scholarly journals Pemikiran Zakiah Daradjat Tentang Pendidikan Anak dalam Keluarga

2013 ◽  
Vol 2 (1) ◽  
pp. 65
Author(s):  
Ema Mahmudah ◽  
Sofyan Sauri ◽  
Ending Bahruddin
Keyword(s):  
Religious Education ◽  
Educational Institution ◽  
Point Of View ◽  
Islamic Education ◽  
Primary Data ◽  
Library Research ◽  
The Family ◽  
The Media ◽  
Unity Of God ◽  
Children Education

<p>A family constitutes the first and the main educational institution to form a child having an Islamic personality, being obedient to worship God and having a broad knowledge which is useful for this life. Rampaging various moral degradations and <em>akhlak</em> of children and teenagers are indeed started from the misled education in the family. A family education is started from pregnancy to the end of life. Thus, it is needed a deep study toward the concept of children education in the family. The thought of Zakiah Daradjat as the figure of educator and <em>muslim</em> intellectual related to the concept of children education in the family which is become the object of this research, especially in her book entitled <em>Pendidikan Islam dalam Keluarga dan Sekolah</em>. The goals of this research are to (1) Know the Concept of Human Being in Education<em> </em>according to Zakiah Daradjat, (2) Know The Goal of Islamic Education in a Family according to Zakiah Daradjat, (3) Know the Concept of Islamic Education in a Family according to Zakiah Daradjat, (4) Know the Concept of Family as the Media of Education according to Zakiah Daradjat, (5) Know the Effort to Form Children Personality in a Family according to Zakiah Daradjat. This research constitutes a kind of library research, meaning a research using descriptive data and explored from various relevant literatures. As for the primary data are explored from the work of Zakiah Daradjat entitled <em>Pendidikan Anak dalam Keluarga dan Sekolah</em>, and the secondary ones are explored from other Zakiah Daradjat�s books as well as some relevant literatures and supporting the problems discussed in this research. The result of this dissertation denotes that Zakiah Daradjat constitutes a figure having comprehensive point of view and thought related to children education in a family. Children education in a family which is operationally performed by a mother should touch seven dimensions completely and systematically. Zakiah Daradjat offers a concept of religious education in a family by using a psychological approach namely from children moral and conduct. The goal of children education in a family according to Zakiah Daradjat�s thought is to form a child having Islamic personality by the indications having strong <em>iman</em> (faith) and <em>tauhid</em> (unity of God), being obedient to worship God, having a noble character, having a broad knowledge which is useful and having life skill as a foothold to have a role in society. All of these should be applied through education in a family by using love and affection approach, parents� teaching and exemplary at home as well as a positive environment around the house.</p>

scholarly journals Pola Penanaman Karakter Mulia Terhadap Anak Didik Dalam Keluarga Berdasarkan Nilai Yang Terkandung Dalam Hadits

2020 ◽  
Vol 6 (1) ◽  
pp. 117-132
Author(s):  
Muhammad Darwis Dasopang
Keyword(s):  
Family Environment ◽  
Human Life ◽  
Educational Institution ◽  
Islamic Education ◽  
Family Education ◽  
Primary Data ◽  
Library Research ◽  
The Family ◽  
Simultaneous Process ◽  
Happy Family

Education is the most important part in human life who has morals and progress. Education can be carried out by everyone in an educational institution, but the primary education should be implemented through family education which is instilled by parents towards their family members from an early age. For this paper, the author will describe the nature and understanding of education in the family; What are the hadiths about education in the family; how the methods and aspects of family education based on the hadiths. The author uses the literature review (library research), with the primary data sources from the hadiths relating to children's education in the family. Study in this paper, Islamic education requires a simultaneous process and sustainable which involves aspects of disciplinary learning and compliance to implement Islamic education towards students. Education in the family, can be found patterns that must be implemented in the family environment, for the formation of a happy family according to what was taught by the prophet Muhammad SAW, and according to the word of Allah SWT in Q.S. Lukman: 13-19

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.

scholarly journals KONSTRUKSI SOSIAL PENDIDIKAN PESANTREN; ANALISIS PEMIKIRAN AZYUMARDI AZRA

2017 ◽  
Vol 5 (1) ◽  
pp. 21
Author(s):  
Evi Fatimatur Rusydiyah
Keyword(s):  
Educational Institution ◽  
Social Institution ◽  
Point Of View ◽  
Islamic Education ◽  
Added Value ◽  
Social Constructs ◽  
Social Construct ◽  
Library Research ◽  
Bahasa Indonesia ◽  
Internal Body

<p><strong><span lang="IN">Bahasa Indonesia:</span></strong></p><p><span lang="IN">Pesantren telah dianggap sebagai model institusi pendidikan yang memiliki keunggulan baik dari aspek tradisi keilmuan dan internalisasi moralitas umat Islam. Saat ini, pesantren terus berbenah dan mempersolek diri. Di sisi lain, banyak pihak mengadopsi unsur positif dalam diri pesantren. Pesantren menumbuhkan apresiasi yang sepatutnya terhadap semua perkembangan yang terjadi di masa kini dan mendatang. Proses mengambil dan memberi secara sosiologis dan antropologis ini merupakan konstruksi sosialnya. </span><span lang="SV">Penelitian ke</span><span lang="IN">pustakaan ini </span><span lang="SV">bertujuan untuk mendekripsikan </span><span lang="IN">dinamika pendidikan Islam, khususnya menyorot konstruksi sosial pesantren dalam pandangan Azyumardi Azra. Hasil dari penelitian ini adalah bahwa pesantren sangat piawai berdialektika dengan tesis budaya yang saling bertentangan dan melahirkan sintesis konstruksi sosial baru. Pesantren juga merupakan institusi sosial yang paling kreatif dan inovatif Karena falsafahnya: <em>al-muhafadhu ‘alal qadimis sholeh wal akhdu bil jadidil ashlah</em> (memelihara tradisi lama yang baik dan mengambil tradisi baru yang lebih baik). Hal ini juga menghadirkan nilai-nilai agama sebagai bobot atas sejumlah karya pendidikan, ekonomi dan budaya pesantren.</span></p><p><span lang="IN"><br /></span></p><p><strong><span lang="IN">English:</span></strong></p><p>Pesantren is considered as a model of educational institution with added value from scholarly tradition aspects and the internalization of Islamic morality. Contemporarily, pesantren keeps improving and maintaining its internal body. On the other hand, outsiders start to adopt existing positive values of pesantren. Pesantren grows relevant appreciation towards development today and in the future. The taking and giving process here is sociologically-anthropologically a social construct. This library research aims to describe the dynamics in Islamic education, particularly focusing on pesantren social construct within Azyumardi Azra’s point of view. The result shows that pesantren is very adaptable towards “incompatible” culture to syntesize in new social constructs. Pesantren is also a type of creative and innovative social institution due to its philosophy: <em>al-muhafadhu ‘alal qadimis sh</em><em>a</em><em>leh wal akhdu bil jadidil ashlah</em><em> </em>(preserving good old tradition and adopting better new one).  This results in the presence of religious values as the added values in various field such as education, economy, and pesantren culture.</p><p><span lang="IN"><br /></span></p>

scholarly journals Juvenile Delinquency and Its Coping Strategy: An Islamic Education Perspective

2020 ◽  
Vol 17 (2) ◽  
pp. 187-202
Author(s):  
Nur Hamidi ◽  
Indra Fajar Nurdin
Keyword(s):  
Juvenile Delinquency ◽  
Family Environment ◽  
School Environment ◽  
Point Of View ◽  
Islamic Education ◽  
Community Environment ◽  
Library Research ◽  
Content Analysis Method ◽  
Data Collection Point ◽  
The Family

This research is aimed to portrait the juvenile delinquency and strategy to cope it from Islamic education point of view. The fact that numbers of juvenile delinquency is increasing from time to time has become ironic because the adolescents involved in delinquency and crime are also students. School is a place that formally not only to provide students with knowledge and science, but also to educate them to have good character and attitude. This type of research, seen from the data collection point of view, is a type of library research by using content analysis method in analysing data. The research found that from the islamic education perspective, the synchronization of education between the family environment, community environment and school environment in the form of cultivation of morality/religion in the family, cultivation of morals/religion in schools and also by widening knowledge is the best strategy in coping juvenile delinquency.

scholarly journals Fiqh Learning For Elementary School Students in Kutamakmur North Aceh: A Study on Students’ Ability in Learning Shalat

AL-TA LIM ◽  
2018 ◽  
Vol 25 (1) ◽  
pp. 45-55
Author(s):  
Umar Latif ◽  
Nurainiah Nurainiah
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Religious Education ◽  
Educational Institution ◽  
Field Research ◽  
Islamic Education ◽  
School Students ◽  
Library Research ◽  
Time Availability ◽  
Teachers And Parents

Fiqh learning is a part of learning process in PAI (Islamic Education) subject given to students especially the elementary ones. It is the responsibility of all teachers and parents to provide the children’s needs, clothing, as well as Islamic education. However, from the field observation, some of parents pay little attention to their children’s religious education as if such education were only the responsibility of formal educational institution. This present research aims to investigate what the level of elementary school students’ understanding on shalat is, how the process of fiqh learning is conducted, and what obstacles the teacher encounter in this learning. This research uses analytical descriptive method with the approach of library research and field research. The data were collected through observation, interview, and field research. The findings of this research reveal that some students in 2 elementary schools; SDN 2 and SDN 6 have not yet understood the concept of shalat; some of them are not able to recite and memorize do’a in. On the other hand, students in SDN 1 Kutamakmur has understood the concept and process of shalat and are able to recite and memorize do’a in shalat. The process of fiqh learning in SDN 2 and SDN 6 Kutamakmur North Aceh has not yet run properly because some students are not able to memorize do’a in shalat as it is expected. The obstacles the teachers encounter is the limited time availability to do practice in school, the lack of parents’ guidance in teaching and urging their children to do shalat. Hence, students only learn this at school without parents’ guidance and some of students are not able to recite and memorize do’a in shalat.

scholarly journals IMPLIKASI PENDIDIKAN ISLAM DALAM KELUARGA DAN KEPRIBADIAN ANAK

2020 ◽  
Vol 3 (2) ◽  
pp. 53
Author(s):  
Ahmad Masduki
Keyword(s):  
Religious Education ◽  
Religious Practice ◽  
Islamic Education ◽  
Basic Knowledge ◽  
Library Research ◽  
The Family ◽  
Scientific Papers ◽  
Study Techniques ◽  
And Behavior ◽  
Attitudes And Behavior

This research is motivated by the importance of Islamic education in the family. How can family life be integrated with the practice of religious teachings. Family and religion are two inseparable provisions, from building a family to life in a family. So to what extent is the role of religious education in family life.The method in this writing is library research or library research with documentation study techniques. The point is to describe the background of the problem, the author collects data from books, journals, scientific papers, and so on. Then analyzed with a reflective thinking approach, which is a combination of induction and deduction approaches.The description of the results of the analysis shows that the family has a very big influence on children's development for the future. It is the family that gives color to a child's life, in terms of behavior, character, religious practice and daily customs. The family is also where a child gets hammered first which then determines the good and bad of life afterward in society. The application of religious education to children in the family greatly influences the formation of attitudes and behavior and personality of children. The provision of religious assets in the family implies that children have knowledge of the basics of religion, morals and social. These basic knowledge have important meaning for the achievement of the basic goals of Islamic education, namely the cultivation of faith and morals.�Keywords: Islamic Education, Family, Personality�AbstrakPenelitian ini dilatarbelakanginya oleh pentingnya pendidikan Islam dalam keluarga. Bagaimana kehidupan berkeluarga bisa berintegrasi dengan amaliah ajaran agama. Keluarga dan agama adalah dua ketentuan yang tidak bisa dipisahkan, sejak akan membangun keluarga sampai kehidupan dalam berkeluarga. Maka sejauh mana peranan pendidikan agama dalam kehidupan keluarga. Metode dalam penulisan ini adalah dengan penelitian kepustakaan atau library research dengan teknik studi dokumentasi. Maksudnya adalah mendeskripsikan latar belakang dari permaslahan , penulis mengumpulkan data dari buku-buku, jurnal, karya ilmiah, dan lain sebagainya. Kemudian dianalisis dengan pendekatan reflektif thinking, yaitu kombinasi antara pendekatan induksi dan deduksi. Deskripsi dari hasil analisisnya menunjukkan bahwa keluarga memberikan pengaruh yang sangat besar bagi perkembangan anak untuk masa yang akan datang. Keluargalah yang memberikan warna kehidupan seorang anak, baik perilaku, budi pekerti, amaliah beragama maupun adat kebiasaan sehari-hari. Keluarga jugalah tempat seorang anak mendapat tempaan pertama kali yang kemudian menentukan baik buruk kehidupan setelahnya di masyarakat. Penerapan pendidikan agama terhadap anak dalam keluarga sangat berpengaruh terhadap pembentukan sikap dan tingkah laku serta kepribadian anak. Pemberian modal-modal keagamaan dalam keluarga berimplikasi pada anak untuk memiliki pengetahuan dasar-dasar keagamaan, akhlak dan sosial.� Pengetahuan-pengetahuan dasar tersebut memiliki arti penting untuk pencapaian tujuan asasi dari pendidikan Islam, yaitu penanaman iman dan akhlakul karimah.�Kata Kunci: Pendidikan Islam, Keluarga, Kepribadian

scholarly journals Kepribadian Guru Pendidikan Agama Islam Menurut Buya Hamka

2019 ◽  
Vol 8 (2) ◽  
pp. 135
Author(s):  
Laila Hamidah ◽  
Sawaluddin Siregar ◽  
Nuraini Nuraini
Keyword(s):  
Religious Education ◽  
Role Model ◽  
Secondary Data ◽  
Teaching Experience ◽  
Islamic Education ◽  
Primary Data ◽  
Good Communication ◽  
Library Research ◽  
Teacher Personality ◽  
Education Today

The teacher is a position or profession that requires special skills as a teacher. This work cannot be done by people who do not have the expertise to carry out activities or work as a teacher. Every teacher has a different personality and background and teaching experience. Every teacher has a personality according to the characteristics they have. Personality is actually an abstract, can only be seen through appearance, action, speech, how to dress, and how to deal with every problem. The teacher's personality is the main capital in carrying out the role and duty as an educator. Personality, character is a crown for a human, because that is what distinguishes humans from animals. Good character does not just appear, it is a lifelong learning process. To grow good character, a teacher can learn about the lives of characters who are considered to have good character or personality. Buya Hamka is a National figure who can be a role model in learning to have a great character and personality. The research conducted was included in the type of qualitative descriptive research with library research. The method used is critical analytical descriptive, the primary data source is the works of Buya Hamka who deal with professional teachers and the secondary data are similar works that have the same theme. The analysis in this study uses the method of content analysis. The results of the study are that the teacher according to Hamka functions as an institution that seeks to develop all the potential that exists in students to the fullest, in accordance with the rhythms of their development, both physicaly and mental spiritual have a good personality because students will imitate the behavior of his teacher. Teacher's Personality in Islamic Education According to Buya Hamka's Thought, the teacher must understand the concept of the educator as an exemplary subject, the tasks of the educator, and have character (traits), as befits an educator. Hamka expressed his opinion about how should the characteristics of Islamic religious education teachers, namely: 1) Having extensive knowledge, 2) Good communication, 3) Good example for students and those around them, 4) Ikhlash, 5) Having  good methods for teaching, 6) Humility, 7) Responsibility, 8) Confidence, 9) Gentleness, 10) Patience, 11) Passion, 12) Apply and say honestly. Relevance of Hamka's Thought about the Teacher's Personality of Islamic Education with Education Today Teachers should help shape the character, mind, character, and personality of students, so that he knows which is good and what is bad. While Islamic teaching is an attempt to fill the intellectuals of students with a number of knowledge. Keyword: Teacher Personality, Buya Hamka

Kajian pelu dan tidaknya penambahan term Budi Pekerti dalam konten buku Pendidikan Agama Islam dan Budi Pekerti untuk siswa SMU

1969 ◽  
Vol 7 (2) ◽  
pp. 61
Author(s):  
Salim Ashar
Keyword(s):  
Religious Education ◽  
Secondary Data ◽  
Holistic Education ◽  
Islamic Education ◽  
Ethical Values ◽  
Library Research ◽  
Split Personality ◽  
Objective View ◽  
The Right ◽  
Scientific Value

Character is a complicated issue, even considered an abstract problem. It is said to be abstract because the concept of manners is not yet operational. While good and bad standards for morals are in the objective view of God the Creator of man. If the character is ethics, it is very dangerous, because some of its value will be contrary to the moral lessons that exist in religious subjects. When both are taught (ethics and morals) then the threat is the students will later experience what is called a split personality, that is split personality. Students become confused because there are conflicting values, such as good values ​​in the sense of morals and good value in manners (call: ethics). There is no honest terminology of Arabic versions, honest English versions, false witnesses of Arabic and French versions, as there is no terminology about Arab or Turkish morality. This applies to humans when there is a pattern of intersection between ethical values ​​and customs: ethical values ​​derive from the "right" way (revelation), whereas customs are derived from the habits The purpose of this study are: 1) Describing whether or not the addition manners in the lessons of Islamic Religious Education. 2) Describe the material (content) in the lesson of Islamic Education and the intersection of Budi Pekerti based on traditional perspectives. This study uses "Library Research". The research data used is secondary data. Data collection techniques used are documentation. Data processing is done by conducting the activity of review, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. From the results of the discussion concluded: 1) Based on the perspective of Islam, the lessons of Islamic Religious Education need not be added with the character, because in fact holistic education includes in the Islamic Religious Education. 2) The content of Islamic Religious Education should include aspects of Islam, ie Aqidah, Shari'ah and Akhlak which are taught in a balanced way, but the lesson of character can be combined as long as the adat is the custom of the Muslims.

Efektifitas Pembelajaran Bahasa Arab 0 (nol) sks dalam membentuk Bi’ah al-‘Arabiyah pada Prodi PAI STIT Raden Wijaya

2018 ◽  
Vol 1 (2) ◽  
pp. 51
Author(s):  
Mustain Mustain
Keyword(s):  
Religious Education ◽  
Arabic Language ◽  
Islamic Education ◽  
Foreign Languages ◽  
Primary Data ◽  
Study Program ◽  
Effective Learning ◽  
Education Study ◽  
Arabic And English ◽  
Oriented Approach

Arabic subjects are very important to develop the ability to communicate. By learning Arabic, students can understand the conversation and reading in Arabic well. Formal Arabic Studies in Madrasahs are the main means for students to master Arabic. This study aims to: 1) Know the efforts of STI Pati Raden Wijaya Prodi in shaping Arabic environment on Prodi PIT STIT Raden Wijaya. 2) Knowing the supporting factors in shaping Arabic environment on PAI STIT Raden Wijaya Prodi. 3) Knowing the obstacles faced by Prodi PIT STIT Raden Wijaya in shaping Arabic environment at Prodi PIT STIT Raden Wijaya. This study uses oriented approach (paradigm) Descriptive-Qualitative, While the type of research is using case studies (Santoso, 2005). In this study the researchers themselves or with the help of others are the main data collectors. This research was conducted at Tarbiyah High School of Raden Wijaya Kota Mojokerto, on Islamic Religious Education Study Program. In this study, the primary data obtained by researchers is: the results of interviews with the Chairman of the Study Program of Islamic Education and Students Semester I (One). In this study used in analyzing data that has been obtained is by descriptive (non statistical) descriptive that is explorative. The conclusions of this research are: 1) Effort-uaha done Prodi in making effective learning arab language in Prodi PIT STIT Raden Wijaya are: a. He held yaum al-'araby twice a week on Friday. b. It was called shabah al-lughah a week twice before ta'lim afkar al-islamy began. c. The existence of study club on each mabna. 2) Factors that become supporters in forming bi'ah al-'arabiyah are: a. Attachment of mufradat in strategic places. b. Make plaques that are written / spoken in Arabic to make it easier to remember. c. Songs in foreign languages ​​(Arabic and English) to increase students' insight in developing the language. 3) The constraints faced in creating bi'ah al-'arabiyah namely: a. Ability and basic students are different. b. There is no class classification that suits the ability of each student. c. Lack of facilities / facilities and infrastructure. d. Competence musyrif / ah who are not all able to speak. e. The curriculum and materials that are presented have not been neatly arranged. f. The absence of a strict iqob for students who do not communicate arabic language everyday.

PENDIDIKAN KEIMANAN ANAK DALAM KELUARGA MENURUT ZAKIAH DARADJAT

2018 ◽  
Vol 1 (2) ◽  
pp. 110-121
Author(s):  
Rivanti Muslimawaty
Keyword(s):  
Qualitative Research ◽  
Research Methods ◽  
Religious Education ◽  
Strong Influence ◽  
Educational Institution ◽  
Qualitative Research Methods ◽  
Human Beings ◽  
The Family ◽  
The Relationship

Many parents do not understand the concept of faith education inchildren. This could be based on an assumption that children are stilltoo young to be educated in matters of faith. Whereas the family, in thiscase the parents, is an educational institution that is directly related tothe child since he was born. So there is a thought that the family isbelieved to have a very strong influence on children’s religiouseducation. This happens because the relationship that exists betweenparents and children for 24 hours is very important in education.Zakiah Daradjat is an education expert who also believes that theimportance of faith education is given to children as early as possible,so the purpose of this study is to find out how Zakiah Daradjat’sthoughts about children’s religious education are in the family. Byusing qualitative research methods, the author seeks to explain theeducation of children’s faith in the family according to ZakiahDaradjat. The author found that Zakiah Daradjat had clear thoughtsabout children’s religious education in the family, which aims to makechildren as human beings, through the six pillars of faith, with methodsof exemplification, habituation, wrong correction, erroneous quarrelsthat occur and reminding the forgotten. The evaluations carried out inthe form of memorization tests, tests of understanding and practice ofworship. This makes Zakiah Daradjat’s thoughts still relevant to beapplied in today’s life and become a reference for psrents, teachers abdother related parties.

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