The articles served on this page have been all reviewed properly according to the Paramurobi: Jurnal Pendidikan Agama Islam standards and policies and are accepted to be published in the upcoming issues. However, the articles have no particular publication date yet, until they are officially published on the website in a complete issue or volume.
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Vol. 5 (2), 2022
MEDIATISASI HUBUNGAN PENDIDIKAN ISLAM DALAM KELUARGA PADA ERA DIGITAL (PERSPEKTIF AL-QURAN SURAT LUQMAN AYAT 12-19)
Dwi Wulan Sari, Tulus Mustafa
Technological advances that continue to develop have a negative and positive affect on the world of Islamic education in the family. Previously, conversations could only be done person to person, but now it can be done online. As a result, families have to race against the media, which is difficult to control. The methods the authors used in this research is qualitative through a literature study research model that uses research data sources from documents in the form of books, scientific articles, reviews or previous research results. The study of Luqman's letter verses 12-19 was carried out as a way to sharpen the discussion regarding the relationship between Islamic education and the role of the family in facing the digital era. Based on Luqman's letter, verses 12-19, there are several values of Islamic education that need to be applied in the digital era, namely: monotheism, morality, worship (ubudiyah), social, mental and exemplary. The steps for planting education include; First, the cultivation of faith or faith education. Second, religious education such as prayer, fasting and reading the Koran. Third, moral education. The development of the digital era still places parents as the main actors in providing Islamic education in the family. The development of the digital era requires parents to consistently maintain their children's nature, instill faith, straighten and motivate children, and provide good information. So, no matter how strong the current, the child will remain strong and not fall into bad things.
PENDIDIKAN HOLISTIK DALAM PEMBELAJARAN PAI: PERSPEKTIF AL-QUR’AN DAN HADIS
Taufik Hidayat, Nur Zakiyah, Ibnu Ubay Dillah, Zulkipli Lessy
Nowadays, the implementation of Islamic education is considered unsuccessful so that evaluation and improvement are needed. One of the efforts that needs to be done is to improve the teaching and learning of pendidikan agama Islam (PAI) learning by implementing holistic education. This research is a literature-based research, which the researchers collect various data and sources from journals and books related to holistic education in the perspective of Hadith. The results of this study show that holistic education is an effort to develop all the potentials of students including intellectual, emotional, social, spiritual, creative, and physical. In the perspective of the Quran, holistic education refers to the Islamic concept of kaffah which means comprehensive where education should be carried out vertically and horizontally to form the rights of human being. From the perspective of the hadith, holistic education emphasizes good ethics and provides comfort to students in learning.
IMAJINASI KREATIF DAN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM
Muhamad Aldo Al Fikri, Suyadi
This article aims to be able to understand rationally through scientific understanding with the problem raised is creative imagination, where imagination often creates a negative impression among parents and teachers. The emergence of a bad stigma that is stuck in the understanding of parents and teachers because the originator of the imagination itself comes from activities such as daydreaming and etc. In writing this article, the researcher uses a type of qualitative research with the research method Library Research or also known as library research. This type of research is used by researchers to obtain theoretical data as the basis for scientific theory, namely by selecting and analyzing sources of literature that are in accordance with the title to be studied. In the discussion, the researcher reviews deeply and clearly the creative imagination where creative imagination is the forerunner of a development and change in the development of the life of the world. Creative imagination according to researchers has so many potential benefits, especially in the field of education, especially in learning Islamic religious education. Creative imagination in children needs to be continuously triggered and developed so that innovations that can shake the world are born. The results obtained by researchers in this study where creative imagination can be developed in Islamic religious education learning need to pay attention to the role of educators, in which educators must change the bad stigma against imagination and can develop creative imagination in their students because educators have a crucial role in the learning process. Educators are not only able to trigger creative imagination but are also required to be able to help or as facilitators to guide their students into the next stages to realize and realize the fruits of the creative imagination of their students. From the discussion presented in this article, the essence of which is to change a wrong understanding of creative imagination and be able to take advantage of the potential possessed in creative imagination.
PEMBELAJARAN TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) PADA PENDIDIKAN AGAMA ISLAM
Susi Siviana Sari
Islamic Education is an education that Fardhu to be taught to students. The development of an increasingly advanced age, then an educator must also adjust learning according to the needs of students in this digital era. Learning Technological Pedagogical and Content Knowledge (TPACK) is very suitable for use by educators in the current digital era, so that educators and students can feel the learning of learning in integrating between learning and technology. The research method used by the author is a literature research, the data collected obtained through journal studies, books, documents relevant to the problem of research. The results of this study indicate that the Technological Pedagogical and Content Knowledge (TPACK) is a combination of three components, namely: technology, pedagogy and content in learning. The intersection between the three components of knowledge produces a learning model that can achieve learning goals, one of which increases students' creative thinking skills. The implementation of the Pedagogical and Content Knowledge Technological (TPACK) in Islamic Education starts from educators who must create a Learning Implementation Plan (RPP) first, then applied in learning activities by integrating technology, pedagogy and learning content.