Vol 4 No 1 (2021): Darajat: Jurnal PAI

In this paper, the problem studied is the formation of student tolerance through multicultural-based Islamic Religious Education (PAI) learning in public schools. This study puts forward religious values, namely tolerance. The importance of multicultural-based Islamic Religious Education (PAI) not only instills religious values ​​in students, but also fosters an attitude of tolerance and inclusiveness (openness) in progress.  In addition, there is still a lack of understanding of tolerance, difference, diversity, and progress in the lives of students, which causes the occurrence of multicultural values ​​in schools to be lost and not properly actualized. The flow of modernization and globalization is also one part that affects the multicultural crisis in students. An attitude of tolerance, respect and respect for every difference is the basic capital for students in responding to and understanding every difference in life, because this is very much in line with the values ​​of Islamic teachings, namely respecting every difference between fellow humans. Thus the tolerant attitude taught in learning Islamic religious education can provide an understanding of the meaning and meaning of each progression so that students avoid exclusivity (closed), consider themselves the most right and think others are wrong. The research method used is qualitative research with data collection techniques using observation, interviews and documentation and is supported by various relevant references. This paper provides an alternative, namely "How to form student tolerance through multicultural-based Islamic Religious Education (PAI) learning in schools both in conceptual and practical settings" so that students have an inclusive attitude in accepting any differences, diversity or advancement

Nowadays, the issue of national personality that is fading away and far from being noble is echoing again, this is triggered by various incidents in Indonesian society. Personality seems to be experiencing complex and complicated problems. So the contribution of Islamic Education which is a field of science that studies humans with various aspects is required to be present in this realm. Why is that because Islam is the religion of Allah which was revealed to the Apostles as Allah's guidance and grace for mankind, which guarantees the welfare of his material and spiritual, worldly and spiritual life. Islamic education is in trouble. The acceptance of the dichotonomic principle between the religious sciences and the general sciences is an indication of the fragility of the philosophical basis of Islamic education. This dichotonomy is clearly seen in the dualism of the education system in Muslim countries, including Indonesia. In fact, Islamic education wants education to be able to stimulate humans to think independently in order to face a good and happy life. This is the essential meaning of the prophet Muhammad SAW's prophetic mission, namely to educate humans, lead to the path of Allah SWT, and teach to uphold a healthy, prosperous, material, spiritual, just, and harmonious society.

Prophet Muhammad SAW was sent to develop the quality of human life, purify morals and equip him with the provisions needed to face life in this world and the hereafter. The greatest mission of the Prophet Muhammad SAW was to perfect human morals, which basically means that humans have a healthy soul and personality, Al-Qur'an mentions the Prophet Muhammad SAW as the best example in this regard. So to achieve this direction requires a good and simultaneous strategy

Education is a system consisting of several interconnected components, including learning achieved from the material taught, the media used, the curriculum situation, the management of teaching and learning processes and evaluation. In order to increase the students' affectivity, teachers must always try with various strategies, including by using learning models to generate student learning activities by changing monotonous learning activities. One way is to apply the Cooperative Learning method. This study uses quantitative descriptive research, with methods of observation, questionnaires and documentation. The Cooperative Learning method is classified as good obtained with 79.5% results, for students 'learning motivation is classified as good obtained with 77.3% results, the effect of cooperative leraning method on students' motivation to learn high is evidenced from rxy = 0.82, which is between 0.800- 1,00

Maximum efforts are needed, by making the best use of the Teaching Process in shaping human beings and to find three domains of Jurisprudence, namely cognitive, affective, and psychomotor domains. One of them is by applying the project method in improving the psychomotor aspects of the Jurisprudence material at Junior High School on YPM Sarirogo Sidoarjo. From the background above, the problem formulation is as follows, 1) How is the application of the project method in improving the psychomotor aspects of students in the Jurisprudence Subject at Junior High School on YPM Sarirogo Sidoarjo?; 2) What are the constraints in implementing the project method in improving the psychomotor aspects of students in the Jurisprudence Subject at Junior High School on YPM Sarirogo Sidoarjo?; 3) What is the solution to the constraints of implementing the project method in improving the psychomotor aspects of students in the Jurisprudence Subject at Junior High School on YPM Sarirogo Sidoarjo?.  

The application of the project method at at Junior High School on YPM Sarirogo Sidoarjo consists of a problem project and a special training or learning project. The problem project method is differentiated based on its implementation, namely, the problem project method implemented at school and outside the school. While the project method is a special exercise or study. In its implementation, this method in improving the psychomotor aspects is quite good, this can be proven from the results of the average score and student practice scores carried out in 2020

The study investigated the effect of jigsaw cooperative learning method and students’ self-confidence on students’ academic achievement in fiqih in seventh grade of Junior Islamic High School. Three research questions and three hypothesis guided the study. The study used factorial design 2 x 3 which was a part of quasi experimental design. The subject research was 61 students that was devided into two groups by random assignment sampling. The instruments of study consisted questionaire and test. The questionaire was used to obtain the data of self-confidence, while test was used to gain the data of students’ academic achievement (outcomes). The questionaire contained 20 questions in accordance with compatibility and incompatibility of reaserch sample with the existing statement item while the test instrument contained 25 multiple choice questions. Both of instruments were pilot tested on the students to determine its usability as well as to gain its validity and realiability. The independent sample t-test was used to measure the mean scores of differences between achievement scores of experiment group and control group on pretest while the paired sample t-test was used to measure to measure the mean scores differences between achievement scores of experiment and control group on  posttest. The two way analysis of varian (two-way anova) was used to measure the main effect (different teaching methods on students’ academic achievement) and interaction effect (different teaching methods and self-confidence on students’ academic achievement). The risults shew that jigsaw cooperative learning method helps students to obtain higher academic achievement than demontration teaching method. The risult was also revealed that the academic achievement of experiment group that at higer self-confidence gets higher score than another one. Lastly, there was not significant interaction effect between the two variables (teaching methods and self-confidence) on students’ academic achievement. Otherwise, it indicated that the two variables had a separate effect. This study recommanded that the next study should be done in accordance with these risults by adding or changing the independent variables

Education for human life is an absolute necessity that must be fulfilled throughout life, the purpose of life will be realized. The purpose of education is to form a complete human being in the sense of developing individual potentials in a harmonious, balanced, and integrated manner. Achieving the above objectives, education uses a system or component that will carry out a function to support the achievement of goals. These components are interconnected with each other, influence each other, and need each other. These components are related to several elements that must exist in education, both elements of input, process, and elements of results (outcomes). In addition, education as a whole is also related to efforts to empower the potential possessed by humans both physically, spiritually, intellectually, spiritually, emotionally, socially and culturally as well as various potentials possessed by humans.

This article describes the character education values ​​that are instilled in NU and Muhammadiyah schools, precisely at MTs Hidayatush Sybyan Cendoro and MTs Muhammadiyah 1 Karangagung. Of course, a school has its own characteristics that make a difference in efforts to instill character values ​​in the madrasa. For this reason, this paper provides the perspective of similarities and differences in character values ​​that are instilled in each school, both NU and Muhammadiyah. The results showed that the internalization of character values ​​carried out by MTs Hidayatush Sybyan Cendoro was 20 character values. The 20 character values ​​consist of 18 character values ​​formulated by the Ministry of National Education, namely religious character, honesty, tolerance, discipline, hard work, creative, independent, democratic, curiosity, national spirit, love for the homeland, respect for achievement, friendly/communicative, love peace, love to read, care for the environment, care for social, responsibility and 2 values ​​of faith and piety as local values ​​of madrasas. While at MTs Muhammadiyah 1 Karangagung there are 18 character values ​​that refer to the Ministry of National Education in the form of religious character, honesty, tolerance, discipline, hard work, creative, independent, democratic, curiosity, national spirit, love for the homeland, respect for achievement, friendly/communicative , loves peace, likes to read, cares about the environment, cares about social, responsibility. The similarities in instilling character values ​​into students at MTs Hidayatush Sybyan Cendoro and MTs Muhammadiyah 1 Karangagung are both instilling 18 character values ​​referring to the Ministry of National Education. The difference is that there is an additional character value, namely the value of faith and piety at MTs Hidayatush Sybyan Cendoro called transcendental value which when students are strong in these two values ​​can provide positive encouragement and other character values ​​can be embedded. Meanwhile, at MTs Muhammadiyah 1, religious values ​​are prioritized to be truly embedded in students because they remember the importance of survival

Learning cannot be separated from problems including learning difficulties. This paper discusses learning difficulties related to maharoh kalam in Arabic language courses for students majoring in Islamic Religious Education at the Tarbiyatut Tholabah Islamic Institute, which in its discussion consists of the terminology of learning difficulties, the factors Learning Difficulty Factors, Learning Difficulty Symptoms, Arabic Language Learning are associated with Maharoh Kalam in Students of the PAI IAI Tabah Department. The difficulty factor for learning kalam in Arabic courses faced by PAI students class of 2019 lies in a lack of motivation, not mastering Arabic vocabulary, the factor of graduating from public schools is one of the factors of difficulty encountered.

The motivation to do so that learning Arabic can be learned easily is by practicing a lot, memorizing a lot of vocabulary and also starting to get used to conversations using Arabic