PENGARUH MODERNISASI TERHADAP PERILAKU SISWA SEKOLAH DASAR

Modernization is an event that cannot be avoided by all countries in the world, especially Indonesia as a developing country. Modernization can occur in the world of education. Modernization is able to provide influence and impact on students if it is not monitored optimally by educators. The phenomenon of modernization can make elementary school students have an active, innovative and visionary mindset. But the phenomenon of modernization can also result in changes in the behavior of elementary school students, so it is feared that it will eliminate the noble character they have. This article discusses the impact and effects of modernization on the behavior of elementary school students. Furthermore, it will be discussed about the role of the teacher to minimize the negative impact of modernization which can endanger the character formation of elementary school students.

PERAN DAYAH DALAM MEMBENTUK KARAKTER ANAK DALAM MASYARAKAT ACEH

The concept of character education becomes an offer to answer the phenomenon of immoral. Thus, the development of the concept of character education in accordance with regional characteristics is important to research. Dayah as the oldest Islamic educational institution in Aceh and with stories of success has proven successful in educated children's character. This study aims to find patterns of character formation for children in the Bustanul Ridha dayah, East Aceh Regency. This type of research is qualitative and used the phenomenological approach. The data collection techniques used interviews, observation and documentation. The results showed that the pattern of children's character formation used a comprehensive approach which was carried out through intracurricular and extracurricular learning. The strategy of character building puts forward the stages of moral (spiritual) inspiration compared to the stages of moral knowledge and moral feelings, and moral action in the concept of character education for children in the dayah. Keywords: : Character Education, Aceh Dayah, Islamic Education Institute Abstrak: Konsep pendidikan karakter lahir dan menjadi tawaran guna menjawab fonomena perilaku demoralisasi. Sehingga, pengembangan konsep pendidikan karakter yang sesuai dengan karakteristik kedaerahan menjadi penting untuk diteliti. Dayah sebagai sebuah lembaga pendidikan Islam tertua di Aceh dan secara stories of success telah membuktikan pembentukan karakter bagi anak-anak. Jadi, penelitian ini bertujuan untuk menemukan pola pembentukan karakter bagi anak di dayah Bustanul Ridha Kabupaten Aceh Timur. Jenis penelitian ini adalah kualitatif dengan menggunakan pendekatan fenomenologi. Wawancara, observasi dan dokumentasi menjadi metode dalam pengumpulan data. Hasil penelitian menunjukkan bahwa pola pembentukan karakter anak menggunakan pendekatan komprehensif yang dilakukan melalui pembelajaran intrakurikuler dan ekstrakurikuler. Strategi pembentukan karakter mengedepankan tahapan penjiwaan moral (spiritual) dibandingkan tahapan pengetahuan moral, tindakan dan perasaan moral dalam konsep pendidikan karakter bagi anak di dayah. Kata Kunci : Pendidikan Karakter, Dayah Aceh, Lembaga Pendidikan Islam

Colloquium 3 Commentary on Elliott

Jay Elliott considers Aristotle’s view on the voluntariness of virtue and vice in his Nicomachean Ethics III.5 by exploring two rival interpretations. According to Elliott, the libertarian reading emphasizes the freedom that mature agents have to change their characters after rational reflection but neglects the role that upbringing plays in character formation. In contrast, the compatibilist reading stresses the agents’ upbringing in shaping their beliefs and desires. Elliott explains that because compatibilists maintain that agents’ actions stem from their own beliefs and desires, their actions, which reveal their character, are voluntary. Nevertheless, Elliott holds that because the agents, for the compatibilists, lack the power to change their beliefs and desires, the compatibilist account downplays the voluntariness of character in Aristotle’s own view. Elliott criticizes these rival interpretations and focuses on the concept of “practice” to argue that Aristotle’s view of character is both voluntary and subject to one’s upbringing. I discuss Aristotle’s concepts of voluntariness and practice in evaluating Elliott’s interpretation.

Islamic Intellectual Traditions in the Sahel

This chapter offers an analysis of Islamic scholarly culture and intellectual currents in the Sahel through the lens of different conceptions of Islamic knowledge. It discusses three epistemological patterns called traditionalist, reformist, and Islamist and links them to broader intellectual developments within Islam. In the traditionalist paradigm, knowledge practices are rooted in classical Islamic notions of character formation, described as a habitus that can only be attained through internalization and personal connection to a master. In the reformist paradigm, which largely corresponds to “Salafi” or “Wahhabi” epistemology, the primacy of the textual evidence supersedes the authority of the master. The Islamist paradigm pursues a new epistemological approach that seeks to fuse Islamic and “Western” knowledge. The chapter indicates how the different epistemologies intersect with broader worldviews and highlights the ways in which “Salafi” or “Wahhabi” epistemology connects to jihadist action in the Sahel in the early twenty-first century.

Harmonisasi masyarakat plural: Praktik sosial di sekolah teologi untuk membangun nasionalisme Indonesia yang inklusif

Indonesian Nationalism is historic and ethical, not natural. It was born out of a shared history of various groups in Indonesia in their struggle against the colonials, and of an ethical decision that those groups consciously took to become one nation. Such an inclusive nationalism must be intentionally developed structurally, systemically, and continuously by all the elements of the Indonesian nation, lest it would be wiped out by centralism, primordialism disguising in the form of dominant-religion-based nationalism, and unjust distribution of membership along with all its respected rights. Using the analysis from the perspective of Character Ethics, this article shows that theological schools have an important role in the character formation of inclusive nationalism through social practice in theological schools. Social practice is not simply a series of activities, but a series of intentional actions which are done together repeatedly by the whole members of the community. The history of an institution that was intended to prepare pastor assistants in Yogyakarta until it becomes the Faculty of Theology, Universitas Kristen Duta Wacana, at present is presented in this article as a model of effective social practice in the formation of inclusive nationalism. The research focuses on the intersubjective relations between all members of the Duta Wacana community, which reflects the very rich and deeply human experience, that takes place in the local everyday life, including various policies that are born out of that relationship with the religious-cultural identity that becomes its context. AbstrakNasionalisme Indonesia bersifat historis dan etis, bukan alami. Ia lahir dari sejarah bersama kelompok-kelompok bangsa Indonesia melawan penjajah kolonial dan dari keputusan etis yang mereka ambil untuk menjadi satu bangsa Indonesia. Nasionalisme yang inklusif semacam itu harus dengan sengaja ditumbuh-kembangkan secara terstruktur, sistemik, dan berkesinambungan oleh segenap elemen bangsa agar tidak tergerus oleh ancaman sentralisme, primordialisme yang tersamar dalam bentuk nasionalisme berbasis agama dominan, dan ketidak-adilan distribusi keanggotaan beserta semua hak yang mengikutinya. Dengan menggunakan analisis dari perspektif Etika Karakter, tulisan ini menunjukkan bahwa sekolah-sekolah teologi memiliki peran penting untuk membentuk karakter nasionalisme yang inklusif melalui praktik sosial di sekolah-sekolah teologi terkait. Praktik sosial bukanlah sekadar rangkaian kegiatan, melainkan rangkaian tindakan yang dengan sengaja dilakukan secara bersama-sama berulang-kali oleh segenap anggota komunitas. Sejarah lembaga pendidikan asisten pendeta di Yogyakarta hingga menjadi Fakultas Teologi Universitas Kristen Duta Wacana diangkat dalam tulisan ini sebagai sebuah model praktik sosial yang terbukti efektif membentuk nasionalisme yang inklusif. Penelitian difokuskan pada relasi intersubjektif di antara segenap anggota komunitas ini, yang mencerminkan pengalaman insani yang sangat kaya dan mendalam, yang terjadi sehari-harinya dalam konteks lokalitas hidup, termasuk berbagai kebijaksanaan yang lahir dari relasionalitas tersebut serta identitas kultural religius yang menjadi konteksnya.

Strategy for shapeing the character of students based on PAI in school

The formation of the character of students as the basic foundation, namely Islamic Religious Educators. The purpose of this study is to analyze, namely: (1). Planning for student learning arrangements (2). Implementation of learning on students (3). Evaluation of student learning (4). The inhibiting factor of the learning that has been carried out (5). Supporting factors of each retaliation. Conclusion: (a). Planning for the preparation of the character formation of students in improving noble character in SMA 22 has been going well and systematically (a). The implementation of student character learning is in accordance with noble character. (c). The evaluation of the implementation of character learning that has been carried out at SMA 22 has been in accordance with the instruments prepared by the teacher. (d). The obstacle factor in learning is the lack of socialization of the principal in providing enlightenment related to the preparation of the lesson plan (e). Supporting factors from the principal involving teachers and school committees and stakeholders in the preparation of the RPP.

IMPLEMENTASI NILAI-NILAI PENDIDIKAN ISLAM DALAM AKTIVITAS REMAJA MASJID IMAM RIJALI IAIN AMBON

The result of this study that the from of the Rijali IAIN Ambon Imam mosque youth programs that contains, the value of Islamic education is . 1). Preaching or preachers programs, Islamic studies programs, Community comford programs, Cooperative programns and government programs. This programs was formed by means of deliberations between the chairman of the Takmir mosque, the youth of the mosque, and other members. 2). Activities that contain the value of Islamic education including for women there are certain assignments including: a). cleaning the veil, b). reviewing women’s jurisprudence studies, c). training young preachers training, d). lecturing training, e). tahlil training, f). yasinan, g). cult before zhuhur prayer as well as Islamic studies, and big day celebrations Islamic. The implementation of Islamic values contained in the activities of the youth of the Imam Rijali IAIN Ambon mosque itself includes character formation, monotheism, worship n the morals. Islamic values are implemented through the program activities that exist in the youth mosque the Imam of the Ambon. Including the student component itself which was fully supported by the head of the mosque’s takmir Rijali IAIN Ambon. Keywords: Implementation of Islamic values, Adolescent mosque. Abstrak: Hasil penelitian ini bahwa bentuk program Remaja Masjid Imam Rijali IAIN Ambon adalah, 1). Program dakwah atau mubaligh, Program kajian keIslaman, Program kenyamanan umat, Program koperasi dan Program keputrian. Program-program ini dibentuk dengan cara bermusyawarah antara ketua takmir masjid, ketua remaja masjid dan para anggota lainnya. 2). Aktivitas yang mengandung nilai pendidikan Islam diantaranya untuk para akhwat ada tugas-tugas tertentu antara lain: a).Pembersihan mukena-mukena,b).Kajian - kajian fiqih wanita, c). Pelatihan-pelatihan mubaligh-mubaligh muda, d). Pelatihan ceramah, e). Pelatihan tahlil, f). Yasinan, g). Kultum sebelum shalat zhuhur serta kajian-kajian keIslaman, dan perayaan hari-hari besar Islam. Implementasi nilai-nilai Islam yang terdapat dalam aktivitas remaja masjid sendiri yaitu meliputi pembentukan karakter, ketauhidan, ibadah serta akhlak. Nilai-nilai Islam itu di terapkan melalui aktivitas program yang ada di Remaja Masjid Imam Rijali IAIN Ambon tersebut. Dengan adanya implementasi nilai-nilai Islam ini sangat mempengaruhi bagi remaja masjid termasuk didalamnya komponen mahasiswa itu sendiri yang sepenuhnya mendapat dukungan ketua takmir masjid. Kata kunci: Aktivitas Remaja Masjid, Nilai-Nilai Pendidikan Islam

PENGARUH POLA ASUH ORANG TUA DAN LINGKUNGAN SEKOLAH TERHADAP PEMBENTUKAN KARAKTER PESERTA DIDIK KELAS V DAN KELAS VI SD ISLAMIC VILLAGE KELAPA DUA TANGERANG

AbstrakPenelitian ini bertujuan untuk mengetahui dan menguji data-data empirik terkait pengaruh pola asuh orang tua dan lingkungan sekolah terhadap pembentukan karakter secara terpisah maupun simultan. Dalam penelitian ini, penulis menggunakan metode survei dengan pendekatan korelasional dan regresional terhadap data-data kuantitatif yang diperoleh dari obyek penelitian yaitu para siswa di SD Islamic Village Kelapa Dua Tangerang. Sampel penelitian ini adalah sebanyak 58 responden dari 165 populasi. Adapun pengumpulan data dilakukan dengan menggunakan teknik angket/kuisioner, observasi, serta dokumentasi. Jenis analisis yang digunakan adalah analisis regresi yang dijabarkan secara deskriptif. Kata Kunci: Pola Asuh Orang Tua, Lingkungan Sekolah, Pembentukan Karakter. AbstractThis study aims to determine and test empirical data related to the influence of parenting patterns and the school environment on character formation separately or simultaneously. In this study, the authors used a survey method with a correlational and professional approach to quantitative data obtained from the object of research, namely students at SD Islamic Village Kelapa Dua Tangerang. The sample of this study was 58 respondents from 165 populations. The data collection is done by using a questionnaire / questionnaire, observation, and documentation. The type of analysis used is regression analysis which is described descriptively.Keywords: Parenting Parenting, School Environment, Character Building.