scholarly journals MORAL PESERTA DIDIK DAN PENDIDIKAN ISLAM MENURUT PEMIKIRAN ‘ATHIYAH AL-ABRASYI

el-Tarbawi ◽  
2020 ◽  
Vol 13 (1) ◽  
pp. 45-64
Author(s):  
Fikri Abdul Aziz ◽  
Keyword(s):  
Moral Education ◽  
Learning Process ◽  
Research Method ◽  
Islamic Education ◽  
Educational Thought ◽  
The Real ◽  
Library Research ◽  
Adult Humans

Basically, the real purpose of Islamic education is to produce moral students. The problem is that in Islamic Education there are still many moral deviations committed by people of various backgrounds and ages in Indonesia. Islamic education has not fully led to moral education. The purpose of this study was to determine the biography and thoughts of 'Athiyah al-Abrashyi in education, and the concept of moral education for students. This research method is library research. The results of this study indicate that the educational basis of 'Athiyah Al-Abrasyi brings the concept of a learning process that leads students to become adult humans. To achieve the true goal of Islamic education, 'Athiyah al-Abrashyi offers a concept of educational thought that can be used as a reference for education in Indonesia today.

scholarly journals PEMBELAJARAN KONTEKSTUAL PENDIDIKAN AGAMA ISLAM : PERSPEKTIF IBNU KHALDUN

2020 ◽  
Vol 4 (2) ◽  
pp. 157
Author(s):  
Sari Wulandari ◽  
Amaliyah Amaliyah ◽  
Andy Hadiyanto
Keyword(s):  
Analytical Method ◽  
Research Method ◽  
Human Life ◽  
Human Person ◽  
Contextual Learning ◽  
Islamic Education ◽  
Ibn Khaldun ◽  
Educational Thought ◽  
Human Personality ◽  
Library Research

This study aims to describe: 1) the objectives of Islamic Education according to Ibn Khaldun, 2) the concept of contextual learning according to Ibn Khaldun, 3) the relevance of Ibn Khaldun's educational thought to modern contextual learning. The research method used in this study is library research. While the analytical method used is descriptive qualitative. The results of this study indicate that, 1) the purpose of Ibn Khaldun's contextual learning is to form a perfect human person, while at the same time forming a human personality to be able to live in society, 2) the concept of contextual learning according to Ibnu Khaldun is practically realistic, namely the concept of learning oriented to experience and realistic towards the needs of human life, 3) Ibn Khaldun's educational thought is relevant to modern contextual learning.

scholarly journals Teori Belajar Humanistik dan Implikasinya terhadap Pembelajaran Pendidikan Agama Islam

FONDATIA ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 1-18
Author(s):  
Budi Agus Sumantri ◽  
Nurul Ahmad
Keyword(s):  
Learning Theory ◽  
Learning Process ◽  
Research Method ◽  
Research Data ◽  
Islamic Education ◽  
Abraham Maslow ◽  
Library Research ◽  
Self Actualization

This study aims to describe humanistic learning theory and its implications for the learning of Islamic Education. This research method uses library research or library research to be analyzed and concluded. Research data is obtained from recording books and journals. The results of this study contain an understanding of humanistic learning, humanistic learning figures listed: 1) Abraham Maslow as follows; a) Abraham Maslow's biography, b) Abraham Maslow's humanistic learning theory c) Implications of Abraham Maslow's Theory in Islamic Education. 2) Carl Rogers's humanistic learning theory and the implications of Carl Rogers's theory in learning Islamic Education. Conclusion of humanistic theories to humanize humans. the learning process is considered successful if the student discusses his environment and claims himself. Students in the learning process must try to make it more slowly and able to achieve self-actualization as well as possible.

scholarly journals Challenges and Problems of Learning Islamic Religious Education in the Digital Era

2021 ◽  
Vol 5 (1) ◽  
pp. 34
Author(s):  
Yeri Nofrianti ◽  
Arifmiboy Arifmiboy
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Research Method ◽  
Current Situation ◽  
Islamic Education ◽  
Left Behind ◽  
Digital Era ◽  
Library Research ◽  
The World ◽  
Sophisticated Technology

<p class="abstrak" align="center"><strong><span lang="EN-US">Abstract</span></strong></p><p>This study explains the challenges and solutions to problems that arise related to the presence of a digital based technology world, one of which leads to the world of Islamic education. Islamic religious education must reform and innovate its system. Because if this is not done, then Islamic Religious Education will be left behind, especially in relation to the learning process in the classroom. Currently, the presence of a sophisticated technology based learning model will certainly be a challenge and a separate problem for Islamic Religious Education, especially in the learning process that will be carried out, is Islamic Religious Education able to compete and not be left behind in today's digital era. This issue is certainly quite complicated for all related elements, because situations like this have never happened before. The research method used is Library Research, where the data taken comes from writings and literature that support this research. Preliminary findings show that today PAI must be able to compete and leave conventional ways to reform in accordance with the current situation. PAI is considered necessary to find solutions to the challenges and problems of Islamic Religious Education because this is an important aspect in the world of Islamic education, especially in order to be able to give birth to civilized humans and future leaders in accordance with Islamic teachings.</p><p><strong><em>Keywords</em></strong>: Challenges and Problems, Learning Islamic Religious Education, Digital Era</p><p class="abstrak" align="center"><strong><em>Abstrak</em></strong><strong><em></em></strong></p><p class="abstrak"><em>Penelitian ini menjelaskan tentang tantangan dan solusi dari permasalahan yang muncul berkaitan dengan hadirnya dunia tekhnologi berbasis digital, dimana salah satunya mengarah kepada dunia Pendidikan Islam. Pendidikan Agama Islam harus melakukan pembaharuan dan inovasi terhadap systemnya. Karena jika ini tidak dilakukan, maka Pendidikan Agama Islam akan semakin tertinggal, terutama dalam hubungannya dengan proses belajar di kelas. Saat ini hadirnya model pembelajaran berbasis tekhnologi yang canggih tentu akan menjadi tantangan dan problematika tersendiri bagi Pendidikan Agama Islam khususnya dalam proses pembelajaran yang akan dilakukan, apakah Pendidikan Agama Islam mampu bersaing dan tidak tertinggal dalam era digital hari ini. Persoalan ini tentu cukup pelik dirasakan oleh semua unsur yang terkait, karena situasi dan keadaan seperti ini belum terjadi sebelumnya. Metode penelitian digunakan adalah Library Research, dimana data yang diambil berasal dari tulisan dan literatur yang mendukung penelitian ini. Hasil temuan awal menunjukkan bahwa hari ini PAI harus mampu bersaing dan meninggalkan cara-cara konvensional menuju pembaharuan yang sesuai dengan keadaan saat ini. PAI dianggap perlu mencarikan solusi atas tantangan dan problematika Pendidikan Agama Islam karena hal ini merupakan aspek penting dalam dunia Pendidikan Islam khususnya agar mampu melahirkan manusia beradab dan pemimpin masa depan yang sesuai dengan ajaran Islam</em><em>.</em></p><p><strong><em>Kata Kunci</em></strong><em>: Tantangan dan Problematika, Pembelajaran Pendidikan Agama Islam, Era Digital</em><strong>  </strong></p>

scholarly journals Hakikat Belajar dalam Istilah Ta'allama, Darasa, Thalaba, Perspektif Pendidikan Agama Islam

2019 ◽  
Vol 16 (2) ◽  
pp. 130-144
Author(s):  
Musaddad Harahap
Keyword(s):  
Learning Process ◽  
Research Method ◽  
The Other ◽  
Islamic Education ◽  
Human Being ◽  
Educational Science ◽  
Current Development ◽  
Literature Study ◽  
Library Research

The current development of educational science has created many learning concepts. Some of Muslims has been ignored about these findings. One side deserves appreciation at the same time, but on the other side Muslims must directing their attention to study the concept of learning process in Islam itself. With the Literature Study or Library Research Method, learning process in Islam is a very important theme. The term learning process has been used in the sources of Islamic teachings (Al-Qur'an and Sunnah) there are at least three terms, namely ta'allama, darasa, and thalaba. From these three terms, it can be understand that learning process in Islam is an activity that is carried out seriously and need concentration, arising from a sincere intention, and carried out continuously. Learning process must also be pursued through the teacher, while a teacher should giving the attention to the readiness of students in receiving knowledge. Success or failure of learning process is largely determined by how physical and psychological involvement from the student as human being. The most important learning purpose according to the perspective of Islamic education is the practice of achieving the blessings from Allah swt.

PEMIKIRAN PENDIDIKAN SPIRITUAL SYAIKH 'ABD AL-QADIR AL-JILANIY

ALQALAM ◽  
2015 ◽  
Vol 32 (1) ◽  
pp. 196
Author(s):  
Badrudin Badrudin
Keyword(s):  
Moral Education ◽  
Education System ◽  
Teaching Method ◽  
Moral Values ◽  
Islamic Education ◽  
Religious Leaders ◽  
Spiritual Education ◽  
Educational Materials ◽  
Educational Thought ◽  
The Core

The Principles of Islam requirehuman to maintain  and improve their moral values BuT in fact, many  Moslems  face problems of moral deteriora tion, crisis of beliefs, and moral decadence that happenin all aspects of life. This moral deterioration is often associated by  the  experts  of  education  with the failure of educat ion. The failure of education relates to the education system that has various components that affect each other. The elements needed in the education system are the goal of education , educators, students, tool s,  and  natural  surroundings. The results of this study indicate that the essence of  spiritual  learning obligations according to Syaikh 'Abd al-Qadir al-Jilaniy is araising the total of  truth towards  Allah SWT's path.  The aims of the learning areto implement knowledge and clean  the heart (tazkiyyah al-nafs) from worldly characters and the lust of dirtiness to ma'rifatullah. Spiritual educators are  those who  practice  the law of Allah, clean the heart and  guide  students to the  safety of life  in the Hereafter . Learners constantly face Allah and obey Him, do not meet the call besides Allah, listen  to  the  call  of  Allah  and implement everything stated in the Qur ·an  and  the  Prophet tradition. Teaching method used is the method of mau'izhah, sima',  ahwal ,   and   muhasabah  fial-nafs (introspection). Educational materials are  based  on  the  basics  of  spiritual education in the Qur'an, the Prothet tradition. and the opinion of Muslim religious leaders who have noble characters and integrate science.  Moral education  is  the core of Islamic education. The implications of the spiritual educational thought of Syaikh 'Abd al-Qadir al-Jilaniy toward the reality of Islamic education in Indonesia is the emphasis of moral education that leads to a balance relationship  between  the  exoteric  and esoteric aspects of the learning process.

THE USE OF ICT IN ISLAMIC EDUCATION (PAI) LEARNING AT SCHOOL: A Case Study on Integrated Islamic High School (SMA-IT) Ummul Quro Bogor

2020 ◽  
Author(s):  
Farida Hanun
Keyword(s):  
High School ◽  
Learning Process ◽  
Research Method ◽  
Qualitative Approach ◽  
Learning Systems ◽  
Government Support ◽  
Islamic Education ◽  
Inhibiting Factors ◽  
The Impact

This study aims to obtain a description related to the learning of PAI by using ICT and how the impact of the use of ICT on PAI learning systems in the classroom. The research method uses a qualitative approach in the integrated Islamic high school Ummul Quro Bogor, West Java. The results showed that a) there were four stages of using ICT in the learning process, namely; emerging, applying, integrating dan transforming. PAI teachers are already at the integrating stage. In other words, ICT has been integrated into the PAI learning curriculum. b) supporting factors for the use of ICT are the existence of ICT support facilities, the availability of qualified educators, the commitment of the school to implement ICT in every PAI learning. c) Inhibiting factors in the use of ICT are aspects of financing ICT facilities require a large budget. Some elderly teachers have difficulty using ICT in the learning process. Besides, the internet network is unstable. d) The impact of the use of ICT is very significant on PAI learning process. e) the existence of ICT devices not only as a support but already as an important component in the education system. The research led to the recommendation of the need for government support in the form of concern for ICT in terms of policies, facilities, workforce, budget, and organizing training in the use of ICT for PAI teachers to improve their professionalism. Therefore, further research is suggested regarding the effectiveness of the use of ICT in the learning process of PAI.

scholarly journals Pembuatan Aplikasi Android dengan Cepat Menggunakan Ispring untuk Menunjang Pembelajaran Secara Daring

2020 ◽  
Vol 1 (2) ◽  
pp. 66-72
Author(s):  
Miftahul Jannah ◽  
Aminatul Husna ◽  
Siti Nurhalimah
Keyword(s):  
Literature Review ◽  
Learning Style ◽  
Learning Process ◽  
Research Method ◽  
Teaching And Learning ◽  
Media Technology ◽  
Library Research ◽  
E Learning ◽  
Android Applications ◽  
Power Point

Penelitian ini bertujuan untuk mengetahui pembuatan aplikasi android menggunakan iSpring sebagai alternatif desain dalam pembuatan media pembelajaran daring. Metode penelitian ini menggunakan metode Library Research atau Kajian Kepustakaan. Ispring Presenter merupakan salah satu tool yang mengubah file presentasi yang kompatibel dengan Power Point untuk menjadikan bentuk Flash. Pembelajaran e-learning mengguakan iSpring membantu peserta didik dalam memanfaatkan teknologi dengan cerdas. Proses pembelajaran menggunakan iSpring, akan membantu peserta didik belajar sesuai dengan gaya belajar setiap peserta didik serta mendapatkan kebebasan saat belajar tampa keterbatasan waktu dan lokasi. Proses belajar mengajar lebih menarik, sehingga dapat memotivasi dan materi yang disampaikan dalam desain aplikasi iSpring lebih dapat dipahami. Kata kunci: ispring, media pembelajaran, teknologi This study aims to determine the making of android applications using iSpring as an alternative design in making online learning media. This research method uses the Library Research method or literature review. Ispring Presenter is a tool that converts PowerPoint compatible presentation files to Flash format. E-learning learning using iSpring helps students to use technology smartly. The learning process using iSpring, will help students learn in accordance with the learning style of each student and get freedom when learning without the limitations of time and location. The teaching and learning process is more interesting, so that it can motivate and the material presented in the iSpring application design is more understandable. Keywords: ispring, learning media, technology

scholarly journals Teacher's Responsibility in Islamic Education (Relevance of Hamka and Hasan Langgulung Thought)

PALAPA ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 137-181
Author(s):  
Nurhadi Nurhadi ◽  
Muhammad Irhamuddin Harahap
Keyword(s):  
Physical Education ◽  
Moral Education ◽  
Religious Education ◽  
Secondary Data ◽  
Islamic Education ◽  
Data Sources ◽  
Primary Data ◽  
Social Education ◽  
Psychiatric Education ◽  
Library Research

Duties and responsibilities of teachers are not limited in society, even teachers included in this case are essentially strategic components that have an important role and responsibility in determining the progress of the nation's life and become the foundation of expectations of children's parents to make their children good children (anaks haleh) who know how to carry out their religious obligations and have a noble character (akhlak al-karimah). This study aims to determine; What are the Responsibilities of Teachers in Islamic Education according to Hasan Langgulung's Thought ?. What are the Responsibilities of Teachers in Islamic Education according to Buya Hamka's Thought ?. What is the relevance of Hasan Langgulung and Buya Hamka's thoughts on the Responsibilities of Teachers in Islamic Education ?. This research is a library research that uses various sources of literature as a source of research data. Primary data sources are the book Hamka Institution of Life and Budi and Hasan Langgulung Man and Education, An Analysis of Psychology, Philosophy and Education. While secondary data sources in research are books, articles, magazines, newspapers, or other sources, which are then drawn from these data. Based on the results of the processed data, it can be seen that the responsibilities of Teachers in Islamic Education according to Buya Hamka's thinking based on the explanation above, then the responsibility of educators namely educating: a). Faith Education; b). Moral education (morals); c). Physical education (physical and spiritual); d). Community social education; e). Intellectual education. While the Responsibility of Teachers in Islamic Education according to Hasan Langgulung's Thought covers at least 7 things, namely: a). Religious education which includes religious education, aqeedah and worship; b). Moral education (morals); c). Physical education which includes physical education and health; d). Psychological education consisting of psychiatric education and feelings; e). Community social education; f). Intellectual education. The relevance of the thoughts of Buya Hamka and Hasan Langgulung about the Responsibilities of Teachers in Islamic Education can be seen that Education basically revolves around science, charity, morals, and justice. All three are concepts that must be interconnected in the education process. Education for humans is not only to fulfill internal interests as dynamic creatures, but also external interests, namely the orderly and harmonious organization of human civilization.

Moderasi Dalam Pendidikan Islam dan Perspektif Pendidikan Nasional

2021 ◽  
Vol 4 (1) ◽  
pp. 22-33
Author(s):  
Muhidin Muhidin ◽  
Muhammad Makky ◽  
Mohamad Erihadiana
Keyword(s):  
Research Method ◽  
Qualitative Data ◽  
Research Topic ◽  
Islamic Education ◽  
Similar Data ◽  
Large Country ◽  
Library Research ◽  
The Government ◽  
Islamic Values ◽  
Moderation Process

This study is a qualitative research with library research instrument. The data used are qualitative data in the form of descriptions, presentations, and writings relevant to the research topic, which are referred to from books, journals, and articles. This research method is descriptive, which describes data from library materials according to relevant studies. The data was collected using a documentary technique, in which the data was extracted from documents from various library materials, then analyzed using content analysis. With this technique, qualitative data is sorted, categorized (grouped) with similar data. The contents are critically analyzed so that a concrete formulation is formulated which is then explained in depth. The emergence of several phenomena in this country such as the issue of terrorism, Islamophobia, excessive demonstrations, discrimination against one group and blasphemers of religion, made the government realize that Indonesia is a large country that has hundreds of tribes and languages. Ways are needed to maintain that sovereignty, one of which is by providing an understanding in education about the application of moderation in everyday life. Some Islamic values that need to be understood and implemented in the moderation process of Islamic education are: Tawasuth, Tawazun, I'tidal, Tasamuh, Musawah, Shura, Islah, Awlawiyah, Tathawur, Tahaddhur.

scholarly journals STANDAR PENDIDIKAN ISLAM DAN STANDAR PROSES PADA ANAK DALAM QS. LUQMAN (31):12-19 DAN QS. AL-KAHFI (18): 60-82

2018 ◽  
Vol 2 (2) ◽  
pp. 156
Author(s):  
Aset Sugiana
Keyword(s):  
Private Education ◽  
Research Method ◽  
Research Data ◽  
Islamic Education ◽  
Educational Standards ◽  
Record Keeping ◽  
Library Research ◽  
The Subject ◽  
Islamic Values

Penelitian ini bertujuan untuk mendeskripsikan standar pendidikan Islam dan standar proses dalam QS. Luqman (31):12-19 dan QS. Al-Kahfi (18):60-82. Metode penelitian ini adalah menggunakan penelitian kepustakaan yang akan dianalisis atau disimpulkan. Data penelitian diperoleh dari hasil pencatatan nilai-nilai keislaman yang ditemukan dalam QS. Luqman (31): 12-19 dan QS. Al-Kahfi (18): 60-82. Langkah-langkah pengadaan data meliputi: (1) penentuan standar pendidikan Islam dan standar proses yang terdapat dalam QS. Luqman (31): 12-19 dan QS. Al-Kahfi (18): 60-82; (2) pencatatan; dan (3) penentuan satuan unit. Keabsahan data didiskusikan dan dikonsultasikan penemuan-penemuan data kepada para ahli dan teman sebaya.  Teknik analisis yang peneliti gunakan yaitu mengklasifikasikan, menggabungkan, menafsirkan, dan menyimpulkan. Hasil penelitian dalam QS. Luqman (31): 12-19 menunjukkan bahwa terdapat standar pendidikan, yaitu: (1) pendidikan ketauhidan; (2) pendidikan berbakti kepada kedua orang tua; (3) pendidikan disiplin dan taat terhadap hukum; (4) pendidikan pribadi mandiri dan bertanggung jawab; dan (5) pendidikan akhlaqul karimah. Dan standar proses dalam QS. Al-Kahfi (18): 60-82, yaitu: (1)  nilai kesabaran dan tekat; (2) nilai urgenitas menyiapkan bekal; (3) sikap tawadhu’; dan (4) nilai urgensi menjelaskan materi pelajaran.Kata kunci: standar pendidikan Islam, standar proses, QS. Luqman (31): 12-19, QS. Al-Kahfi (18): 60-82.ISLAMIC EDUCATIONAL STANDARDS AND STANDARDIZED PROCESSES IN CHILDREN QS. LUQMAN (31): 12-19 AND QS. AL-CAVE (18): 60-82AbstractThis research aims to describe the standards of Islamic education and the standards process in QS. Luqman (31): 12-19 and QS. Al-Cave (18): 60-82. This research method used library research to be analyzed or concluded.  Research data obtained from the results of the recording of Islamic values that are found in the QS. Luqman (31): 12-19 and QS. Al-Cave (18): 60-82. The steps of procurement data include: (1) the determination of the standard of Islamic education and standards process contained in the QS. Luqman (31): 12-19 and QS. Al-Cave (18): 60-82; (2) record-keeping; and (3) the determination of the unit. The validity of the data is discussed and consulted on data findings to experts and peers.  Technique of data analysis used ie classifies, combine, interpret, and conclude. Research results in QS. Luqman (31): 12-19 and indicates that there are educational standards, namely: (1) whence are education; (2) education dedicated to both parents; (3) education of discipline and obedience of the law; (4) private education independent and responsible; and (5) education akhlaqul karimah. And the standards process in respect of QS. Al-Cave (18): 60-82, namely: (1) the value of patience and determined; (2) the value of the urgenitas prepare; (3) tawadhu' attitude; and (4) the value of the urgency to explain the subject matter.

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