scholarly journals ISLAMIC RELIGION EDUCATION VALUES IN NYADRAN TRADITION IN DESA TRAJI KECAMATAN PARAKAN TEMANGGUNG DISTRICT, JAWA TENGAH

2018 ◽  
Vol 1 (2) ◽  
pp. 79-93
Author(s):  
Muhammad Saefullah
Keyword(s):  
Social Life ◽  
Water Sources ◽  
Islamic Education ◽  
Islamic Religion ◽  
The Universe

Islam is a religion of grace for the universe, of course we as Muslims are obliged to makeIslam as a tool in social life, because the habits or norms that are formed in society arenot in accordance with Islamic teachings that we believe to be true. For this reason, it isdeemed necessary to orientate Islamic teachers, which are indeed things that are doneby a Muslim, which indeed cannot be separated from translation as a form of extractingIslamic teachings in understanding them. The rest need methods that are in accordancewith those used in understanding Islamic Education Values in society. In this study theresearchers wanted to know the purpose of implementing the tradition in Traji Villagewith a focus on research on the Nyadran ritual in Traji Village. In collecting this dataresearchers used the method of observation, interview, documentation, questionnaire,and analysis of data with percentages. The population taken in the research was allTraji villagers, while the researchers only took a few to become samples consisting ofcommunity leaders, hamlet devices, parents and youth. From the results of this study it canbe obtained data that the purpose of the Nyadran ritual is to be grateful for the provisionof water sources, to request that the entire community of Traji be given safety, health andabundant food, maintain ancestral heritage and establish a sense of brotherhood betweenthe residents of Traji Village.

scholarly journals PERAN DAN TANTANGAN PENDIDIKAN AGAMA ISLAM DI ERA GLOBAL

2015 ◽  
Vol 12 (1) ◽  
pp. 61-74
Author(s):  
Nur Hidayat
Keyword(s):  
Social Life ◽  
Islamic Education ◽  
Human Beings ◽  
Relationship With God ◽  
Global Era ◽  
The Future ◽  
Educated Person ◽  
Relationship Of ◽  
The Relationship ◽  
The Universe

Islam requires his people to be literate and educated people. Expected educated person in today’s global era will be increased, while those who are not educated will be reduced in accordance with present era. Islamic education guides students in their development, both physical and spiritual to form honorable personality and character. And will become moral beings in the future in accordance with the noble values of our nation. Islamic educational purposes according to the Qur’an include (1) describes the position of learners as human beings between God and responsibilities in this life, (2) explaining to do as social beings and responsibilities in order of social life, (3) explain the relationship of man the nature and duty to know the wisdom of creation by way of prosperity of the universe, (4) to explain its relationship with God as the creator of the universe.

PESANTREN; AKAR TRADISI DAN MODERNISASI

ALQALAM ◽  
2014 ◽  
Vol 31 (1) ◽  
pp. 137
Author(s):  
Zaki Ghufron
Keyword(s):  
Social Life ◽  
Accurate Result ◽  
Education Institution ◽  
Boarding School ◽  
Islamic Education ◽  
Government Partner

Islamic Boarding school is an islamic education institution which has an identical tradition in indonesian muslim societuy. This institution has emerged long before the colonialism era in Indonesia. In its long history since years to pursue the concept of modernism, islamic boarding school, sometimes ,has also been perceived negatively because of transnasionalism ideology which is adopted in recent years. In that case, this paper aimed to describe the existence of islamic boarding school in indonesian social life. By argumenting and comparing some previous studies in this case to gain an accurate result. Moreover, this paper is intended to answer some western perception about islamic boarding school in Indonesia, and finally emphasize the role of islamic boarding school as a government partner and its function in creating democracy.  Keyword: Islamic Boarding School, Tradition, Modernization.

PENDIDIKAN BERMASYARAKAT MODEL NABI MUHAMMAD SEBAGAI SOLUSI ALTERNATIF KEHIDUPAN BERMASYARAKAT DI INDONESIA

2020 ◽  
Vol 5 (1) ◽  
pp. 136-149
Author(s):  
Gunawan Efendi
Keyword(s):  
Social Life ◽  
Community Education ◽  
Islamic Education ◽  
Curriculum Materials ◽  
Education Curriculum ◽  
Education Model ◽  
Alternative Solutions

The model of community education in the form of the prophet Muhammad is community education modeled on the ways of education carried out by the prophet Muhammad SAW. Among the models of the prophet Muhammad SAW education. namely the development of Islamic education, curriculum, materials, methods, institutions, guidance during the time of the Prophet Muhammad SAW. Alternative solutions for social life in Indonesia include Indonesian education that must be designed in such a way as to enable students to develop their potential naturally and creatively in an atmosphere of freedom, togetherness, and responsibility. In addition, education must produce graduates who can understand their community with all the factors that can support success or obstacles that cause failure in social life. One alternative that can be done is to develop an education model of the Prophet Muhammad SAW.

Karateristik Pendidikan Inter-Religius Dalam Al-qur’an

2021 ◽  
Vol 20 (1) ◽  
pp. 127-146
Author(s):  
Muhammad Hariyadi ◽  
Imronuddin Imronuddin
Keyword(s):  
Religious Education ◽  
Social Life ◽  
Qualitative Method ◽  
Research Libraries ◽  
The Universe

The conclusion of this article is that inter-religious education in the Quran is an education that encourages all students to have an intellectual, moral, achievement and noble personality with humanity and togetherness orientation to develop the principles of democracy, equality and justice in social life and compassion for the universe on the basis of faith in God. Students are required to know the background of each religion and not see it from just one perspective, but also through the perspectives of others to avoid excessive fanaticism in religion that can be a trigger for conflict so far. The article also found two things needed in the construction of Inter-Religious Education, namely; firs! to carry out dialogue by placing each religion in an equal position. Second, develop an attitude of tolerance by providiug opportunities for each religion to urderstand each other. The method that authors use in this study is a qualitative method that is supported by research libraries. While the method of interpretation that authors use is the method of interpretation maudu'i, the authors chose this method because this method can be used as an excavator of lnter-Religious Education according to the Qur'an more comprehensively.

scholarly journals Ethics and science: between logical positivism and Islamic education - A comparative study -: الأخلاق والعلم بين الوضعية المنطقية والتربية الإسلامية - دراسة مقارنة -

2020 ◽  
Vol 4 (25) ◽  
Author(s):  
Smyah Ghazi M Allihyani
Keyword(s):  
Social Life ◽  
Scientific Method ◽  
Science Research ◽  
Logical Positivism ◽  
Islamic Education ◽  
Comparative Approach ◽  
Natural Phenomena ◽  
Human Beings ◽  
Human Needs ◽  
The Mind

The research aims to study and analyze the perception of the logical positivism of ethics and science, and study and analyze the perception of Islamic education for ethics and science, in addition to monitoring similarities and differences between the perception of logical positivism and Islamic education for ethics and science, and finally draw the most important conclusions from the comparison between the logical positivism perception and Islamic education of ethics and science. Research Methodology: George Bereday Curriculum's four-step comparative approach: description – interpretation – juxtaposition – comparison. The research reached several results, the most prominent of which are: 1- Islamic education was distinguished from logical positivism in its belief that benign morals are a fixed source; it derives from Islamic sources the Noble Qur’an and pure Sunnah, at a time when morals are considered relative as perceived by logical positivism. 2- Islamic education was distinguished in its view of Islamic morals as absolute and does not change with the change of time or place, at a time when the logical positivism considered ethics as separate from social life and its criterion of human needs, will and choice. 3- Islamic education was distinguished from the logical positivism in its conception of science where its view was more general and more comprehensive in the source of knowledge, for God Almighty is the source of knowledge and to him all things are returned, then nature and its facts and laws that come from the arrangement of God Almighty and the Creator and its use of human beings come. 4- Islamic education was distinguished from the logical positivism in its belief in the unseen and the testimony, so the mind and the senses are all tools by which the believer inferred the net belief on the existence of a creator and mastermind of this great universe. The great. 5- Islamic education was distinguished by the comprehensiveness of its view of the mind, because it is based on sincere faith and common sense, on which sound thinking is based. 6- Islamic education was more comprehensive than the logical positivism in the steps of the scientific method (research) in studying natural phenomena and various fields of knowledge, due to its dependence mainly on the divine (revelation) source which is from God Almighty being the source of knowledge and knowledge.

scholarly journals PENDIDIKAN ISLAM DAN KERUKUNAN: Sebuah Refleksi terhadap Konflik antar Pemeluk Agama di Indonesia

2018 ◽  
Vol 8 (2) ◽  
pp. 217
Author(s):  
Moch. Sony Fauzi
Keyword(s):  
Cultural Values ◽  
Life Style ◽  
Human Life ◽  
Islamic Education ◽  
Religious Communities ◽  
Learning And Adaptation ◽  
Religious Concept ◽  
The Universe ◽  
Education Process

<p>Education is a process of individual continuously learning and adaptation to the cultural values and social ideals. Education is a comprehensive process including all the aspects of life to prepare them to be able to face all the challenges. Considering the definition, we will see how dominant the aspects of human life style management in order to be in accordance with the universe are. An education process is expected to produce tolerance, egalitarianism, and skills to actualize one's self in the constellation of human life dynamics. It is also expected to produce peace and harmony as a part of ideal community with the educated people as the members. It means that the education process is considered failed if it produces totalitarian cannibalism that can easily arouse conflicts among people. Therefore, the understanding of an ideal Islamic education that is accommodative to the values of plurality and brotherhood among people should emerge. Finally, the values can be the source of aspiration in rearranging the religious concept of this nation to regain the peace that has once been disappeared because of the conflict among the religious communities, through education</p><p> </p><p>Pendidikan adalah proses individu yang terus belajar dan beradaptasi dengan nilai budaya dan cita-cita sosial. Pendidikan adalah proses yang komprehensif termasuk semua aspek kehidupan untuk mempersiapkan mereka untuk dapat menghadapi semua tantangan. Dengan mempertimbangkan definisinya, kita akan melihat betapa dominannya aspek manajemen gaya hidup manusia agar sesuai dengan alam semesta tersebut. Proses pendidikan diharapkan bisa menghasilkan toleransi, egalitarianisme, dan keterampilan untuk mengaktualisasikan diri seseorang dalam konvergensi dinamika kehidupan manusia. Hal ini juga diharapkan dapat menghasilkan kedamaian dan harmoni sebagai bagian dari komunitas ideal dengan orang-orang terpelajar sebagai anggotanya. Artinya, proses pendidikan dianggap gagal jika menghasilkan kanibalisme totaliter yang bisa dengan mudah menimbulkan konflik antar manusia. Oleh karena itu, pemahaman tentang pendidikan Islam ideal yang akomodatif terhadap nilai pluralitas dan persaudaraan antarmanusia diharapkan muncul. Akhirnya, nilai-nilai bisa menjadi sumber aspirasi dalam menata ulang konsep religius bangsa ini untuk mendapatkan kembali kedamaian yang dulunya lenyap karena konflik antar umat beragama, melalui pendidikan.</p>

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.

scholarly journals IMPLIKASI RELASI EKSPLORATIF (ALAQAH AL-TASKHIR) DALAM PENDIDIKAN ISLAM: TELAAH FILOSOFIS ATAS PEMIKIRAN MAJID IRSAN AL-KILANI

2018 ◽  
Vol 7 (02) ◽  
pp. 245
Author(s):  
Rahendra Maya
Keyword(s):  
Islamic Education ◽  
Human Beings ◽  
The Universe

AbstractThis article examines Makhjid 'Irsân Al-Kîlânî perspective on explorative relationships between human beings as servants of Allah S.W.T. with the universe or the universe that surrounds and is around them ('alâqah al-taskhîr,' alâqah baina al-insân wa al-kaun); in a frame of worship to Him ('alâqah al-'ibâdah,' alâqah baina al-insân wa Al-Khâliq). The original and pithy thought of Al-Kîlânî is primarily derived from his work entitled Al-Tarbiyah Al-Islâmiyyah Philosophy: Dirâsah Muqâranah baina Falsafah Al-Tarbiyah Al-Islâmiyyah wa Al-Falsafât Al-Tarbawiyyah Al-Mu'âshirah and Ahdâf Al-Tarbiyah Al-Islâmiyyah fî Tarbiyah Al-Fard wa Ikhrâj Al-Ummah wa Tanmiyah Al-Ukhuwwah Al-Insâniyyah supported by several other educational works. The explorative relation ('alâqah al-taskhîr) described by Al-Kîlânî is, among other things, related to the nature of al-taskhîr, the essential objective of al-taskhîr, al-taskhîr objectivity, and the implications of al-taskhîr relations.Keyword: al-taskhîr, 'alâqah al-taskhîr, philosophical, Islamic education.   AbstraksiArtikel ini mengkaji perspektif Mâjid ’Irsân Al-Kîlânî tentang relasi eksploratif antara manusia sebagai hamba Allah S.W.T. dengan alam semesta atau jagat raya yang melingkupi dan ada di sekitar mereka (’alâqah al-taskhîr, ’alâqah baina al-insân wa al-kaun); dalam bingkai peribadatan kepada-Nya (’alâqah al-’ibâdah, ’alâqah baina al-insân wa Al-Khâliq). Pemikiran orisinil dan bernas dari Al-Kîlânî tersebut utamanya berasal dari karyanya yang berjudul Falsafah Al-Tarbiyah Al-Islâmiyyah: Dirâsah Muqâranah baina Falsafah Al-Tarbiyah Al-Islâmiyyah wa Al-Falsafât Al-Tarbawiyyah Al-Mu’âshirah dan Ahdâf Al-Tarbiyah Al-Islâmiyyah fî Tarbiyah Al-Fard wa Ikhrâj Al-Ummah wa Tanmiyah Al-Ukhuwwah Al-Insâniyyah dengan didukung beberapa karya edukatifnya yang lain. Relasi eksploratif (’alâqah al-taskhîr) yang dideskripsikan Al-Kîlânî antara lain berkaitan dengan hakikat al-taskhîr, tujuan esensial al-taskhîr, objektifitas al-taskhîr, dan implikasi relasi al-taskhîr.Keyword: al-taskhîr, ’alâqah al-taskhîr, filosofis, pendidikan Islam.

scholarly journals EFEKTIVITAS METODE PEMBELAJARAN PENDIDIKAN AGAMA ISLAM GUNA PENINGKATAN PEMAHAMAN PADA ANAK TUNA GRAHITA SLB NEGERI KOTA METRO

2019 ◽  
Vol 2 (01) ◽  
Author(s):  
Nina Tisnawati ◽  
Ade Aulia Rahman
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Disabled Children ◽  
Education Teacher ◽  
Mentally Disabled ◽  
Observation Methods ◽  
Islamic Religion ◽  
Southern City

Islamic Religion Teachers are supervisors, therefore in the teaching and learning process there needs to be methods in accordance with their students. In learning Islamic Religion various methods were developed in educating students, educating mentally disabled children needed methods that are used specifically in each learning process, the problem we will discuss is how the effectiveness of the implementation of Islamic Education teacher teaching methods in the learning process in children mentally disabled people are at the Metro South State Metro School. The focus of research on the effectiveness of the implementation of Islamic Education teacher teaching methods in the teaching and learning process for mentally disabled children is at the Metro South State Metro School. The limitation of this problem is that in this study we will discuss the effectiveness of the implementation of Islamic Education teacher teaching methods in the teaching and learning process for mentally disabled children at the Metro South State Metro School. The purpose of this study was to determine the effectiveness of the teaching methods of teaching Islamic Education teachers in the teaching and learning process for mentally disabled children at the Metro South State Metro School. in developing various methods in the teaching and learning process, while practically this research can provide input for Islamic education teachers at the Special Schools in the Southern City of Metro in effective learning. The method used in this study is an unstructured interview method, then the researcher uses unstructured observation methods. what the research did in this case was to observe directly the teaching and learning process in the classroom and outside the classroom, another method that researchers used was the method of documentation as a support in this study.

scholarly journals PERSENTUHAN AGAMA ISAM DENGAN KEBUDAYAAN ASLI INDONESIA

2014 ◽  
Vol 38 (1) ◽  
Author(s):  
Deni Miharja
Keyword(s):  
Social Life ◽  
Empty Space ◽  
Local Culture ◽  
Indigenous Culture ◽  
Way Of Life ◽  
Indonesian Archipelago ◽  
Islamic Religion ◽  
Art And Culture ◽  
Puppet Show ◽  
Almost All

<p>Abstrak: Islam masuk ke Indonesia tidak dalam kondisi hampa budaya. Telah ada budaya setempat yang berkembang dalam masyarakat Indonesia. Hal ini melahirkan akulturasi budaya antara ajaran Islam dan budaya masyarakat setempat. Di sisi lain, tata cara pelaksanaan ajaran Islam lebih bercorak keindonesiaan (lokal) dan tidak sepenuhnya sama dengan wilayah aslinya di Timur Tengah. Tulisan ini mengeksplorasi bagaimana persentuhan agama Islam dengan kebudayaan lokal Indonesia, terutama dengan budaya Sunda. Penulis menyimpulkan bahwa hampir seluruh ranah kehidupan orang Sunda mengandung nilai-nilai yang Islami. Ajaran dan hukum dalam masyarakat Sunda pun disosialisasikan melalui seni dan budaya, seperti pada lakon pewayangan (wayang golek), lagu-lagu, pantun, dan banyolan-banyolan. Ajaran Islam melalui media wayang golek meliputi Islam sebagai a way of life, termasuk ajaran dasar tentang ketatanegaraan dan pemerintahan. Ajaran Islam melalui pewayangan seringkali menekankan ketaatan kepada ajaran agama dan negara secara bersamaan dan ber- kesinambungan yang mencerminkan pemahaman atas perintah ketaatan kepada Allah, Rasul dan ûli al-amri sebagaimana diamanatkan dalam al-Qur‘an.</p><p><br />Abstract: The Convergence of Islamic Religion with the Indonesian Indigenous Culture. When Islam first entered Indonesian archipelago, this land was not culturally an empty space. There had existed local culture and developed in the Indonesian society, that has led to cultural acculturation between Islamic teachings and indigenous culture. As such, the ways of observing Islamic teachings are of Indonesian character and not necessarily similar to that of its origin in the Middle East. This paper explores how the convergence of Islamic religious teachings and the Indonesian local culture, especially the Sundanese had occurred. The author concludes that almost all aspects of Sundanese social life have been influenced by the Islamic values. The teaching and law in the Sundanese society could also be associated through art and culture, in such as puppet show (wayang golek), songs, poetry and anecdotes. The Islamic teaching through puppet show has often emphasized obedience to both religious teachings and the state simultaneously as reflection of understanding the fulfillment of God’s command, the Messenger and leader (ûli al-amri) found in the Qur’anic tenets.<br /><br />Kata Kunci : agama Islam, kebudayaan asli, akulturasi<br /><br /></p>

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