scholarly journals Meningkatkan Kreatifitas dan Inovatif dalam lintasan pembelajaran hipotetis pendidikan Islam pada era industri 4.0

2019 ◽  
Vol 3 (2) ◽  
pp. 1-8
Author(s):  
Muthoharun Afif
Keyword(s):  
Industrial Revolution ◽  
Learning Objectives ◽  
Islamic Education ◽  
Learning Trajectory ◽  
Continuous Series ◽  
Lifelong Education ◽  
The Core ◽  
Hypothetical Learning Trajectory ◽  
Islamic Science ◽  
Creativity And Innovation

Education, a major agenda of life requires trajectories in a continuous series of creativity and innovation, so that it is ordered to be sought from cradle to grave, or in other words lifelong education. In reaching an education there needs to be trajectories and not just transmitting knowledge. Islamic education must be returned to its essence, which is to prepare, direct, and return the goals of education to its essence. The core purpose of education is to make students understand and realize their position in the order of existence and creation of an orderly cosmos, and their relationship as creatures with Allah (khaliq). The purpose of this paper is to examine how to Increase Creativity and Innovation in the hypothetical learning trajectory of Islamic education in the industrial era 4.0. From the results of the discussion it was concluded: 1) Islamic education in the industrial revolution era 4.0 must be handled by Human Resources who truly become agents of transdisciplinary change. 2) The complete hypothetical learning trajectory covers all three aspects: learning objectives, thought development and learning, and the influence of instructional assignments. 3) efforts to "mix" Islamic science with modern Western forms of learning ultimately aim to undermine the ability of the ulama to instill authoritative Islamic learning.

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.

KURIKULUM 2013 DAN ARAH BARU PENDIDIKAN AGAMA ISLAM

1970 ◽  
Vol 19 (1) ◽  
pp. 60-86
Author(s):  
Lili Hidayati
Keyword(s):  
Human Resources ◽  
Curriculum Change ◽  
Global Market ◽  
Learning Objectives ◽  
Final Evaluation ◽  
Islamic Education ◽  
Young Generation ◽  
Education Curriculum

Tulisan ini ditujukan untuk mengulas fenomena perubahan kurikulum di tahun 2013. Perubahan sebagai suatu keniscayaan tidak dapat dipungkiri juga telah merambah dunia pendidikan sebagai jawaban atas fenomena kehidupan masyarakat yang terus mengalami dinamika. Perubahan diperlukan untuk menyiapkan generasi muda dalam menyongsong Indonesia emas yang sangat membutuhkan sumber daya manusia yang berkualitas dan siap bersaing di pasar global. Dalam pendidikan Islam, perubahan kurikulum ini memberi arah yang menguntungkan di beberapa aspek. Dimulai dari tujuan pembelajaran yang mengintegrasikan tiga domain pembelajaran, proses yang lebih “manusiawi” serta evaluasi sebagai akhir yang mengakomodasi seluruh potensi peserta didik. This paper is intended to review the phenomenon of changes inthe 2013 curriculum. The changes are an undeniable necessity; it also penetrated the education world as an answer to the phenomenon of a dynamics society living. Changes are needed to prepare young generation in facing great Indonesia that needs qualified and ready human resources to compete in the global market. In Islamic education, curriculum change is to give direction favorable in some aspects. It is starting from the learning objectives that integrate the three domains of learning, a process that is more ”humane” as well as a final evaluation that accommodate all potential learners.

Pembelajaran Integrasi tentang Etika Penggunaan Media Sosial dalam Materi Ajar Pendidikan Agama Islam di Sekolah Menangah Atas

2019 ◽  
Vol 3 (1) ◽  
pp. 72
Author(s):  
Irfan Afandi
Keyword(s):  
Social Media ◽  
Industrial Revolution ◽  
Hate Speech ◽  
Islamic Education ◽  
Learning Models ◽  
Negative Effects ◽  
Education Material ◽  
Use Of Social Media ◽  
The Waves ◽  
Critical Reason

The humanitarian problem in the development of the industrial revolution 4.0 is very complex and is at the stage of worrying. No human being separated from the effect of the waves. High school is active users (user) of the results of the industrial revolution the 4.0. The problem that arises in the use of social media including the demise of expertise, the dissemination of hate speech and fabricated news. Teaching Islamic education material should be able to respond to this by providing normative information in the Qur'an and Hadith so that students can escape from its negative effects. One of the solutions offered was to integrate these materials with integratsi learning models in the themes that have been arranged in the school's learning policy. Integrating this material must through the phases between the awarding phase of learning, information or materials to grow a critical reason, generate hypotheses and generalities.

The Relevance of Al-Ghazali’s Educational Views on the Contemporary System of Muslim Education: Focus on Islamic Education in Uganda

2021 ◽  
Vol 4 (1) ◽  
pp. 1-12
Author(s):  
AbdulSwamad Gyagenda
Keyword(s):  
Teaching And Learning ◽  
Primary Source ◽  
The Other ◽  
Islamic Education ◽  
Learning Models ◽  
Ultimate Truth ◽  
Contemporary World ◽  
The Core ◽  
Body And Soul ◽  
Philosophy Of Knowledge

Imam Al-Ghazali used a combination of the wisdom, exposure and experience he had acquired while running the Nizamiyyah colleges to contribute to the core of the theory knowledge, education and Islamic sciences. His ideas suggest that God is the primary source of knowledge and sense alone cannot deliver one to the ultimate truth. He categorised knowledge according to the needs of the society. Knowledge according to him should shape an individual and help him/her to interact with the creator and with the other existents. Knowledge should affect body and soul, mind and heart and ultimately deliver one to happiness here and in the hereafter. His views on the core values of Islam affecting both individuals and society can be employed in determining and redefining the philosophy of knowledge in our contemporary world. The brief on the philosophy of knowledge reflected in here as well as the method of teaching and instruction especially in the Islamic institutions is drawn from Al-Ghazali’s rich reservoir of experience. This literature can be used to develop teaching and learning models and polices in developing Islamic academic institutions especially in Uganda.

scholarly journals Manajemen Kurikulum Pendidikan Agama Islam dan Budi Pekerti Jenjang SMA Bermuatan Keilmuan Integrasi Interkoneksi

2017 ◽  
Vol 1 (2) ◽  
pp. 195-225
Author(s):  
Wiji Hidayati
Keyword(s):  
High School ◽  
Data Analysis ◽  
Character Education ◽  
Central Government ◽  
Senior High School ◽  
Islamic Education ◽  
Curriculum Management ◽  
Scientific Content ◽  
Management Activity ◽  
The Core

Islamic education and character education within the 2013 Curriculum at Senior High School in Indonesia are included in group A topics which is considered as compulsory.  The central government has formulated purposes, learning outcome competence, core competence as well as basic competence of those two topics. Thus, it requires high-quality management to achieve the standards. However, in reality,  Islamic education and character education teachers, particularly at State Senior High School I Pakem, Yoyakarta, are rarely aware of this scientific content in relation to management activities.    It is admitted there that management activity is, in fact, teacher obligation yet it is often regarded merely as routine. This research, which is aimed at describing curriculum management on Islamic education and character education with integration –interconnection scientific content at Senior High School, is a field study using qualitative approach. The subjects are Islamic education and character education teachers at State Senior High School I Pakem Yogyakarta while the object is the curriculum management of Islamic education and character education of Senior High School class X, XI and XII. Data were gathered using observation, interview and documentation which are then analyzed based on  Matthew B. Miles and A. Michael Huberman. Flow model was used as data analysis including three elements namely, data gathering which was done along with data reduction using classification, topic concentration and generalization, abstraction and rough data transformation; data analysis which comprises data display, information arrangement and conclusion or data verification under the topic of curriculum management of Islamic education and character education at Senior High School particularly on planning, organizing, actuating, and controlling phase related to integration-interconnection among bayani, irfani and burhani. The result shows that, at class X, there is core topic under the themes of ”Living virtuous life” and ”Managing wakaf truthfully”, while at class XI, the core topic is ”Hi Moslem warriors, wake up and rise!”, whereas at class XII, the core topic is ”Worshiping spiritfully by believing on the doomsday”.

scholarly journals THE CONTEXT OF ARCHIPELAGO TRADITIONAL CAKE TO EXPLORE STUDENTS’ UNDERSTANDING IN INTEGERS DIVISION CLASS VII

2019 ◽  
Vol 14 (1) ◽  
pp. 91-100 ◽  
Author(s):  
Elis Muslimah Nuraida ◽  
Ratu Ilma Indra Putri
Keyword(s):  
Junior High School ◽  
Design Research ◽  
Mathematics Learning ◽  
Learning Trajectory ◽  
Mathematics Problems ◽  
Learning Path ◽  
Starting Point ◽  
Hypothetical Learning Trajectory ◽  
Integer Division ◽  
Division Operation

This study aims to explore the students’ mathematical understanding in integer division operation through the context of archipelago traditional cakes in class VII. This research is related to the Indonesian Realistic Mathematics Approach (PMRI) as a learning approach used. The methodology used in this study is Design Research consisting of three stages: preliminary design, experimental design, and retrospective analysis. The study was conducted on VII grade students of Palembang 1 Junior High School. The learning path (Hypothetical Learning Trajectory) in design research plays an important role as a research design and instrument. The Hypothetical Learning Trajectory (HLT) was developed together with a series of activities using the context of archipelago traditional cakes such as: omelette roll, bakpia, milk pie, etc. The medium used in this study was the Students’ Activity Sheet. The results of this study indicate that exploration using the context of traditional archipelago cakes can help students understanding in multiplication and division of integers. The conclusion of this study is the use of archipelago traditional cakes as starting point in mathematics learning in integer division operation material helps the students to explore their understanding in solving mathematics problems.

scholarly journals Rekontekstualisasi Pemikiran Seyyed Hossein Nasr tentang Bangunan Ilmu Pengetahuan dan Pendidikan Islam

2017 ◽  
Vol 11 (2) ◽  
pp. 420
Author(s):  
Asfa Widiyanto
Keyword(s):  
History Of Science ◽  
Islamic Education ◽  
Distinctive Character ◽  
The Third ◽  
Philosophical Basis ◽  
History Of ◽  
Islamic Science ◽  
East And West ◽  
Compe Tence

This article discusses the conception of science and its significance for the reconstruction of Islamic educat-ion, by analyzing and contextualizing the thoughts of Seyyed Hossein Nasr. Nasr is considered a figure who has compe-tence in history of science and philosophy with special emphasis on Islamic science and philosophy. In the earlier phase of his life, he acquainted himself with the thoughts of prominent thinkers both from East and West, and with the very issue of the encounter between East and West. This position makes the thoughts of Nasr on science having their distinctive character. The first part of this paper investigates the construct and characteristics of Islamic science as well as the hierarchy and the idea of unity in Islamic science. The second part of this paper is dealing with the reformulation of philosophical basis of Islamic education, most specifically in the domain of ontology, epistemology and axiology. The third is dealing with the attempts of reconstructing the system of Islamic education, most notably pertaining to the aim of education, educator, student, means of education, and milieu of education.

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