scholarly journals Problematika Pendidikan Islam Perspektif Maqâṣid Sharîʻah

2016 ◽  
Vol 3 (1) ◽  
pp. 185-210
Author(s):  
Rosidin Rosidin
Keyword(s):  
Problem Solving ◽  
Islamic Education ◽  
Learning And Teaching ◽  
Moral Ethics ◽  
Alternative Solutions

The article seeks to reveal problems faced by Islamic education from the perspective of Maqâṣid al-Sharîʻah, namely ideological (ḥifẓ al-dîn), practical (ḥifẓ al-nafs), academic (ḥifẓ al-‘aql), relationships or networks (ḥifẓ al-nasl), vocational (ḥifẓ al-mâl) and quality (ḥifẓ al-‘irḍ) aspects. In order to know the details of crucial problems of the Islamic education along with their alternative solutions, this paper suggests that the Islamic education should consider the insider’s and outsider’s perspective which has four types of roles as follow: a) complete observer; b) observer as participant; c) participant as observer; d) complete participant. This article proposes three important implications, are: first, the problems of the Islamic education can be categorized and mapped based on Maqâṣid al-Sharîʻah, in order to ease the analysis of such problems. Second, the analysis of the problems should be based on the insiders’ and outsiders’ point of views, so that it would be able to comprehensively detect the problems of Islamic education and show the inclusiveness of the Islamic education. Third, problem solving alternatives should be oriented at the level of theological (faith and religious [îmân]), theoretical (philosophical and empirical [‘ilm]), practical (learning and teaching [‘amal]) and moral (ethics and aesthetics [akhlâq]) realms. 

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.

COLLABORATIVE RESEARCH, DELIBERATION, AND INNOVATION

Episteme ◽  
2014 ◽  
Vol 11 (3) ◽  
pp. 291-303 ◽  
Author(s):  
K. Brad Wray
Keyword(s):  
Problem Solving ◽  
Collaborative Research ◽  
Research Team ◽  
Team Work ◽  
Research Teams ◽  
Course Of Action ◽  
Wrong Direction ◽  
Group Members ◽  
Alternative Solutions

AbstractI evaluate the extent to which we could learn something about how we should be conducting collaborative research in science from the research on groupthink. I argue that Solomon has set us in the wrong direction, failing to recognize that the consensus in scientific specialties is not the result of deliberation. But the attention to the structure of problem-solving that has emerged in the groupthink research conducted by psychologists can help us see when deliberation could lead to problems for a research team. I argue that whenever we need to generate alternative solutions or proposals, groupthink is a genuine threat, and research teams would be wise to allow individuals opportunities to work alone. But the benefits of team work emerge when scientists seek to evaluate the various proposals generated, and determine a course of action. Then the group is less prone is groupthink, and the interaction of group members can be an epistemic asset.

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 KONSEP DEMOKRASI NURCHOLISH MADJID DAN IMPLEMENTASINYA DALAM FILSAFAT PENDIDIKAN ISLAM

2019 ◽  
Vol 2 (01) ◽  
Author(s):  
Yu’timaalahuyatazaka Yu’timaalahuyatazaka
Keyword(s):  
Literature Review ◽  
Islamic Education ◽  
Contemporary Society ◽  
Political Ethics ◽  
Library Research ◽  
Theoretical Construction ◽  
Alternative Solutions

Democracy in Indonesia is being tested. There are several the serious issues which is  highlighted recently such as money politic, political ethics, corrupt, and one of the cases of blasphemy. These problems need to be finished withthe education activities to overcome the nation's problems closely related to the issue of democracy. With the Nurcholish’s concept of democracy, it is hoped to give an awareness that the democracy is the concept of Islam on the Qoran and Sunnah. Besides Islamic education can offer a new theoretical construction of democracy that can provide alternative solutions to the problems of contemporary society in Indonesia. This research uses a library research. The data is obtained by using a literature review. Then, it is understood and analyzed theoritically and philosophically. The result ofresearch is the democratic Islamic education in the idea’s Nurcholish Madjid is Islamic education which prioritizes the principle of togetherness, change and development. Islamic education also needs to instill Indonesian-ness and modernity values in addition to Islam itself.

Persepsi Guru Al-Qur’an Hadis tentang Implementasi Kurikulum 2013 di Madrasah Tsanawiyah Swasta Al Washliyah Stabat

2020 ◽  
Vol 19 (2) ◽  
pp. 145-163
Author(s):  
Maulida Maulida
Keyword(s):  
Qualitative Research ◽  
Religious Education ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Education Curriculum ◽  
Field Of Study ◽  
Learning And Teaching ◽  
Research Activities ◽  
Verbal Messages

  The objectives of this research are as follows 1). This study aims to determine the perception of Al-Quran Hadith teachers on the implementation of the 2013 curriculum at the Al Washliyah Stabat Private Tsanawiyah Madrasah. 2). To find out the implementation of the 2013 curriculum in Al-Quran Hadith learning at the Al Washliyah Stabat Private Tsanawiyah Madrasah. 3). To find out the role of Madrasah Tsanawiyah Private Al Washliyah Stabat in implementing the 2013 curriculum in the subjects of Al-Quran Hadith. This type of research is descriptive qualitative research, namely this type of research describes the state of objects or events without an intention to draw conclusions that apply in general. In this study, it is intended to describe the role of Madrasah Tsanawiyah Private Al Washliyah Stabat as a forum to form students who have superior quality by using the latest learning curriculum, namely Curriculum 2013. stabat. The background of the problem in this study is that the implementation of the Islamic education curriculum is not fully implemented in the Al-Washliyah Stabat Private Tsanawiyah Madrasah regarding the curriculum that is still applied in teaching and learning activities, namely the 2013 curriculum. Islamic religious education curriculum is limited to the field of study of Islamic Religious Education such as the field of study of the Qur'an and Hadith. This research is included in the qualitative research model, meaning that the data used in this study is qualitative data (data that does not consist of numbers) in the form of verbal messages, dialogues and writings that are the results of research through library research activities and field observations and conducting research. Documentation of the objectives of this study are: To find out the perception of Al-Quran Hadith teachers on the implementation of the 2013 curriculum in Madrasah Tsanawiyah Swasta Al Washliyah Stabat. To find out the implementation of the 2013 curriculum in Al-Qur'an Hadith learning at the Al Washliyah Stabat Private Tsanawiyah Madrasah. To find out the role of Madrasah Tsanawiyah Private Al Washliyah Stabat in implementing the 2013 curriculum in Al-Quran Hadith subjects. The results of this research are: Madrasah Tsanawiyah has a significant role in preserving the continuity of Islamic education and Islamic ethical moral values ​​in the implementation of the 2013 curriculum. In terms of the process of implementing learning in MTs. Private Al Washliyah Stabat has been implemented well by making students more participative in learning and teaching activities    

Problem- solving

2017 ◽  
Author(s):  
Peggy D. Bennett
Keyword(s):  
Problem Solving ◽  
Algebraic Equation ◽  
Practical Advice ◽  
Learning And Teaching ◽  
Seminal Work ◽  
Daily Experiences ◽  
The Many ◽  
Problem Solvers

Teachers are expert problem- solvers. Whether it is figuring out how to get shoelaces untangled or how to solve a thorny algebraic equation, teachers are industrious. Does anyone teach us how to solve problems? Maybe not. Our daily experiences and our diligent efforts to “figure it out” seem to be the most potent problem- solving skill builders. For some of us, problems make us eager; we treat problem- solving as a mystery, almost a game. Others approach problems like obstacles, deterrents to efficiency in learning and teaching. Asking for help can be one solution. Yet, as Curwin and Mendler advise in their seminal work describing discipline with dignity, be savvy about whom you ask for help: “Along with calming our­selves when angry, we need to be good at figuring out how to solve problems we have or that others try to give us. If we let other people give us their solutions, then they have power over us . . . . Each of us has the power to make our own decisions, and we need to decide who we will allow to influence us and who we won’t” (Curwin & Mendler, 1997, p. 94). The two authors also provide a succinct, six- step solution for problem- solving. The clear, practical advice may help those who struggle with this issue, at whatever age, in whatever setting. Techniques for Solving Problems: The Six- Step Solution 1. Stop and calm down. Pay attention to the signs that your body gives you when it feels tense. 2. Think. Consider your options. Think about the many different actions you can choose to take. 3. Decide. Choose a goal: what do you want to happen? Think about the consequences: what will happen if you actually do what you are thinking? 4. Choose a second solution, in case the first solution doesn’t work. Always have a backup plan ready. 5. Act. Carry out your decision. 6. Evaluate. Did you reach your goal? If the same problem occurs again, what will you do? Are there any people (par­ents, friends, teachers) who might help you as you figure out the best solution?

METODE PEMBELAJARAN SEBAGAI REKONSTRUKSI KARAKTER SISWA;

2020 ◽  
Vol 1 (1) ◽  
pp. 64-78
Author(s):  
Moh Romli
Keyword(s):  
Teaching And Learning ◽  
Islamic Education ◽  
Learning Method ◽  
Education Curriculum ◽  
Learning Methods ◽  
Knowledge Based ◽  
The World ◽  
Method Student ◽  
The Right ◽  
Alternative Solutions

ABSTRACTMaking students who have the right, noble character and noble character, is the main goal of a teacher.Therefore, Ali Ahmad Madkur, an education expert and a Professor in the field of education curriculum developmentfrom Cairo University of Egypt, explained some of his thoughts related to the methods in Teaching and LearningActivities (at-thariqah at-ta'lim wa ta'alum). He put it in a very important part to make it easier for students to learn.Ali Ahmad Madkur, seeks to provide alternative solutions in teaching and learning methods to teachers (mu'alimun),which consist of various methods, such as habituation or exemplary, lectures, and interactions, discussions anddebates, stories, advice, penalties and rewards, etc. Ali Ahmad Madkur, has contributed ideas that can be used as abasis in teaching teachers so that they can be better understood by students, and trying with these methods, canreconstruct students' patterns of having noble character and character according to the expectations of parents, withfoundation ijmaliy (global) exposure in the guidance of the Holy Qur’an and the Hadith of the Prophet. Ali AhmadMazdkur strives in his thinking, advancing the world of Islamic education with the output of students or students whohave knowledge based on wisdom, character and noble character.Keywords: Learning Method, Student Character

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