P-ISSN: 2827-9832
E-ISSN: 2828-335x
http://ijsr.internationaljournallabs.com/index.php/ijsr
300
IMPLICATIONS OF E-LEARNING OF THE MINISTRY OF
RELIGION ON STUDENT LEARNING MOTIVATION IN ISLAMIC
RELIGIOUS EDUCATION SUBJECTS AT MADRASAH ALIYAH
DARUTTAQWA GRESIK
Ulfa Indah
Sunan Ampel State Islamic University, Surabaya
ulfaindah514@gmail.com
ABSTRACT
Focus in terms of research researchers analyzes the Implications of the Ministry of Religion's E-Learning on
Students' Learning Motivation In Islamic Religious Education Subjects. This type of research is qualitative
research with a descriptive approach and also a search with a case study approach. Because of online
learning Teachers are required to think creatively and innovative so that students do not feel bored with
studying e-learning. Besides that, there is also an impact with studying e-learning which results in changes
in student motivational behavior in studying during the e-learning. The aims of this research are: 1) to
analyze and describe the implementation of the Ministry of Religion's e-learning study Daruttaqwa Senior
High School Gresik. 2) to analyze and describe studying implications of Minister try of Religion's e-learning
on student learning motivation in Islamic religious education subjects at Daruttaqwa Senior High School
Gresik. The results of the research at Daruttaqwa Senior High Schoolresik are 1) the learning process using
the e-learning application of the Ministry of Religion which before starting learning the teacher councils
must develop a method and creative and innovative learning media. Sometimes all teacher’s council also
uses WhatsApp groups, google classroom, and youtube videos. 2) From the data obtained, it shows students
learning motivation decreased because the teacher could not directly control when students learn, students
feel bored during online learning, students often ignore assignments when submitting assignments
Keywords: learning, e-learning, motivation
This article is licensed under CC BY-SA 4.0
INTRODUCTION
Education is very important, but education today is experiencing challenges that have never
been felt. Coinciding on December 31, 2019, the world was shocked by a coronavirus (COVID-
19) reported by the office of the World Health Organization China that it had spread in a
Chinese city called Wuhan, China. The virus, which is known to have a very large level of
transmission, spread so quickly to parts of the country in almost all parts of the world. Until
March 11, 2020, the World Health Organization designated COVID-19 as a pandemic. Starting
from March 16, 2020, almost all regions in Indonesia have replaced the learning system that
was originally "Face-to-Face" to "Learn From Home (SFH) which was known as online
learning.
The learning system that is applied seems to be stuttering in experiencing conditions. It
is tested, with the implementation of online learning which is the only option that summarizes
the weak side of learning so far applied and causes many things. Curriculum that is not clear
in direction, a secular capitalistic vision of learning, rigid educational procedures, facilities and
infrastructure that are not supportive and not comprehensive, making learning in the midst of
a pandemic something that feels burdensome for educators and schools, students, or parents.
In online education that is established during this pandemic, abilities need to be learned
by all learning stakeholders, which is clear in the use in e-learning learning of the Ministry of
Implications of E-Learning of the Ministry of Religion on Student Learning Motivation in Islamic
Religious Education Subjects at Madrasah Aliyah Daruttaqwa Gresik
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Religion carried out during this pandemic. So all educational institutions are required to have
competence in using the internet as a digital learning medium. These competencies have some
knowledge or various applications related to the internet as well as technical expertise for the
use of digital media features. Knowledge or competence towards the use of the internet as a
learning medium at this time is pronounced as.
The success of educational models and media depends on the characteristics of educator
participants. if from all literature indicates that not all student participants want to be successful
in learning e-learning of the Ministry of Religion, this is due to the comparison of aspects of
the learning area and the characteristics of educator participants. It can be said that educational
success is linked to the motivation that students have Nakayama et al (2021).
This condition certainly shares the consequences on the quality of education, students
and teachers who were previously directly related in the classroom are now required to be
related to using digital technology. Teachers are expected to share fun learning, produce a
comfortable atmosphere for learning, and innovatively and creatively use interesting learning
media so that students can master the educational module and educational goals can be
achieved.
Not only that, but students' enthusiasm for learning also affects educational success.
What Emda explained is that it is very suitable if the educational process wants to achieve what
is the goal with quotation marks students have good motivation in terms of learning. Motivation
also has the meaning of an impulse that moves a person to enter into what allows him to
maintain his actions until what he wants is achieved. A person who has motivation for his life
path will be directed and negative things will affect the thoughts he wants. Therefore, learning
motivation is very meaningful for each student to instill, both extrinsic and intrinsic motivation
(Emda, 2018).
Ministry of Religion e-learning learning also influences learning motivation, if the
world of education today, educators are able to produce an atmosphere in the delivery of
material to protect student learning motivation so that education can be achieved because the
resulting air has very large implications for students (Sari & Rusmin, 2018).
The direct result experienced by students is that the use of the internet network can
cause a big influence, constrained when dealing with teachers there are lessons that are not
understood, and throughout online education, there is often one-way communication.
The Ministry of Learning and Culture (Kemendikbud) announced circular no. 15 of
2020 concerning guidelines for implementing learning from home. the content of the letter, It
is stated that the application of online learning is to justify what students want to obtain learning
services. Not only that, other goals are to protect the learning unit community from the adverse
effects of COVID-19, as well as to avoid the spread of COVID-19 transmission in learning
unions, as well as to justify social support for educators, student participants, and parents
(Kemdikbud, 2020).
In connection with the circular letter above, MA Daruttaqwa Gresik conducted online
learning using e-learning Kemenag. Before conducting research interviews that were tried with
some educators, throughout the Ministry of Religion's e-learning learning, students' learning
motivation shrank, nor were students quasi-active in collecting assignments. With the
information from the interview, the teacher said that during online learning, there were many
changes in student behavior, one of which was student learning motivation. From this,
Implications of E-Learning of the Ministry of Religion on Student Learning Motivation in Islamic Religious
Education Subjects at Madrasah Aliyah Daruttaqwa Gresik
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educators are expected to be able to master in terms of technology, and also understand the
needs of students. From the above presentation, researchers are very interested in following up
on the research, so they raised the title "Implications of E-Leraning Learning of the
Ministry of Religion on Student Learning Motivation in Islamic Religious Education
Subjects in Madrasah Aliyah Daruttaqwa Gresik" so that they can find out the impact of
e-learning learning of the Ministry of Religion so that they are able to grow student learning
motivation so that learning objectives can be achieved properly.
METHOD
Qualitative research is descriptive by conducting an in-depth depiction of the situation
under study so that in this type of research the researcher does not seek to test hypotheses as is
the case in quantitative research (Suwendra, 2018).
This research is also a case study approach. Husen Umar said that case research is a
research approach that has a small scope object, examined in depth and thoroughly, including
the environmental context in order to find the relationship between one thing and another in
order to obtain a complete understanding of its various aspects. Research with a case study
approach always has a narrow object of research and is limited to the scope under study, and
is not carried out to represent such a large population.
Metode qualitative with a descriptive approach with its data collection method through
observation, interviews, and documentation. Technical data analysis uses an interactive
analysis model that includes four components, namely: data collection, data reduction, data
presentation, and conclusion drawing.
The data referred to in case study research and qualitative research is information said by
humans who are the subject of research, observation results, and document facts that are in
accordance with the research focus. There are two types of data in this study, namely primary
data and secondary data
(Rulam Ahmadi, n.d.).
1. Primary data obtained through interviews and observations include:
(a) the physical condition of Madrasah Aliyah Daruttaqwa Gresik
(b) teaching and learning activities
(c) the atmosphere of the teaching and learning process
(d) the conduct of educators and learners
(e) online learning methods
(f) other matters relevant to the study
2. Secondary Data is obtained through documents related to research, including
the following:
(a) A brief history of the institution
(b) school guidelines and regulations
(c) the organizational structure of the school
(d) curriculum, and other matters
In this study, the sources of data or informants are:
Implications of E-Learning of the Ministry of Religion on Student Learning Motivation in Islamic
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1. Principal
2. Islamic Education Teacher
3. Some Teachers' Councils of Madrasah Aliyah Daruttaqwa
4. Some Students of Madrasah Aliyah Gresik
In this study, there are three data collection techniques as follows:
1. In-depth Interviews
2. Participant Observation
3. Documentation
In this study, there are three techniques for analyzing data, namely as follows:
1. Data reduction
2. Display data
3. Conclusion drawing
RESULTS AND DISCUSSION
1. Implementation of E-learning Learning of the Ministry of Religion di Madrasah
Aliyah Daruttaqwa Gresik
At the beginning of this pandemic, institutions had not had time to disrupt the online
learning process, after a few weeks, educators began to design what was needed for online
learning, from which the government issued an application that funded the Ministry of
Religion's E-learning. And furthermore, the analysis that leads to the Ministry of Religion's E-
learning learning is called the study of content standards. The preparation process with the
creation of competency standards (KD) and core competencies (KI), from the results of making
SK and KD can be seen in the appendix. Based on these steps will be developed in the online
learning process. Teachers must also prepare learning methods before the e-learning learning
process is carried out. Teachers are also required to be creative and innovative in learning e-
learning. The implementation of this research at every stage can be said to be less than optimal
because there are factors that influence this research, namely limited time due to the pandemic
(Sugiyono, 2013).
The results of the researcher's interview with the principal, on Wednesday, July 16,
2021, it coincided with the Madrasah Aliyah Daruttaqwa. The researcher departed from home
at exactly 08.00 WIB with her husband delivered and arrived at 09.03 WIB. Researchers met
directly with the principal and obtained information about the implementation of e-learning
learning in Madrasah Aliyah Daruttaqwa Gresik.
The results of the interview are as follows:
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Table 4.1
Interview To Madrasah Aliyah Principal Daruttaqwa Gresik
No
Question
Principal's answer
1
How is the implementation of e-learning
learning in madrasah aliyah daruttaqwa gresik?
Previously, we were interested in
responding to this online learning, because
all of this is new to us. Through the process,
we compile what is needed during this
online learning.
2
What applications do you use when delivering
material during learning?
During online learning, there are several
applications that we use such as e-learning
kemenag, google classroom, whatsapp
groups, and also we take learning videos
from Youtube.
Table 4.2
Islamic Religious Education Teacher Interview Madrasah Aliyah Daruttaqwa Gresik
No
Question
Islamic Religious Education Teacher's Answer
1
How is the implementation of e-
learning learning in Madrasah Aliyah
Daruttaqwa Gresik?
At first, it was awkward too because we haven't
prepared a curriculum, methods, etc. Furthermore, by
going through the Alhamdulillah process little by little
we fix what will be needed during online learning.
2
In addition to the e-learning
application of the Ministry of Religion
in Madrasah Aliyah Daruttaqwa using
any application?
During the online learning carried out, the Ministry of
Religion has facilitated the existence of e-learning
from the Ministry of Religion, and also we use
Whatsapp groups, google classroom, and also videos
from YouTube.
Table 4.3
Interview of One of the Students of Madrasah Aliyah Daruttaqwa Gresik
No
Answer
(cofifah dia nur aliyah, n.d.)
1
First, we are nervous in responding to online
learning, because we have never experienced it,
and also we have to learn through cellphones
where online learning sometimes makes us
saturated.
2
Because all of this is new to us, we were initially
very interested because we had never learned to
use such applications.
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Meanwhile, through researchers' observations about the implementation of online
learning in Madrasa Aliyah Daruttaqwa Gresik. In order for researchers to get maximum
results, by making direct observations of the Ministry of Religion's e-learning learning process
carried out by Madrasah Aliyah Daruttaqwa Gresik. And the result can be seen as follows
(“Diambil Sesuai Dengan Hasil Observasi Peneliti Secara Langsung,” n.d, n.d.)
1) Teachers prepare to learn from home and come to school in the morning to give
assignments in online learning.
2) The material presented uses an application from the MINISTRY of RELIGION called
e-learning KEMENAG. And also sometimes use the WhatsApp group application, Google
Classroom, and also youtube videos.
3) Students who stay at the Islamic boarding school during the acceptance of assignments
and the collection of their assignments are coordinated by the administrators of the Islamic
boarding school.
Based on the interviews and observations of the researchers above, it can be concluded
that the implementation of the Ministry of Religion's E-learning learning in Madrasah Aliyah
Daruttaqwa was initially not organized because the Ministry of Religion's E-Learning learning
was new to them. After a few weeks of walking, they begin to get used to it and lay out what
is needed during the learning.
2. Implications of Ministry of Religion E-Learning Learning on Student Learning
Motivation in Islamic Religious Education Subjects
During the e-learning learning of the Ministry of Religion was carried out by going
through a long process to adapt to the new world, it turned out that researchers found several
implications of e-learning learning of the Ministry of Religion on student learning motivation
in Islamic religious education subjects at Madrasah Aliyah Daruttaqwa Gresik. The results of
the institution's researcher interview conducted by researchers at the Madrasah Aliyah
Daruttaqwa school on Wednesday, June 16, 2021, and the researcher departed from home at
08.00 and arrived at 09.03 WIB by being delivered by his beloved husband in the interview
process, the researcher conducted a direct interview with the principal. Researchers found the
results as follows:
a. Interview
Table 4.4
Madrasah Aliyah Principal Daruttaqwa Gresik Interview
No
Principal's answer
(Ghufron, n.d.)
1
Student motivation or enthusiasm during online
learning has decreased slightly because it lacks
control.
2
The positive impact felt by teachers is that the
learning process can be done anywhere and is not
time-bound, arguably flexible.
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If the negative impact is that, it is weak to
understand students and also teachers need time to
prepare for learning.
3
There are some students who live in the house
whose learning behavior changes. Meanwhile,
those who live in the area can be controlled.
Table 4.5
Daruttaqwa Islamic Religious Education Teacher Interview
No
Islamic Religious Education Teacher's Answer
(Rosyidi, n.d.)
1
Motivation is greatly decreased because the
supervision system is not directly during online
learning. Because some students are late in
collecting assignments.
2
The positive impact felt by the task teacher is
milder due to limitations in his affective and
cognitive assessments.
If the negative impact is yes, the teacher cannot
get the maximum result in the understanding of
students. I also have difficulty in structuring
learning because it takes a long time.
3
If there are problems with student behavior during
online learning, there is parental involvement and
environmental problems at home. If the
environment is good, the student's behavior is also
good, if the environment is not supportive, yes,
automatically the student's behavior is also so, less
than optimal.
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Table 4.6
Interview of One of the Students of Madrasah Aliyah Daruttaqwa Gresik
No
Question
Answer
(cofifah dia nur aliyah, n.d.)
1
What is the motivation for learning
during e-learning?
If it's online over time, I sometimes feel saturated,
because it's good to study directly with friends in
class, so what I feel is that it can be said to decrease
during online learning.
2
What are the positive and negative
implications that agenda feels during
online learning?
The time is quite long in doing tasks and can be
flexible.
Sometimes I find it difficult to relate to teachers when
there is a material that is not understood.
3
Do you feel the change in learning
behavior during online learning?
Yes, sis, my friends and I felt that the assignment
given by the teacher was given but at the last time
before the exam, there was a check on the assignments
that had to be studied beforehand
From the results of the interview above, researchers can conclude that students' learning
motivation decreases, it is seen that some students feel saturated during online learning using
the Ministry of Religion's e-learning application, as well as the difficulty of students in terms
of understanding the material presented, and students also underestimate the tasks given during
online learning.
Based on the results of the observations of researchers' observations regarding the
implications of online learning as follows:
b. Observation
Researchers also made direct observations to the Madrasah Aliyah daruttaqwa gresik regarding
the implications of online learning on student learning motivation in Islamic religious
education subjects. As follows:
1) Student motivation during e-learning learning is arguably decreased compared to face-
to-face learning.
2) The prominent implications of e-learning learning are students' lack of understanding of
Islamic education material delivered by teachers in e-learning learning.
3) The positive implication felt when learning e-learning is that time and place can be
flexible, not constrained by time.
4) Some students feel saturated with the Ministry of Religion's e-learning learning during
the pandemic.
5) The change in behavior felt by students is that sometimes they also neglect assignments,
so assignments are collected arbitrarily.
6) Here researchers also found implications felt by teachers, namely that teachers have
difficulty preparing material to be delivered to students during online learning, and the
difficulty of students' understanding the material presented during e-learning learning.
From the conclusions of the researchers' observations above, it can be concluded that
there are many implications that they get during e-learning learning, such as decreased student
Implications of E-Learning of the Ministry of Religion on Student Learning Motivation in Islamic Religious
Education Subjects at Madrasah Aliyah Daruttaqwa Gresik
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learning motivation, often neglecting tasks, teachers also have to be difficulty processing
material so that students are not saturated during the Ministry of Religion's e-learning learning.
c. Documentation
Documentation will be used to help explain the problems in this study. In this
documentation the researcher sees the following:
1) Kemenag E-Learning Display
Ministry of Religion e-learning is an application used by Madrasah Aliyah Daruttaqwa
Gresik to conduct learning during the pandemic or when conducting online learning. And this
is the main display on the KEMENAG e-learning in the Aliya Daruttaqwa Madrasah can be
seen as follows:
Figure 4.1
Kemenag E-Learning Front Display
2) Student Work Collection Attendance Table
The attendance table for collecting assignments for class X social studies B students,
totaling 18 students in the Islamic Religious Education subject, has a major influence on student
learning motivation, that teachers give assignments collected at the latest on May 31, 2021.
The table can be seen as follows:
Table 4.7
Student Work Collection Attendance
No.
Name
Date of
collection
On-time
late
1
Annisa Fakhrun Nufus
31-05-2021
√
2
Aris Sayyidatul Ilmi
31-05-2021
√
3
Duratul Husna
31-05-2021
√
4
Firdatun Jannah
10-06-2021
√
5
Hawin Ziyadah
Masruroh Efendi
11-06-20221
√
6
Lisa Kumalasari
31-06-2021
√
7
Melysa Kurnia Sahria
Princess
09-06-2021
√
8
Mia Ayunda Listyan
11-06-2021
√
9
Minatur Rohmah
12-06-2021
√
10
Nadiyatul Khasanah
09-06-2021
√
11
Nailul Rachma
Wardani
31-06-2021
√
12
Najwa Fitrotin Nufus
10-06-2021
√
13
Nihayatur Rif'ah
12-06-2021
√
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14
Nur Fadhilah Rachmah
31-06-2021
√
15
Siti Muflikhan Dwi
Lestari
31-06-2021
√
16
Ulfah
11-06-2021
√
17
Wahyuni Wahidah
31-06-2021
√
18
Siti Mar'atul
Mahmudah
10-06-2021
√
From the attendance table for collecting assignments above, it can be seen that many
students whose assignment collection is not on time given to the teacher, of the 18 students
who are on time in the task collection only 8 students are 10 students whose task collection is
not on time. then it can be said that students' learning motivation decreases judging from the
collection of assignments given by the teacher.
3) School Profile
Table 4. 8
Profile of Madrasah Aliyah Daruttqwa Gresik
(“Dokumen Lembaga
Madrasah Aliyah Daruttaqwa Gresik,” n.d., n.d.)
4) School Organizational Structure
Table 4. 9
Structure of Madrasah Aliyah Daruttaqwa Gresik
POSITION
NAME
Head of Madrasah
: Mohamad Ghufron, M.Pd.I
Waka curriculum
: Endi, S.Pd.I
Waka Kesiswan (Pa)
: M. Ali Rosyidi, S.Pd.I
Waka Kesiswan (Pi)
: Endang Wijanarti, S.Pd
Waka SarPras
: Abdul hadi, S.Pd.I
Waka Public Relations
: Khotib, S.Pd.I
BP/BK (Pa)
: Saemuri,S,Pd,I
BP/BK (Pa)
: Firda Nur Fauziyah, S.Sos
Ka TU / Operator
: H.M. Masrur,S.Pd.I., MM
TU
: Fatkhur Rohman,S.Pd.I
Treasurer
: Riyati,SE.,Sy
Head of Library
: Badrud Tamami, SE
NPSN
: 20580203
Madrasa name
: Daruttaqwa
Address
: Jl. KH. Shafii Gg. Shaikhina
Villages
: Suci
District
: New
City/district
: Gresik
Province
: Jawa Timur
Phone/Mobile
: 031395567
Ladder
: SMA
Status (public/private)
: Swasta
Year of establishment
: 1995
Accreditation
: B
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Head of the Lab. IPA
: Alfin Rochmawati, S.Pd
Homeroom Teacher
Class X MIPA — A
: Saidatul Maziyah, M,Sc
Class X MIPA — B
: Khamidatul Mahsunah,S.Pd.I
Class X Social Studies
: Nur Alfi Wahyuni, SS
Class XI MIPA- A
: Alfin Rohmawati, S,Pd
Class XI MIPA- B
: Nurul Zubaidah, S.Pd
Class XI Social Studies
: Kholilah, S.Pd
Class XII MIPA- A
: Nurul Nuraini,S.Pd
Class XII MIPA- B
: Siti Nuroini,S.Pd
Class XII IPS A- A
: Badrud Tamami, SE
Class XII IPS B—B
: Maria Ulfah, S.Pd
5) Educators and Education Personnel
Table 4. 10
Data on Educators and Education Personnel of Madrasah Aliyah Daruttaqwa
Gresik
No
INDICATORS
CRITERION
NUMBER
(People)
1
Teacher Education Qualifications
<= High School Equivalent
D1
D2
D3
S1
25
S2
5
S3
Sum
30
2
Certification
Already
20
Not yet
10
Sum
30
3
Gender
Man
12
Woman
18
Sum
30
4
Employment Status
Civil servants
1
GTT
29
GTY
Honorary
0
Sum
30
5
Rank / Class
II a
II b
II c
II d
III a
1
III b
16
III c
3
III d
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No
INDICATORS
CRITERION
NUMBER
(People)
IV a
IV b
Above IV b
Non PNS
Sum
30
6
Age Group
Less than 30 Years Old
31 - 40 Years
17
41 - 50 Years
13
51 - 60 Years
over 60 years old
Sum
30
7
Service Life
Less than 6 Years Old
6 - 10 Years
5
11 - 15 Years
16
16 - 20 Years
9
21 - 25 Years
26 - 30 Years
Over 30 Years Old
Sum
30
6) Student and Group Data
Table 4. 11th
Data on Students and Groups of Students of Madrasah Aliyah Daruttaqwa Gresik
CLASS
TOTAL
X
MIPA
X
IPS
XI
IPA
XI
IPS
XII
IPA
XII
IPS
ROMBEL
2
1
2
2
2
1
10
MAN
22
15
15
28
80
WOMAN
23
26
24
24
18
25
140
TOTAL
38
26
39
39
47
16
220
STUDENTS/ROMBELS
7) Madrasah Conditions
1) Madrasah Aliyah Daruttaqwa is located on a mountainous plain with a coordinate point of
latitude-7,845,906 longitude 112,364.5828
2) Madrasah is located in an industrial environment where most of the population around the
madrasa works in the industrial field
3) Students mostly come from MTs and junior high schools where their parents have a basic
education of 0%, intermediate 68%, S1 30%, and S2 2%
8) Vision, Mission, and Objectives of Madrasah
a) Madrasah Vision
The vision of Madrasah Aliyah Daruttaqwa is as follows:
"The realization of people who are Religious, Smart, skilled and innovative"
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b) Madrasah Mission
In accordance with the Vision of Madrasah that has been launched, the Mission was carried
out in MA. Daruttaqwa is an Educational Institution with religious characteristics as follows:
1.
Actualizing Islamic values through guidance and attitudes.
2.
Fostering and setting an example of akhlakul karimah in everyday life.
3.
Organizing quality education;
4.
Providing services to the interests, talents, and potentials of each student.
5.
Fostering a family spirit among the residents of madrasah.
c) Purpose of Madrasah
The objectives of unit-level education of secondary education are formulated in reference to
the general objectives of education. The goal of secondary education is to improve intelligence,
knowledge, personality, and noble character, as well as skills to live independently and attend
further education. The goals to be achieved by Madrasah Aliyah Daruttaqwa in accordance
with the Vision and Mission of the Madrasah are as follows:
i. Forming a generation that diligently and devoutly worships.
ii. Get used to the behavior of manners and noble character.
iii. Have excellence in academic and non-academic fields
iv. Have creativity in the development of self-potential,
v. Creating a comfortable learning situation and environment in order to maintain the
continuity and progress of the madrasa.
9) Target Madrasah
Table 4. 12
Data Target Madrasah Aliyah Darurttaqwa Gresik
No
MADRASAH TARGETS
EFFORTS MADE
1
Able and accustomed to reading the
Quran properly and correctly
Conducting guidance on reading the
Quran in collaboration with TPQ (Al
Quran Education Park) Daruttaqwa
2
Creation of academic and non-
academic achievements at the district
and provincial levels
Conducting achievement building by
competent teachers and working
together with LBB STAI Daruttaqwa
3
Able to read the yellow book properly
and correctly
Conducting guidance on reading the
Yellow Book in collaboration with
Madrasah Diniyyah Daruttaqwa
4
Able to communicate in Arabic and
English
Conducting arabic language coaching
in collaboration with Daruttaqwa
English Course (DEC)
5
Able to write and present a scientific
paper in accordance with their
scientific field and expertise.
Organizing KIR activities (Karya
Iliyah Remaja)
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6
Able to Develop entrepreneurship /
Skills by Establishing a Madrasah
Waste Bank
Establishing a Madrasah waste bank
manager by the student council
management
Socializing all madrasah residents
Conducting advanced waste bank ole
development
7
Fulfillment of standard laboratory
equipment for physics, chemistry and
biology,
Record the necessary tools Propose to
policyholders Allocate Some BOS
funds
10) E-learning Learning Curriculum (emergency)
MA Emergency Curriculum Supplement. Daruttaqwa was developed in accordance with the
external and internal environmental conditions of the madrasah which includes infrastructure,
teachers, and students, mapping the location zone where students and teachers live during the
Covid 19 pandemic emergency. MA Emergency Curriculum Supplement Development.
Daruttaqwa refers to the appropriate regulations and guidelines, takes into account the
considerations of the madrasa committee, and is developed based on the following foundations
and principles:
The foundations for the development of emergency Curriculum Supplements are as follows:
a) Philosophical Foundations
The madrasa emergency curriculum was developed using the philosophy of:
a. Madrasah as a formal education unit with the peculiarities of the Islamic religion which
is based on the Quran and Hadith as the main source.
b. Education is rooted in the nation's culture to build the nation's present and future lives.
c. The main target of madrasa education is the formation of noble character or akhlakul
karimah as well as the provision of competencies as a provision for the future of
students.
d. Learners are the heirs of the nation's creative culture.
e. The teacher is a good role model for learners.
b) Sociological Foundations
The emergency curriculum was developed on the basis of the need to respond to changes in the
design and educational process in order to meet the dynamics of religious life, society, nation,
and state, building a prosperous and just society, especially during the Covid 19 emergency.
c) Psycho-pedagogical Foundations
The curriculum must be seated as a vehicle for maturing students according to their
psychological development and get pedagogical treatment according to the context of the
environment and the times during the Covid 19 emergency.
Principles of Emergency Curriculum Supplement Development Emergency curriculum
supplements are developed by each educational unit under the coordination of the Ministry of
Religious Affairs of the District and the Ministry of Religious Affairs of the Province. This
emergency curriculum was developed based on the following principles:
d) Centered on the potential, development, needs, interests of the learner and his
environment.
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The curriculum is developed based on the principle that students have a central position to
develop their competencies in order to become human beings who have faith and piety in God
Almighty, have a noble character, are healthy, knowledgeable, capable, creative, independent,
and become democratic and responsible citizens. To support the achievement of these goals,
the development of student competencies is adjusted to the potential, development, needs,
interests of students, and environmental demands. Having a central position means that
learning activities are student-centered.
e) Diverse and unified
The curriculum is developed by taking into account the diversity of student characteristics,
regional conditions, levels, and types of education, especially during the current Covid 19
emergency.
Responsive to the Development of Science, Technology, and Art. The curriculum is developed
on the basis of the awareness that science, technology, and art are developing dynamically.
Therefore, in times of emergency, the spirit and content of the curriculum provide a learning
experience for students to follow and take advantage of the development of science through
technology.
f) Relevant to the needs of life
Curriculum development is carried out by involving stakeholders to ensure the relevance of
education to the needs of life, including social life, the business world, and the industrial world.
Therefore, the development of personal skills, social skills, academic skills, and vocational
skills is very important.
g) Comprehensive and continuous
The curriculum substance includes all dimensions of competence, scientific fields of study, and
subjects that are planned and presented continuously between all levels of education in
accordance with emergency conditions.
h) Lifelong Learning
The curriculum is directed to the process of developing, cultivating, and empowering students
that last throughout life. 7. Balance between national interests and regional interests The
curriculum is developed by taking into account national and regional interests to build a life of
society, nation, and state. National and regional interests must fill each other and empower
each other in line with the 4 pillars of nationality, namely Pancasila, the 1945 Constitution, and
Bhinneka Tunggal Ika within the framework of the Unitary State of the Republic of Indonesia
(NKRI).
Data Analysis
Results of the Analysis of the Implementation of E-learning Learning of the Ministry of
Religion in Madrasah Aliyah Daruttaqwa Gresik
The results of observations and interviews of researchers have findings that the
researchers then analyze the implementation of e-learning learning of the Ministry of Religion
at Madrasah Aliyah Daruttaqwa Gresik. This research is a qualitative research type with a
descriptive approach, this research is also a case study approach. Qualitative research is
descriptive by conducting an in-depth description of how the situation is being studied so that
the researcher does not try to test hypotheses, and research with a case study approach always
has a narrow object of research and is limited to the research under study alone, and is not
carried out to represent a broad population (Idrus, 2009).
Implications of E-Learning of the Ministry of Religion on Student Learning Motivation in Islamic
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In Madrasah Aliyah Daruttaqwa Gresik, online learning using the Ministry of
Religion's e-learning application is a new and stuttering thing felt by the world of education,
from preparing materials, and learning methods, to thinking about the internet network. From
the Ministry of Religion itself, there is a data package given for learning during this online
learning so that the learning process can run well. Alqahtani, et al commented that e-learning
can be tried by students and teachers who are members of a certain team using internet access.
This education can be tailored to the needs and conventions of the teacher as well as the
students. If tried in a more interesting way, students can also be more interested in learning and
social media is used as a facility for education, and can even improve student learning
discipline.
The results of the analysis of the implementation of e-learning learning of the Ministry
of Religion in Madrasah Aliyah Daruttaqwa from this stage include observing and analyzing
problems from the implementation of e-learning learning. The learning process that occurs at
Madrasah Aliyah Daruttaqwa during this online learning period uses an application that has
been provided by the Ministry of Religion, namely the Ministry of Religion's e-learning
application, where the e-learning learning process uses internet network access. The results of
the e-learning analysis of the Ministry of Religion, this is in line with the thoughts of Pruto, H.
P. N.,& Jumriani, J. He said that if e-learning or online-based education is education that uses
the internet, surely the internet is something that is close to today's life or can be said to have
become a certain lifestyle for technology users. Education carried out using e-learning by the
Ministry of Religion requires a process of adjusting to technology (Manurung, 2020).
The Results of the Analysis of the Implications of E-learning Learning of the Ministry
of Religion on Student Learning Motivation in Islamic Religious Education Subjects in
Madrasah Aliyah Daruttaqwa Gresik
This study aims to analyze the impact of the Ministry of Religion's E-learning learning
on student learning motivation in Islamic religious education subjects in madrasah aliyah
daruttaqwa gresik. In addition, to find solutions and develop teachers' creative ideas in the
Ministry of Religion's e-learning learning model.
Not only interviewing principals, teachers, and students, but researchers also make
direct observations so that researchers can analyze this research as expected. Because by doing
this researchers can know and observe directly and in detail how the Ministry of Religion's E-
Learning learning process at Madrasah Aliyah Daruttaqwa Gresik.
Students are said to have decreased learning motivation can be seen from the
conclusions of interviews, observations, and also data on absenteeism of collecting
assignments for class X social studies B students, the results of which are students feel saturated
with online learning, understanding getting the material presented by the teacher, too
neglecting the tasks given Judging from the student license data, which amounted to 18
students, only 8 students were on time in collecting assignments.
Researchers analyzed the findings similar to those expressed by Hasan Alwi et al,
behavior is an individual's response or reaction to stimuli or the environment. Changes in
students' own behavior change because there is no direct stimulation just as schools enter face-
to-face. In other words, behavior is everything that a person says or does and a person's
behavior is influenced by past, present, and future experiences. Dissected with what Morgan et
Implications of E-Learning of the Ministry of Religion on Student Learning Motivation in Islamic Religious
Education Subjects at Madrasah Aliyah Daruttaqwa Gresik
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al. argue, learning as " learning can be defined as any relatively permanent change in behavior
which occurs as a result of practice or experience" the thing concerned with this sense is that
behavior change is relatively inherent and unchanged. Because it contradicts the findings of
researchers during observations and interviews if the student's behavior changes can change
through the process so the system is not attached.
Researchers' analysis of changes in student learning behavior in Islamic Religious
Education Subjects During E-Learning Learning. From the results of observations and direct
interviews with Islamic religious education teachers, students experience many changes in
terms of behavior, especially students who do not live in Islamic riding schools because they
cannot control students directly.
The change in behavior experienced by students of Madrasah Aliyah Daruttaqwa
Gresik during the e-learning learning of the Ministry of Religion is that some students do not
collect assignments on time, because the involvement of the parents of the students also affects
the changes in the child. In addition, the teacher's mother/father is not discouraged in
encouraging students to learn, so students go to positive things in learning. The principal of
Madrasah Aliyah Daruttaqwa, also said that changes in student behavior in Islamic religious
education subjects during e-learning have decreased in terms of student learning. But it does
not rule out the possibility that the Teacher council every time after giving an assignment
always pumps enthusiasm and gives directions about positive things so that changes in student
behavior in learning can improve again, even though it takes a process to achieve it.
The conclusions above about the analysis of the implications of E-learning learning of
the Ministry of Religion on student learning motivation in Islamic religious education subjects
are in line with Uno's thinking that learning motivation is an internal and external impulse in
students who are studying to carry out behavior changes, generally with several indicators or
supporting elements. With the impact of e-learning learning, the Ministry of Religion motivates
students to experience behavioral changes based on internal and external impulses. Similarly
to McDonald’s thinking is an energy change that occurs in the individual characterized by the
onset of feelings and reactions or actions to achieve certain goals.
From the results of interviews and also the observations of researchers, it is interesting
that the implications of the Ministry of Religion's E-learning learning on the Implications of E-
Learning Learning of the Ministry of Religion student learning motivation in Islamic Religious
Education Subjects at Madrasah Aliyah Daruttaqwa Gresik decreased slightly due to internal
and external impulses that triggered changes in students. Motivation has an important meaning
in the learning process, because motivation, especially in students, will trigger the emergence
of enthusiasm for learning, and vice versa if students have no motivation at all in learning, it
will hinder the student learning process and the purpose of learning itself will be difficult to
achieve. Although the enthusiasm of the students of Madrasah Aliyah Daruttaqwa Gresik
decreased slightly during the e-learning of the Ministry of Religion compared to face-to-face
learning, butchers in Madrasah Aliyah Daruttaqwa always provide motivation and enthusiasm
every day and always look for creative ideas so that student motivation does not decrease
during the E-learning learning of the Ministry of Religion.
Implications of E-Learning of the Ministry of Religion on Student Learning Motivation in Islamic
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CONCLUSION
In order to support the delivery of material during online learning at Madrasah Aliyah
Daruttaqwa Gresik, the institution compiles media and learning tools first before learning, so
that the learning process during the pandemic can run well and also use the application that has
been provided by the Ministry of Religion, namely E-learning of the Ministry of Religion. The
attendance data for collecting assignments for class X social studies B students which shows
that some students neglect the collection of assignments in a timely manner, students feel
saturated with online learning, and Lack of student understanding of the material presented by
the teacher. Here the researcher also found the Implications of KEMENAG E-Learning
Learning felt by teachers the implications are: learning can be done anywhere and anytime, and
cannot be maximized to get the results of students' understanding of the material presented, and
teachers are difficult to prepare the material.
Suggestion
To the Madrasah Aliyah Daruttaqwa Gresik institution, it must be ready to face new
challenges in the world of education and prepare more interesting concepts regarding the motto
of e-learning learning in order to pump up student motivation in learning, and also students are
not saturated with the Ministry of Religion's E-Learning Learning which has been lived for a
long time so far
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