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.

scholarly journals 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.

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 Analisia Kegagalan Pengajaran Pendidikan Agama Islam secara Klasikal dalam Perspektif Komunikasi Verbal Monologis

2019 ◽  
Vol 2 (2) ◽  
pp. 69
Author(s):  
Yenny Imro'atul Mufidah
Keyword(s):  
Data Collection ◽  
Religious Education ◽  
Secondary Data ◽  
Verbal Communication ◽  
Communication Process ◽  
Islamic Education ◽  
Emotional Symptoms ◽  
Teaching Materials ◽  
Library Research ◽  
Data Collection Technique

Implementation of 2013 Curriculum in Indonesia with a scientific approach shows that most learning activities are directly related to communication. This study aims to describe: failure of teaching classical Islamic education in a monological verbal communication perspective. This research is "Digital Library Research" The research data used is secondary data. The data collection technique used by the authors in this study is documentation. Data processing is carried out by conducting study activities, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. While the data analysis in this study was carried out during and after data collection using descriptive-critical-comparative methods, and content analysis methods. From the results of the analysis concluded that: failure of teaching Islamic religious education classically in the perspective of monological verbal communication is influenced by several factors including 1) Psychological reasons: That there can be some students who can not catch what the teacher said well and there are also some students who have limitations to understand teacher explanations, and some are not able to digest various teacher explanations for too long, or some have various limitations in some of the above aspects, simultaneously, so that the effectiveness of teaching becomes very disturbed. 2) Emotional Reason: That indeed there are students who have limitations in learning participation in Islam because of the form of delivery, either because they are in an angry atmosphere, feel embarrassed because of being humiliated by the teacher, fear or feeling displeased with the teacher delivering the subject of Religious Education Islam. All these emotional symptoms will interfere with the effectiveness of delivering teaching materials from the teacher to students. 3) Cultural Reasons (Culture): namely that among students there are those who have cultural constraints in the communication process, such as weaknesses in understanding various clues, or weaknesses in understanding the symbols used in communication, so that the process of delivering information on Religious Education becomes ineffective. Personal reasons, which can occur if there are students who are personally really not interested in listening to the delivery of Islamic Education teaching materials from the teacher, although many of them like it

scholarly journals PENDIDIKAN IBADAH MUHAMMAD HASBI ASH- SHIDDIEQY

2019 ◽  
Vol 12 (1) ◽  
pp. 20
Author(s):  
Abdul Kahar
Keyword(s):  
Content Analysis ◽  
Religious Education ◽  
Secondary Data ◽  
Islamic Education ◽  
Human Beings ◽  
Secondary Sources ◽  
Library Research ◽  
Data Content ◽  
Using Data ◽  
Education Concept

<p class="15cKeywordsBInggris">This research is focused on Muhammad Hasbi Ash Shiddieqy’s Thinking of Religious Education. Specifically in religious education resources, purpose, curriculum, method, evaluation, its relevance to Islamic education, these cases is an effort to find how is religious education concept in Islamic education contexts. To get the data, the writer used library research that founded sources of data from various readings either primer or secondary data. After researching data then it analyzed by using data analysis method (content analysis or istimbathiyah) to describe the real communication content objectively, systematically and quantitatively in getting resources of primer and secondary sources. The result of this research will find very ideal concept formulation, which has relation with religious education according to Muhammad Hasbi Ash Shiddieqy. The characteristic of this thinking will be appear well from various aspects such as; cognitive, affective, and piskomotoric. He said that religious education is an effort in giving awareness to human beings so that to obey in Allah. While the aim of religious education is to be ‘abid (Allah people) that obey him. In religious curriculum, he devided two kinds of religious, they are; mahdah and ghairu mahdah also there are two methods namely targhib and tarhib and the religious education is the last valuation of a human being, he changed or not his moral is very determined in doing worship, that is all depend on belonging knowledge and it will get in Islamic education.</p><p class="15cKeywordsBInggris"> </p><p class="16aJudulAbstrak"><strong>Abstrak</strong></p><p>Fokus penelitian ini adalah pemikiran pendidikan Muhammad Hasbi Ash Shiddieqy mengenai landasan pendidikan ibadah, tujuan, kurikulum, metode, evaluasi dan relevansinya terhadap pendidikan Islam. Hal ini sebagai usaha untuk melihat bagaimana konsep pendidikan ibadah dalam konteks pendidikan Islam. Pendekatan yang digunakan dalam mencari data pada penelitian ini adalah studi riset kepustakaan (<em>library research)</em> dengan tahapan pokok yang menelusuri sumber-sumber data dari berbagai bacaan baik yang bersifat primer maupun yang bersifat skunder. Setelah penelusuran data dilakukan, maka akan dianalisis dengan menggunakan metode analisis data (content analysis atau istimbathiyah), berupa pelukisan isi komunikasi yang nyata secara objektif, sistematik dan kualitatif terhadap bahan yang didapati dari sumber data primer dan skunder. Hasil penelitian ini akan menemukan formulasi konsep yang sangat ideal terkait dengan pendidikan ibadah menurut seorang ulama fiqh seperti Muhammad Hasbi Ash Shiddieqy. Karakteristik pemikiran ini akan terlihat baik dari segi kognitif, afektif, maupun psikomotorik. Muhammad Hasbi Ash Siddieqy mengatakan, pendidikan ibadah merupakan usah memberi kesadaran kepada manusia untuk taat kepada Allah. Sedangkan tujuan pendidikan ibadah adalah untuk menjadi ‘abid (hamba Allah) yang taat. Dalam kurikulum ibadah Hasbi membagi dua macam yaitu ibadah mahdah dan ghairu mahdah, metode juga Hasbi membentuk dua metode yaitu metode targhib dan tarhib adapun evaluasi ibadah merupakan penilaian akhir seorang hamba berubah atau tidaknya itu sangat ditentukan oleh ibadah yang dilakukan. Tentu semua itu juga tergantung ilmu yang dimiliki, dan ilmu akan didapatkan dalam pendidikan Islam.</p>

scholarly journals THE EFFECTIVENESS OF ANTI-CORRUPTION EDUCATION COMMUNICATIONS IN ISLAMIC RELIGIOUS EDUCATION AND ITS IMPLEMENTATION IN LEARNING

2021 ◽  
Vol 1 (1) ◽  
pp. 44-50
Author(s):  
Muhtadin Muhtadin
Keyword(s):  
Religious Education ◽  
Language Use ◽  
Effective Communication ◽  
Communication Process ◽  
Islamic Education ◽  
Effective Learning ◽  
Library Research ◽  
Communication Flow ◽  
Object Of Study ◽  
The Right

The background of this research is an attempted to participate in education for eradicating the corruption behavior. In this attempted, it is necessary to inculcate anti-corruption values​ that are integrated into existing subjects, so they are not burdensome to emerge new subjects. Furthermore, to provide this education, an effective learning process is needed by using the right communication process so that the cultivation of anti-corruption values ​​can be implemented optimally. This study aims to reveal the anti-corruption values ​​contained in Islamic Education textbooks and then provide an overview of how to build effective communication to be used in learning. This research is a library research with student textbooks as the object of study. The results showed: the values ​​of anti-corruption education contained in the textbook of Islamic Religious Education and Character are the values ​​of honesty, caring, independence, discipline, responsibility, hard work, simplicity, courage, and justice. Effective communication occurs when paying attention to at least five things: clarity of material, accuracy of language use, material context, communication flow, and the environmental culture of students.

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

scholarly journals Study On The Pesantren Education In The Perspective Of Kiai Sahal Mahfudh And Its Relevance With The Development Of Contemporary Pesantren

2021 ◽  
pp. 23-43
Author(s):  
Siti Umayah ◽  
Junanah Junanah
Keyword(s):  
Secondary Data ◽  
Community Empowerment ◽  
Primary Data ◽  
Educational Institutions ◽  
Social Functions ◽  
Social Community ◽  
Community Institutions ◽  
Library Research ◽  
Analysis Technique ◽  
The Right

Pesantren, Islamic boarding school, as Islamic educational institutions by setting the main objectives of Islamic education is simply to generate the Santri (students) to explore religious knowledge (tafaqquh fid-din). However, since the 1970s Pesantren began to open up indicating that Islamic boarding schools with their dynamics required recognition by the community about their existence. Kiai Sahal Mahfudh, a Pesantren intellectual figure with a traditional background helped encourage the Pesantren to be able to respond to modernization and the demands of society in the right way. Kiai Sahal Mahfudh presents himself as a figure with transformative, innovative and visionary vision in transforming Pesantren education. He argued that Pesantren education cannot be separated from its two potentials: religiosity and social potential. This study aimed to determine the perspective of Pesantren education based on the perspective of Kiai Sahal Mahfudh and its relevance to the development of contemporary Pesantren. This study is a library research using the primary data in the form of Nuansa Fiqh Sosial, papers, or any works of Kiai Sahal Mahfudh. Meanwhile, the secondary data were in the form of books related to the Pesantren or AZJAF Vol.1 No. 2 (Special Issue 2021) Page 24 the thoughts of Kiai Sahal Mahfudh. The analysis technique used content analysis in which the phases of analysis started by determining the problems, formulating the frame of thoughts and preparing the methodology devices, data analysis and data interpretation.The results of this research showed that the teaching of the kitab kuning needs the abilty to understand contextually for solving contemporary social problems. The formulation of the objectives of pesantren education in preparing righteous and akram people in line with the functions of humans personally as khalifah of Allah who also carry out social functions to prosper and manage the earth.The da’wah islamiyyah or propagative potential in pesantren is not only articulated in word but also in deeds or da’wah bil hal. For kiai Sahal Mahfudh, da’wah can also in the form of community empowerment. Both have the same end goals. These are relevant and in accordance with the direction of development of contemporary pesantren which wants pesantren to no longer only carry out their traditional functions as religious educational institutions, but also as social community institutions.

scholarly journals Akselerasi Pembelajaran Al-Qur’an Berbasis Neurologi (Pola Metode Al-Barqy dan Wafa)

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
I’anatut Thoifah
Keyword(s):  
Research Methods ◽  
Descriptive Analysis ◽  
Secondary Data ◽  
Accelerated Learning ◽  
Learning Methods ◽  
Left Brain ◽  
Library Research ◽  
The Right

Abstract. This study aims to determine the pattern of neurology-based learning methods of Al-Qur'an Al-Barqy and wafa as an effort to synchronize these methods with the principles of accelerated learning required in this advancement era. Researchers Use research methods library research or commonly referred to as literature studies by collecting primary and secondary data related to al-Barqy and death methods, then analyzing neurology using descriptive analysis. The results of this study indicate that the method of learning al-Qur'an al-barqy and wafa with its unique characteristics includes functioning of the right and left brain, besides being simple, fun and effective and making it easier for students to remember and recall old memories easily are points. It is important to acceleratinglearning neurology-based with the acrostic mnemonic method, where the language used is the daily language of students such as Ma-Ta-Sa-Ya and A-Da-Ra-Ja.

scholarly journals Analisis Kelayakan Isi LKS “Pintar Pendidikan Agama Islam Berkarakter” Kelas V SD

2021 ◽  
Vol 2 (1) ◽  
pp. 21-35
Author(s):  
Lisa Yulia Sari ◽  
Muhammad Aufa Muis
Keyword(s):  
Religious Education ◽  
Descriptive Analysis ◽  
Secondary Data ◽  
Research Literature ◽  
Primary Data ◽  
Analysis Method ◽  
Learning Materials ◽  
Is Research ◽  
Library Research ◽  
Literature Searches

This study aims to identify and describe the results of the feasibility analysis of the contents of the Islamic Religious Education Smart LKS content in terms of the suitability of the material description with KI/KD, the accuracy of the material, and the content of supporting learning materials. The type of research used is library research. Literature research is research based on literature searches related to the problems to be discussed. The method used is descriptive analysis method. The primary data sources in this study were obtained from the Smart LKS for Islamic Religious Education with Character, while the secondary data were obtained from books, journals, articles, laws and regulations, and so on. All data will be collected, analyzed, interpreted as well as by interpreting the object under study. The results showed that the suitability of the description of the material with KI-KD obtained a percentage of 65%, while in terms of the accuracy of the material it obtained a percentage of 72%, and in terms of supporting learning materials it obtained a percentage of 73.2%. When viewed as a whole, the percentage of sub-components is 70%, which shows that the Smart LKS for Islamic Religious Education is worthy of being used as a companion book for learning in elementary schools

scholarly journals Islamic Education System in Singapore: Current Issues and Challenges

2020 ◽  
Vol 8 (2) ◽  
pp. 197-222
Author(s):  
Abdul Rahman ◽  
Idi Warsah ◽  
Ali Murfi
Keyword(s):  
Education System ◽  
Islamic Education ◽  
Full Time ◽  
Study Program ◽  
Library Research ◽  
Part Time ◽  
The Right ◽  
Management Curriculum ◽  
Constant Comparative Analysis

Although Singapore cannot be used as a model for global Islamic education, this country has quite several madrasahs. The Singapore government is also quite responsive in providing support for the continuation of Islamic education activities. This study aims to analyze the Islamic education system—madrasah management and curriculum in Singapore. Most importantly, this study identifies how the role of madrasahs in the Singapore education system is. The study in this paper is qualitative. This study uses library research, and the method of content analysis and constant comparative analysis becomes the first option of the writer. The results show that Singapore's Islamic Ugama Majlis (MUIS) plays a significant role in monitoring and managing the development of Islamic education in Singapore, which performs three types of Islamic education, Part-Time Education, Full Time Education, and Islamic Study Program for the Community. MUIS created a special curriculum by proposing the Singapore Islamic Education System (SIES) by introducing the ALIVE curriculum. The role and relevance of madrasahs cannot be underestimated or dismissed because the growing Muslim community and society will always need the right channels for real Islamic education regardless of how progressive or modern it is. This paper provides a broad view of madrasah in Singapore and looks at management, curriculum, and the role of madrasahs.

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