Progressa: Journal of Islamic Religious Instruction https://jurnal.stitradenwijaya.ac.id/index.php/pgr <p style="text-align: justify;">Progressa, a periodic scientific publication since 2017 published 2 (two) times a year using a peer-reviewed system in article selection. Scientific work on research results, surveys, and literature review closely related to the field of Islamic religious education viewed from various perspectives: Development of Education, Educational Psychology, Education, Sociology of Education, Religion, interreligious relations (Pluralism) or comparative studies of Islamic Education</p> Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto en-US Progressa: Journal of Islamic Religious Instruction 2579-9665 Membangkitkan Filologi Siswa dalam Belajar Melalui Ritme Mengajar Kognitif Perpektif Qs. Al An'am [6]:99 dan Relevansinya dengan Kurikulum 2013 serta Titik Temunya dengan Taksonomi Bloom https://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/267 <p style="text-align: justify;"><em>The purpose of this research is to describe how to generate students' philology in learning through the rhythm of teaching cognitive Qs perspective. Al An'am [6]: 99 and its relevance to the 2013 Curriculum and its point of contact with Bloom's Taxonomy. This research is a qualitative literature study. Research design becomes a reflexive process at every stage of the research. Qualitative analysis involves developing an awareness of the types of data that can be examined and how they can be explained; and a number of practical activities that help with data types. Then, comparisons are made to study the larger unit of analysis. From the results of the discussion it is concluded as follows: 1) Teaching is about making a difference in the lives of children, but not all can be done successfully due to several congenital factors, therefore the Qur'an systematically provides solutions to generate cognitive energy power with relatively articulated function modes starting with field-dependent (FD) and continuing with field-independent (FI) not the other way around. The teacher, as a facilitator, must consider all types of knowledge in the learning process. 2) Cognitive learning must start with a new mode of analysis and then synthesis, in the learning process the teacher must really know that students are very satisfied (able) in carrying out analytical activities, then the process is transferred to synthesis. In addition, building higher-order thinking skills starts from critical thinking and continues creative thinking. 3) Cognitive advantages in learning are very dangerous. Often tasks don't go smoothly because we start out too big. If when the teacher finds that the group size is too large or too small in various perspectives, stop and review as this will not result in greater success in teaching. 4) In Islamic teaching the emphasis of the final test and evaluation is small, the test needs, process, and efficiency. In the process of becoming dominant, except in the final output of the lesson or one meter there are students who do not master the lesson, from that output, remedies are held, the more students who remedy it can be said that the teacher is less successful in carrying out learning. It may be premature if the previous aspects have not been adequately addressed. Evaluations that show problematic results, perhaps that program objectives have not been achieved, may reflect a lack of proper implementation of the program or even unnecessary in the first phase. 5) In order for the outcome to be created in the implementation of Islamic education, the application of Islamic education values ??is carried out through several methods. The internalization process related to student management consists of three stages, namely: Value Transformation, Value Transaction and Trans-internalization.</em></p> Mohammad Badru Tamam Copyright (c) 2021 Progressa: Journal of Islamic Religious Instruction https://creativecommons.org/licenses/by-sa/4.0 2021-03-05 2021-03-05 4 2 1 14 10.32616/pgr.v4.2.267.1-14 Pembelajaran Tematik Terintegrasi: Proses Pengkondisian Belajar, Varian dan Hirarkhi Konten Pembelajaran yang Harus Dibangun oleh Guru dalam Mengajarkan Multiliterasi dalam Perspektif Surah Ar Ruum [30]: 21, 22, 23, 24, 25 https://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/268 <p style="text-align: justify;"><em>This article aims to describe integrated thematic learning: the process of learning conditioning, variants and hierarchies of learning content that teachers must develop in teaching multiliteration in the perspective of Surah Ar Ruum [30]: 21, 22, 23, 24, 25. This research is a qualitative literature study. a type of education and theological research which is a process of helping navigate through experiences (from scripture). To provide a set of insights into how phenomenons are interpreted in the literature. Qualitative analysis develops awareness of the types of data that can be examined and how they can be explained and comparisons are made between different types of organizations in terms of structure, culture, size, the like and characteristics observed in order to study the larger unit of analysis. From the results of the discussion it is concluded as follows: 1) Three main affective dimensions of reading activities through basic learning of the Qur'an. First, identity is implied affective in the discourse of teaching and evaluation with a rich strategy of affective communication and internalization based on a list of utterances used in pedagogy. Second, affective associations encoded "literacy" fluently into reading practice can be brought into other competency domains through the sound and visual forms of the language of the Qur'an itself. This association gives birth to an actual learning context capable of forming actual experiences related to practice. Third, the contextual self-understanding related to reading the Koran expands the "learning identity". Departing from the art of reading and writing opens the door to acquiring all kinds of knowledge, including other literacy cultures. 2) Learning in this perspective begins with the first class is conditioning the inner vision of students in the form of calm and full of love, protection or a sense of security which then creates trust, the second step is that the teacher transfers knowledge through an explicit and internalized semantic model, by reading and telling stories using metaphors, analogies and prototypes by integrating Science, language and cultural content as the Qur'an itself teaches it so that students not only receive knowledge from the teacher, but are introduced to various perspectives and are encouraged to compare, criticize, evaluate, and use their own experiences as a basis for action and understanding which constitutes a radical change in the basic form and function of schools. The third step in learning activities is pausing learning by sleeping. Sleep at night should get enough sleep. Naps are refreshing breaks. a process in which important physiological changes and a slowdown in the basic functions of the body are accompanied by profound changes in consciousness. The fourth step is to teach higher order thinking in learning activities. teachers must understand that students are not passive consumers of teacher knowledge; they are critical thinkers who use knowledge to act in a way that seems most appropriate, therefore teachers must make positive interventions in learning so that positive changes occur in students and become creative self-efficacy and positive emotions through positive, short, open, cultural experiences. and integrated in enhancing creativity. The fifth and final step is to raise metaphysical beliefs in students by forming opinions about class characters who believe that faith is authorized by science and general knowledge through a correct education.</em></p> M Mustain Copyright (c) 2021 Progressa: Journal of Islamic Religious Instruction https://creativecommons.org/licenses/by-sa/4.0 2021-03-05 2021-03-05 4 2 15 24 10.32616/pgr.v4.2.268.15-24 Menakar Manajemen Kinerja Guru Pendidikan Agama Islam https://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/269 <p style="text-align: justify;"><em>Teacher performance is an urgent component in improving the quality of education, which will have an impact on the quality of human resources. The teaching performance of teachers not only affects the results of classroom learning activities, but also determines the future of the nation through investment in improving the quality (quality) of people. Poor teacher competence, of course, affects teacher performance that is not good enough in the world of education in Indonesia. This also happened to the Islamic Religious Education Teacher. The urgent role of teachers in improving the quality of human resources is considered not to be replaced by any great media. Therefore teachers play an important role in increasing the success of students, because teachers have the task of being the main implementer in the whole educational process.</em></p> Aan Eko Khusni Ubaidillah Copyright (c) 2021 Progressa: Journal of Islamic Religious Instruction https://creativecommons.org/licenses/by-sa/4.0 2021-03-05 2021-03-05 4 2 25 34 10.32616/pgr.v4.2.269.25-34 Kontekstualisme Problematika Pembelajaran Agama Islam Pada Masa Pandemi Covid-19 https://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/270 <p style="text-align: justify;"><em>The contextualism of learning problems during the pandemic in today's society, some parents of participants do not have mobile devices (Android) or computers to support online learning, especially for students themselves. Such conditions make them confused in facing the existing reality. One side is faced with the lack of supporting facilities, on the other hand there is a demand for the fulfillment of educational services for students. Learning Islamic religious education through online learning requires reflection and separate thoughts which in the process require role models (uswatun khasanah) in the process of transferring the values ??</em><em>of Islamic education which are problematic in its implementation. The purpose of this paper is to examine how the Problems of Islamic Learning During the Covid-19 Pandemic, so that the results of this study are expected to be material for information and reference in making policies in implementing online learning, both for teachers, students, schools, parents and the government. The results of this study indicate that 1) The change of conventional learning systems to online systems suddenly (due to the Covid-19 pandemic) without careful preparation. Finally, some teachers are not able to keep up with changes with information and technology-based learning. 2) The problems experienced by parents in accompanying children to study at home include a lack of understanding of the material by parents, difficulties for parents in fostering children's interest in learning, not having enough time to accompany children because they have to work, parents are impatient in accompanying children while studying at home, difficulties of parents in operating gadgets, and constraints related to internet service coverage. 3) Learning must take place not only to provide information or knowledge, but must touch the heart, liberate, and enlighten. Islamic religious education learning, besides aiming to strengthen beliefs, must also be oriented to instill empathy, sympathy, and solidarity with others. Learning Islamic Religion must touch multicultural Islamic education, namely Islamic values ??</em><em>that uphold the spirit of respecting differences and synergize for progress and love peace and social justice. The kyai, ustadz, teachers in Islamic boarding schools and Islamic education institutions in general, should provide a good example (uswatun hasanah) without violence in preaching and rely on the spirit of fastabiqu al-khayrat.</em></p> Eva Yulianti Copyright (c) 2021 Progressa: Journal of Islamic Religious Instruction https://creativecommons.org/licenses/by-sa/4.0 2021-03-05 2021-03-05 4 2 35 54 10.32616/pgr.v4.2.270.35-54 Penggunaan Pertanyaan Kritis dalam Kegiatan Pembelajaran oleh Guru Pendidikan Agama Islam: Socratic Critical Questions atau Qur’anic Critical Questions (Suatu Kajian Permulaan Strategi Pembelajaran dalam Islam) https://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/271 <p style="text-align: justify;"><em>The purpose of this study was to analyze and compare the use of Socratic Critical Questions or Qur'anic Critical Questions in learning activities by Islamic Religious Education teachers. This research is qualitative, empirical, literature comparison. This is education and theological research, which is a process of helping navigate through experiences (from scripture). Qualitative analysis involves two activities: 1) developing an awareness of the types of data that can be examined and how they can be explained; and 2) a number of practical activities that help with data types. Then, comparisons are made between the different types of organizations in terms of structure, culture, size, the like and characteristics observed in order to study the larger unit of analysis. From the results of the discussion it is concluded as follows: 1) Teachers of Islamic Religious Education in elementary and middle schools and even Islamic higher education lecturers have not used both: Socratic Critical Questions or Qur'anic Critical Questions, so that the parameter is the negativity of Islamic education. 2) Socratic Critical Questions are very good, but there is no level based on the quality and quantity of the problem content being asked, the quality of the methodology, the quality of the audience and the point is not yet specified. whereas the Qur'anic Critical Questions clearly takes into account these various qualities, even open and closed questions are explained in detail. 3) This research is a beginning and hopefully it can be continued more deeply by the author himself and those who care about the progress of Islamic education.</em></p> Muthoharun Afif Copyright (c) 2021 Progressa: Journal of Islamic Religious Instruction https://creativecommons.org/licenses/by-sa/4.0 2021-03-05 2021-03-05 4 2 55 64 10.32616/pgr.v4.2.271.55-64 Meningkatkan Pemahaman Sejarah Kebudayaan Islam Kompetensi Dasar Mengambil Ibrah dari Perkembangan Kebudayaan/Peradaban Islam pada masa Bani Umaiyah untuk masa Kini dan yang akan Datang dengan Strategi Learning Style Questionnaire (LSQ) di Kelas VII-B MTs https://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/272 <p style="text-align: justify;"><em>This study aims to: 1) Describe the activities of teachers in increasing understanding of Islamic Cultural History, the basic competence of taking the ibrah from the development of Islamic culture / civilization during the Bani Umaiyah era for the present and future with the Learning Style Questionnaire (LSQ) Strategy in Class VII-B MTs Miftahul Qulub Tawar Gondang Mojokerto. 2) Describe student activities in learning activities to improve understanding of Islamic Cultural History, basic competencies of taking ibrah from the development of Islamic culture / civilization during the Umaiyah era for the present and future with the Learning Style Questionnaire (LSQ) Strategy in Class VII-B MTs Miftahul Qulub Bargaining Gondang Mojokerto. 3) Describe learning with the Learning Style Questionnaire (LSQ) Strategy in increasing the understanding of Islamic Cultural History, basic competencies take ibrah from the development of Islamic culture / civilization during the time of the Umaiyah people for the present and future in Class VII-B MTs Miftahul Qulub Tawar Gondang Mojokerto. This research is a collaborative classroom action research. The design of problem situations, and ways of collaboration with children, is a major focus of the meetings that take place between teachers and researchers. This research was conducted at MTs Miftahul Qulub Tawar Gondang Mojokerto at the address Jln. Ahmad Yani No. 68 Tawar Gondang Mojokerto. The subjects of this study were 30 Class VII-B students. The study was conducted in the odd semester of the 2020/2021 school year, for 2 months (October and November 2020). Action research procedures are cyclical, namely: 1) planning, 2) implementation, 3) observation, and 4) reflection, through a series of cycles. Data collection through observation (observing), artifacts and documents (testing) and non-standard tests. Instrument test items with validity test, reliability test, calibration test (level of difficulty) and distinguishing power test. The entire data analysis process is interactive using the Miles and Huberman model with the final mix method analysis. The results of the study concluded: The results of the study concluded: 1) Teacher activity increased in pre-action, obtaining 62.86 percent results and increased in Cycle I by 75 percent and increased in Cycle II by 87.86 percent .; 2) Student activity increased in Pre-Action to obtain 42.86 percent results and increased in Cycle I by 65 percent and increased in Cycle II by 86.43 percent .; 3) The average value of the test (Classical Absorption) has increased in Pre-Action, getting a result of 67.12 percent and an increase in Cycle I of 73.75 percent and an increase in Cycle II of 88.75 percent. Classical learning completeness has increased in Pre-Action obtained a result of 27.5 percent and increased in Cycle I by 55 percent and increased in Cycle II by 85 percent.</em></p> Misluhah Copyright (c) 2021 Progressa: Journal of Islamic Religious Instruction https://creativecommons.org/licenses/by-sa/4.0 2021-03-05 2021-03-05 4 2 65 76 10.32616/pgr.v4.2.272.65-76 Sintaks Pembelajaran Perpektif Surat Al Baqarah [2]:151: Pesan Guru (Islam) dalam Mengajarkan Ilmu Pengatahuan https://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/273 <p style="text-align: justify;"><em>This study aims to describe how the Al Qur'an surah Al Baqarah [2]: 151 provides the syntax of learning as a message to teachers (Islam) in teaching knowledge. This research is qualitative, empirical, literature study. This is education and theological research, which is a process of helping navigate through experiences (from scripture). Qualitative analysis involves two activities: 1) developing an awareness of the types of data that can be examined and how they can be explained; and 2) a number of practical activities that help type data simultaneously. From the results of the discussion, it is concluded as follows: 1) Islam does not recommend the use of methods, models, teaching materials, teaching materials and still considers (indirectly) that the curriculum product is correct without being clarified by the Qur'an through synthesis and critical analysis. 2) Al Qur'an through the letter Al Baqarah [2]: 151 provides an ideal learning syntax used by teachers in every learning activity, with conditional or hierarchical steps that must be used, namely a) main and first philology is (condition students) to be grateful both speech, natural descriptions and phenomena as well as through prayer; b) always purify (ablution); c) (condition students) to read the Al Qur'an; d) Teaching core thematic and non-thematic lessons and connecting with the Al-Qur'an; e) Integrating teaching: teaching critical thinking through synthesis and critical analysis, and application of content knowledge from subjects with the Qur'an.</em></p> Muhammad Munib Copyright (c) 2021 Progressa: Journal of Islamic Religious Instruction https://creativecommons.org/licenses/by-sa/4.0 2021-03-05 2021-03-05 4 2 77 84 10.32616/pgr.v4.2.273.77-84 Disambiguasi dan Hiperbolik untuk Seorang Pendidik dalam Surat Al 'Ankabuut [29]:43, 44 yang harus Dipecahkan secara Metodologis dan Implementasikan dalam Kelas https://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/274 <p style="text-align: justify;"><em>This study aims to discuss the way an educator implements in the classroom by breaking down methodologically disambiguation and hyperbolic Surat Al 'Ankabuut [29]: 43,44. This research is a qualitative, empirical, comparative literature study. It is a type of education and theological research which is a process of helping navigate through experiences (from scripture). What practical advice can help guide the theological education process? Then, comparisons are made to study the larger unit of analysis. From the results of the discussion, it is concluded that: 1) Educators in implementing classroom learning activities must be able to break down methodologically through disambiguation and hyperbolicism as indicated in the letter Al 'Ankabuut [29]: 43,44, namely knowledge and faith. 2) Through this disambiguation and hyperbolicism, anyone (of course, must be knowledgeable and have faith) is able to understand how chaotic the curriculum currently being implemented in this country is.</em></p> Muhammad Fatih Copyright (c) 2021 Progressa: Journal of Islamic Religious Instruction https://creativecommons.org/licenses/by-sa/4.0 2021-03-05 2021-03-05 4 2 85 90 10.32616/pgr.v4.2.274.85-90