Vol. 5 No. 2 (2022): Darajat: Jurnal PAI

In the very first stages of formation and inculcation of educational knowledge that will be
received by each individual, of course, it will start from within or from the closest are family
or the closest environment as the first education or informal education. Planting knowledge is
not only from one side, therefore religious education also needs to be educated from an early
age through informal education. Islamic religious education which serves as one of the
driving factors in the formation of good education for the future. Therefore, the cultivation of
Islamic religious values in informal education certainly requires good provision and
preparation from all sides for the provision and application of it. In this study using the
literature study method and has references from journals that are accessed from Google
Scholar

Discrimination in education whether we realize it or not, it will be very detrimental to one
party, in this case, women as a party are always number two. There are a number of factors
that influence the occurrence of discrimination or injustice, namely structural and cultural
factors. (Ariefa, 2008) In addition to development policies that are less gender sensitive, there
are also cultural practices that are gender biased in society. Facing conditions like this, of
course, real efforts are needed in efforts to promote women towards education that is more
gender-equitable. This study aims to reveal gender differences in equitable Islamic education

As a school principal there are various models and approaches to supervising education. One of them is the directive approach pattern aimed at teachers who are lacking in tasks, principles, and functions as an educator. The purpose of this writing is to review 1) What is the Definition of Supervision and Directive Approach, 2) What are the Principles of Educational Supervision, 3) Who are the Targets of the Directive Approach, 4) What are the Characteristics of the Directive Approach, and, 5) How is the Directive Approach Technique in Teacher Development. The method used is literature study or literature review and the stages of data collection include analysis, editing, and discovery of data results. Then after that draw conclusions according to the literature review found. The results of this writing can be concluded, namely 1) The perspective of a head with an approach directed problems 2) The principles of educational supervision that are used as guidelines and guidelines, 3) The target of the directive approach to teachers with low responsibility complexity, 4) The characteristics of the directive approach such as vertical relationship, 5) Supervisors who build on         teachers.

The theory provided many of the key concepts in the field of developmental psychology and influenced the development of the concept of intelligence, which for Piaget meant the ability to more accurately represent the world and perform logical operations on representations of concepts based on reality. This theory concerns the emergence and acquisition of schemata about how a person views the world during the developmental stage, when a person acquires new ways of representing information mentally. This theory is classified as constructivism, meaning that, unlike nativism theory (which describes cognitive development as the display of innate knowledge and abilities), it argues that we build our cognitive abilities through self-motivated actions on the environment.

The rapid development of global technology provides a challenge for education to contain its negative impact on the development of children's behavior. PAI teachers as the main figures for the formation of students' morals must master science and learning theory. Behavioristic learning theory as a solution to change the behavior of students who seem deviant. This research uses literature or literature studies (library research) and uses content analysis (content analysis) as the knife. This research results, that behavioristic theory is very relevant to be applied in the learning process of Islamic Religious Education because it is aligned with the goals of Islamic Religious Education teachers in order to change students' behavior for the better. Learning Islamic Religious Education is felt to be compatible with behavior theory because almost every competency in PAI learning material emphasizes changing attitudes. The application of behavioristic theory has been widely applied in PAI learning using reinforcement, motivation, stimulus, and training methods. The application of this theory succeeded in changing the behavior of students in a positive direction.

This article is discuss paragraph in al-Quran about objek of education in surah al-Syu’ara’ 214 and surah al-Tahrim 6. That is focus in three of tafsir book. That is Tafsir al-Misbah Quraish Shihab, tafsif al-Azhar Buya Hamka, and tafsir Fi Dzilalil Qur’an Sayyid Quthb. The urgent of this article is knowing argument from three of tafsir book about objek of education. We must understand difference tafsir from whom with each argument and analysis specif`ic.  This article using tafsir muqaran in order to get understand dan knowing about that surah.

Every student certainly needs discipline, because with discipline students can behave not deviate. With discipline students show good behavior and obey the rules and comply with various rules and regulations. Such as arriving on time to school, entering class first, and wearing school attributes according to regulations. Of all that, of course there are some students who commit disciplinary actions. Therefore, the role of the PAI teacher and guidance and counseling teacher is interrelated so that students can be trained and controlled with appropriate teachings. This research focused on the role of Islamic religious education teachers and guidance and counseling teachers in disciplining MA Mazra'atul Ulum students with the following problem formulation: First, the role of Islamic religious education teachers and guidance and counseling teachers in disciplining MA Mazra'atul Ulum students. Second, the inhibiting factors of Islamic religious education teachers and guidance and counseling teachers in disciplining MA Mazra'atul Ulum Paciran students. To achieve this goal using a qualitative descriptive method. The subjects of this study were Islamic religious education teachers and guidance and counseling teachers at MA Mazra'atul Ulum Paciran. Data collection techniques in this study are observation, interviews and documentation. The results of the study show that: The role of the Islamic religious education teacher is very important in disciplining students not only as a provider of material, but as a guide, as an example and role model, as a motivator. Meanwhile, the role of guidance and counseling teachers in disciplining students is as a punisher, as a motivator, and as a director. The inhibiting factors for Islamic religious education teachers, limited supervision of teachers, and factors from students. Meanwhile, the inhibiting factors for guidance and counseling teachers in disciplining students are factors from students such as students' lack of attention to the importance of discipline in school rules.

The Purposes of this study were to: (1) Describe the efforts of PAI teachers in increasing students’ learning motivation at SMA Hidayatus Salam Lowayu Dukun Gresik. (2) Describe the obstacles experienced by PAI teachers in increasing students’ learning motivation at SMA Hidayatus Salam Lowayu Dukun Gresik. (3). Describe the solutions that PAI teachers do in increasing students’ learning motivation at SMA Hidayatus Salam Lowayu Dukun Gresik.The research used a qualitative research as approach as approach and case study as research design. The data collection used observation, interview, and documentation techniques: The data analysis used following steps reduction, display and draw conclusions.The results of this study indicate that: (1) The forms of PAI teachers' efforts in increasing students' learning motivation at Hidayatus Salam Lowayu Dukun Gresik High School such as: giving grades from student learning outcomes, giving praise and prizes, giving tests and assignments, using learning methods that varied in teaching, using learning media and giving punishment. (2) Obstacles faced by PAI teachers in increasing student motivation at Hidayatus Salam Lowayu Dukun Gresik High School are as follows: when teachers use learning methods to increase learning motivation, some students are a bit slow in the learning process. Meanwhile, when teachers use learning media to increase learning motivation, students have different grasping powers, students who have less understanding will find it difficult to understand the material taught by the teacher. And the obstacle faced by the teacher itself is the use of learning methods and media in the material being taught. Meanwhile (3) the solution that the PAI teacher does in overcoming these obstacles or problems is to provide opportunities for children to consult with the teacher regarding the obstacles he is experiencing, use various learning methods and learning media, maintain interest, willingness and enthusiasm for learning in students, create an attractive learning environment, provide learning agreements or contracts, provide punishments that build students up.