SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education)

Development of Islamic Religious Education Learning Media Based on Articulate Storyline 3 in High Schools

2024-12-12T21:58:25+08:00

Islamic Religious Education (PAI) plays a crucial role in developing students' cognitive abilities and character. However, PAI learning is often dominated by lectures, as the content is mostly theoretical and normative. This lack of varied learning media has led to low student engagement. The demand for technological integration requires PAI teachers to utilize technology in their teaching, but many are not equipped to create interactive learning media. This study aims to develop PAI learning media using Articulate Storyline 3 and to assess students' motivation in using this media.

The research uses a Research and Development (R&D) method, following Borg & Gall's 10-step model. It was conducted in six high schools in East Kalimantan. Preliminary field testing, involving 30 students, showed the following results: for media, 20.24% rated it very good, 41.67% good, 34.52% adequate, and 3.57% poor; for material, 22.50% rated it very good, 40.83% good, 35.42% adequate, and 1.25% poor; for learning, 28.79% rated it very good, 46.21% good, 23.11% adequate, and 1.89% poor. Similar positive results were found in further field testing.

The analysis of learning outcomes using SPSS indicated a significant difference before and after using the media, with a Sig. (2-tailed) value of 0.000. This shows that interactive multimedia enhances students' learning performance.

Educator Characteristics in Islamic Tradition and Modern Law: Insights From Hadith

2024-12-12T22:43:42+08:00

This article aims to explore the characteristics of educators depicted in the Hadith of the Prophet. Educators in this era are faced with various challenges, which require them to have strong qualities in order to guide students according to the provisions of Allah SWT. This research uses a descriptive qualitative approach through the literature study method. The research results show that the ideal characteristics of educators in the hadith involve the presence of deep compassion in the process of educating students, justice, a democratic approach, and dedication to providing motivation and clarity in conveying knowledge to those who need it. Through the application of these characteristics, it is hoped that the goal of education can be achieved, namely developing the potential of students so that they become individuals who are faithful, knowledgeable, creative, independent, and can become democratic and responsible citizens.

Keywords:Characteristics, Educators, Hadith, Law no. 20 of 2003

Islamic Religious Education in Corruption Prevention at Public Universities in East Kalimantan

2024-12-14T00:07:09+08:00

The purpose is to find out the policies of general universities in preventing corruption, analyze the development of Islamic Religious Education materials in preventing corruption, analyze the methods of Islamic Religious Education learning and preventing corruption and find out the evaluation of learning and its impact on preventing corruption in general universities in East Kalimantan. This research is qualitative with a phenomenological-pedagogical approach. The data sources are university leaders, Islamic Religious Education lecturers and students. Data collection was carried out through interviews, observations and documentation. Data analysis used the Milles and Huberman model assisted by Nvivo 12 software. The results of this study are 1) The policies of general universities in preventing corruption are opening one-door cooperation, accountability for activities through reports, prohibition of gratification, Islamic Religious Education based on anti-corruption, forming an anti-corruption task force, forming an SPI, implementing statutes properly, providing an Anti-Corruption Education MK and unification of accounts. 2) Development of Islamic Religious Education material containing corruption prevention, namely the implementation of the pillars of faith and the pillars of Islam, honesty, trust, development of faith and piety material, honesty-based transactions, honest agricultural products, discussion of corruption in an Islamic perspective, modern shirk. 3) Islamic Religious Education learning methods in preventing corruption include lectures, questions and answers, discussions, consistent with lecture contracts, peer studies, assignments (structured and independent), projects. 4) The types of evaluations used in preventing corruption are mid-term exams, final exams, observations, project assessments, FGDs, identification of commendable and uncommendable attitudes in lectures and reflections.

Mainstreaming the Values of Religious Moderation in a Multicultural Environment in Islamic Religious College in East Kalimantan

2024-12-21T21:18:39+08:00

The policy of religious moderation promoted across PTKI under the Ministry of Religion includes the active participation of Sultan Aji Muhammad Idris Samarinda State Islamic University. The university seeks to internalize religious moderation values, aiming for these values to become integral to the identities of students and staff, influencing their daily lives. This study aims to describe how these values are internalized and the resulting impact on social attitudes. The research uses a descriptive qualitative method, with data collected through observation, interviews, and documentation. Data analysis follows the Miles, Huberman, and Saldana model, which involves data condensation, presentation, and conclusion drawing, while data validity is ensured through source and technical triangulation. The study finds that the university supports the internalization of religious moderation through several efforts, including curriculum policies that introduce courses on Islamic and religious moderation, research focusing on these themes, and community service projects. Additionally, various activities incorporate the values of religious moderation. The internalization process occurs in three stages: value transformation, where values are introduced; value transaction, where they are discussed and exchanged; and value transinternalization, where they are deeply embedded in individuals' beliefs and actions. The implications of this internalization are evident in the increased understanding and practice of fairness, balance, national commitment, tolerance, anti-radicalism, and anti-violence, along with an accommodative attitude toward local culture in everyday life. These outcomes highlight the university’s role in fostering a moderate and inclusive religious outlook.