learning independence are good. Meanwhile, based on the gender aspect, the female students level of learning independence is higher than male students. Besides, the indicators having the lowest percentage on the aspect of student independence are making question examples and summaries of learning material.]]>
