scholarly journals 1 FILSAFAT AL-FARABI DALAM PRAKTEK PENDIDIKAN ISLAM

2022 ◽  
Vol 21 (2) ◽  
pp. 165-183
Author(s):  
Sri Haryanto
Keyword(s):  
Political Philosophy ◽  
Key Words ◽  
Learning Process ◽  
Role Model ◽  
Learning Experience ◽  
Islamic Education ◽  
Intellectual Tradition ◽  
Context Of Learning ◽  
The One

This research is aimed to explore al-Farabi philosophy in the practice of Islamic education. Al-Farabi is called as “the second teacher” after Aristotle due to his ability to understand Aristotle, who was known as the first teacher in philosophy. He also was the first Moslem philosopher who tried to face and intertwine classical Greek political philosophy and Islam as well as possible. He also made effort to make the philosophy understandable under the context of religions. In this regard, Al-Farabi was also considered as the one preserving intellectual tradition of al-Kindi, although with higher competence and creativity, and more complicated sophistication and freedom thinking. While al-Kindi was prominent as literally Moslem philosopher, al-Farabi was admitted as the founder of philosophy study in Islam, which has been developed ever since. He was the Second Teacher and the next highest authority after his role-model, Aristotle. He gained fame for introducing the doctrine of “The Harmony of Plato’s and Aristotle’s Thinking.” His logical knowledge capacity is adequate and he was well-known as Abu Nashr or Abu Naser among Latin philosophers. The philosophy of al-Farabi reconstructs the practice of Islamic education with the presence of integrality of naturalist nativits with empiricist. This brings together the belief that what someone has is important and the presence of empirical experience influence. In the context of learning process, a teacher might give learning experience which develop students’ potential, talents, and interests in defining themselves in time. Key words: al-Farabi philosophy, Islamic education, Harmony

scholarly journals Menanamkan Karakter Religius Siswa Melalui Buku Ajar Tematik Terintegrasi PAI dan Budi Pekerti

MADRASAH ◽  
2017 ◽  
Vol 10 (1) ◽  
pp. 20
Author(s):  
Sulistyowati Sulistyowati
Keyword(s):  
Everyday Life ◽  
Learning Process ◽  
Learning Experience ◽  
Islamic Education ◽  
Quality Of Learning ◽  
Strategic Role ◽  
Islamic Values

Textbook is one of learning components that plays an important role in determining the success of learning. Textbook as a media and one of main resources in the learning process has a strategic role to be developed to improve the quality of learning and cultivate religiosity of the students. The cultivation of religious characters will be effective, efficient, and interesting if the available textbooks are combined with the Islamic education and characters contents. Those contents will create religious atmosphere and familiarize the students in practising their religiosity in everyday life. In this way, the competency of Islamic education and characters are combined with the competency of other subjects that are packaged in a learning experience. Thus the Islamic values will be formed in students characters.

scholarly journals Álvaro Pais, Marsílio de Pádua e o Artigo 68 do Livro Primeiro do Estado e Pranto da Igreja

2006 ◽  
Vol 51 (3) ◽  
Author(s):  
José Antônio de C. R. de Souza
Keyword(s):  
Political Philosophy ◽  
Key Words ◽  
The Other ◽  
Other Hand ◽  
Political Implications ◽  
Marsilius Of Padua ◽  
John Xxii ◽  
The One

Em boa parte do Artigo 68 do Livro Primeiro de seu Estado e Pranto da Igreja, Álvaro Pais, O. Min. (c. 1270-1349) refuta 5 proposições com implicações políticas atribuídas a Marsílio de Pádua (1280-1342). Neste artigo, analisamos a refutação dessas proposições feitas pelo Menorita galego, comparando-as, de um lado, com os textos, efetivamente escritos pelo Médico paduano, que se encontram em sua obra Defensor da Paz (1324) e, de outro, cotejando-o com uma Epistula ad quosdam cardinales, de autoria do mencionado Frade, escrita pelo menos dois anos antes. Desse estudo resultaram as seguintes conclusões: 1 – Frei Álvaro, sem fazer nenhuma alusão, apoiou-se basicamente na mencionada Epistula. 2 – Sob o aspecto doutrinal, essencialmente, não há diferença entre ambos os textos alvarinos. 3 – Nos dois textos, o Franciscano galego não compulsou o Defensor da Paz, tendo utilizado as teses que os censores dessa obra imputaram ao seu autor; em 1327, quando o Papa João XXII condenou-a como herética. PALAVRAS-CHAVE – Álvaro Pais. Marsílio de Pádua. Plenitude do poder. Filosofia política. ABSTRACT In a large part of the Article 68 of the Book one of his Status et Planctus Ecclesiae, Alvarus Pelagius O. Min. (c. 1270-1349) refutes five propositions, having political implications, attributed to Marsilius Patavinus (1280-1342). In this study, we analyze the refutation of these propositions made by Alvarus, comparing, on the one hand, with the texts, really, written by Marsilius, which are in his book entitled Defensor pacis (1324), and on the other hand, quoting Alvarus’ text with the Epistula ad quosdam cardinales, also written by the mentioned Franciscan friar two years before. From this study, resulted the following conclusions: 1 – Without to do any mention in the Article 68, the principal Alvarus’ source was the referred Epistula. 2 – Considering the two texts written by Fr. Alvarus, according the doctrinal aspect, they are essentially equal. 3 – In both texts we could see that Alvarus not had in his hands the Defensor Pacis, having used the thesis which the censors of this book imputed to Marsilius in 1327, when this book was condemned as heretic by the Pope John XXII. KEY WORDS – Alvarus Pelagius. Marsilius of Padua. Plentitude of power. Political philosophy.

scholarly journals HIDDEN CURRICULUM DALAM PEMBELAJARAN PAI

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
Hikmatul Mustaghfiroh
Keyword(s):  
Significant Role ◽  
Learning Process ◽  
Hidden Curriculum ◽  
Learning Experience ◽  
Learning Objective ◽  
Islamic Education ◽  
Learning Goal ◽  
Measured System

<p>Tulisan ini berupaya menelaah tentang kurikulum tersembunyi dalam sebuah proses pembelajaran. Dalam pembelajaran Pendidikan Agama Islam (PAI), kurikulum tersembunyi memiliki peran yang cukup signifikan dalam membentuk sikap dan karakter para siswa. Melalui  penggunaan kurikulum tersembunyi,  para guru dan sekolah-sekolah dapat mencapai tujuan pembelajaran PAI secara optimal. Dari penelitian yang telah dilakukan, dapat diketahui bahwa kurikulum tersembunyi merupakan kurikulum yang tidak tampak, bisa terjadi secara spontanitas, tanpa terencana dan bisa muncul dari pengalaman belajar  dalam sekolah.  Di samping itu, meskipun kurikulum tersembunyi tidak mempunyai sistematika  yang formal dan terukur,  namun sangat berperan dalam mewujudkan sebuah tujuan pembelajaran,  khususnya pembelajaran  PAI. Pembelajaran  PAI akan dapat dicapai dengan maksimal dengan dukungan kurikulum tersembunyi melalui aktifitas siswa, baik dalam pembelajaran  maupun di luar pembelajaran.</p><p><strong>Kata kunci: kurikulum, tersembunyi, pembelajaran, PAI</strong></p><p><em>THE HIDDEN CURRICULUM IN LEARNING  PAI. This paper describes the concept of hidden curriculum in a learning process. On learning  of Islamic  Education  (PAI), the  hidden curriculum  has a significant role in shaping the attitudes and character of students. Throught the use of hidden curriculum, teachers and schools will be able to achieve the learning objective of PAI optimal. Based on the research that was conducted, it can be known that hidden curriculum can  happen spontaneously,  and can  appear  from the  learning experience at school. Besides, although  the hidden  curriculum does not have a formal and measured system, it has a significant role in creating  a learning  goal,  especially  in Islamic  education  learning. Islamic education learning can be achieved maximally by the support of hidden curriculum through students’ activities both in and out of learning process.</em></p><p><strong><strong><em>Keywords</em></strong><em>:  hidden curriculum, learning , Islamic Education</em><br /></strong></p>

scholarly journals Students’ Self-Assessment on Hikmah Pedagogy in Islamic Education

2021 ◽  
Vol 6 (29) ◽  
pp. e210805
Author(s):  
Hafizhah Zulkifli ◽  
Nor Alniza Azman
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Islamic Education ◽  
School Students ◽  
Self Assessment ◽  
Language History ◽  
Significant Difference ◽  
The Mean ◽  
The One

Self-assessment is quintessential to monitor students’ performance, particularly in getting feedback during the teaching and learning process. However, up to the present, research on students' self-assessment in Hikmah Pedagogy was limited to other subjects, such as Malay language, History, English language, and Science. Therefore, the objective of this research was to examine students’ self-assessment on Hikmah (Wisdom) pedagogy based on gender and type of schools in Islamic education subject. The research applied a survey research design that involved 328 primary school students. The results revealed no statistically significant difference in the mean score for all constructs (speaking and listening, reasoning, manners in the community of inquiry, and open-mindedness) based on gender. On the contrary, the results derived from the one-way ANOVA tests for the types of school documented a significant difference in speaking and listening reasoning and open-mindedness. This research study may assist teachers in improving the teaching and learning process and help students to understand better in the classroom.

Sifat dan Peranan Keperibadian Guru Cemerlang Pendidikan Islam (GCPI) dan Hubungannya Dengan Motivasi Pelajar

2012 ◽  
Author(s):  
Kamarul Azmi Jasmi ◽  
Ab. Halim Tamuri ◽  
Mohd Izham Mohd Hamzah
Keyword(s):  
Secondary Schools ◽  
Key Words ◽  
Learning Process ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Apparent Relationship ◽  
The Subject ◽  
The Mean ◽  
High Level

Artikel ini cuba mengupas sifat dan peranan keperibadian Guru Cemerlang Pendidikan Islam (GCPI) terhadap pelajar dalam meningkatkan keberkesanan pengajaran dan pembelajaran di sekolah menengah dalam subjek Pendidikan Islam. Kupasan sifat dan peranan ini berdasarkan kajian yang dilaksanakan di beberapa buah sekolah menengah di Malaysia dalam bentuk soal selidik pelajar. Dalam kajian ini, beberapa kumpulan pelajar berlainan sekolah diminta menilai ciri keperibadian GCPI terhadap pelajar mereka masing-masing dalam pengajaran dan pembelajaran di dalam kelas. Instrumen soal selidik pelajar digunakan bagi mendapatkan data kajian. Data ini kemudiannya dianalisis dengan menggunakan SPSS version 16.0. Hasil dapatan kajian menunjukkan min keseluruhan persepsi pelajar terhadap keperibadian GCPI dan motivasi mereka berada pada paras yang tinggi. Min keperibadian GCPI kepada penampilan adalah 4.50, keperibadian kepada pelajar (min = 4.00), dan motivasi pelajar (min = 4.30). Begitu juga sifat keperibadian ini mempunyai hubungan yang signifikan tinggi dan sederhana dengan motivasi pelajar dalam pengajaran dan pembelajaran mereka di dalam bilik darjah. Kata kunci: Keperibadian; penampilan; motivasi pelajar This paper investigates the role of attitude and attributes of excellent Islamic Education teacher’s in enhancing the effectiveness of the teaching and learning process of the subject in secondary schools. The investigation was carried out in eight secondary schools throughout Malaysia. A set of questionnaires was distributed among secondary schoool students to evaluate the attitude of the excellent Islamic Education teachers in the classroom. Data was then analysed using SPSS version 16.0. It was found that the total mean of students’ perception on the attitude of the teachers and their motivation was at high level: i.e the mean attitude of teachers personality (mean = 4.50), attitude toward students (mean = 4.00), and student’s motivation (mean = 4.30). In addition, teachers’ attitude has an apparent relationship with student’s motivation during their teaching and learning process in the classroom. Key words: Attitude; personality; student’s motivation

scholarly journals Pengembangan Buku Ajar Akidah Akhlaq Dengan Menggunakan Metode Inkuiri Pada Siswa kelas 2 di Madrasah Tsanawiyah Miftahul Ulum

2019 ◽  
Vol 3 (2) ◽  
pp. 2-24
Author(s):  
Hosaini
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Role Model ◽  
Active Role ◽  
Learning Model ◽  
Instructional Materials ◽  
Islamic Education ◽  
Community Life ◽  
Learning Materials ◽  
Learning And Teaching

Abstract: Islamic education learning is learning that has many roles in science, religion because be a role model all Muslims in the world. Besides, the Islamic religion can ensure the needs of the Islamic community life in this world and the Hereafter later. Therefore, it is important in the learning process of Islamic religious education, a teacher should have a lot of learning materials are varied and qualified in its implementation. One is a model of cooperative learning instructional materials in which a teacher is no longer a lecture in teaching but it was students who many propses an active role in learning and teaching. Long learning model needs to be updated in order to continue learning to walk properly and in accordance with the demands of the future will face the students later. Change is inevitable again, vorefer into the demands of the Islamic Ummah , but the changes are not out of the rules of the teachings of Islam that has taught him. That is why it is possible learning materials provides opportunities for Islamic religious education teachers to always be active in the learning process according to their individual needs lembanga Islamic education. This study focused on how the effectiveness of Islamic religious education learning materials with a model inkuiru? Certainly address this problem requires a learning model that can please the students learn continuously to obtain the expected results. Students will not be able to learn seriously as long as there is no motivation given the teacher to the students, so it turned out not to be enough wit a science teacher who had qualified without having learning models that support. One satuya to the spirit of learning that encourages students to learn is a model Inkuiri .

HUBUNGAN DISIPLIN MAHASISWA DAN FASILITAS KAMPUS DENGAN PRESTASI MAHASISWA

2018 ◽  
Vol 15 (1) ◽  
pp. 99
Author(s):  
Didi C. Chalil
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Key Words ◽  
Learning Process ◽  
Difficulty Level ◽  
Motivation To Learn ◽  
Classroom Learning ◽  
Final Exam ◽  
Lecture Material ◽  
A Value

One indicator of the success ofeducation in the level of classroom learning is when a lecturer is able to build student learning achievement and will be more successful if this achievement can be increased if their attendance is above 80% (minimum 10 times attendance from 12 meetings). If the students can be grown discipline and provided a decent campus facilities, then as difficult as any lecture material or learning process that followed by they undoubtedly will live with feelings of joy, even they will feel sad if that day lecturer could not come because there is a need outside campus.There are four stages of appraisal that apply to each student for each course taken include (1) attendance of 10% (2) Task 20% (3) 30% Semester Exam (UTS) and (4) Final Exam Semester. (UAS) 40%. The writer as a lecturer tries to cultivate motivation to learn from the beginning, in addition to always communicate actively with students who follow the lecture also monitor attendance and assignment, each completed college is always given the practice / tasks are directly given the value, usually given the task quite easily so they can get a value of 100, even if there is a miscalculation, they are still given the opportunity to fix the error so that eventually get a value of 100. With the value of this 100, their motivation to grow and even grow in such a way that spur them to diligent lectures.The difficulty level of the task is balanced with the lecture, the longer it is raised so as to reach the maximum average level of student ability at the end of the lecture meeting...This research reveals that there is no a significant correlation between student achievement to discipline presence of student/mahasiswa with campus facilities. The analyzing was taken from an answer of 55 students who were randomly selected as respondents by filling out the Questionaire that was distributed to them. Key words : achievement, attendance, discipline, campus facility

NILAI-NILAI PENDIDIKAN ISLAM DALAM TAREKAT QADIRIYAH

2019 ◽  
Vol 20 (1) ◽  
pp. 122-41
Author(s):  
Ischak Suryo Nugroho
Keyword(s):  
Key Words ◽  
Islamic Education ◽  
Physical Problems ◽  
The Way

Islamic education is not only focussed on physical problems such as cognitive but also on spiritualilty which the mind’s ability that is build in tasawuf by tarekat way. Qadiriyah is a taken from the name of its founder Abd. Al-Qadir Jilani who is popular with Syekh Abd. Al-Qadir Jilani Al-Ghawsts atau Quthb Auliya. Syeikh Abd. Al-Qadir is athe founder of spiritual which is masive and organized well. Before Syeikh Abd. Al-Qadir Jilani, Islamic spiritual is individual and not well-organized. According to Al Sya’rani, the form and characteristic of Tarekat Syaikh Abd. Al-Qadir is tauhid . The way to achieve the syariat is by spritual and mental activities. The Syaikh Abd. Al-Qadir Al-Jilani always emphasizes on purificstion from the men’s desire. Some of the lessons are taubat, zuhud, tawakal, syukur, ridha and honest.  Key Words : Islamic Education, Tarekat, Qadiriyah

Improving Students’ Achievement in Reading Comprehension Through Advance Organizer Strategy

2015 ◽  
Vol 12 (1) ◽  
Author(s):  
Tuti Andriani Siregar ◽  
Didik Santoso ◽  
Anni Holila Pulungan
Keyword(s):  
Reading Comprehension ◽  
Key Words ◽  
Learning Process ◽  
Advance Organizer ◽  
Teaching Reading ◽  
Significant Progress ◽  
The Subject ◽  
Passing Grade

This study deals with the improvement of the students’ achievement in reading comprehension through advance organizer strategy. The objectives of this research were to improve the students’ achievement in reading comprehension as well as the process of learning reading comprehension by using advance organizer strategy.  The subject of the study was grade XI IPA 2 Madrasah Aliyah Negeri Binjai consisting of 33 students. The data of this study were obtained by using test, observation sheets and interview. This research was conducted in two cycles because in the pre-test (without treatment), the average of the students’ score was 59,24. In the first cycle test, it was 74,30. It is lower than the minimum passing grade, and if is viewed from the observation sheets, the situation of the learning process hasn’t met the criteria of the success. So the writer continued to the second cycle. There was a significant progress on the students’ achievement in reading comprehension in the second cycle, and the average of the students was 82,94. The students were more active and enthusiastic in following the lesson. Therefore, the teaching reading comprehension through advance organizer strategy can improve the students’ achievement in reading comprehension quantitatively and qualitatively. Key words:  improving, reading comprehension, advance organizer strategy.

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.

Sign in / Sign up

Export Citation Format

Share Document