This article aims to explore the construction of knowledge society-based PAI learning models in Islamic Religious Colleges (PTKI). This article was compiled based on qualitative research with a case ...study type. The locus of this research is UIN SATU Tulungagung and IAIN Kediri. Data collection methods used by researchers are interviews, observation, and documentation. The data analysis technique in this study is descriptive-analysis and content analysis. The flow used in interpreting this research is a qualitative data analysis technique with an interactive model proposed by Miles-Huberman, including the stages of data collection, reduction, data display, and conclusion drawing. This article concludes that the competence of lecturers in the use of IT and the various competencies of students are still the biggest obstacles faced by UIN SATU Tulungagung and IAIN Kediri in implementing knowledge society-based PAI learning. In addition, the academic culture on both campuses has not run optimally. The two campuses have the same construction of the knowledge society-based Islamic education learning model, especially in terms of enforcing academic freedom in the lecture process, routinely discussing Islamic religious education lecturers to equalize perceptions in providing inclusive PAI material within the moderation frame, and optimizing the use of IT for Islamic Islamic education lectures. What makes the difference is that UIN SATU Tulungagung implements knowledge society-based PAI learning by applying a collaborative learning model to the lecture process. Meanwhile, IAIN Kediri focuses on implementing the cooperative learning model to optimize PAI learning in the classroom.
This study examined the acquisition of Islamic values in an Islamic primary school using a logic model-based evaluative approach to assess input, output, and outcome dimensions. The research aimed to ...evaluate the effectiveness of educational practices in promoting Islamic values among students. Data were gathered through interviews, observation, and documentation, and were analyzed through iterative stages of collection, reduction, display, and conclusion. Findings indicate that the structural input for Islamic values learning involves coordinated efforts among various school departments. The school's cultural climate excels in academic, communal, security, and institutional areas. The output is reflected in diverse activities such as morning murâja’ah sessions, Quran reading and writing guidance using the Ummi method, congregational prayers, and rituals like Clean Friday and Blessed Friday. These activities lead to outcomes that foster individual piety, integrity, discipline, honesty, responsibility, creativity, and social consciousness among students. The study underscores the importance of instilling Islamic values from an early age, highlighting its potential to foster lifelong adherence to these principles. In conclusion, the research affirms the efficacy of these educational practices in transmitting Islamic values, emphasizing the pivotal role of primary education in cultivating a deep-rooted commitment to these values for the future.
This article discusses the readiness of Islamic tertiary institutions in facing the digital era. This article is written based on field research with a qualitative method of evaluating gap models. ...The Kediri State Islamic Institute (IAIN) and the Kediri Tribakti Islamic Institute (IAIT) were selected as research locations. The results of this study indicate that the readiness of IAIN Kediri in facing the digital era is still not optimal. Likewise, with the readiness of IAIT, where the leadership's support in facing the digital era is hampered by limited abilities. The competence of the IAIN Kediri lecturers in delivering lectures online is quite good. Likewise, the competence of IAIT Kediri lecturers in delivering lectures online is still relatively low. Infrastructure readiness at IAIN Kediri to support education in the Digital Age is good, but not yet fully available. Meanwhile the infrastructure readiness at IAIT Kediri is also quite good, but needs various improvements. It takes synergy and collaboration from all elements of Higher Education in facing the demands of the digital age.
Abstrak
Artikel ini membahas kesiapan lembaga pendidikan tinggi Islam dalam menghadapi era digital. Artikel ini ditulis berdasarkan penelitian lapangan dengan metode kualitatif model evaluasi ketimpangan. Institut Agama Islam Negeri (IAIN) Kediri dan Institut Agama Islam Tribakti (IAIT) Kediri dipilih sebagai lokasi penelitian. Hasil penelitian ini menunjukkan bahwa kesiapan IAIN Kediri dalam menghadapi era digital masih belum optimal. Begitu pula dengan kesiapan IAIT, di mana dukungan pimpinan dalam menghadapi era digital terbentur dengan keterbatasan kemampuan. Kompetensi para dosen IAIN Kediri dalam menyampaikan perkuliahan secara online (daring) terbilang cukup bagus. Begitu juga dengan kompetensi para dosen IAIT Kediri dalam menyampaikan perkuliahan secara online masih tergolong rendah. Kesiapan infrastruktur di IAIN Kediri untuk mendukung penyelenggaraan pendidikan di Era Digital sudah bagus, namun belum sepenuhnya tersedia. Sementara itu kesiapan infrastruktur di IAIT Kediri juga cukup bagus, namun perlu berbagai perbaikan. Dibutuhkan sinergi dan kolaborasi dari seluruh elemen Perguruan Tinggi dalam menghadapi tuntutan era digital.
The changing times that followed the development of technology made the education system management must be updated to suit the needs and conditions of the environment. In this article, we look for ...information about the education system in two different countries, namely Japan and Indonesia. The purpose of this research is to find out the integration between the two countries that have different education management systems. The research method used is a descriptive qualitative method. In this research also, the research method is based on the philosophy of postpositivism, using natural conditions or objects. The instrument used to find out information on the education system in each school uses 10 questions and looks for curriculum information data in general in each country. The findings in this study found that, although the management of the education systems of the two countries was slightly different, Indonesian students could compete to continue their tertiary education to developed countries. Besides, the education system in Japan does not make students from Indonesia experience difficulties.
This article aims to evaluate the formation of an academic atmosphere for students in MTsN 1 Kediri City through a digital learning system. This article is written based on field research with a ...qualitative approach of evaluative research type, using the CIPP model evaluation framework (context, input, process, and product). Data were collected through personal interviews, observation, and documentation. Data is analyzed interactively, including the stages of data reduction, data presentation, and conclusions. Triangulation of credibility, transferability, dependability, and confirmability is carried out to ensure the validity of data obtained from informants. This article concludes: 1) Context: madrasah has a good understanding of the digital learning system. The legality of the program is in accordance with the circular issued by the government. The environment strongly supports digital learning. The purpose of the program is to train students' in critical and innovative thinking. 2) Input: Human resources in the madrasah collaborate well in the implementation of digital learning. Supporting infrastructure facilities have been optimally met. The source of funds comes from the central government and there is internet quota assistance to students. 3) Process: the implementation of learning is carried out completely online using Madrasah E-Learning and other digital applications such as WhatsApp, Google Form, Youtube, and so on. Learning monitoring is carried out every month by the Head of Madrasah and the IT team. Some of the obstacles experienced in the implementation of digital learning include the variety of teachers' ability to utilize IT, fluctuating internet signals, various gadget storage capacities, and students' lack of understanding regarding online learning. 4) Product: the academic atmosphere formed can be seen from a number of indicators. The aspect of the learning atmosphere in class gets a score of 80% (high). The aspect of relations between class citizens received a score of 86% (high). The aspect of teaching and learning activities scored 93% (very high). The discipline aspect of students in the classroom gets a score of 70% (high). The online learning aspect scored 73% (high).
Artikel ini bertujuan untuk mengeksplorasi evaluasi konteks, masukan, proses, dan produk pelaksanaan pembelajaran Pendidikan Agama Islam dan Budi Pekerti di SMA Negeri 7 Kota Kediri. Hingga saat ini ...masih banyak kendala yang dihadapi oleh sejumlah lembaga pendidikan, terutama dalam aspek pelaksanaan dan evaluasinya. Penelitian ini menggunakan pendekatan kualitatif dan jenis penelitian evaluasi dengan model evaluasi CIPP (Context, Input, Process, dan Product), yang dikembangkan oleh Stufflebeam. Penelitian ini dilakukan dengan menganalisis data untuk menjawab rumusan masalah tanpa menguji hipotesis. Data utama dari penelitian ini didapatkan melalui analisis deskriptif, dengan proses pengumpulan data melalui wawancara, dokumentasi, dan Post-Test sebagai data tambahan. Hasil penelitian ini menunjukkan bahwa dalam perspektif model evaluasi CIPP yang dikembangkan oleh Stufflebeam, pada aspek konteks, input, proses, serta produk dari pembelajaran PAI dan Budi Pekerti berbasis kurikulum 2013 di SMA Negeri 7 Kota Kediri termasuk dalam kategori baik.
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