scholarly journals Model Implementasi Prinsip-prinsip Pendidikan Membentuk Ketauladanan Siswa

2018 ◽  
Vol 1 (1) ◽  
pp. 46
Author(s):  
Mudasir Mudasir
Keyword(s):  
Individual Differences ◽  
Scientific Discipline ◽  
Islamic Education ◽  
Human Being ◽  
Philosophical Approach ◽  
School Communities ◽  
School Activities ◽  
Basic Concepts

This paper wants to explain the principles of education as a scientific discipline and its contribution mainly in shaping the exemplary of students. This paper departs from the discussion of the philosophy of goals and principles of Islamic education, then the basic concepts of the principles of Islamic education, and then the example of students. This discussion uses a philosophical approach by prioritizing religious principles. The results of this discussion found that in Islamic education there are integral principles, balanced, part of the rububiyah process, forming a whole human being, always related to religion, open, maintaining individual differences, and Islamic education is dynamic. These principles contribute to shaping student exemplary, which can be seen in terms of adhering to the discipline of learning in school, looking and dressing neatly, favored by all school communities, and active in various school activities.

scholarly journals Konsep Tarbiyah, Ta’lim Dan Ta’dib Dalam Al-Qur’an

2018 ◽  
Vol 1 (1) ◽  
pp. 26-44
Author(s):  
Muhammad Ridwan
Keyword(s):  
Research Method ◽  
Descriptive Analysis ◽  
Islamic Education ◽  
Philosophical Approach ◽  
Literature Research ◽  
Heated Debate ◽  
Qualitative Descriptive ◽  
Basic Concepts

This research is motivated by various conceptions about education in Islam is apparently has the uniqueness of the meaning contained in Al-Qur'an and Al-Hadith, because it shows the richness of the meaning of the words in the verses and every sentence. Educational concepts or theories experience a heated debate for experts or scientists. Actually, many terms are considered to be close to the meaning of education, among them: Al-Tarbiyah, At-Ta’lim, At-Ta’dib atau al Adab, At-Tahzib, Al- Wa’adz atau Mau’idzah, Ar-Riyadhah, At-Tazkiyyah, Al-Talqin, At-Tadris, At-Tafaqquh, At-Tabyin , At-Tazkiroh, and others. Why is the term tarbiyah used? Is the term tarbiyah indeed able to describe precisely the basic concepts and principles of Islamic education that from of the teachings of Islam? The purpose of this study is to explain and analyze the comparison between the concept of Tarbiyah, Ta'lim and Ta'dib. The research method used is literature research and qualitative descriptive analysis with philosophical approach. The result of the research is that the language is from the same root of the form tsulasi mujarrod with wazan madda-yamuddu, there are rabba-yarubbu, ‘allama-yu’allimu and addaba-yuaddibu and the terms concept of the term tarbiyah, ta'lim and ta'dib have some sense but the tigands are emplicitly related to each other.

scholarly journals Konsep Tarbiyah, Ta’lim Dan Ta’dib Dalam Al-Qur’an

2018 ◽  
Vol 1 (1) ◽  
pp. 37-60
Author(s):  
Muhammad Ridwan
Keyword(s):  
Research Method ◽  
Descriptive Analysis ◽  
Islamic Education ◽  
Philosophical Approach ◽  
Literature Research ◽  
Heated Debate ◽  
Qualitative Descriptive ◽  
Basic Concepts

This research is motivated by various conceptions about education in Islam is apparently has the uniqueness of the meaning contained in Al-Qur'an and Al-Hadith, because it shows the richness of the meaning of the words in the verses and every sentence. Educational concepts or theories experience a heated debate for experts or scientists. Actually, many terms are considered to be close to the meaning of education, among them: Al-Tarbiyah, At-Ta’lim, At-Ta’dib atau al Adab, At-Tahzib, Al- Wa’adz atau Mau’idzah, Ar-Riyadhah, At-Tazkiyyah, Al-Talqin, At-Tadris, At-Tafaqquh, At-Tabyin, At-Tazkiroh, and others. Why is the term tarbiyah used? Is the term tarbiyah indeed able to describe precisely the basic concepts and principles of Islamic education that from of the teachings of Islam? The purpose of this study is to explain and analyze the comparison between the concept of Tarbiyah, Ta'lim and Ta'dib. The research method used is literature research and qualitative descriptive analysis with philosophical approach. The result of the research is that the language is from the same root of the form tsulasi mujarrod with wazan madda-yamuddu, there are rabba-yarubbu, ‘allama-yu’allimu and addaba-yuaddibu and the terms concept of the term tarbiyah, ta'lim and ta'dib have some sense but the tigands are emplicitly related to each other.

The importance of passionate individuals for navigating school arts provision in 19 Australian schools

2021 ◽  
pp. 1321103X2110325
Author(s):  
Katrina Skewes McFerran ◽  
Alexander HD Crooke ◽  
Megan Steele ◽  
John Hattie ◽  
Gary E McPherson
Keyword(s):  
Student Development ◽  
Primary Schools ◽  
School Administrators ◽  
Traditional School ◽  
School Communities ◽  
School Activities ◽  
The Arts ◽  
Policy Goals ◽  
Leadership Support ◽  
Arts Programs

Arts programs are increasingly recognized for their role in promoting student development and cohesive school communities. Yet, most Australian schools are left to navigate a landscape characterized by shifting policy goals and external providers of diverse quality and intent. Drawing on interviews with 27 stakeholders from 19 Catholic primary schools in Melbourne, Australia, we explored key approaches to arts provision in this context, and conditions that hinder and support it. Approaches varied markedly, from school-wide programs embedded across the curriculum, to one-off incursions. Conditions consistently affecting provision ranged from leadership support to a community’s view of the arts. Programs regularly relied on individuals passionate about arts to go beyond their paid roles, yet this frequently jeopardized sustainability. Overall, the approaches identified, and conditions affecting their sustainability, reveal a lack of value for school arts at policy and administration levels. This lack of value is not demonstrated in the provision of other traditional school activities like math or literacy, which begs consideration by policymakers and school administrators.

scholarly journals PENGEMBANGAN PENDIDIKAN AGAMA ISLAM MENGGUNAKAN METODE INQUIRY

2021 ◽  
Vol 1 (4) ◽  
pp. 266-275
Author(s):  
KISMATUN KISMATUN
Keyword(s):  
Problem Solving ◽  
Inquiry Learning ◽  
Islamic Education ◽  
Human Being ◽  
Religious Learning ◽  
Islamic Religion ◽  
Strategic Position ◽  
Religion Teachers ◽  
Inquiry Method ◽  
The Times

This study aims to develop learning for Islamic education subjects based on reasoning and problem solving. The inquiry method is reasoning-based learning and problem solving that should be actualized in order to develop Islamic education learning, because Islamic education is in a strategic position in the formation of a complete human being to develop reason, knowledge, intelligence, skills, noble character, and personality. Based on the challenges of the times, Islamic Religion teachers are expected to have new innovations related to their learning. Meanwhile, in the community itself, there are many criticisms aimed at the implementation of Islamic religious learning, because it tends to memorize, and lacks reasoning. In fact, many studies show that, Islamic education are just secondary subjects that are not important. In the end, this study found that the inquiry method stimulates students to think, analyze a problem, and find a solution. Inquiry learning emphasizes the development of cognitive, affective and psychomotor aspects in a balanced manner which can provide space for students to learn according to their style. ABSTRAKPenelitian ini bertujuan untuk melakukan pengembangan pembelajaran bagi mata pelajaran Pendidikan Agama Islam berbasis penalaran dan pemecahan masalah. Metode inquiry adalah pembelajaran berbasis penalaran dan pemecahan masalah yang seharusnya diaktualisasikan dalam rangka mengembangkan pembelajaran Pendidkan Agama Islam. Pasalnya, Pendidikan Agama Islam berada di tempat strategis dalam pembentukan manusia secara utuh untuk mengembangkan akal, pengetahuan, kecerdasan, keterampilan, akhlak mulia, dan kepribadian. Di tengah tantangan zaman, guru Agama Islam diharapkan memiliki inovasi-inovasi baru terkait dengan pembelajaran. Sementara itu, di tengah masyarakat sendiri masih banyak kritik-kritik yang ditujukan pada pelaksanaan pembelajaran agama Islam, karena cenderung pada hafalan, dan kurang penalaran. Bahkan, banyak penelitian menunjukkan bahwa, mata pelajaran pendidikan Agama Islam hanyalah mata pelajaran sampingan yang tidak penting. Pada akhirnya, penelitian ini menemukan bahwa, metode inquiry merangsang murid untuk berpikir, menganalisa suatu persoalan, hingga menemukan pemecahannya. Inquiry learning menekankan kepada pengembangan aspek kognitif, afektif dan psikomotor secara seimbang yang dapat memberi ruang kepada siswa untuk belajar sesuai gaya mereka.

The tradition of Greek paideia in the context of contemporary discussion on axiocentrism and paidocentrism in upbringing

2019 ◽  
Vol 58 (16) ◽  
pp. 117-128
Author(s):  
Justyna Melonowska
Keyword(s):  
Human Nature ◽  
Social Life ◽  
Mental Development ◽  
The Other ◽  
Human Being ◽  
Contemporary Philosophy ◽  
Ancient Greek ◽  
Philosophical Approach ◽  
Holistic Thinking

The ancient, Greek concept of upbringing, paideiia, was oriented towards full mental development of a person on one hand and – on the other – on affirming in such a way given community of political as well as civilizational purposes. Questions about its essence and significance reappear nowadays in the context of disputes on education. Two main currents are usually indicated in contemporary philosophy of upbringing: axiocentrism and paidocentrism. The first in the center of all pedagogical efforts situates community and the system of values that this community recognizes. The child is to be introduced in this axiology. Such approach may be considered traditionalist and conservative. The second current is child-centred and focused on all form of self-expression the child desires. This approach is considered as related to liberal-emancipation direction in social life. Despite all the differences between those approaches, designed didactical process is in both of them the result of a holistic thinking about human being and the philosophy of upbringing is the result of a specific philosophy of a human. In the article I tend to show this descending character od philosophical approach to upbringing, ergo how the concept of human nature as good, bad or ambivalent going through subsequent degrees of theoretical systematization end up responding to particular and detailed issues, such as physical punishments. My goal is to make comprehensible especially the traditional, conservative philosophy of upbringing (axiocentrism).

scholarly journals AKAL DAN KECERDASAN DALAM PERSPEKTIF AL-QUR’AN DAN HADITS

2021 ◽  
Vol 1 (1) ◽  
pp. 103-118
Author(s):  
Muhammad Isnaini ◽  
Iskandar Iskandar
Keyword(s):  
Research Study ◽  
Human Life ◽  
Human Mind ◽  
Islamic Education ◽  
Human Intelligence ◽  
Human Being ◽  
Life After Death ◽  
Emotional Quotient ◽  
Perfect Form

The research study carried out was literature where the results of the research carried out contained several findings in the study, including; First, Humans were created by Allah SWT in a perfect form which makes it different from other creatures. Second, the human mind is a gift from Allah SWT, which is used to think, understand, be able to understand something, from within the human being himself, so that humans have the readiness to absorb everything. Third, religion is a matter of reason and its use must be in accordance with the provisions and limits that have been set and not result in absolute and absolute thinking that can harm humans themselves. Fourth, human intelligence is described through the ability of humans themselves to be able to restrain their lusts, those who do the most charity to remember death and the best in preparing provisions to face life after death. Fifth, in the context of human life today, the intelligence referred to includes intelligence IQ (Intellegence Quotient), EQ (Emotional Quotient), and SQ (Spiritual Quotient) and there are even other intelligences as part of one's potential that must always be honed and developed. Sixth, the function of reason which is accompanied by good intelligence in Islamic education, with the concepts of tadhakkur, tadabbur, tafakkur and has knowledge and faith, has a very important role in realizing quality Islamic education.

scholarly journals Nilai-Nilai Pendidikan Islam dalam Membentuk Budaya Religius di SMA Negeri 1 Genteng Tahun Pelajaran 2017/2018

2019 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Ahmad Aziz Fanani ◽  
Imam Mashuri ◽  
Dina Istiningrum
Keyword(s):  
Negative Impact ◽  
Educational Environment ◽  
Scientific Discipline ◽  
Islamic Education ◽  
National Standard ◽  
Educational Institutions ◽  
Science Knowledge ◽  
Islamic Values

Today the need of education is increasingly high, but it is inversely proportional to the condition of education that is increasingly regressive. This happened because of the development of science, knowledge, and technology (modernism) which had a negative impact on moral decadence. Because of this threat, Islamic education as a branch of aespecially scientific discipline is expected to be a solution to the threat. Therefore, educational institutions must be able to be pioneers in improving the character of students, namely by implementing policies or programs that lead to Islamic education. One of them has been done by a non-Islamic national standard school, namely SMA Negeri 1 Genteng, which has instilled Islamic values in the educational environment.

scholarly journals KONSEP DZIKIR MENURUT AMIN SYUKUR DAN RELEVANSINYA DENGAN TUJUAN PENDIDIKAN ISLAM

2019 ◽  
Vol 13 (1) ◽  
pp. 97-118
Author(s):  
Siti Yumnah ◽  
Abdul Khakim
Keyword(s):  
Education System ◽  
Islamic Education ◽  
Human Being ◽  
The Future ◽  
Close Relationship

Recitation as act of worship, according to Amin Syukur is a form of worship of beings, especially humans to Allah with the awareness of remembering Him. Where when remembrance involves between taste and brain simultaneously it will have a very extraordinary effect. The foundation of remembrance of Amen Gratitude is 4: remembrance qauly, zikir qalbi, remembrance of spirit and remembrance fi'ly. There are also 4 benefits of dzikir mentioned by Amin Syukur: (a) establishing faith (b) growing positive moral energy (c) avoiding danger and (d) as mental therapy. The relevance of remembrance with the aim of Islamic education according to Amin Syukur has a very close relationship. Remembrance is a way to make a person become a good, noble human being and of course remember his creation in this world which can lead people to become insan kāmil. Because it integrates the vision of faith, science and humanity where its formation is built through the process of Islamic education.    Insan Kāmil without Islamic education will not be able to do the regeneration so that will result in the extinction of oneself (experiencing gaps even the disappearance of cadres who carried out the relay of the struggle of Insan Kāmil). On the contrary Islamic education without Insan Kāmil will not have a thing system that guarantees the birth of educational cadres who can take part in the future progress of life. The results of the research are expected can provide a reference for the education system so need attention for affective and psychomotor domains also.

scholarly journals PENDIDIKAN ISLAM DI ERA MILENIAL

Conciencia ◽  
2018 ◽  
Vol 18 (1) ◽  
pp. 10-28
Author(s):  
Abuddin Nata
Keyword(s):  
Education System ◽  
Digital Technology ◽  
Islamic Education ◽  
Human Being ◽  
Human Beings ◽  
National Education ◽  
Global Era ◽  
National Education System ◽  
The Face ◽  
New Challenges

Today humans live in the millennial era. The era that is a continuation of this global era has created new challenges that must be transformed into opportunities that can be put to good use, so that challenge brings a blessing for everyone to do. Since the millennial era besides having similarities also has differences, especially in the use of digital technology that goes beyond the computer era, this kaeadaan has invited a number of experts to speak out and at the same time offer a number of thoughts and ideas in dealing with it. Islamic education with various types and levels, ranging from traditional pesantren that is non-formal, hinggapesantren modern with various programs, ranging from kindergarten to college, is institutionally part of the national education system. With such a position, Islamic education will inevitably have to contribute, even responsible menak prepare human beings in the millennial era. That is a human being who is able to change challenges into opportunities, and can use them for his own material and spiritual welfare. This paper seeks to explore the potential contained in Islamic education with various types and levels in the face of challenges in the millennial era. This paper begins by presenting the characteristics and challenges of the millennial era, social problems and their impact on life.

scholarly journals Christlikeness of Saint Sava's pedagogy

2020 ◽  
Vol 50 (4) ◽  
pp. 249-269
Author(s):  
Tatjana Mihajlović ◽  
Mile Ilić
Keyword(s):  
Human Life ◽  
Scientific Discipline ◽  
Point Of View ◽  
Eternal Life ◽  
Human Being ◽  
Spiritual Discipline ◽  
Secondary Sources ◽  
Sense Of Justice ◽  
Modern Term ◽  
Optimal Implementation

Among the Serb people, Saint Sava was an educator, the teacher of everything in life. The authors believe that one can speak of the pedagogy of Saint Sava on the condition that the term of pedagogy is understood in its broader sense, rather than as a technical and modern term for a scientific discipline. However, any pedagogy, in its broader sense, relies on the understanding of the human essence, human life, world in which a human being lives. Saint Sava can then be justifiably viewed as a pedagogue in the sense of the contemporary rationalist educator. The primary and secondary sources of study explicitly show that Saint Sava was destined to take, through historical eras, upon himself the "deposits" of ideas, thoughts, beliefs revealing underneath, irrespective of the influences, a genuine saint, the educator of his country and his people. Sava's escape to the monastery meant his departure to the spiritual discipline, asceticism, solitary world from the realm of which comes light, brought about by laborious and strenuous exploits thanks to the Christ-like lifestyle. Terminologically, the word Christlikeness implies a human being as a genuine Christ-like being, Christlikeness of the soul, sanctity and inviolability of his personality that Saint Sava pursued. The pedagogy of Saint Sava has the characteristics of Christlikeness, which is reflected in the directly or indirectly formulated objective of the education of a human being-orthodox believer that possesses, and nurtures, Christ-like qualities. The paper includes the main characteristics of the Saint Sava's pedagogy that seeks its own essence in endlessly moving closer to sanctity through efforts, exploits, co-limitations, prayerful moods, and belief in eternal life, or, in a word, through the Christ-like lifestyle, and thereby also education of children, young, and adults in the spirit of deification and orthodox Saint-Sava-like enlightenment. From the futurological point of view, the goal of the Orthodox pedagogy for Saint Sava included an optimal implementation of implicit educational and functional tasks with the desire to nurture, through education, the traits such as philanthropy, sense of justice, truthfulness, patriotism, and the love of Christ that are almost disappearing in our era.

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