Vol. 2 No. 1 (2019): Darajat : Jurnal PAI

Talking about the problem of education is very broad discussion, so the author focuses his research in the formulation of research problems. The formulations are (1) what is the concept of interactional education? (2) what is the concept of Islamic education according to Islamic education experts? (3) how is the relevance of interactional education in Islamic education? The objectives of this study are (1) to know the concept of interactional education (2) to find out the opinions of Islamic education experts on Islamic education (3) to find out the relevance of the concept of interactional education in Islamic education. This study uses a qualitative approach, one of the types of qualitative approaches is library research (library research) or also called non-reactive research. Then the way to collect various data and information will be done through a study of documentation, namely a review of references that relate to the focus of the research problem. The documents in question are primary (primary source) and secondary books (supporting sources) which discuss interactional education and social reconstruction curriculum as well as about Islamic education. From this study there are several research results, including: the relevance between interactional educational goals and the objectives of Islamic education, the relevance of interactional educational curricula with Islamic education curricula, the relevance of interactional educational material to Islamic education material, the relevance of interactional educational methods / strategies with the method of Islamic education, the relevance between the role of education teacher interactionally with the role of Islamic education teachers, the relevance between the position of students in interactional education with Islamic education students, and the relevance of evaluating interactional education with evaluating Islamic education and implementing interactional education in Islamic education in Indonesia.

The concept of this paper is to know about the process of innovation and diffusion in the application of the National Curriculum or Curriculum on 2013. Problems related to K13 have been decided from the start that have had a profound impact on National education. This is where many international writers analyze the existing process of innovation and diffusion through Rogers' toeri about the diffusion of innovation. In this case it was found that there were four factors of weakness in the diffusion process: The First: national policy but not based on proportional academic texts, the thematic approach conceptualized did not reflect integrative or interdisciplinary thematic philosophy but was multidisciplinary, so it seemed forced. And on the other hand, the interdisciplinary approach paradigm is still not many practitioners who are able to implement in the learning process. Second; Communication Aspect; the diversity of Indonesia in one hand brings grace, but on the other hand this difference is not always able to be met by policy makers in this case the government, so that in the process of communication innovation K-13 many experience difficulties due to the many differences. Third: Time, Not more than two and a half years began to be used as a policy and finally dismissed while, K-13 Innovation can be considered very fantastic. Seeing how fast the K-13 is, which can be said to be instant, how much it is difficult to say that it has succeeded in implementing the K-13 will succeed. Fourth: Social system, the inevitability that Indonesian education personnel are still weak even though the need for a learning process that focuses on competency in the era of competition is one of the right solutions by reducing the burden of teaching material and emphasizing potential exploration and all characteristics of K-13 However, the communication process and time are so fast, it is not wrong if many say that this K-13 policy is too hasty and seems forced.

This article aims to find out the process of fostering social behavior of students, how to know the problems experienced by PAI teachers and to find out efforts in overcoming the problems experienced by PAI teachers in Jadid Ar-Rohman Middle School Sendangharjo. While the approach used in this study is a qualitative approach, namely an approach that emphasizes more on the analysis of deductive and inductive inference processes, and on the analysis of the dynamics of the relationship between observed phenomena, using scientific logic. PAI Teacher Problems in improving students' social behavior; Lack of interest and awareness of students in carrying out school discipline, Lack of development of school facilities and infrastructure, poor social environment, so that there are some of the students whose behavior is not good. Efforts to overcome the problems experienced by PAI teachers in Jadid Ar-Rohman Middle School Sendangharjo Brondong Lamongan Indonesia include; Building positive social behavior habits, Complete lack of facilities and infrastructure, Building exemplary, Establishing communication with various parties.

The purpose of this study is (1) To determine the presence and the absence of differences in learning outcomes in teaching students with learning using Student Teams Achievement Divisions (STAD) and Mind Mapping on the subjects In  MI Islamic Cultural History MA’ARIF NU  Brondong Lamongan Academic Year 2013/2014. (2) To determine student learning outcomes better between the aplication of learning methods Student Teams Achievement Divisions (STAD) and Mind Mapping on the subjects In grade IV MI Islamic Cultural History MA’ARIF NU Brondong Lamongan. This research method Pre-Experimental Design (two-groups pretest-posttest design). Subjects were fourth grade students of Madrasah Ibtida’iyah MA’ARIF NahdlotulUlama’ BrondongLamongan is divided into two classes, namely classes totaling 21 IV A and IV B classes totaling 20. The results of this study indicate that: (1) There is a difference in student learning outcomes in teaching learning methods using STAD and Mind Mapping. With the t-test calculation (Independent Sample T-test) obtained t value = 2,541 > 2,022 (t table) with number Sig. 0.015 < 0.05. (2) Learning outcomes of students who take learning Student Teams Achievement Divisions (STAD) is better than the learning outcomes of students who take learning Mind Mapping. With the results of the calculation of simple linear regression constants obtained experimental class 1 (STAD) is greater than the value of the constant experimental class 2 (Mind Mapping) which a₁ = 64.008 > a₂ = 58.504.

This article aims to find out the process of fostering social behavior of students, how to know the problems experienced by PAI teachers and to find out efforts in overcoming the problems experienced by PAI teachers in Jadid Ar-Rohman Middle School Sendangharjo. While the approach used in this study is a qualitative approach, namely an approach that emphasizes more on the analysis of deductive and inductive inference processes, and on the analysis of the dynamics of the relationship between observed phenomena, using scientific logic. PAI Teacher Problems in improving students' social behavior; Lack of interest and awareness of students in carrying out school discipline, Lack of development of school facilities and infrastructure, poor social environment, so that there are some of the students whose behavior is not good. Efforts to overcome the problems experienced by PAI teachers in Jadid Ar-Rohman Middle School Sendangharjo Brondong Lamongan Indonesia include; Building positive social behavior habits, Complete lack of facilities and infrastructure, Building exemplary, Establishing communication with various parties.