Peran Guru PAI Dalam Meningkatan Kualitas Akhlak Perspektif Siswa

Mujiono, Mujiono; R, M. Dahlan; Bahruddin, AH. Bahruddin AH.

doi:10.35931/am.v6i2.957

Cited by 4 publications

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“…Dan karena akhlaq inilah, Sayyidah Khadijah ra, yang berusia 40 tahun, melamar Nabi Muhammad SAW, pada saat uisa 25 tahun, untuk menjadi suaminya. (Mujiono, 2022) Pada usia 40 tahun, Nabi Muhammad SAW diangkat sebagai utusan Allah Swt. Dengan predikat dan tugas baru ini, Nabi SAW tetap menjadi pribadi yang alamin dengan seluruh orang, baik yang kemudian beriman dan masuk Islam, maupun yang tidak beriman atau belum masuk Islam.…”

Section: Sebelum Kenabianunclassified

Makna Moderasi Beragama Dalami Perspektif Teladan Nabi Muhammad SAW

Adiba

2023

maqolat

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Tulisan ini bertujuan menguatkan argumentasi makna moderasi beragama dalam Islam. Selama ini, moderasi beragama lebih banyak didasarkan pada perspektif tafsir al-Qur’an, Hadits, dan pandangan fiqh klasik dan kontemporer. Tulisan ini menambahkan dan menguatkannya dengan perspektif sejarah kehidupan Nabi Muhammad SAW, yang dikenal dengan sirah nabawiyyah. Metode yang digunakan adalah pendekatan sejarah keagamaan, dengan mengambil referensi dari jurnal yang sudah terbit. Yaitu dengan mengeksplorasi momen-momen historis yang relevan dalam sirah nabawiyah, mulai dari sebelum kenabian, masa kenabian fase Mekkah dan juga fase Madinah. Hasilnya, tulisan ini menemukan banyak momen penting dalam sirah nabawiyyah yang relevan bagi nilai-nilai moderasi beragama. Tulisan ini juga menemukan bahwa pendekatan sirah penting untuk argumentasi moderasi beragama karena berisi otoritas Nabi Muhammad SAW. Ia juga dapat melengkapi sekaligus menjadi kerangka atas ikhtiar-ikhtiar tafsir, hadits, maupun fiqh bagi argumentasi nilai-nilai moderasi beragama dalam Islam

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Section: Sebelum Kenabianunclassified

Makna Moderasi Beragama Dalami Perspektif Teladan Nabi Muhammad SAW

Adiba

2023

maqolat

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“…Schools must incorporate moral education into their curriculum and cocurriculum (Zakaria & Nawi, 2020). Even so, one element of education that plays a major role in shaping morals is the teacher of the Islamic Education (Mujiono et al, 2022).…”

Section: Education Learning In Online Schoolingmentioning

confidence: 99%

Problem-based learning in Islamic Education subject to build students’ morals in online learning (pandemic experiences)

Triono,

Aflachah,

Hidayah

et al. 2023

INSANIA : J. Pemikir. Alternatif Kependidikan

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Moral education as one of the critical elements in the educational process for students must be carried out under all circumstances. When there is sufficient technological infrastructure in place, online education is one of the most logical options during a pandemic. Educators must prepare learning steps as the correct strategy for learning when implementing online learning, including those who teach Islamic Education. Therefore, a systematic literature review employing the PRISMA Protocol was conducted for this study. Two objectives are presented: how online learning during a pandemic can be carried out, and how problem-based learning strategies can be used to influence students' morals in the context of online learning during a pandemic. The results of this study indicate that, in the context of a pandemic, educators must first prepare themselves for the online learning process, beginning with a comprehension of learning management system or internet-based education sites and progressing to the development of learning strategies. Second, educators can take advantage of problem-based learning which is operationally simple to implement during the pandemic, to shape the students’ morals. The author recommends further research on the implementation of PBL for fostering students' critical thinking in Islamic Education subjects.

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“…56 Dengan demikian para guru harus memahami prinsip-prinsip bimbingan dan penerapannya dalam proses belajar mengajar dan seorang guru harus memberi arahan dan mengarahkan siswa kepada hal yang sesuai dengan nilai ajaran Islam. 57 Banyak orangtua atau wali murid berharap agar guru untuk dapat membentuk karakter atau akhlak sosial pada siswanya berupa kesadaran untuk melakukan sesuatu yang positif sesuai dengan ilmu yang telah diperoleh disekolah yang kemudian dapat mereka terapkan akhlak tersebut di lingkungan sekolah maupun diluar sekolah. 58 Guru lebih diharapkan agar bisa menjadi sosok teladan bagi siswanya terlebih dengan guru pendidikan agama Islam yang selalu mengajarkan moralitas agama terhadap siswanya, baik hal yang berkaitan aqidah atau keyakinan yang benar, akhlak atau adab yang baik serta tatacara beribadah kepada Allah dan hukum-hukumnya.…”

Section: Pembahasan Kompetensi Kepribadian Guru Pendidikan Agama Islamunclassified

Pengaruh Kompetensi Kepribadian Guru Pendidikan Agama Islam Terhadap Akhlak Siswa

Husnazaen

Nashir

Sulistyowati

2021

alulum

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With the development of the current era and the morals of students are increasingly worrying and unsettling. Islamic education teachers are often targeted and cornered when many students violate school rules. However, with the personality competence of Islamic religious education teachers, students can imitate the attitudes and actions of their teachers. This study aims to determine the effect of the personality competence of Islamic religious education teachers on students' morals. This type of research is a quantitative study with the research subject at SD Al-Amin Cemani Sukoharjo. The independent variable (Variable X) in this study is the personality competence of Islamic religious education teachers, while the related variable (Variable Y) is student morals. The population of this study was 114 and the research sample was 34 respondents. In collecting data, researchers used an instrument in the form of a questionnaire consisting of 30 question items and distributed to respondents directly, testing the validity of the instrument using the Aikens validity test and testing its reliability using the Spearman Brown test. The scoring of the questions in the questionnaire uses a Likert scale of 1-4 to determine the level of personality competence of Islamic religious education teachers and students' morals. The results of this study indicate that the personality competence of Islamic education teachers is classified as good with a percentage of 44.1%. The results of hypothesis testing using Sig. (2-tailed) obtained a small significant value from the probability value (0.040 <0.05), the Pearson Correlation r value was obtained at 0.354 and can be said to be positive and based on the t value it is known that the calculation results are 0.339 or 0.354> 0.339, so it can be concluded that variable X affects variable Y.

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Peran Guru PAI Dalam Meningkatan Kualitas Akhlak Perspektif Siswa

Cited by 4 publications

References 0 publications

Makna Moderasi Beragama Dalami Perspektif Teladan Nabi Muhammad SAW

Makna Moderasi Beragama Dalami Perspektif Teladan Nabi Muhammad SAW

Problem-based learning in Islamic Education subject to build students’ morals in online learning (pandemic experiences)

Pengaruh Kompetensi Kepribadian Guru Pendidikan Agama Islam Terhadap Akhlak Siswa

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