International Journal of Islamic Education, Research and Multiculturalism (IJIERM) https://journal.yaspim.org/index.php/IJIERM <p>The International Journal of Islamic Education, Research and Multiculturalism, is published by the Islamic Education and Multiculturalism Foundation, Malang City, East Java Province, Indonesia. This journal is a journal that can be accessed openly and can be used as a scientific medium for all people, scholars in Islamic education, research and multiculturalism. Subjects include literature studies, field studies with various perspectives on Islamic education, research on humanity, civilization, diversity and diversity of society. This journal functions for scholars, researchers, lecturers, as well as professors from various institutions and affiliations in the world. IJIERM, published three times a year, in January, May and September. Always put the study of Islamic education in all studies as well as cross-cultural, religious, ethnic, racial, humanitarian sides. This journal, serves as a forum for the study of Islamic education, research, and multicultural education in Indonesia and the world in a global, local and interdisciplinary context.</p> en-US ijierm19@gmail.com (Editor) ijierm19@gmail.com (Editors) Tue, 11 Jan 2022 23:49:47 +0700 OJS 3.1.2.1 http://blogs.law.harvard.edu/tech/rss 60 MERDEKA BELAJAR https://journal.yaspim.org/index.php/IJIERM/article/view/90 <p><strong>Abstract</strong><strong>: &nbsp;</strong>This discussion aims to increase knowledge and understanding of the freedom of learning, which is freedom in determining how to behave, process, think, apply creatively for the development of each individual by deciding his destiny. The method in this journal is to use a literature review. The Literature Review is a description of the theory, findings and other research materials obtained from reference materials to be used as the basis for research activities to develop a clear frame of mind from the formulation of the problem to be studied. The key to independent learning lies with the driving teacher, and the ambitious teacher will not be realized when they are not entirely separate. So realizing this Freedom of Learning must be done fundamentally, not just through technical matters and changing new policies. Independent Learning will be recognized when the teacher is genuinely independent, which can be achieved with several solutions. To realize independent teachers must also synergize students, families, and communities in learning. The goal is to facilitate technical knowledge. Mainly in student-centred learning, experiential learning, and classroom learning. Independent teachers with the synergy of family and community will facilitate their role as the driving force of civilization.</p> Fachruddin Azmi, Juli Iswanto Copyright (c) 2022 International Journal of Islamic Education, Research and Multiculturalism (IJIERM) https://journal.yaspim.org/index.php/IJIERM/article/view/90 Tue, 11 Jan 2022 23:47:41 +0700 LIBERALIZATION OF ISLAMIC EDUCATION https://journal.yaspim.org/index.php/IJIERM/article/view/91 <p>Abstract This discussion aims to increase understanding of the liberalization of education, which is a new formula for formulating the concept of education ideally. In the process, a teacher, for example, must understand the development of his students critically and sustainably. The method in this journal is to use a literature review. The Literature Review is a description of the theory, findings and other research materials obtained from reference materials to be used as the basis for research activities to develop a clear frame of mind from the formulation of the problem to be studied. Islamic education and educational liberalization attempt to change or reform the academic order so that the world of education is more advanced and gives a fresh colour so that Islamic education runs dynamically. Liberalization of education does not mean that it is free. Still, it must be in line with the values ​​of Islamic education, which must be adapted to the times so that it is not left behind to keep up with the development of the world of education. While in Islamic education, the essential concept that is by the values ​​in the Islamic vision is oriented not only to the world but also at the same time to achieve success, happiness, and benefit in the afterlife. Liberalization in Islamic education is the spread of liberal religious thought in Islamic educational institutions. The mode that occurs is intervention in the curriculum, providing scholarships and educational assistance, massive intellectual movements, spreading ideas and teachings that are liberal in the world of Islamic education. But actually, the principles of liberalism that give freedom to humans to freely express their thoughts and ideas are not contrary to Islam. Using reason to think is human nature. Therefore, it does not matter if freedom of thought is included in Islamic education, as long as it does not leave the religious authority of Muslims in the form of the Qur'an and hadith.</p> Fachruddin Azmi, Muhlison Copyright (c) 2022 International Journal of Islamic Education, Research and Multiculturalism (IJIERM) https://journal.yaspim.org/index.php/IJIERM/article/view/91 Tue, 11 Jan 2022 23:49:32 +0700 PRINCIPAL PLANNING MANAGEMENT IN INCREASING TEACHER WORK PRODUCTIVITY https://journal.yaspim.org/index.php/IJIERM/article/view/121 <p><em><span lang="EN">Abstract: Effective educational leadership provides the basis and places goals in an important position to change norms in learning programs. </span></em><span lang="EN">&nbsp;<em>This study aims to describe the planning management of school principals in increasing teacher work productivity at the Karya Bersama Halimbe Junior High School, Aek Natas District, North Labuhanbatu Regency, using a qualitative research approach. Research data collection obtained by triangulation techniques through observation, interviews and documentation study. The results of this study reveal three findings, namely: 1. Programs planned and implemented by the principal at Karya Bersama Private Junior High School in improving teacher creativity are carried out in the form of meetings / meetings or deliberations with other personnel teachers to determine plans to achieve the stated goals. Want. Then, the principal has conducted training, lesson study and participated in competitions from the district level. 2. The principal in terms of improving discipline has planned further activities to increase discipline for every month, semester or year. The existence of a meeting / meeting attended by all teachers at Karya Bersama Private Junior High School as a means of exchanging ideas between the principal and the teacher. Carry out the program that has been determined by giving awards to teachers who deserve it. 3. The planning process carried out by the principal is when holding a meeting with the principal and the teacher to compile a schedule of planning activities that have been determined until the evaluation stage carried out by the principal in developing teacher work productivity at Karya Bersama Private Junior High School. By evaluating the principal, he can see the extent of the progress experienced by teachers who have attended training and so on.</em></span></p> Muhammad Syahripin, Candra Wijaya, Syamsu Nahar Copyright (c) 2022 International Journal of Islamic Education, Research and Multiculturalism (IJIERM) https://journal.yaspim.org/index.php/IJIERM/article/view/121 Sat, 04 Jun 2022 21:16:03 +0700 THE INFLUENCE OF LEARNING STRATEGIES AND LOGICAL THINKING SKILLS ON THE LEARNING OUTCOMES OF ISLAMIC RELIGIOUS EDUCATION AND ETHICS https://journal.yaspim.org/index.php/IJIERM/article/view/122 <p><span lang="EN">Abstract</span><span lang="EN-US">: </span><span lang="EN">the purpose of this study was to determine: (1) student learning outcomes taught by inquiry learning strategies and student learning outcomes taught using advanced organizer learning, (2) PAI learning outcomes and character about faraid students who have high logical thinking skills and students. who have low logical thinking skills, and (3) the interaction between learning strategies and students' logical thinking skills on the learning outcomes of Islamic Education and Characteristics about faraid. The study population was all students of class XI SMKN 1 North Region consisting of 2 classes. The sample chosen to be the inquiry learning class is class XI-1 and class XI-2 as the advanced organizer learning class. The sampling technique in this study was a cluster random sampling technique. The analysis varians technique was two-way at a significance level of x = 0.05 followed by the Scheffe test. The results of the study were: (1) the average learning outcomes of Islamic education and character about faraid students who were taught with inquiry learning strategies (= 28.35) were higher than the average learning outcomes of Islamic education and character about faraid students who were taught with strategies learning advanced organizer (= 26.97) with Fcount = 29.56&gt; Ftable = 3.968,&nbsp; (2) the average Islamic education learning outcomes and character about students with high logical thinking abilities (= 30) were higher than the PAI learning outcomes and Characteristics about students with low logical thinking skills (= 26.06), with Fcount = 4.47&gt; Ftable = 3,968, and (3) there is an interaction between learning strategies and logical thinking skills with Fcount = 9.88&gt; Ftable = 3,968. The results of data analysis concluded that students with the characteristics of high logical thinking skills, the appropriate learning strategy to use was inquiry learning strategies and students with low logical thinking characteristics, the appropriate learning strategy to use was the advanced organizer learning strategy. The implications of this study are specifically targeted at the teaching staff.</span></p> Nurasyiah, Candra Wijaya, Syamsu Nahar Copyright (c) 2022 International Journal of Islamic Education, Research and Multiculturalism (IJIERM) https://journal.yaspim.org/index.php/IJIERM/article/view/122 Sat, 04 Jun 2022 00:00:00 +0700 THE INFLUENCE OF LEARNING STRATEGIES FOR CONCEPT MAPS AND THINKING STYLES ON THE LEARNING OUTCOMES OF ISLAMIC RELIGIOUS EDUCATION AND ETHICS https://journal.yaspim.org/index.php/IJIERM/article/view/123 <p><strong><span lang="EN">Abstract: </span></strong><span lang="EN">The learning strategies used by teachers so far have not been optimal, causing student boredom which results in low learning outcomes.&nbsp; This study used an experimental method with a quasi-experimental design with a 2 x 2 factorial design. Through this design, the effect of concept map and expository learning strategies on the learning outcomes of Islamic Religious Education and Student Characteristics was compared to the students. The population of this research was all class IV SD Negeri 112256 Sabungan, Sungai Kanan District, South Labuhanbatu Regency which consisted of 3 classes. Each class in the population has the same characteristics, meaning that each class does not have students who have lived in class, the average student has an age that is not significantly different, using the same educational curriculum. In addition, class division is not carried out based on incoming ranking, so that there are no superior classes with different student characteristics. The sampling technique in this study was a cluster random sampling technique, ie from 3 classes 2 classes were selected as samples subject to treatment through random selection. The findings of this study are: First, based on the calculation of ANOVA, it turns out that the value of F-count = 27.44&gt; F-table = 3.98 so that it can be concluded that the learning outcomes of Islamic Religious Education and Characteristics of students taught by concept map learning strategies are higher than with the learning outcomes of Islamic Religious Education and the character of students who are taught with expository learning strategies that are proven true. Second, based on the calculation of ANOVA, it turns out that the value of F-count = 6.17&gt; F-table = 3.98 so that it can be concluded that the learning outcomes of Islamic Religious Education and Characteristics of students with a sequential thinking style are higher than the learning outcomes of Islamic Religious Education and The character of students with random styles thinking is verified. Third, based on the calculation of ANOVA, it turns out that the value of F-count = 18.27&gt; F-table = 3.98 so that it can be concluded that there is an interaction between learning strategies and thinking styles in influencing the learning outcomes of Islamic Religious Education and student's character is proven.</span></p> Sudartik, Candra Wijaya, Syamsu Nahar Copyright (c) 2022 International Journal of Islamic Education, Research and Multiculturalism (IJIERM) https://journal.yaspim.org/index.php/IJIERM/article/view/123 Sat, 04 Jun 2022 21:21:25 +0700