POLITIK KEBIJAKAN PENDIDIKAN AGAMA DAN KEAGAMAAN: REVITALISASI UPAYA PEMERINTAH TERHADAP PENDIDIKAN KEAGAMAAN

Indonesia is the biggest archipelago country in the world, the government has tried to prosper the people by issuing policies on regional autonomy. Regional autonomy in its development is widespread in all fields, one of them in education. Autonomy Education gained much support among the people, thus giving birth to Decentralization of Education, namely to give up government responsibility according to the needs and capabilities of each region. The effort has been regulated in Law Number 20 Year 2003 on National Education System supported by Government Regulation no. 55 of 2007. However, these efforts have not been fully realized, so that sometimes cause gap and prolonged criticism. Therefore we as a policy-bearer must prioritize the principle good governance in Decentralization of Education. The religious and religious education policies contained in Government Regulation No. 55 of 2007 are intended to help realize the goals of education in Indonesia, giving the right of autonomy in the form of decentralization of education to each school in each region to manage the institution. If the school is religious based, it is given the freedom to manage according to the teachings of the religion. But to realize this policy requires strong observers and willing to act, the principle of autonomy, flexibility, participatory and initiative can be used as a basis in realizing these goals as a whole.

PERANAN MASJID DALAM MEMBENTUK KARAKTER AKHLAK MUSLIM MAHASISWA STSN

Mosque which literally means "place of prostration" (in prayer). Mosques are also known as Islamic centers, Islamic community centers or Muslim community centers. During Ramadan, Muslims spend a lot of time at the masjid, or mosque, for special prayers and community events. The mosque is a very strategic place in shaping the morals of Muslim societies. STSN students are a part of the community located in the Istiqomah mosque of Bumi Sanapati campus. The Istiqomah Mosque has various kinds of religious activities which are managed by student administrators and are intended specifically for STSN students. This research is a qualitative descriptive study conducted by reviewing the literature, observations, interviews and primary data collection through questionnaires to STSN students. The results of this study indicate that the Istiqomah mosque carried out activities carried out by STSN students and the activities of the Istiqomah mosque played a role in shaping the Muslim morals of STSN students. The measurement values ​​of Muslim moral characters of STSN students conducted by distributing questionnaires showed that 34.83% of students stated that they were very suitable, 53.95% of students stated appropriate, 9.93% of students expressed doubts and 1.28% of students stated that they were inappropriate . From the results of the questionnaire assessment shows the activities of the Istiqomah mosque have a role in shaping the moral character of STSN students in the form of morals towards Allah, towards fellow humans and morals towards the environment.

PENGEMBANGAN STRATEGI PEMBELAJARAN AFEKTIF

Development of affective learning strategies, value-related strategies, which are difficult to measure, with respect to the awareness arising from within each individual. Attitudes that are a reflection of the value they have, generally confront to any situation that contains conflict or problems. The process in affective formation used in the learning strategy often uses the process of modeling. Whereas in the model of affective learning strategy using model konsiderasi, cognitive development model, value clarification techniques, cognitive moral model, and non-directive model. The characteristics in learning affective field that is about the attitudes, interests, values, moral and self-concept. In addition to aspects of cognitive and psychomotor ability formation, the formation of student attitudes is not less important is to develop an attitude so that children behave according to norms prevailing in society. Advantages: 1) Emphasize the development of thinking that involves mental and positive emotions. 2) Be able to collaborate and balance between the cognitive, affective and psychomotor domains. 3) Can form the character, attitude and mental learners mature. While Weaknesses: 1) Difficult to control because of the many factors that affect the development of one's attitude. 2) Successful formation of attitudes can not be directly evaluated, and 3) Requires long habituation. The results in implementing affective sphere in PAI learning can use several ways, namely First, Receiving. Second, Responding. Third, Valuing. Fourth, Organizing. And Fifth, Charcterization by value or value complex.

APLIKASI INTEGRASI INTERKONEKSI KEILMUAN DI LEMBAGA PENDIDIKAN TINGGI

Tulisan ini mengungkapkan bahwa penyatuan antar berbagai macam keilmuan sangatlah penting bagi perkembangan keilmuan itu sendiri. Penyatuan antara ilmu agama dan ilmu sains merupakan sebuah terobosan baru bagi keilmuan yang ada. Akan tetapi masih kurang aplikasinya di ranah yang lebih produktif. UIN Sunan Kalijaga Yogyakarta menjadi pelopor Lembaga Pendidikan yang menerapkan integrasi dan interkoneksi di lingkungannya. Ada berbagai macam yang dapat dilihat yaitu kurikulumnya, tenaga pengajarnya bahkan bangunannya. Adanya keterbukaan antar ilmu yang satu dengan ilmu yang lain menjadikan sebuah ilmu itu menjadi terus mengalir dan berpengaruh antar satu dan lainnya. Oleh karena itu, mengaplikasikan integrasi dan interkoneksi keilmuan ini perlu diterapkan di lembaga-lembaga pendidikan lain baik di lembaga pendidikan tinggi maupun lembaga pendidikan dasar, menengah dan atas sampai lembaga pendidikan formal dan non-formal. Hal ini bertujuan untuk membongkar dinding dikotomi keilmuan yang masih membelenggu perkembangan keilmuan yang ada.

EKSPEKTASI MAHASISWA TERHADAP PELAYANAN AKADEMIK PROGRAM STUDI PENDIDIKAN AGAMA ISLAM FITK UIN RADEN FATAH PALEMBANG

The success of the study program (Prodi) as a work unit in higher education is largely determined by the quality of services provided, where quality services can be identified through the satisfaction of service users, in this case students. Academic problems that are often encountered are related to the presence of lecturers in teaching. This academic service is also one of the usual problems faced by students in the teaching and learning process. For example, often the inaccuracy of the lecturer is present or completed in the teaching and learning process and that of course makes students uneasy and has to wait more than the hours specified by the study program. In addition, there is no maximum availability of facilities and infrastructure to support the learning process, such as a minimal LCD and when used as a projector in teaching it is damaged so the lecture process is slightly hampered. The formulation of the problem of this research is, How is the academic service provided by the PAI FITK Study Program UIN Raden Fatah Palembang? What are the constraints of academic service in the PAI FITK Study Program UIN Raden Fatah Palembangin? order to improve the quality of academic services? This type of research is qualitative research with a descriptive approach. Data collection techniques used in this study: observation, interviews, and documentation. This study uses qualitative descriptive data analysis techniques that describe, describe, and explain the data obtained from the results of the study, then concluded as a result of the analysis. From the results of the study, students' expectations of academic services at PAI FITK UIN Raden Fatah Palembang were not in line with expectations. The constraints faced in the academic service in the Islamic Education Department of Raden Fatah Palembang State Islamic University are: Academic service Prodi still seems slow, facilities and infrastructure are inadequate and still need to be completed, both quantity and quality human resources are still far from expectations so service is not maximized, There is still a lack of discipline among employees. Various efforts have been made: In terms of facilities and principles, continuous improvements are made so that the lecture process and academic services run well, Supervise internal employees and evaluate employee performance in order to improve the quality of performance, increase quantity and provide training to employees to maximize performance. Giving rewards to employees who excel in their fields so that they can motivate other employees to boost and improve their performance even better than before.

PROFESIONALISME GURU PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK RELIGIUSITAS SISWA KELAS IV DI SDN 2 PENGARAYAN

This study aims to describe and analyze critically the professionalism of teachers in the form of PAI religiosity fourth grade students at SDN 2 Pengarayan. This research is a qualitative research taking the location of SDN 2 Pengarayan. Data collection are getting by observation, documentation and interviews. Data analysis were carried out by examining all data, data reduction, data presentation, drawing conclusions and verifying data. Data checking is done by triangulation with two modes, namely using multiple sources and multiple methods. The results of the study show: (1) PAI teachers in SDN 2 Pengarayan are professional, which is indicated by having four competencies: pedagogic competency, personality competence, professional competence and social competence. (2) PAI teachers is forming the religiosity of fourth grade students in SDN 2 Pengarayan through five dimensions of religiosity (Belief, worship, appreciation, knowledge and experience), using habituation methods related to four competencies as follows : Pedagogical aspects: Prepare syllabus and lesson plans. Personality Aspect: Making the dhuhur prayer schedule in congregation and assistance, praying duha and reciting the Asmaul Husna. Professional Aspects: BATUHA (Read Write Al-Qur'an), PHBI (Commemoration of Islamic Day) and Muadzin. Social Aspects: Making Tambourine Music Group, Ramadhan pesantren and habit of greeting. (3) The obstacles faced by PAI teachers in forming the religiosity of students in SDN 2 Pengarayan are the limitations of place, time and supervisors, the low support of parents when at home, the lack of harmonious cooperation between parents of students and the school, the cleanliness of places of worship become an obstacle in the implementation of prayer services.

PENGEMBANGAN EMOSI POSITIF DALAM PENDIKAN ISLAM PERSPEKTIF NEUROSAINS

It turns out that emotional intelligence that is not ready will hinder in accepting the chase from the teacher, this article intends to present a way of knowing how to process the emotional intelligence of students. Emotion is a person's ability to recognize and understand themselves and others. Emotions are used in establishing interpersonal relationships as well. For this reason, the emotions, especially in the education system are able to facilitate the achievement of values conveyed in the educational process which cannot be separated from the interaction between students and educators or with other students. In the perspective of neuroscience, emotional intelligence is produced by the frontal cortex where there is a meeting of emotions. Cognition is regulated by the limbic system. Each of these structures also has different functions. Therefore, maximizing each function contained in the human brain including emotional functions should be applied in the learning system.It turns out that emotional intelligence readiness is needed in accepting learning, making it easier to receive material delivered by an educator. The virtue or excellence of a teacher in learning emotions in PAI learning in the perspective of neuroscience is that students become happy to learn. Joy arises because brain-based learning is able to activate the brain when it starts learning like a light switch on the "on" position, which means it's ready for the brain's memory to be ready.

DZIKIR DAN FIKIR SEBAGAI KONSEP PENDIDIKAN KARAKTER: TELAAH PEMIKIRAN KH. MUNAWWAR KHOLIL AL-JAWI

This research is motivated the dimension of dhikr which is oriented to form a clean heart, the dimension of thinking forms a human with high intellectual (perfect reason). The implications of the integration of dhikr and thought will form an integral concept of education without dichotomy. From the moral knowing, moral feeling and moral action components which are combined with tazkiyatun nafs, it is expected that students can practice the values ​​embodied in the goals of character education. Purpose of this study aims to describe and analyze the dhikr and fikir according to KH Munawwar Kholil Gresik in the book of Faidhul Illah and its implications with the character dedication. Design/methodology/approach-of this research uses library research from the data of books that have been collected relevant to the theme.The results shows that he integration of dhikr and fikir as the concept of non-dichotomic character education. Dzikir continuously and systematically thinking will bring out the character of the learner is integral. Originality/value-Dhikr (tazkiyatun nafs) and fikir (knowledge) form the whole human character (ulul albab) as the concept of integralistic character education. Character is not only in form through cognitive learning but also necessary habituation of religious activities. When the dimension of dhikr which is oriented to form a clean heart, the dimension of thinking forms a human with high intellectual (perfect reason). The implications of the integration of dhikr and thought will form an integral concept of education without dichotomy. From the moral knowing, moral feeling and moral action components which are combined with tazkiyatun nafs, it is expected that students can practice the values ​​embodied in the goals of character education.

ANALISIS PERSEPSI MAHASISWA TERHADAP KOMPETENSI DOSEN DALAM MENGAJAR PADA PROGRAM STUDI PAI FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN RADEN FATAH PALEMBANG

Perception is one's ability to organize observations, such as: the ability to differentiate, the ability to group, and the ability to focus. Teachers' lesson is the unanimity of knowledge, honesty and attitudes of tangible action as an instructional agent that becomes one of the important factors to achieve the learning objectives and the other is one of the factors that are in the process of achieving the learning objectives and others. Education, teaching experience, and last teaching. Pedagogic competence is the ability of understanding of learners, planning and implementation of learning, evaluation of learning outcomes, and development of learners to actualize the various potentials it has. The pedagogic competence includes: Knowing the students, mastering theories about education, lesson materials, various techniques and learning methods, developing learning implementation plans (RPP) and evaluating the learning process and outcomes. Professional is a work or activity undertaken by a person and a living source of income that requires expertise, skill or skill that meets certain standards of quality or norm and requires professional education. Personality competence is a competence of qualities that appear from within and from the outside of the individual. And also a daily attitude of a lecturer towards students. Relate to the words, attitude in the face of students, behavior, language used and how to dress everyday. Social competence is a competence which is an intraction where the lecturer is required to be able to interact and communicate with learners, educators, parents and other members of the community.

PENDIDIKAN KARAKTER DALAM KULTUR ISLAM MELAYU (STUDI TERHADAP POLA ASUH ORANG TUA, FAKTOR-FAKTOR YANG MEMPENGARUHINYA, DAN PENGARUHNYA TERHADAP RELIGIUSITAS REMAJA PADA SUKU MELAYU PALEMBANG)

Penelitian ini bertujuan mendeskripsikan pola asuh yang diterapkan orang tua dan religiusitas remaja pada suku melayu Palembang, serta menganalisis faktor-faktor yang mempengaruhinya. Penelitian ini menggunakan pendekatan kuantitatif dengan desain deskriptif dan kausal korelasional. Populasi penelitian adalah siswa SMA Negeri di Kota Palembang dengan 1.037 sampel. Teknik pengumpulan data yang digunakan adalah kuesioner dan skala psikologi, sedangkan teknik analisis data dilakukan secara kuantitatif. Hasil penelitian menunjukkan bahwa sebagian besar orang tua (51,8%) suku melayu Palembang menerapkan pola asuh yang cenderung otoriter. Faktor jenis kelamin anak, usia orang tua, tingkat pendidikan orang tua, status sosial ekonomi, dan latar belakang budaya, tidak mempunyai pengaruh yang signifikan terhadap pola asuh. Sebagian besar remaja (53%) suku melayu Palembang memiliki religiusitas yang rendah. Faktor jenis kelamin dan pola asuh orang tua mempunyai pengaruh yang signifikan terhadap religiusitas remaja, namun faktor usia orang tua, tingkat pendidikan orang tua, status sosial ekonomi, dan latar belakang budaya, tidak berpengaruh secara signifikan. Sedangkan faktor yang paling berpengaruh terhadap religiusitas remaja adalah pola asuh orang tua.