Developing Contextual Textbooks of Islamic Religious Education on Curriculum Development and Innovation Course

This research aimed to develop a textbook for the PAI (Islamic Education) Curriculum Development and Innovation course as a means of independent student learning. This is development research referring to the ADDIE development model. The subjects of this research were Islamic education Masters students at the Mamba'ul 'Ulum Islamic Institute (IIM) of Surakarta. The data were collected using textbook assessment instruments consisting of (1) tryout instruments by course content experts, (2) tryout instruments by learning design experts, (3) practitioner instruments, and (4) student assessment instruments. The data were analyzed using qualitative and quantitative descriptive methods. The research results showed that a score percentage of 89% was obtained for the expert assessment of course content, a score of 75% for the learning design expert assessment tryout, a score of 90% for the practitioner tryout results, and a score of 87.75% for the student assessment tryout. Based on the research results, it could be concluded that the textbook for the Islamic education curriculum development and innovation course belonged to the appropriate category and could be used for students taking the Islamic education curriculum development and innovation course at the IIM Surakarta Postgraduate School, especially Masters students in Islamic education

Islamic Religious Education in Student Character Development

This article aims to analyze students' character development in learning Islamic education and character, describing supporting and inhibiting factors as well as solutions. This type of research is descriptive qualitative research using phenomenological and pedagogical approaches. The data collection techniques used were observation, interviews and documentation at the research location at UPT SD Negeri 1 Tamalatea. Data validity using triangulation. Data analysis techniques consist of data reduction, data presentation, and conclusion. The research results show that the form of character building for students in learning Islamic education and character is that the teacher provides a good example, instils Islamic religious values and character in students, and gives assignments as an evaluation. Supporting factors include adequate facilities and infrastructure and cooperation with parents while inhibiting factors include environmental factors and the influence of technology. The solution to this problem is for the school to provide advice, apply applicable regulations, and provide sanctions. This research provides knowledge about the correlation between subjects and educational goals in character development. Using this model, educational purposes can be achieved according to expectations, especially in student character or manners

Perceived Self-Regulation and Violence Tendency: Psychological Implications in Turkey

This study aims to investigate the relationship between perceived self-regulation life satisfaction and violence tendencies. This study uses a quantitative approach. The sample in this study consisted of 340 participants from the entire class population. Data was collected using a questionnaire book guided by a Likert scale of 1 to 5. Data analysis was carried out in several stages, namely self-regulation scale analysis, tendency scale analysis and life scale analysis. These findings indicate a positive correlation between perceived self-regulation and life satisfaction, as well as a negative relationship between perceived self-regulation and violent tendencies. The predictive role of perceived self-regulation on life satisfaction is apparent, although the relationship between violent tendencies and life satisfaction remains ambiguous. This research shows that perceived self-regulation plays an essential role in an individual's well-being and that good self-regulation has a lower likelihood of violence

Islamic Character Education in the Era of Industry 5.0: Navigating Challenges and Embracing Opportunities

This research examines the challenges and opportunities of Islamic character education in the context of the digital world in the era of Industrial Revolution 5.0. This era has changed the landscape of Islamic character education, with digital technology increasingly penetrating everyday life. This research uses a mixed methods approach by combining qualitative and quantitative methods. A qualitative approach was used through interviews and observations. A quantitative approach was carried out through a survey with an online questionnaire. Data were analyzed using thematic analysis methods and descriptive statistics. The research results show several challenges in implementing Islamic character education in the digital world. These include a lack of public understanding of the character of Islam, unequal access to technology, and the potential for conflict between traditional values and the impact of digital technology. However, this research also identifies significant opportunities, such as greater access to Islamic character education resources via the Internet, innovative educational applications, and the possibility of global collaboration to develop Islamic character. In conclusion, Islamic character education in the digital world in the era of the Industrial Revolution 5.0 offers significant challenges but also great opportunities. The originality of these findings lies in a holistic understanding of the impact of the Industrial Revolution 5.0 on Islamic character and efforts to educate it

Al-Irsyad Association and Al-Irsyad Al-Islamiyyah in Islamic Education

As an organization that has been around for a long time, it cannot be denied that Al-Irsyad continues to experience changes in line with the social, economic and political dynamics that occur in Indonesia. The division peaked in 2007, then splitting the organization into the Al-Irsyad Association and Al-Irsyad Al-Islamiyyah. This phenomenon is interesting, so the aim of this research is to look further at changes in the orientation of Al-Irsyad's Islamic education. This study uses qualitative ethnographic methods. Most of the data was obtained from observations and interviews in the field, which were then supported by secondary data from various sources. Data analysis using the Spradley model includes domain analysis, taxonomic analysis, componential analysis, and model analysis. The results of the study show that the Al-Irsyad Association and Al-Irsyad Al-Islamiyyah institutions in identifying themselves, each institution carries out different strategies as a manifestation of educational orientation based on the interpretation of Mabadi Al-Irsyad. Islamic educational institutions under the auspices of Al-Irsyad Al-Islamiyyah gave rise to schools with a modern-exclusive style, and educational institutions under the aegis of the Al-Irsyad Association had a more puritanical-inclusive kind. The differences in values that are the guidelines or ideologies of each institution are formed over time and social, political, economic and cultural dynamics

Model of Educational Leadership Management in Boarding Schools

Islamic boarding schools have a wealth of knowledge that can be researched and analyzed from various scientific aspects, so research on Islamic boarding schools will be available. This study will focus on the management pattern of pesantren leadership education by choosing the largest pesantren in the country, namely the Darussalam Gontor Modern Islamic Boarding School. A qualitative method with a case study approach. Data were obtained from key informants, Islamic boarding school documents and books, journals and articles as support related to the management of leadership education in the era of globalization. Data analysis in this study used content analysis techniques. The results of the study found that the management of leadership education in the form of regeneration in the style of the Gontor Islamic Boarding School was classified into six: briefing, training, assignment, habituation, control and role modelling. The revival of leadership values at the Gontor Islamic Boarding School includes education of ibrah, habituation, mauidzah, discipline, independence and exemplary. The pattern of leadership in Darussalam Gontor Islamic Boarding School is collegial (Trimurti). The administration of the Trimurti pesantren Darussalam Gontor became the central figure of the pesantren in the leadership of three kiai. With this collective leadership model, the Gontor Islamic Boarding School will eventually become a modern institution whose survival does not depend on a single kiai as the supreme leader. Thus, Islamic boarding schools are expected to be able to foster and produce Islamic human resources

Entrepreneurial Character Education from an Early Age

This study aims to understand forming students with an entrepreneurial character from an early age. For this reason, this research uses a qualitative type with a case study approach at the elementary school level, namely Islamic Primary School (SDI) Ibnu Rusyd North Lampung, Indonesia. Data were obtained from phenomena and activities at the research locus as primary data using in-depth observation techniques and structured interviews. The secondary data was obtained from institutional documents and some from literature sources such as books and articles with a close relationship with the entrepreneurial character. The analysis technique follows Miles & Huberman with the steps of gathering, presenting, condensing, and drawing conclusions. The results of the discussion explained that there are five entrepreneurial characteristics that SDI Ibnu Rusyd applies, namely independence, creativity, leadership, discipline, and the courage to take risks. Independent means the attitude students possess to overcome various problems by relying on their abilities. Creativity means that students can produce innovative new ideas. Leadership to influence and inspire others. Discipline means being able to act according to direction and responsibility. Dare to take risks is the nature of an entrepreneur. Feel free to try new things or take steps that have consequences. Applying entrepreneurial character right from an early age forms a strong foundation forming an essential basis for the success and innovation of future entrepreneurs

Legal Education for a Tobacco-Free Lifestyle in Muslim Communities

This study examines the implications of legal education in strengthening a tobacco-free lifestyle among the Muslim community. The research design is qualitative. The study took place in Bone-Bone Village, an exotic area in the Latimojong Mountains of Indonesia, which successfully implemented a tobacco-free lifestyle in all dimensions through legal education based on Islamic values. The study involved 135 participants who understood the research objectives and were willing to participate. Data was collected through interviews and focused group discussions. Data analysis was conducted using nVivo Basic 12.00 x32 for Windows. The Village Regulations 2009 is the foundation for the community's legal education process. The community's acceptance of the tobacco-free area rules through legal education is very good. Supporting factors include: 1) Actors, such as the village head (34.78%), traditional leaders (26.09%), religious leaders (21.74%), and educators (13.04%); 2) Culture, mutual respect being a legal education value derived from local community wisdom (42.86%), and village residents complying with the rules; 3) Tobacco-free lifestyle is supported by awareness of maintaining a healthy environment (24.71%) and considering the continuation of education for children in the village. Actors, culture, and community behaviour support legal compliance and awareness. Legal education has implications for a tobacco-free lifestyle, supported by actor factors playing roles as initiators, communicators, and drivers. The cultural factors of the community that uphold Islamic values and behavioural factors are manifestations of compliance with positive law, religious guidance, and a healthy lifestyle

Social Impact of Islamic Education in the Development of Modern Society

This research aims to analyze the contribution of education to social development. This research uses a qualitative approach. Data was collected through observation, interviews and documentation. Data were analyzed using the Miles Huberman collection, reduction, presentation and concluding model. The results of this research show that education has a significant contribution to physical development and social development. The influence of native culture was introduced to the people of Pontianak City and fellow migrant communities. Cultural interactions and language crossings are the most significant aspects of this social dynamic. Education has a role in forming new and iconic areas. A symbiotic relationship exists between students as users and urban communities as service providers. As a policy maker, the campus also influences the considerations of students and the community

Parent's Contribution to Strengthening Moral Awareness of Student Religiosity Behaviour

Strengthening religiosity for students is a variable that is considered very important in enhancing character in madrasas.  This research aims to explain the contribution of parents' role in parenting patterns and students' moral awareness towards students' religious behaviour.  This research uses quantitative analysis using cause and effect relationships.  The population in this study was 246 students.  The research sample was 159 students using the Slovin formula.  Data collection techniques use interviews, questionnaires and documentation.  This research uses several assumption tests, including normality, heteroscedasticity and linearity, multicollinearity, and suitability of the regression model.  The research results show an R-value of 0.545, which shows the level of reliability based on the Alpha value in the Medium category in the interval 0.4≤0.70.  The role of parents in providing motivation and moral awareness in shaping religious behaviour has a significant contribution, with an increase in the ability of 29.7%.  Therefore, parents have an essential role in providing parenting patterns in the form of exemplary habituation to children to provide an awareness value so that children have good religious behaviour