EDUKASI: Jurnal Pendidikan Islam <div style="text-align: justify;"><img style="float: left; margin: 0 9px 3px 0;" src="" alt="" height="258" width="177">EDUKASI: Jurnal Pendidikan Islam, Sekolah Tinggi Agama Islam Muhammadiyah Tulungagung Telah Masuk Jurnal <strong>DOAJ </strong>Internasional. E-journal ini merupakan versi online dari edisi cetak Edukasi yang diterbitkan oleh Program Studi <em><strong>Pendidikan Agama Islam, </strong></em>Sekolah Tinggi Agama Islam Muhammadiyah Tulungagung Jawa Timur Indonesia <p align="justify">Untuk mengakses artikel yang dimuat dalam jurnal ini, silahkan klik&nbsp;<a href="/index.php/EDUKASI/issue/archive" target="_blank"><strong>ARCHIVES</strong></a>. ISSN (Cetak): <a href=";1368761943&amp;1&amp;&amp;"><em><strong>2338-3054</strong></em></a> &amp; ISSN (Online): <a href=";1415938305&amp;1&amp;&amp;"><em><strong>2407-3717</strong></em></a></p> <div style="text-align: justify;">The editor accepts the article which has not been published in any other journal. Article should be in A4 format, 1,5 space, no more than 20 pages as presented in journal guideline or through website The article will be reviewed and edited for standard format. All accepted articles will be reviewed by two reviewers, and the proceeding will be informed after having the agreement from editor team.Google will be employed to check the plagiarism.For further information kindly contact the editor and administration : publisher team at STAIM Tulungagung, 2nd floor, jl. Pahlawan gang III/27 Ketanon Kedungwaru Tulungagung Jawa Timur Indonesia 0355 - 322376<br>email ;</div> </div> Sekolah Tinggi Agama Islam Muhammadiyah Tulungagung en-US EDUKASI: Jurnal Pendidikan Islam 2338-3054 <p>Isi diluar tanggung jawab percetakan dan pengelola jurnal, naskah boleh di copy dengan menyertakan sumber</p> <p>&nbsp;</p> FORMATION OF THE RELIGIOUS CHARACTER OF STUDENTS BASED ON RELIGIOUS EDUCATION IN SMK NEGERI 2 MALANG <p>The focus of this research is how the character of students religiosity in SMK Negeri 2 Malang,, the values of religuised characters instilled based on religious education, and the formation method of character religious students in SMK Negeri 2 Malang. This research used a qualitative approach. With this type of case study research. The collection of data through in-depth observation, interviews and documentation studies. Research informants are headmaster of SMK N 2 Malang, Islamic teacher, religious teacher for non Muslim, general teachers, administrative departments (TU), Muslim students, and non Muslim students. This research used purposive sampling and with snowball sampling technic. Checking the validity of the data, Condensation, data display, and conclusion drawing / verifications. The research showed that (1). The religiosity character of students in SMK Negeri 2 Kota Malang is highly variable, one of the background behind is their family, Then the religious character of students there are three categories, including very religious, religious and less of religious, (2). The process of implementation values of religious characters to students based on religious education at SMK Negeri 2 Malang are includes: Greetings, shaking hands, reading Asmaul Husna every morning, praying together before and after lessons, Dhuha prayers, zuhr prayer in congregation, Istighosah, Friday Prayers, deepening of the Qur'an every Saturday, (3). Methods of forming religious character include: exemplary/habituate method, question and answer method, discourse method, and problem solving method.</p> Ridwan Ridwan Tobroni Tobroni Khozin Khozin ##submission.copyrightStatement## 2018-11-01 2018-11-01 6 2 001 014 10.5281/edukasi.v6i2.340 BUILDING PUBLIC TRUST FOR ISLAMIC EDUCATION <p>Education is a conscious and planned effort to relize learning process, so the students actively develop their potentional to have religius spiritual strength, self control, personality, intelegence, noble character and the skill needed by themselves and the seociety. Trust in islamic education will not appear by itself. Trust will be arise when the institution shows its identity, process, program, plans, adventages and curricula that convince the islamic educational institution. Some strategy can be developed by marketing of islamic education, doing school review, quality control, banchmarking and enhancing participation leadership.</p> Eti Rohmawati ##submission.copyrightStatement## 2018-11-01 2018-11-01 6 2 015 024 10.5281/edukasi.v6i2.338 THE EFFECT OF COOPERATIVE LEARNING TOWARDS STUDENTS LEARNING ACHIEVEMENT OF ENGLISH COURSE 1 AT STIT AL URWATUL WUTSQO JOMBANG <p>Teaching English in private college needs hard effort to reach the learning goal, because most of students are not interested in English. That is why the instructors have to make effort to be succeed in the teaching and learning process. This research is quantitative research using two- way anova as analysis. This research purpose is to know whether or not the cooperative learning models effective to teach English course 1. The result are: from three classes and three learning models there is one class who has low learning achievement after treating by three learning models. The students English Course 1 score based on classes interaction and treatments are equal. Based on the treatment given, there is equal of student’s English course 1 score who had treated by debate and role play or role play and game as model. However, it is significance difference of student’s English course 1 score who had given debate and game as model. It means that cooperative learning is effective to teach English course 1 in STIT al Urwatul Wutsqo.</p> Khudriyah Khudriyah ##submission.copyrightStatement## 2018-11-01 2018-11-01 6 2 025 043 10.5281/edukasi.v6i2.342 IMPROVING STUDENTS’ READING COMPREHENSION AT ZAKAH AND WAQF MANAGEMENT CLASS USING COLLABORATIVE STRATEGIC READING <p>This research is aimed at finding whether or not Collaborative Strategic Reading (CSR) can improve students’ reading comprehension in <em>Zakah</em> and <em>Waqf</em> Management class, and identifying the classroom situation when Collaborative Strategic Reading (CSR) is implemented in the teaching and learning process. The method used in this research was an action research. The research was conducted in two cycles at the second-semester students of <em>Zakah</em> and <em>Waqf</em> Management of IAIN Ponorogo at the academic year of 2017/2018. The research findings show that the use of Collaborative Strategic Reading could improve students’ reading comprehension and classroom situation of English class. The improvement of students' reading comprehension is shown by students being able to:&nbsp; find the main idea of the text, find implicit information of the text, find the explicit information from the text, infer the meaning of the certain word (vocabulary), and determine references. Besides, the improvement of students’ reading comprehension can be seen from the improvement of the mean score of pre-test, first post-test and second post-test that are 55.30, 66.36 and 75.06. Increasing the classroom situation is indicated by almost all students giving more attention and most students are more active during English class.</p> Ruliq Suryaningsih ##submission.copyrightStatement## 2018-11-01 2018-11-01 6 2 044 053 10.5281/edukasi.v6i2.343 IMPLEMENTATION OF PROPHETIC EDUCATION IN PRIMARY EDUCATION INSTITUTIONS <p>Educational institutions are part of the social institutions that exist in society. It is a space between other social institutions that interact with each other, influencing, both reciprocal influences, unidirectional influences, and the influence of mutualist symbiosis. The mutual influence of institutions can actually be controlled by actors so that they can be optimized to accelerate the achievement of institutional goals. The social institutions in question in the view of the author can be categorized into two types, namely; macrocosmic and microcosmic. Prophetic from the word prophetic which means prophethood or concerning the prophet. The English word comes from the Greek "prophetes" a noun to refer to the person who speaks early or the person who proclaims himself and means the person who speaks the future. Prophecy here refers to two missions, namely someone who receives revelation, is given a new religion, and is ordered to preach to his people called apostles (messengers), while someone who receives revelations based on existing religion and is not ordered to preach is called a prophet. Prophetic implementation in primary education institutions can be carried out through: (1) structural approaches, (2) formal approaches, (3) mechanical approaches, (4) organic approaches, while School Prophetic Education Development Strategies are 1) development at the level of values , 2) Development at the level of spirit and values, 3) Development at the technical level. 4) Development at the social level.</p> Makherus Sholeh ##submission.copyrightStatement## 2018-11-01 2018-11-01 6 2 054 073 10.5281/edukasi.v6i2.339 SOCIAL INTERACTION ROLE IN ISLAMIC EDUCATION (Study of Sayyidati Aisyah RA Figure) <p>Sayyidati Aisyah is as a wife, a hadits narration, educator, a religion instructor, and a smart student in various fields. Without abandoning her motherly, she was also able to communicate and interact with society. And the effect of her capability to interact with society had made her successful in education field. This research is about Sayyidati Aisyah’s role in interacting with society and her success in conducting multi roles in her time. This article is library research, in which the researcher collected data from literatures with academic standard. In analyzing the data, the researcher used descriptive analytical method, comparison with socio-historical approach and content analysis. The research result shows that Sayyidati Aisyah RA is Allah servant who is loyal, a Prophet wife; a religion instructor, a hadits narration, Muslim educator had an important role, and contributes greatly to the struggle and development of Islam. The success of the Islamic education process is marked by the realization of the educational goal, namely the existence of perfect human beings (kaffah), this is supported by the fulfillment of 5 elements; educator, students, material/curriculum, method, and environment. Educators and students, in interacting, have to carry out their role and function based on their status and position, the material of interaction, implementing the method in accordance with individual or other group in the interaction, understanding the environment condition.</p> Qurrotul Ainiyah Nur Ainun Nadhiroh ##submission.copyrightStatement## 2018-12-13 2018-12-13 6 2 074 092 10.5281/edukasi.v6i2.344 ISLAMIC EPISTEMOLOGY STUDIES OF CHILDREN WITH SPECIAL NEEDS IN INCLUSION EDUCATION <p>This paper describes the epistemology of Islam in inclusive education. Education is a process of human development from stage to stage. This process develops the potential of each individual. To achieve this, education is equitable for all groups, including children with special needs. Seeing the social reality that occurs in the majority of the majority of people that children with special needs are much marginalized and often not even get love. The general view is that children who have disabilities are not useful in a social context. This is of particular concern to the government in special efforts to handle children with special needs in developing their potential. These efforts were implemented in the implementation of inclusive education. Inclusion education provides space for every human being, whether normal or disabled. In the view of Islam education is the duty of every human being. An Islam view that every human being is the same who distinguishes is the degree of piety. While physical differences are gifts from the creation. So in these context children with special or normal needs both have an obligation to undergo the education process to provide reinforcement on the understanding of inclusive education, this paper tries to examine, examine epistemologically. In particular the epistemology used is the epistemology of Islam. This is to explore where knowledge from inclusive education originates. The source of inclusion knowledge was used as a reinforcement of the importance of the implementation of inclusive education in the education model</p> Nikmah Rahmawati ##submission.copyrightStatement## 2018-12-13 2018-12-13 6 2 093 109 10.5281/edukasi.v6i2.345 Development Of The Islamic And Muhammadiyah Module Of Integration K13 Supplement At SD/ MI Muhammadiyah <p>Muhammadiyah Schools must have distinctive features that distinguish them from other schools. The distinguishing characteristic should be something of a positive nature so that it can make Muhammadiyah schools become excellent schools as mandated in the progressive educational interpretation. This should apply to all Muhammadiyah schools including Primary School or Madrasah Ibtidaiyah Muhammadiyah as the first and main formal education level. Thus SD / MI Muhammadiyah need to have distinguishing characteristics with other schools. Distinguishing features that can be the availability of teaching materials that are able to integrate the values of Islamic and Muhammadiyah in a various fields of study including mathematics. So this research is aimed to develop teaching materials in the form of integration module of ke-Islaman and ke-Muhammadiyahan value on mathematics material of data processing chapter. This study is a developmental study by modifying Borg &amp; Gall (1985) development steps into steps that include: (1) Need Analysis (2) Module Design; (3) Module Development; (4) Products / Outputs. The results show that module development steps can produce ready-to-use modules in Primary School or Madrasah Ibtidaiyah Muhammadiyah in East Java or Indonesia.</p> Munardji Munardji Nurul Amin ##submission.copyrightStatement## 2018-12-13 2018-12-13 6 2 110 124 10.5281/edukasi.v6i2.346 REVITALIZATION OF ISLAMIC EDUCATION EPISTEMOLOGY <p><em>Islamic education is faced with a very complex problem, on the one hand it must be able to transfer knowledge and on the other hand that is not less important is to transfer the value of Islamic teachings. Epistemological criticism of the concept of Islamic education actually lies in the conceptual-philosophical building of Islamic education that does not have a clear and functional concept in dealing with the development of science and technology.</em></p> <p><em>Islamic education experiences lethargy and does not have the power of vitality that is not capable of giving birth to the concept of science that is able to solve the problem of universal humanity because it is trapped in the confines of the dogma of theology and fiqh of medieval scholars.</em></p> Suripto Suripto ##submission.copyrightStatement## 2019-01-11 2019-01-11 6 2 125 136 10.5281/edukasi.v6i2.347