Ilmuna: Jurnal Studi Pendidikan Agama Islam https://jurnal.stituwjombang.ac.id/index.php/ilmuna <p>Ilmuna is Islamic Education journal published by Islamic Religious Education Study Program of STIT al Urwatul Wutsqo Bulurejo Jombang. it is ofcused on Islamic Religious Education from various multidisciplinary sciences. Published in 2 (two) times a year (March and September), and It is accredited <a href="https://sinta.kemdikbud.go.id/journals/detail?id=8313">“Sinta 5”,</a> based on the Decree of higher education general, Research and Technology, Ministry of Education, Culture, Research and Technology of Republic Indonesia No <a href="https://drive.google.com/file/d/1GcXc5QsVF0aghEdYEZaX9CVckCNFuTau/view?usp=sharing">164/E/KPT/2021 on 27 December 2021.</a></p> <p><strong>DOI:</strong> <a href="https://jurnal.stituwjombang.ac.id/index.php/ilmuna" target="_blank" rel="noopener">https://doi.org/10.54437/ilmuna</a><strong><br /></strong>ISSN: <span style="font-size: small;"><a href="http://issn.lipi.go.id/"><span style="font-family: helvetica;"><span style="font-family: helvetica;">2715-9981</span></span></a></span><br />EISSN: <a href="http://u.lipi.go.id/1574836310" target="_blank" rel="noopener">2715-9434</a></p> <p> </p> Program Studi Pendidikan Agama Islam STIT al Urwatul Wutsqo Bulurejo Jombang en-US Ilmuna: Jurnal Studi Pendidikan Agama Islam 2715-9981 MODERATION VILLAGE: THE IMPLEMENTATION OF RELIGIOUS MODERATION PORTRAIT AT INTERFAITH FAMILY https://jurnal.stituwjombang.ac.id/index.php/ilmuna/article/view/1455 <p>This research is aimed to analyze the implementation of religious moderation in a family and its role to shape young generation moderate behavior. The case study was conducted on a family in Ngoro (Moderation Village) Jombang, whose members come from different religious backgrounds. A qualitative approach was used with data collection techniques through in-depth interviews and observation. The research results showed that that families have succeeded to implement the religious values ?? moderation through respecting differences of beliefs, increasing interfaith understanding, managing emotions wisely, opening constructive dialogue and avoiding religious coercion. This implementation has brought many positive benefits such as preventing conflict, building harmony and improving the quality of family life. Besides, the family played a very important role in shaping the younger generation moderate character through providing role models, values ??education, and cultivating a harmonious family environment even though they come from different religious backgrounds</p> Noor Fatikah Copyright (c) 2024 Ilmuna: Jurnal Studi Pendidikan Agama Islam 2024-03-19 2024-03-19 6 1 1 12 10.54437/ilmuna.v6i1.1455 THE EFFECTIVENESS OF ISLAMIC FILM AS MEDIA TO TEACH LISTENING AT MA ARRAHMAN JOMBANG https://jurnal.stituwjombang.ac.id/index.php/ilmuna/article/view/1520 <p>Listening comprehension is an active process in which the listener constructs meaning through using cues from contextual information and from existing knowledge, while relying upon numerous strategic resources to perform the task requirement, so it is very difficult to tech especially as foreign language, and needs appropriate media to teach it. This research is aimed to know whether or not Islamic film as media to teach listening effective. And what steps to teach listening using Islamic film as media. This research is mix method; the data was collected using test, questionnaire, interviews, and observation. The data then analyzed by paired sample t-test, the data had been obtained was clarified by analyzing the results of the questionnaire and in-depth interviews, and observation. The result show that there is significant difference students listening ability before and after giving film as media. As proved by the score of t <sub>account</sub> &gt; t <sub>table</sub> using one-tailed, and degree of freedom 63 (19.516 &gt; 1.68023, and the result of (P-Value) is also lower than alpha (0.000 &lt; 0.05). The steps of teaching listening using Islamic film as media: First, the teacher was providing films in accordance with students' characteristic; the teacher then can skipped the one that was a bit pornographic. The next, the teacher determined time for listening subject, and created conducive atmosphere. The teacher then gave warming up to the students. After that the students were asked the teacher to watch film with subtitle. The next, the teacher asked students to note vocabulary at film that they didn’t understand the meaning, then looking the meaning on the dictionary or internet to know the meaning. The teacher then implement the film by asking students to watch film without using subtitle without being crowded. At the end of the lesson, the teacher asked some questions about the topic of the film, and evaluates them.</p> Khudriyah Nurkhamimi Zainuddin Wisetrat Wilailak Copyright (c) 2024 Ilmuna: Jurnal Studi Pendidikan Agama Islam 2024-03-31 2024-03-31 6 1 13 31 10.54437/ilmuna.v6i1.1520 THE IMPLEMENTATION OF RELIGIOUS AND BOARDING SCHOOL CURRICULUM INTEGRATION AT MADRASAH TSANAWIYAH https://jurnal.stituwjombang.ac.id/index.php/ilmuna/article/view/1563 <p>This research focused on three aspects, such as: model, implementation, supporting and inhibiting factors in implementing the integration Religious and Islamic Boarding School Curriculum at MTs Babussalam Kalibening Mojoagung Jombang. This research used case study approach, the data collection techniques using observation, interviews and documentation. Meanwhile, the data analysis technique in this research used qualitative methods with descriptive analysis techniques (reducing data, presenting data and drawing conclusions). Testing the validity of the data was carried out through extending the research period, triangulation, reference materials, and verification. The results of this research: Changing the boarding school curriculum from religion to Islamic boarding school curriculum and adding the learning time for non-boarding class religious curriculum. The implementation of boarding school classes integration are: the teacher reads the <em>kitab</em> and the students interpret it, students read the <em>kitab</em> in front of the teacher, and the teacher translates it, while the implementation of non-boarding class religious curriculum are: in the form of writing and explanation, meanwhile the Islamic boarding school curriculum consists of the teacher reading the <em>kitab</em> and the students interpreting it, then the teacher translates and explain the <em>kitab</em>.</p> Ahmad Baidowi Copyright (c) 2024 Ilmuna: Jurnal Studi Pendidikan Agama Islam 2024-04-07 2024-04-07 6 1 32 48 10.54437/ilmuna.v6i1.1563 IMPLEMENTATION OF THE DIRECT METHOD IN OVERCOMING THE LEARNING DIFFICULTIES OF ADHD IN STUDENTS AT PUTERA ASIH SLB KEDIRI CITY https://jurnal.stituwjombang.ac.id/index.php/ilmuna/article/view/49-62 <p>ADHD (Attention Deficit/Hyperactivity Disorder) is characterized by persistent attention deficit and hyperactivity-intensive disorder. ADHD behaviors are often seen as not being able to pay attention. Easily distracted, cannot sit still, often leaves the seat, often runs, and his body keeps wanting to move. This research aims to find out suitable learning methods in overcoming ADHD (Attention Dificit/Hyperactivity Disorder) students. This research was conducted at SLB Putera Asih Kota Kediri. This research, the type of research used is qualitative. The data collection method used to determine the learning method is field observation. Field observations are conducted with interviews in order to obtain oral or written information from all information obtained from respondents. Analysis is carried out before the researcher collects data and continues throughout the research until all data is collected. Based on the data analysis conducted, it can be concluded that the direct method learning method can overcome the learning difficulties of ADHD (Attention Dificit/Hyperactivity Disorder) children.</p> Muhammad Syahrul Munir Muhammad Akhsanul Muhtadin Ali Muchasan Copyright (c) 2024 Ilmuna: Jurnal Studi Pendidikan Agama Islam 2024-05-07 2024-05-07 6 1 10.54437/ilmuna.v6i1.1562 LEARNING THE INTEGRATION OF ISLAMIC SCIENCES IN THE 5.0 ERA https://jurnal.stituwjombang.ac.id/index.php/ilmuna/article/view/1028 <p>This study looks at the conception of integration of knowledge, internal integration in Islamic Religious Education (PAI) subjects and discussion of the new era of Society 5.0 as a phenomenon of the fusion of the virtual dimension of technology with the real dimension which is marked by the connection of various places through the accumulation of even distribution of information and knowledge. This has implications for the dynamics of sociological change in Indonesian society which has a variety of races, ethnicities, religions and cultures, as well as providing new challenges for the world of Islamic education. PAI learning takes place formally in real and virtual classes. This research is a qualitative research using the study literature method. This method collects information or data through books, journals or articles that are relevant to the issue being studied. The mushrooming of material content of Islamic values ??in the world of social media makes it possible for people to obtain information on Islamic knowledge without having to come to the science assembly directly. This will reap benefits and harm if it is not accompanied by a complete understanding so that scientific knowledge is still connected to the initial source, namely the learning of Islamic religious values ??brought by Rasulullah SAW.</p> siti aliyah Khuriyah Khuriyah Fitri Wulandari Copyright (c) 2024 Ilmuna: Jurnal Studi Pendidikan Agama Islam 2024-04-30 2024-04-30 6 1 63 80 10.54437/ilmuna.v6i1.1028 RECONSTRUCTION OF THE CONCEPT OF HUMAN RIGHTS IN ISLAM: A STUDY ACCORDING TO THE THOUGHTS OF SHEIKH YUSUF AL-QARADAWI https://jurnal.stituwjombang.ac.id/index.php/ilmuna/article/view/1580 <p>Sheikh Yusuf al-Qaradawi is an Islamic scholar known for his contributions to the discourse on contemporary issues in Islam. This study aims to analyze Sheikh Yusuf al-Qaradawi's perspective on Human Rights in Islam. The research utilizes a descriptive-analytical method to analyze Sheikh Yusuf al-Qaradawi's works and views related to the concept of Human Rights. The findings indicate that Sheikh Yusuf al-Qaradawi believes that Islam recognizes and guarantees human rights as an integral part of religious teachings. According to his perspective, human rights in Islam encompass fundamental rights such as the right to life, freedom of religion, freedom of expression, the right to justice, and the right to personal security. However, Sheikh Yusuf al-Qaradawi also emphasizes that human rights in Islam should be understood within the context of Islamic law and religious principles. This means that human rights must not contradict Islamic teachings and the moral principles established by Allah. Furthermore, this research reveals that Sheikh Yusuf al-Qaradawi argues that Islam has great potential to protect and promote human rights. In his view, concepts such as justice, equality, and human dignity emphasized in Islamic teachings form the basis for the development of Islamic human rights concepts.</p> Tomi Saputra Copyright (c) 2024 Ilmuna: Jurnal Studi Pendidikan Agama Islam 2024-05-07 2024-05-07 6 1 81 97 10.54437/ilmuna.v6i1.1580 ISLAMIC EDUCATION POLICY FROM THE OLD ORDER TO THE REFORMATION PERIOD https://jurnal.stituwjombang.ac.id/index.php/ilmuna/article/view/1260 <p>This article is a literature study that presents the process of development of Islamic education policies from the Old Order to the Reformation period. It is very important to know the study of policy developments so that it can provide a historical basis for the challenges and developments that have occurred in Islamic education policy. This research is literature, the data collection method is documentary and the analysis is content analysis.The results of this research show that: (1). A significant influence on the development of Islamic educational institutions during the Old Order was the establishment of the Department of Religion based on PP No. 1 of 1946. (2). During the New Order era, efforts were made to integrate religious and general education in 1975 through a decree of 3 Ministers with the implementation of a curriculum in schools consisting of 30% religious lessons and 70% general lessons. Apart from that, it also strengthens the equalization of diplomas from madrasah and school graduates. (3). The reform period was marked by the existence of Law 20 of 2003 which became the foundation for the implementation of religious education for the government and community groups and continued to experience development in its operational field until the birth of Islamic Boarding School Law No. 18 of 2019 which provided recognition and equality for managed Islamic education. boarding school.</p> Moh Takwil Copyright (c) 2024 Ilmuna: Jurnal Studi Pendidikan Agama Islam 2024-03-31 2024-03-31 6 1 98 114 10.54437/ilmuna.v6i1.1260