scholarly journals Sifat Keperibadian Guru Pendidikan Islam (GPI) Terhadap Rakan Setugas Dan Pihak Atasan Di Sekolah: Satu Kajian Kes

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Nazirah Hamdan ◽  
Kamarul Azmi Jasmi
Keyword(s):  
Personality Traits ◽  
Role Model ◽  
Islamic Education ◽  
Top Management ◽  
Positive Thinking ◽  
Education Teacher ◽  
Data Collector ◽  
Teacher Personality ◽  
Point Of Reference ◽  
Committed Compliance

This article discussed the Personality Traits of Islamic Education teacher (GPI) towards fellow colleagues and school top management. This study involved several secondary schools in the State of Johor. Interviews, observations, and analysis of documents were used as a data collector instruments. All data were then arranged by using N'Vivo software version 7.0 in order to produce themes, sub-themes and schedule matrix associated with the GPI personality traits towards fellow colleagues and top management. Results of the study indicated twenty one (21) traits that can be established as a pattern and they are committed; compliance; positive thinking; well mannered; respectful; easy going; concerned; have elements of humor; responsible; a role model; sensitive; understanding; tolerance; friendly; diligent; cooperative; approachable; as a point of reference; and unprejudiced. While the other nine (9) traits cannot be established a pattern. Therefore, this study has produced a commendable Personality Traits of Islamic Education teacher (GPI) with Fellow Colleagues and School Top Management Model.Keywords: Personality Traits, Islamic Education teacher, Model of Islamic Education Teacher personality against fellow colleagues and top management.

scholarly journals Personaliti Dan Kepimpinan Ulul Amri Guru Pendidikan Islam

2019 ◽  
Vol 3 ◽  
Author(s):  
Mardzelah binti Makhsin ◽  
Noriana Binti Abdullah
Keyword(s):  
Big Five ◽  
Pearson Correlation ◽  
Descriptive Analysis ◽  
Islamic Education ◽  
Distribution Analysis ◽  
Education Teacher ◽  
Teacher Personality ◽  
Pearson Correlation Analysis ◽  
The Relationship ◽  
Very High

This article aims to review and identify the characteristics of Ulul Amri's personality and    leadership among Islamic Education teachers. A total of 109 students from 4 secondary schools in Kota Bharu district were randomly selected as respondents for the study. This study was conducted through a quantitative approach. The data were collected through a questionnaire translated from The Big Five Inventory (BFI) by John (1990) and Ulul Amri's Leadership following the Qur'an. The degree of reliability of the BFI instrument ranges from 0.62 to 0.77 while the Ulul Amri Leadership instrument is between 0.61 and 0.71. Descriptive analysis of frequencies and mins used for distribution analysis. Inference statistics that pearson correlation analysis is used to analyze the relationship between teacher personality and Ulul Amri Leadership. The significant level used is 0.05. The findings show that the most dominant personality dimensions of teachers are Openness, Conscientiousness, Extraversion, Agreeableness and Neuroticism. The results of the correlation test showed that there was no significant relationship between the personality of the Islamic Education Teacher and the leadership of the Ulul Amri teacher except the personality of the agreeableness. The findings show that Islamic Education teachers have positive personalities such as Openness, Agreeableness, Extraversion and Conscientiousness. Meanwhile, Neuroticism with a negative personality teacher of Islamic Education has recorded the lowest mean. This finding shows that Islamic Education teachers in Kota Bharu have a good and positive perception among students. This is also a reflection of the expectation and dependence of the students on the Islamic Education teacher is very high. As Al-Qabisi's theory emphasizes the four qualities of a quality teacher in educating morals, ie by example, qudwah, unity, demonstration and understanding. Teachers through a qudwah approach or exemplary example can become themselves as followers or model roles to students by means of interaction inside and outside the classroom.

scholarly journals Peran Guru Pendidikan Agama Islam dalam Mensosialisasikan Qanun Nomor 11 Tahun 2002

2019 ◽  
Vol 3 (1) ◽  
pp. 121
Author(s):  
Nasaie Nasaie
Keyword(s):  
Religious Education ◽  
Family Environment ◽  
Role Model ◽  
Islamic Education ◽  
Self Awareness ◽  
Vocational High School ◽  
Dress Code ◽  
Education Teacher ◽  
Islamic Dress ◽  
Banda Aceh

This study aimed to investigate (1) the implementation of Islamic education teachers in promoting Qanun Number 11 of 2002 concerning the Muslim dress code at SMKN (Public Vocational High School) Banda Aceh, (2) the results of the Islamic religious education teacher programs implementation in disseminating Qanun Number 11 of 2002 concerning the Muslim dress code at SMKN Banda Aceh, and (3) the inhibiting factors of the implementation of Islamic education teacher in disseminating Qanun Number 11 of 2002 at the SMKN Banda Aceh. The study that using a qualitative approach were collected data from the interview, documents, and observation. The data then analyzed through data reduction, data display, and data verification. The results of this study revealed that in developing the students’ Islamic dress practice, the teachers of Islamic education have taught and provided examples of how to dress in Islamic dress code to the students. The teachers also carried out several important tasks to be the programs to achieve the expected objectives regarding the issue of Islamic dress. Further, the types of programs implemented by the Islamic religious education teachers included guidance through the ROHIS (Student’s Islamic Organization) activity at school, speech during the flag ceremony by every teacher on Monday, a 7-minute lecture by teacher in mushalla (the praying room), Extracurricular of Islamic Education/express boarding school (pesantren kilat) that guidance by the school teachers, individual coaching to the students, and religious gathering at the students’ residence outside of school hours. On the other hand, the factors that hindered the implementation of Islamic dress were the lack of ability of the Islamic religious education teachers to control the students outside of school, the lack of Islamic teaching in the family, the lack of student self-awareness, the number of students who have not worn Islamic dress code outside the school, the role model crisis from parents, teachers, and society, the un-Islamic family environment, the influence of un-Islamic community environment, the influence of the media, the inconsistency between what has been taught and what have been practiced in everyday life.

scholarly journals PENERAPAN KOMPETENSI KEPRIBADIAN GURU PAI

2020 ◽  
Vol 3 (2) ◽  
pp. 57
Author(s):  
Najamuddin Petta Solong ◽  
Luki Husin
Keyword(s):  
Teaching Methods ◽  
Positive Impact ◽  
Performance Assessments ◽  
Islamic Education ◽  
Cultural Norms ◽  
Timely Manner ◽  
Education Teacher ◽  
Personal Competence ◽  
Learning Tasks ◽  
Teacher Personality

This study aims to analyze the application of the personal competence of Islamic education teachers in Madrasah Aliyah Muhammadiyah Kota Gorontalo shown in three domains of personality competence consisting of three competency aspects, namely: acting in accordance with religious, legal, social, and national cultural norms; show an adult and exemplary person; and work ethic, sense of responsibility and pride in being a teacher. Research on this is reinforced by the results of teacher performance assessments on teacher personality competencies by the principal according to the data obtained in the field. PAI teachers, for example, do not share their experiences with colleagues, including inviting them to observe their teaching methods and provide input, show less good behavior that image madrasah's good name, rarely ask permission and inform earlier, by providing valid reasons and evidence for not attending activities has been planned, completes all administrative and non-learning tasks in a timely manner according to the set standards, contributes less to the development of madrasas and lacks achievements that have a positive impact on the reputation of madrasahs.Keywords: Personal Competence, Islamic Education Teacher

scholarly journals Kepribadian Guru Pendidikan Agama Islam Menurut Buya Hamka

2019 ◽  
Vol 8 (2) ◽  
pp. 135
Author(s):  
Laila Hamidah ◽  
Sawaluddin Siregar ◽  
Nuraini Nuraini
Keyword(s):  
Religious Education ◽  
Role Model ◽  
Secondary Data ◽  
Teaching Experience ◽  
Islamic Education ◽  
Primary Data ◽  
Good Communication ◽  
Library Research ◽  
Teacher Personality ◽  
Education Today

The teacher is a position or profession that requires special skills as a teacher. This work cannot be done by people who do not have the expertise to carry out activities or work as a teacher. Every teacher has a different personality and background and teaching experience. Every teacher has a personality according to the characteristics they have. Personality is actually an abstract, can only be seen through appearance, action, speech, how to dress, and how to deal with every problem. The teacher's personality is the main capital in carrying out the role and duty as an educator. Personality, character is a crown for a human, because that is what distinguishes humans from animals. Good character does not just appear, it is a lifelong learning process. To grow good character, a teacher can learn about the lives of characters who are considered to have good character or personality. Buya Hamka is a National figure who can be a role model in learning to have a great character and personality. The research conducted was included in the type of qualitative descriptive research with library research. The method used is critical analytical descriptive, the primary data source is the works of Buya Hamka who deal with professional teachers and the secondary data are similar works that have the same theme. The analysis in this study uses the method of content analysis. The results of the study are that the teacher according to Hamka functions as an institution that seeks to develop all the potential that exists in students to the fullest, in accordance with the rhythms of their development, both physicaly and mental spiritual have a good personality because students will imitate the behavior of his teacher. Teacher's Personality in Islamic Education According to Buya Hamka's Thought, the teacher must understand the concept of the educator as an exemplary subject, the tasks of the educator, and have character (traits), as befits an educator. Hamka expressed his opinion about how should the characteristics of Islamic religious education teachers, namely: 1) Having extensive knowledge, 2) Good communication, 3) Good example for students and those around them, 4) Ikhlash, 5) Having  good methods for teaching, 6) Humility, 7) Responsibility, 8) Confidence, 9) Gentleness, 10) Patience, 11) Passion, 12) Apply and say honestly. Relevance of Hamka's Thought about the Teacher's Personality of Islamic Education with Education Today Teachers should help shape the character, mind, character, and personality of students, so that he knows which is good and what is bad. While Islamic teaching is an attempt to fill the intellectuals of students with a number of knowledge. Keyword: Teacher Personality, Buya Hamka

scholarly journals Kompetensi Keagamaan Mahasiswa Prodi PAI Fakultas Tarbiyah dan Keguruan UIN Sunan Ampel Surabaya (Analisis Perbandingan Penerimaan Jalur SPAN, UM PTKIN dan Jalur Mandiri Tahun 2016)

2017 ◽  
Vol 5 (2) ◽  
pp. 244
Author(s):  
Sutikno Sutikno
Keyword(s):  
Teacher Training ◽  
Quantitative Research ◽  
Islamic Education ◽  
Average Score ◽  
Test Model ◽  
Significance Level ◽  
Education Teacher ◽  
Significance Levels ◽  
New Students ◽  
One Way Anova

<p><strong>Bahasa Indonesia:</strong></p><p>Realita menunjukkan bahwa ada sebagian mahasiswa Prodi PAI FTK UIN Sunan Ampel Surabaya penguasaan kompetensi keagamaannya kurang memadai, terutama dalam baca tulis al-Qur’a&gt;n dan al-H}adi&gt;th, baik yang diterima melalui jalur SPAN, UM PTKIN maupun jalur Mandiri. Dengan demikian, timbul kekhawatiran atas kesenjangan antara masukan dan harapan keluaran Prodi PAI yang mencetak calon guru PAI yang profesional. Penelitian deskriptif kuantitatif ini menggunakan pendekatan fenomenologi evaluatif. Hasil analisis menggunakan<em> One Way Anova</em> menunjukkan F<sub>hitung</sub> = 44,88 dan uji T dengan t<sub>hitung</sub> =  9,433. Apabila F<sub>hitung</sub> = 44,88 dikonfirmasi dengan nilai F<sub>tabel</sub>, baik menggunakan taraf signifikansi 5% dan 1%, maka F<sub>hitung</sub>&gt; F<sub>tabel </sub>(3,44 &lt; 44,88 &gt; 4,88). Apabila t<sub>hitung</sub> =  9,433 dikonfirmasi dengan nilai t<sub>tabel</sub>, baik menggunakan taraf signifikansi 5% dan 1%, maka t<sub>hitung</sub>&gt; t<sub>tabel </sub>(1,665 &lt; 9,433 &gt; 2,376), menunjukkan ada persamaan dan perbedaan yang signifikan kompetensi keagamaan mahasiswa Prodi PAI FTK UINSA, baik jalur SPAN, UM PTKIN maupun Mandiri. Persamaannya, <em>pertama</em> nilai rata-rata kompetensi keagamaan pada masing-masing jalur penerimaan terletak pada nilai A- s/d A (9,18 s/d 10,49); <em>kedua</em>, Studi H}adi&gt;th sebagai mata kuliah keagamaan dengan nilai terendah. Perbedaannya, nilai tertinggi jalur SPAN dan UM PTKIN ditempati oleh Aqidah Ilmu Kalam, sedangkan nilai tertinggi pada jalur mandiri ditempati oleh Fiqih Ibadah.</p><p> </p><p><strong>English:</strong></p><p>It is the fact that mastery of Islamic Religious Subjects by some new students at Islamic Education Department of UIN Sunan Ampel Surabaya is not yet satisfying, especially in reading al-Qur'a&gt;n and al-H}adi&gt;th, by those admitted through SPAN, UM PTKIN or Jalur Mandiri (institutional test). Thus, there is an apprehension about quality disparity between the input and expected output of Islamic education teacher training program to result in professional teachers. This descriptive quantitative research uses an evaluative phenomenology approach. Based on the results of the analysis using One Way Anova, obtained F-count = 44,88 and T-test, which yield t-count = 9,433. If F-count= 44.88 is confirmed against F-table score, using both the 5% and 1% significance levels, then F-count &gt; F-table (3.44 &lt;44,88&gt; 4.88). If t-count = 9,433 is confirmed with t-table value, using 5% and 1% significance level, then t-count &gt; t-table (1,665 &lt;9,433&gt; 2,376), shows there are similarities and significant differences of religious competence of students of Islamic education teacher training of UINSA admitted through SPAN, UM PTKIN and Jalur Mandiri. The similarities is, <em>first</em>, the average score of religious competence in every entry test model lies in the A- and A (9.18 to 10.49); <em>second</em>, in average students experienced H}adi&gt;th studies in the training process with as the lowest grade. The <em>difference</em> is that the students admitted through the SPAN and UM PTKIN modes achieved high score in Aqidah Ilmu Kalam during the training, while those coming from Jalur Mandiri are strong in Fiqh Ibadah (Fiqih 1).</p>

scholarly journals Kepemimpinan Pendidikan Islam dalam Pemikiran Al-Ghazali

2020 ◽  
Vol 4 (2) ◽  
pp. 196-209
Author(s):  
Moh Takwil
Keyword(s):  
Content Analysis ◽  
Literature Review ◽  
Role Model ◽  
Islamic Education ◽  
Primary Sources ◽  
Educational Goals ◽  
Research Results ◽  
Managerial Skills ◽  
The World

Whether or not Islamic education is highly dependent on the quality of leadership that is in it, an Islamic education leader must be able to direct his lead to achieve educational goals. In this journal discusses Al-Ghazali's thoughts about ideal leadership in Islamic education. This study uses literature review through primary sources from Al-Ghazali's thought books and secondary from various sources, then analyzed and criticized using content analysis. The research results obtained are that in substance the leadership must always aim to achieve the pleasure of Allah Almighty. Al-Ghazali always puts on all activities aimed at achieving the pleasure of Allah Almighty. There are four basic components of personal leaders in the world of Islamic education. First he must have managerial skills that are able to make planning, organizing, implementing and evaluating. Second, he must have a trustful and responsible nature. Third, he must be a role model, which is a good example so that his leadership feels comfortable carrying out his orders. The fourth is always in running the leadership bound by syara law.

scholarly journals EFEKTIVITAS METODE PEMBELAJARAN PENDIDIKAN AGAMA ISLAM GUNA PENINGKATAN PEMAHAMAN PADA ANAK TUNA GRAHITA SLB NEGERI KOTA METRO

2019 ◽  
Vol 2 (01) ◽  
Author(s):  
Nina Tisnawati ◽  
Ade Aulia Rahman
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Disabled Children ◽  
Education Teacher ◽  
Mentally Disabled ◽  
Observation Methods ◽  
Islamic Religion ◽  
Southern City

Islamic Religion Teachers are supervisors, therefore in the teaching and learning process there needs to be methods in accordance with their students. In learning Islamic Religion various methods were developed in educating students, educating mentally disabled children needed methods that are used specifically in each learning process, the problem we will discuss is how the effectiveness of the implementation of Islamic Education teacher teaching methods in the learning process in children mentally disabled people are at the Metro South State Metro School. The focus of research on the effectiveness of the implementation of Islamic Education teacher teaching methods in the teaching and learning process for mentally disabled children is at the Metro South State Metro School. The limitation of this problem is that in this study we will discuss the effectiveness of the implementation of Islamic Education teacher teaching methods in the teaching and learning process for mentally disabled children at the Metro South State Metro School. The purpose of this study was to determine the effectiveness of the teaching methods of teaching Islamic Education teachers in the teaching and learning process for mentally disabled children at the Metro South State Metro School. in developing various methods in the teaching and learning process, while practically this research can provide input for Islamic education teachers at the Special Schools in the Southern City of Metro in effective learning. The method used in this study is an unstructured interview method, then the researcher uses unstructured observation methods. what the research did in this case was to observe directly the teaching and learning process in the classroom and outside the classroom, another method that researchers used was the method of documentation as a support in this study.

scholarly journals KOMPETENSI KEPRIBADIAN GURU PPKN MELALUI KETELADANAN DAN IMPLIKASINYA TERHADAP PEMBENTUKAN KARAKTER DISIPLIN SISWA (STUDI DI SMP NEGERI 1 MOJOLABAN KABUPATEN SUKOHARJO)

2018 ◽  
Vol 13 (2) ◽  
pp. 93
Author(s):  
Nur Indah Dwi Susanti ◽  
Rima Vien Permata Hartanto ◽  
Mohammad Muchtarom
Keyword(s):  
Qualitative Research ◽  
Civic Education ◽  
Role Model ◽  
Sampling Technique ◽  
Analysis Data ◽  
Research Approach ◽  
Education Teacher ◽  
Data Source ◽  
Type Data ◽  
Using Data

<p><em>The objectives of research were (1) to find out the forms of modelling in Personality Competency of Civic Education teacher in SMP Negeri 1 Mojolaban, and (2) to find out the implication of Civic Education teacher’s modelling to creating the students’ discipline character in SMP Negeri 1 Mojolaban. This research employed a qualitative research approach, with descriptive qualitative research type. Data source derived from informant, place, event, and document. The sampling technique used was purposive sampling one. Techniques of collecting data used were interview, observation, and document analysis. Data validation was carried out using data and method triangulations. Data analysis was conducted using an interactive model of analysis.  Considering the result of research, the following conclusions could be drawn. (1) The forms of role model in personality competency of Civic Education teacher were as follows: The personality of a disciplined teacher, democratic, patient, tolerant, broad-insight teacher personalities. (2) The implication of Civic Education teachers to the creation of students’ discipline character was as follows: the students could receive and imitate one of Civic Education teachers’  modelling, indicated with their coming early to classroom when the lesson began, students completing school attribute and uniform, students attending the lesson in the classroom and no truancy, students always attending flag ceremony, and maintaining the cleanliness at school. However, role model is the most decisive factor in creating the students’ discipline; it could be seen from the students showing the discipline character only in the classroom Civic Education teachers class VII while the other teacher’s class had not shown the discipline character yet.   </em></p><p><em> </em></p><strong><em>Keywords:</em></strong><em> Personality Competency, Civic Education, Modelling, Discipline                                      Chara</em>

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