Pub Date : 2019-11-10DOI: 10.20885/tarbawi.vol12.iss2.art3
Mariana Ulfa
Berkembangnya ilmu pengetahuan dan teknologi di era disrupi sekarang ini menuntut adanya sistem pendidikan yang mampu mengembangkan ilmu sekaligus nilai-nilai yang membangun karakter peserta didik sehingga mereka kelak mempunyai kekuatan dan jiwa yang berkualitas untuk mampu mengendalikan diri dari hal negatif sebagai dampak dari perkembangan ilmu pengetahuan dan teknologi. Dalam mewujudkan cita-cita menciptakan generasi yang berkarakter mulia, guru memiliki peranan sangat penting, khususnya guru pendidikan agama Islam. Meskipun saat ini guru tidak lagi menjadi menjadi sumber utama informasi dan ilmu pengetahuan, namun guru justru mempunyai peran yang lebih besar terkait dengan penumbuhan dan pengembangan karakter peserta didik. Hal yang dapat dilakukan guru dalam proses pembelajaran adalah menggarap ranah afektif dan motorik siswa yang tidak dapat diperoleh dari internet. Dan peran guru yang paling utama adalah menuntun dan mendasari peserta didik dengan dasar agama dan etika, memberikan wejangan, teladan sekaligus panutan.
{"title":"Peran Guru Pendidikan Agama Islam Dalam Mewujudkan Pendidikan Karakter Di Abad 21","authors":"Mariana Ulfa","doi":"10.20885/tarbawi.vol12.iss2.art3","DOIUrl":"https://doi.org/10.20885/tarbawi.vol12.iss2.art3","url":null,"abstract":"Berkembangnya ilmu pengetahuan dan teknologi di era disrupi sekarang ini menuntut adanya sistem pendidikan yang mampu mengembangkan ilmu sekaligus nilai-nilai yang membangun karakter peserta didik sehingga mereka kelak mempunyai kekuatan dan jiwa yang berkualitas untuk mampu mengendalikan diri dari hal negatif sebagai dampak dari perkembangan ilmu pengetahuan dan teknologi. Dalam mewujudkan cita-cita menciptakan generasi yang berkarakter mulia, guru memiliki peranan sangat penting, khususnya guru pendidikan agama Islam. Meskipun saat ini guru tidak lagi menjadi menjadi sumber utama informasi dan ilmu pengetahuan, namun guru justru mempunyai peran yang lebih besar terkait dengan penumbuhan dan pengembangan karakter peserta didik. Hal yang dapat dilakukan guru dalam proses pembelajaran adalah menggarap ranah afektif dan motorik siswa yang tidak dapat diperoleh dari internet. Dan peran guru yang paling utama adalah menuntun dan mendasari peserta didik dengan dasar agama dan etika, memberikan wejangan, teladan sekaligus panutan.","PeriodicalId":246248,"journal":{"name":"el-Tarbawi","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116537712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-10DOI: 10.20885/tarbawi.vol12.iss2.art5
Mutaqin Al Zam-zami
Bagi para pendidik dan orangtua hendaknya melakukan pengajaran sesuai prioritas, karena dalam pendidikan agama Islam tidak hanya mementingkan segi kognitifnya saja, melainkan sesi afiktif justru lebih utama. Dari kisah Luqman itulah dapat diambil contoh bagaimana membentuk nilai-nilai karakter. Maka dengan mengetahui metode yang tepat, diharapkan akan lebih baik hasil yang didapat. Terdapat tiga metode yang digunakan Luqman dalam pembentukan nilai-nilai karakter: 1). Pemberian Mauizah (untuk kebaikan, kelapangan hati, kelembutan hati dan menghilangkan kerasnya hati), 2). Pengajaran dengan Kasih Sayang, seperti panggilan lembut Luqman kepada anaknya (yaa bunayya), 3). Pengajaran Bertahap (Pendidikan Aqidah, Pendidikan Syari’ah, Pendidikan Akhlak).
{"title":"Penanaman Nilai-Nilai Karakter Terhadap Anak Sebagai Pendidikan Dasar Berdasarkan Kisah Luqman Dalam Al-Qur’an","authors":"Mutaqin Al Zam-zami","doi":"10.20885/tarbawi.vol12.iss2.art5","DOIUrl":"https://doi.org/10.20885/tarbawi.vol12.iss2.art5","url":null,"abstract":"Bagi para pendidik dan orangtua hendaknya melakukan pengajaran sesuai prioritas, karena dalam pendidikan agama Islam tidak hanya mementingkan segi kognitifnya saja, melainkan sesi afiktif justru lebih utama. Dari kisah Luqman itulah dapat diambil contoh bagaimana membentuk nilai-nilai karakter. Maka dengan mengetahui metode yang tepat, diharapkan akan lebih baik hasil yang didapat. Terdapat tiga metode yang digunakan Luqman dalam pembentukan nilai-nilai karakter: 1). Pemberian Mauizah (untuk kebaikan, kelapangan hati, kelembutan hati dan menghilangkan kerasnya hati), 2). Pengajaran dengan Kasih Sayang, seperti panggilan lembut Luqman kepada anaknya (yaa bunayya), 3). Pengajaran Bertahap (Pendidikan Aqidah, Pendidikan Syari’ah, Pendidikan Akhlak).","PeriodicalId":246248,"journal":{"name":"el-Tarbawi","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124118666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-10DOI: 10.20885/tarbawi.vol12.iss2.art6
siti sujarwati
Efektivitas sistem tutoring pada pembelajaran PAI akhlak terpuji menghargai karya orang lain maksud dari Penelitian Tindakan Kelas ini adalah untuk mengetahui metode pembelajaran dengan sistem tutoring pada mata pelajaran PAI akhlak terpuji menghargai karya orang lain efektif atau tidak, dalam meningkatkan motivasi, perhatian dan prestasi belajar siswa kelas II SMK Negeri 2 Pengasih. Penulis berpendapat bahwa untuk memotivasi dan menghidupkan suasana kelas, perilaku menghargai karya orang lain perlu ditingkatkan melalui metode yang tepat dalam proses pembelajaran Sebagai alternatif pembelajaran Sistem Tutoring dimungkinkan bisa menjadi media agar minat dan perhatian siswa terhadap pembelajaran PAI akhlak terpuji menghargai karya orang lain lebih meningkat sehingga pembelajaran itu akan lebih menarik serta menyenangkan Dalam penelitian ini penulis merumuskan masalah sebagai berikut “Bagamana efektivitas penerapan sistem tutoring dalam pembelajaran PAI akhlak terpuji menghargai karya orang lain ? Metode yang penulis gunakan untuk pengumpulan data diantaranya, observasi, interview, percobaan metode mengajar dengan sistem tutoring,hasil dari pre tes dan post tes.Sementara dalam menganalisa hasil penelitian penulis menggunakan analisa data statistik kualitatif dan deskriptif dari model tabel lembar penilaian observasi,hasil nilai pre tes dan post tes.
{"title":"Efektifitas Sistem Tutoring Pembelajaran Akhlak Terpuji Menghargai Karya Orang Lain","authors":"siti sujarwati","doi":"10.20885/tarbawi.vol12.iss2.art6","DOIUrl":"https://doi.org/10.20885/tarbawi.vol12.iss2.art6","url":null,"abstract":"Efektivitas sistem tutoring pada pembelajaran PAI akhlak terpuji menghargai karya orang lain maksud dari Penelitian Tindakan Kelas ini adalah untuk mengetahui metode pembelajaran dengan sistem tutoring pada mata pelajaran PAI akhlak terpuji menghargai karya orang lain efektif atau tidak, dalam meningkatkan motivasi, perhatian dan prestasi belajar siswa kelas II SMK Negeri 2 Pengasih. Penulis berpendapat bahwa untuk memotivasi dan menghidupkan suasana kelas, perilaku menghargai karya orang lain perlu ditingkatkan melalui metode yang tepat dalam proses pembelajaran Sebagai alternatif pembelajaran Sistem Tutoring dimungkinkan bisa menjadi media agar minat dan perhatian siswa terhadap pembelajaran PAI akhlak terpuji menghargai karya orang lain lebih meningkat sehingga pembelajaran itu akan lebih menarik serta menyenangkan Dalam penelitian ini penulis merumuskan masalah sebagai berikut “Bagamana efektivitas penerapan sistem tutoring dalam pembelajaran PAI akhlak terpuji menghargai karya orang lain ? Metode yang penulis gunakan untuk pengumpulan data diantaranya, observasi, interview, percobaan metode mengajar dengan sistem tutoring,hasil dari pre tes dan post tes.Sementara dalam menganalisa hasil penelitian penulis menggunakan analisa data statistik kualitatif dan deskriptif dari model tabel lembar penilaian observasi,hasil nilai pre tes dan post tes.","PeriodicalId":246248,"journal":{"name":"el-Tarbawi","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133994255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.20885/tarbawi.vol11.iss1.art5
Muchamad Agus Munir
This research tries to reformulate the meaning rather than education professionalism in Islamic religious education. The problem that has arisen lately is that educators are only limited to teaching and teaching knowledge to students, and only aborting obligations as teaching professional workers, so it cannot be denied, the quality of educators in PAI is very low in professionalism. Whereas in the PAI the meaning of educators is not only limited to that when viewed in terms of professionalism. There are words of Murabbi, Mu’allim, Muaddib, Mudarris, ahl-Zikr, who have concerns about their individual upbringing patterns. In particular the government has issued a law relating to the professionalism of education personnel, except that in practice many of the educators do not comply with these regulations. The results of this study indicate that Islamic religious education needs to revitalize the professionalism of educators, through the reinterpretation of the concept of educators and combined with government regulations on professionalism. Educators need the creativity of the elements of education, mastery of students, and guidance so that students can develop their potential. Thus the professionalism of educators can be run well. Keywords: Revitalization, Professionalism Competence, Educators, Islamic Education
本研究试图重新阐释伊斯兰宗教教育中的教育专业主义，而不是教育专业主义。最近出现的问题是，教育工作者只局限于教学和向学生传授知识，只放弃了作为教学专业工作者的义务，因此不可否认的是，PAI教育工作者的专业素质很低。然而，在PAI中，教育者的含义不仅限于从专业角度来看。有Murabbi, Mu 'allim, muaddb, Mudarris, ahl-Zikr的话语，他们对自己的个人成长模式感到担忧。特别是，政府颁布了一项有关教育人员专业精神的法律，但实际上许多教育工作者并不遵守这些规定。本研究结果表明，伊斯兰宗教教育需要通过对教育工作者概念的重新诠释，并结合政府对专业主义的规定，来重振教育工作者的专业主义。教育者需要创造性的教育要素，对学生的掌握和引导，使学生能够发挥自己的潜能。从而使教育工作者的专业化得以良好运行。关键词:振兴;专业能力;教育者
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Pub Date : 2018-11-01DOI: 10.20885/tarbawi.vol11.iss1.art2
S. Fatimah
Great depression in 1930s and multidimensional crisis aftermath inspired some scholars to propose the idea of a new social order. Those scholars, the reconstructionist, see that it is necessary for human beings and humanity in order to survive the challenges to reconstruct their way of life: setting aside negative impacts of modernity while maintaining the good aspects. The reconstructionist see that education must play a role in building new social order by being involved in social movement and reconstruct the way of learning and teaching. In the context of learning PAI (islamic teachings educations) and morals in government schools, SMA N 4 Yogyakarta has adapted several methods relevant to the ideas of reconstructionism in education. SMA N 4 Yogyakarta has made use of cyber media as a way to develop students’ understanding about materials. This school also encouraged students to be involved in community development. Keywords: reconstructionism, islamic education, PAI.
20世纪30年代的大萧条和多重危机的后果促使一些学者提出了新社会秩序的概念。这些学者，即重建主义者，认为人类和人性为了在挑战中生存，有必要重建他们的生活方式:抛开现代性的负面影响，同时保持好的方面。重建主义者认为，教育必须通过参与社会运动来发挥构建新社会秩序的作用，并重构学与教的方式。在公立学校学习PAI(伊斯兰教义教育)和道德的背景下，日惹市SMA N 4调整了几种与教育重建主义思想有关的方法。SMA N 4日惹利用网络媒体作为培养学生对材料理解的一种方式。这所学校还鼓励学生参与社区发展。关键词:重构主义，伊斯兰教育，PAI。
{"title":"MEREKONSTRUKSI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DAN BUDI PEKERTI DI SEKOLAH NEGERI STUDI KASUS SMA N 14 YOGYAKARTA","authors":"S. Fatimah","doi":"10.20885/tarbawi.vol11.iss1.art2","DOIUrl":"https://doi.org/10.20885/tarbawi.vol11.iss1.art2","url":null,"abstract":"Great depression in 1930s and multidimensional crisis aftermath inspired some scholars to propose the idea of a new social order. Those scholars, the reconstructionist, see that it is necessary for human beings and humanity in order to survive the challenges to reconstruct their way of life: setting aside negative impacts of modernity while maintaining the good aspects. The reconstructionist see that education must play a role in building new social order by being involved in social movement and reconstruct the way of learning and teaching. In the context of learning PAI (islamic teachings educations) and morals in government schools, SMA N 4 Yogyakarta has adapted several methods relevant to the ideas of reconstructionism in education. SMA N 4 Yogyakarta has made use of cyber media as a way to develop students’ understanding about materials. This school also encouraged students to be involved in community development. Keywords: reconstructionism, islamic education, PAI.","PeriodicalId":246248,"journal":{"name":"el-Tarbawi","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125414405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.20885/TARBAWI.VOL11.ISS1.ART3
Y. Nugroho
One of the learning strategies for early childhood education is storytelling, storytelling or storytelling, we can also use in teaching Islamic Education learning material. The learning challenge of Islan Religious Education at the level of early childhood is boredom and boredom caused by the stigmatization of teaching the same teacher. Storytelling not only conveys interesting and fun stories for children, but we can also insert moral values and even tell the history of the Prophet, student moral learning, train social sensitivity, perfect memorization of short letters, and the history of Islamic civilization. But of course there is a need for teachers to prepare interesting stories or stories, determine the media to be used such as teaching aids, master character, memorize storylines, present fairy tales with interesting techniques, prepare a comfortable place and prepare and practice before performing at front of children. So that the fairy tales delivered are not only able to meet the needs of children’s imagination and fantasy but also can shape the child’s personality, character and morals. Keywords: Learning, Education, Islam, Storytelling
{"title":"PEMBELAJARAN PENDIDIKAN AGAMA ISLAM YANG MENYENANGKAN DENGAN MENDONGENG","authors":"Y. Nugroho","doi":"10.20885/TARBAWI.VOL11.ISS1.ART3","DOIUrl":"https://doi.org/10.20885/TARBAWI.VOL11.ISS1.ART3","url":null,"abstract":"One of the learning strategies for early childhood education is storytelling, storytelling or storytelling, we can also use in teaching Islamic Education learning material. The learning challenge of Islan Religious Education at the level of early childhood is boredom and boredom caused by the stigmatization of teaching the same teacher. Storytelling not only conveys interesting and fun stories for children, but we can also insert moral values and even tell the history of the Prophet, student moral learning, train social sensitivity, perfect memorization of short letters, and the history of Islamic civilization. But of course there is a need for teachers to prepare interesting stories or stories, determine the media to be used such as teaching aids, master character, memorize storylines, present fairy tales with interesting techniques, prepare a comfortable place and prepare and practice before performing at front of children. So that the fairy tales delivered are not only able to meet the needs of children’s imagination and fantasy but also can shape the child’s personality, character and morals. Keywords: Learning, Education, Islam, Storytelling","PeriodicalId":246248,"journal":{"name":"el-Tarbawi","volume":"33 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120975041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.20885/TARBAWI.VOL11.ISS1.ART7
Siswoyo Aris Munandar
Islam is a religion of grace for the universe. Religion has gone through various stages of examinations in the world, ranging from examinations from the era of ignorance to the age of technology. Its position as a religion which blessed all nature as well as perfecting the previous religions made Islam special. Carrying out the idea of Islam Rahmatan lil Alamin, Nahdlatul Ulama succeeded in displaying a distinctive, comprehensive, holistic and building in Qur’an, compared to the terms Liberalism of Islam, Islamic Progressive, Islamic Nusantara and so on. There are three methods uses in campaigning its concepts: da’wah approaches, legal approaches and political approaches. All three, bringing out Islam with grace, peace and gentleness, in multi-religious, ethnic, and cultural nation-states. Keywords: Islam Rahmatan lil Alamin, Nahdlatul Ulama, Pluralism
{"title":"ISLAM RAHMATAN LIL ALAMIN DALAM PERSPEKTIF NAHDLATUL ULAMA","authors":"Siswoyo Aris Munandar","doi":"10.20885/TARBAWI.VOL11.ISS1.ART7","DOIUrl":"https://doi.org/10.20885/TARBAWI.VOL11.ISS1.ART7","url":null,"abstract":"Islam is a religion of grace for the universe. Religion has gone through various stages of examinations in the world, ranging from examinations from the era of ignorance to the age of technology. Its position as a religion which blessed all nature as well as perfecting the previous religions made Islam special. Carrying out the idea of Islam Rahmatan lil Alamin, Nahdlatul Ulama succeeded in displaying a distinctive, comprehensive, holistic and building in Qur’an, compared to the terms Liberalism of Islam, Islamic Progressive, Islamic Nusantara and so on. There are three methods uses in campaigning its concepts: da’wah approaches, legal approaches and political approaches. All three, bringing out Islam with grace, peace and gentleness, in multi-religious, ethnic, and cultural nation-states. Keywords: Islam Rahmatan lil Alamin, Nahdlatul Ulama, Pluralism","PeriodicalId":246248,"journal":{"name":"el-Tarbawi","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133437975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.20885/tarbawi.vol11.iss1.art1
Sitti Amrah
Rabbani’s character emphasizes the functionalization of Godliness in the learning process through spiritual values, honesty, sincerity, compassion, tolerance, discipline, hard work, creative, independent, democratic, communicative and prioritizes emphasis on affective aspects (heart). Rabbani character has positive implications for fostering spiritual intelligence in the education process. The purpose of maximizing Rabbani character education in the context of learning is to actualize the potential of spirituality possessed by students, fostering sensitivity and religious responsibility of students through exemplary values, habituation, advice, warnings and punishments. Efforts to apply Rabbani character education in fostering spiritual intelligence can be initiated through the development of religious education curricula, familiarizing Islamic values, creating a cool and beautiful school environment, and applying disciplinary values in the learning process. The method used in the study is descriptive-analytical with interview methods to get maximum results. Keywords: Rabbani character, spiritual intelligence, religious culture.
{"title":"KARAKTER RABBANI SEBAGAI MEDIUM PEMBENTUKAN KECERDASAN SPIRITUAL DALAM PROSES PEMBELAJARAN (SEBUAH ANALISIS EMPIRIS PADA SDIT KOTA PALOPO)","authors":"Sitti Amrah","doi":"10.20885/tarbawi.vol11.iss1.art1","DOIUrl":"https://doi.org/10.20885/tarbawi.vol11.iss1.art1","url":null,"abstract":"Rabbani’s character emphasizes the functionalization of Godliness in the learning process through spiritual values, honesty, sincerity, compassion, tolerance, discipline, hard work, creative, independent, democratic, communicative and prioritizes emphasis on affective aspects (heart). Rabbani character has positive implications for fostering spiritual intelligence in the education process. The purpose of maximizing Rabbani character education in the context of learning is to actualize the potential of spirituality possessed by students, fostering sensitivity and religious responsibility of students through exemplary values, habituation, advice, warnings and punishments. Efforts to apply Rabbani character education in fostering spiritual intelligence can be initiated through the development of religious education curricula, familiarizing Islamic values, creating a cool and beautiful school environment, and applying disciplinary values in the learning process. The method used in the study is descriptive-analytical with interview methods to get maximum results. Keywords: Rabbani character, spiritual intelligence, religious culture.","PeriodicalId":246248,"journal":{"name":"el-Tarbawi","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115276974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-11-01DOI: 10.20885/TARBAWI.VOL11.ISS1.ART4
Ulil Albab
Education, in its essence, is the process to direct human into significant development in discovering, nurturing and producing the highest degree of human potential. These diverse human faculties are far wider than education old paradigm intends to achieve: knowledge transformation. Thus, entertaining education tries to actualize conventional learning objectives while maintaining neglected objectives. One of the concept in entertaining education, edutainment, tries to combine two disctinct activities: education and entertainment. In the context of Islamic Education which aims a multidimensional purpose of belief, action, character and being beneficial for both religion and nation, implementing edutainment is a proper act, for it will provide freedom for student to explore knowledges from different sources, as well as nurturing other hidden human potentials. This article discusses the concept of edutainment and several mechanism to implement it comprehensively in Islamic Education. Keywords: Learning, Edutainment, Islamic Education
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Pub Date : 2018-10-01DOI: 10.20885/TARBAWI.VOL11.ISS2.ART1
I. Saputro
In the 21st century there are changes that are quite interesting in the world of education in Indonesia. There is a new pattern in the Indonesia Islamic educational maps have not been much researched, namely the emergence of home school education using Islam as a basis in the development of the lesson that device. Presence of school house in Indonesia is a response not to satisfy the wishes of Muslim activists in Indonesia in institutional Islamic existed previously good boarding school, madrassa, or school, and disappointment over the current globalization of the bring bad impact on the planting characters of the learners. The presence of a school House that was initiated by Muslim activists in Indonesia can be meant as an attempt to offer alternative education present in the face of the global era. One of the highlights for school networking is scrutinized under a single coordination Khoiru Ummah Foundation builders of civilization (KUPP) Homeschool Group named Ummah Khoiru. Mechanically, this research is qualitative research using a philosophical approach. The methods used for data collection may include interviews, observations, and documentation. Basically this article seeks to examine the existence of a group of middle-class Muslims in Indonesia are being buffer existence HSG Khoiru Ummah. Keywords: Islamic homeschooling
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