Pub Date : 2020-07-28DOI: 10.52166/talim.v3i2.2012
Syaiful Hadi Pulungan, F. Fathurrahman
The Nahdlatul Ulama (NU) organization is a community organization that focuses on several fields, such as education, social and political. The Nahdlatul Ulama mass organization adheres to the Ahlussunnah Wal Jama'ah (Aswaja) ideology, in which the Aswaja ideology is an understanding that adheres to five sources of law. This paper aims to review the development of Nahdlatul Ulama education in the archipelago to raise the figure of a charismatic scholar, KH. Hasyim Asy'ari (1871-9147). This writing methodology uses library research research with a descriptive approach. The results of this study explain the dynamics of Nahlatul Ulama education to prove that education today is a benchmark for the pioneering education of the colonial era. And the NU organization has great attention to the education sector. Of course, we can see this together from the number of pesantren and madrasas managed by Nahdlatul Ulama (NU). In formal education and teaching, NU established the al-Ma'arif institution
{"title":"KILAS BALIK PENDIDIKAN NU DI BALIK TABIR GURU PARA KYAI","authors":"Syaiful Hadi Pulungan, F. Fathurrahman","doi":"10.52166/talim.v3i2.2012","DOIUrl":"https://doi.org/10.52166/talim.v3i2.2012","url":null,"abstract":"The Nahdlatul Ulama (NU) organization is a community organization that focuses on several fields, such as education, social and political. The Nahdlatul Ulama mass organization adheres to the Ahlussunnah Wal Jama'ah (Aswaja) ideology, in which the Aswaja ideology is an understanding that adheres to five sources of law. This paper aims to review the development of Nahdlatul Ulama education in the archipelago to raise the figure of a charismatic scholar, KH. Hasyim Asy'ari (1871-9147). This writing methodology uses library research research with a descriptive approach. The results of this study explain the dynamics of Nahlatul Ulama education to prove that education today is a benchmark for the pioneering education of the colonial era. And the NU organization has great attention to the education sector. Of course, we can see this together from the number of pesantren and madrasas managed by Nahdlatul Ulama (NU). In formal education and teaching, NU established the al-Ma'arif institution","PeriodicalId":251605,"journal":{"name":"TA'LIM : Jurnal Studi Pendidikan Islam","volume":"222 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127163560","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 : 2020-07-28DOI: 10.52166/talim.v3i2.2053
S. Aslamiyah
Rules are binding ones and become guidelines for schools tocreate a safe and orderly school atmosphere. They are also used as a reference for norm that must be created and implemented by schools, especially in producing good-behaved student. School rules must be implemented properly along with sanctions or penalties for violatorsof discipline in order to facilitate the cultivation of student’s culture of discipline. The support and cooperation of school members could also help create a culture or discipline for students. On account of school discipline rules, student are able to control their disciplinary behavior maximally. In order to achieve the expected disciplinary result, discipline must be carried out effectively. In addition, it is necessary to have the support and cooperation of all school members in order to realize student’s discipline. Therefore, in this paper, the writer will explain about the implementation of school rules in cultivating student’s culture of discipline, obstacles in implementing school rules and how to overcome them, and the role of school members in cultivating student’s culture of discipline. implementation
{"title":"IMPLEMENTASI TATA TERTIB SEKOLAH DALAM PENANAMAN BUDAYA DISIPLIN SISWA","authors":"S. Aslamiyah","doi":"10.52166/talim.v3i2.2053","DOIUrl":"https://doi.org/10.52166/talim.v3i2.2053","url":null,"abstract":"Rules are binding ones and become guidelines for schools tocreate a safe and orderly school atmosphere. They are also used as a reference for norm that must be created and implemented by schools, especially in producing good-behaved student. School rules must be implemented properly along with sanctions or penalties for violatorsof discipline in order to facilitate the cultivation of student’s culture of discipline. The support and cooperation of school members could also help create a culture or discipline for students. On account of school discipline rules, student are able to control their disciplinary behavior maximally. In order to achieve the expected disciplinary result, discipline must be carried out effectively. In addition, it is necessary to have the support and cooperation of all school members in order to realize student’s discipline. Therefore, in this paper, the writer will explain about the implementation of school rules in cultivating student’s culture of discipline, obstacles in implementing school rules and how to overcome them, and the role of school members in cultivating student’s culture of discipline. implementation","PeriodicalId":251605,"journal":{"name":"TA'LIM : Jurnal Studi Pendidikan Islam","volume":"263 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124283555","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 : 2020-07-28DOI: 10.52166/talim.v3i2.1999
Tian Wahyudi
The revolution in the field of information technology today has been able to change fundamentally the social order of society. The presence of information technology provides a lot of comfort for humans, but it also has a destructive side that threatens young generation. This paper through the study of literature aims to analyse the extent of the urgency and strategy of moral education for young generations of Muslims in the Disruption Era. The results of this study show the increasing importance of moral education for the younger generation, even becoming a primary need. This is due to a variety of morality problems that are increasingly widespread in this era with easy access to information technology. For that, the steps that need to be pursued to build individuals who have good morality, namely by: 1) providing a comprehensive understanding of the concept of morality; 2) giving and showing an example; 3) prevent learners to dissolve in pleasure and luxury; 4) strengthen the relationship between educators and students; 5) use a variety of methods in accordance with the conditions of students; and 6) building and controlling the environment of students (the surrounding environment and the influence of cyberspace).
{"title":"STRATEGI PENDIDIKAN AKHLAK BAGI GENERASI MUDA DI ERA DISRUPSI","authors":"Tian Wahyudi","doi":"10.52166/talim.v3i2.1999","DOIUrl":"https://doi.org/10.52166/talim.v3i2.1999","url":null,"abstract":"The revolution in the field of information technology today has been able to change fundamentally the social order of society. The presence of information technology provides a lot of comfort for humans, but it also has a destructive side that threatens young generation. This paper through the study of literature aims to analyse the extent of the urgency and strategy of moral education for young generations of Muslims in the Disruption Era. The results of this study show the increasing importance of moral education for the younger generation, even becoming a primary need. This is due to a variety of morality problems that are increasingly widespread in this era with easy access to information technology. For that, the steps that need to be pursued to build individuals who have good morality, namely by: 1) providing a comprehensive understanding of the concept of morality; 2) giving and showing an example; 3) prevent learners to dissolve in pleasure and luxury; 4) strengthen the relationship between educators and students; 5) use a variety of methods in accordance with the conditions of students; and 6) building and controlling the environment of students (the surrounding environment and the influence of cyberspace).","PeriodicalId":251605,"journal":{"name":"TA'LIM : Jurnal Studi Pendidikan Islam","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134023783","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 : 2020-07-27DOI: 10.52166/talim.v3i2.1998
Sri Lestari
This paper discusses the Islamization of knowledge according to Ismail Raji al-Faruqi. The description of the scientific background and historical intellectuality of al-Faruqi who later initiated to the idea of Islamizing knowledge and science, its arguments, methods and ways of working, as well as the objectives to be achieved with the concept are described analytically. This paper concludes that Islamization of knowledge is positioned as filter group, dialogue and confirmation models in typology of science and religion. The Islamization of knowledge seeks to distill the sciences with Islamic values as a filtering tool. It is also a form of dialogue typology between modern science and religious values. Moreover, it is also seen as a form of scientific confirmation of Islam. The way it works refers to the 5 (five) principles of monotheism or oneness (tawh|i>d), namely: the oneness of God, the unity of the universe, the unity of truth and the unity of knowledge, the unity of life and unity of mankind, with the belief that of all the final set of goals, wills and desires that are built by the estuary finally is God.
{"title":"ISLAMIZATION OF KNOWLEDGE OF ISMAIL RAJI AL-FARUQI IN TYPOLOGIES OF SCIENCE AND RELIGION","authors":"Sri Lestari","doi":"10.52166/talim.v3i2.1998","DOIUrl":"https://doi.org/10.52166/talim.v3i2.1998","url":null,"abstract":"This paper discusses the Islamization of knowledge according to Ismail Raji al-Faruqi. The description of the scientific background and historical intellectuality of al-Faruqi who later initiated to the idea of Islamizing knowledge and science, its arguments, methods and ways of working, as well as the objectives to be achieved with the concept are described analytically. This paper concludes that Islamization of knowledge is positioned as filter group, dialogue and confirmation models in typology of science and religion. The Islamization of knowledge seeks to distill the sciences with Islamic values as a filtering tool. It is also a form of dialogue typology between modern science and religious values. Moreover, it is also seen as a form of scientific confirmation of Islam. The way it works refers to the 5 (five) principles of monotheism or oneness (tawh|i>d), namely: the oneness of God, the unity of the universe, the unity of truth and the unity of knowledge, the unity of life and unity of mankind, with the belief that of all the final set of goals, wills and desires that are built by the estuary finally is God.","PeriodicalId":251605,"journal":{"name":"TA'LIM : Jurnal Studi Pendidikan Islam","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125338593","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 : 2020-02-11DOI: 10.52166/talim.v3i1.1830
Ishmatun Nihayah
Cooperative learning is one of the learning models that places students as subjects of learning (student oriented). With a democratic classroom atmosphere, learning to give each other opportunities gives more opportunities to the maximum potential of students. Five elements in the cooperative learning model must be applied. The five elements are first, positive interdependence. Second, personal responsibility (personal responsibility). Third, face totale promotive interaction (promotive reaction). Fourth, interpersonal skills (communication between members), and to Five group processing (group processing). Whereas in interpersonal intelligence there are three dimensions that must be fulfilled, the first is Social sensitivity or social sensitivity, namely the ability of children to be able to feel and observe the reactions or changes in others that they show both verbally and non-verbally. Second, Social insight, which is the ability of children to understand and seek effective problem solving in a social interaction, so that these problems do not hamper let alone destroy the social relations that have been built by children. The third, social communication or mastery of social communication skills is the ability of individuals to use the communication process in establishing and building healthy interpersonal relationships. In the process of creating, building and maintaining social relations, then someone needs the ingredients. Therefore, researchers want to conduct a literature study that reveals that the holding of cooperative learning in an educational institution, there is an increase in interpersonal intelligence
{"title":"PEMBELAJARAN KOOPERATIF DALAM MENINGKATKAN INTELIGENSI INTERPERSONAL","authors":"Ishmatun Nihayah","doi":"10.52166/talim.v3i1.1830","DOIUrl":"https://doi.org/10.52166/talim.v3i1.1830","url":null,"abstract":"Cooperative learning is one of the learning models that places students as subjects of learning (student oriented). With a democratic classroom atmosphere, learning to give each other opportunities gives more opportunities to the maximum potential of students. Five elements in the cooperative learning model must be applied. The five elements are first, positive interdependence. Second, personal responsibility (personal responsibility). Third, face totale promotive interaction (promotive reaction). Fourth, interpersonal skills (communication between members), and to Five group processing (group processing). Whereas in interpersonal intelligence there are three dimensions that must be fulfilled, the first is Social sensitivity or social sensitivity, namely the ability of children to be able to feel and observe the reactions or changes in others that they show both verbally and non-verbally. Second, Social insight, which is the ability of children to understand and seek effective problem solving in a social interaction, so that these problems do not hamper let alone destroy the social relations that have been built by children. The third, social communication or mastery of social communication skills is the ability of individuals to use the communication process in establishing and building healthy interpersonal relationships. In the process of creating, building and maintaining social relations, then someone needs the ingredients. Therefore, researchers want to conduct a literature study that reveals that the holding of cooperative learning in an educational institution, there is an increase in interpersonal intelligence","PeriodicalId":251605,"journal":{"name":"TA'LIM : Jurnal Studi Pendidikan Islam","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131588160","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 : 2020-01-21DOI: 10.52166/talim.v3i1.1911
Sauqi Futaqi
Islamic education cannot be separated from its theological basis. The theological basis of Islamic education comes from Islam itself. Nevertheless, the theological building for the conceptualization of Islamic education is lacking - not to say no at all - finding its relevance in the Islamic educational scene so far. Generally the discourse of Islamic education is directed at developing theories, methodologies, and speaking very little about philosophy in its deep understanding. The link between Islamic theology and education lies in the beliefs, spirits and values that have strengthened progress in the field of education. This is to avoid spiritual anxiety amid the complexities of global progress. This anxiety can be seen from a number of national education curriculum contents that are now beginning to be directed to strengthen the spiritual and social aspects, without reducing the scientific ethos in the field of Science and Technology. At least the development of Islamic education theology discourse can present a new ethos for the integrity of the process of human life as the subject of education.
{"title":"MEMPERKOKOH BASIS TEOLOGIS PENDIDIKAN ISLAM","authors":"Sauqi Futaqi","doi":"10.52166/talim.v3i1.1911","DOIUrl":"https://doi.org/10.52166/talim.v3i1.1911","url":null,"abstract":"Islamic education cannot be separated from its theological basis. The theological basis of Islamic education comes from Islam itself. Nevertheless, the theological building for the conceptualization of Islamic education is lacking - not to say no at all - finding its relevance in the Islamic educational scene so far. Generally the discourse of Islamic education is directed at developing theories, methodologies, and speaking very little about philosophy in its deep understanding. The link between Islamic theology and education lies in the beliefs, spirits and values that have strengthened progress in the field of education. This is to avoid spiritual anxiety amid the complexities of global progress. This anxiety can be seen from a number of national education curriculum contents that are now beginning to be directed to strengthen the spiritual and social aspects, without reducing the scientific ethos in the field of Science and Technology. At least the development of Islamic education theology discourse can present a new ethos for the integrity of the process of human life as the subject of education.","PeriodicalId":251605,"journal":{"name":"TA'LIM : Jurnal Studi Pendidikan Islam","volume":"461 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125810817","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 : 2020-01-17DOI: 10.52166/talim.v3i1.1910
Zuli Dwi Rahmawati
In the era of globalization, information and communication technology is developing very rapidly and brings great influence in various fields, one of them is education. Education is greatly helped by the presence of technology that supports learning activities that are more varied and creative. The existence of gadget learning media lately is very popular with children ranging from pre-school age to elementary school, even the intensity of time to use the gadget is more than the time socializing with family or the environment. The use of learning media must be accompanied by parental assistance and supervision, because in addition to having a positive impact, the negative impact of the gadget is also very large. Learning activities with gadget media have a significant influence on children's behavior, because at the age of development the child learns by seeing, listening, observing, recording and imitating, especially if there is no supervision and control so that the child will be active on gadgets and passive in social activities.
{"title":"PENGGUNAAN MEDIA GADGET DALAM AKTIVITAS BELAJAR DAN PENGARUHNYA TERHADAP PERILAKU ANAK","authors":"Zuli Dwi Rahmawati","doi":"10.52166/talim.v3i1.1910","DOIUrl":"https://doi.org/10.52166/talim.v3i1.1910","url":null,"abstract":"In the era of globalization, information and communication technology is developing very rapidly and brings great influence in various fields, one of them is education. Education is greatly helped by the presence of technology that supports learning activities that are more varied and creative. The existence of gadget learning media lately is very popular with children ranging from pre-school age to elementary school, even the intensity of time to use the gadget is more than the time socializing with family or the environment. The use of learning media must be accompanied by parental assistance and supervision, because in addition to having a positive impact, the negative impact of the gadget is also very large. Learning activities with gadget media have a significant influence on children's behavior, because at the age of development the child learns by seeing, listening, observing, recording and imitating, especially if there is no supervision and control so that the child will be active on gadgets and passive in social activities.","PeriodicalId":251605,"journal":{"name":"TA'LIM : Jurnal Studi Pendidikan Islam","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128607538","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 : 2020-01-14DOI: 10.52166/talim.v3i1.1849
Ari Prayoga, Irawan Irawan
Academic culture that has not been implemented in accordance with the vision, mission and objectives of the madrasa includes students who are not present in the learning process because they play truant at class time, educators who also hold positions outside the madrasah as religious counselors, educators at the tsanawiyah madrasa levels, educators are not every day in school and only comes when they have class time, centralized administration in administration that doubles as an educator. This study aims to uncover the managerial strategies of madrasas in developing academic culture in accordance with the vision and mission of the institution. The method of research using descriptive qualitative intends to uncover the phenomena that occur in the muallimin madrasa. Data collection techniques with the study of interviews with the madrasa head, madrasa deputy head of the curriculum and educators, documentation studies relating to the academic culture of madrasas and madrasa environment observation. The results showed that; first, the vision and mission are formulated in accordance with national foundation and education guidelines; second, the strategic plan is divided into three namely short, medium and long; third, self-development includes three types, namely counseling, extracurricular and habituation; fourth, the foundation of organizational culture compilation namely socio-culture, juridical and Islamic; fifth, operational arrangements based on Islam, nationalism and culture.
{"title":"MANAJEMEN STRATEGI DALAM PENGEMBANGAN BUDAYA AKADEMIK MADRASAH MUALLIMIN","authors":"Ari Prayoga, Irawan Irawan","doi":"10.52166/talim.v3i1.1849","DOIUrl":"https://doi.org/10.52166/talim.v3i1.1849","url":null,"abstract":"Academic culture that has not been implemented in accordance with the vision, mission and objectives of the madrasa includes students who are not present in the learning process because they play truant at class time, educators who also hold positions outside the madrasah as religious counselors, educators at the tsanawiyah madrasa levels, educators are not every day in school and only comes when they have class time, centralized administration in administration that doubles as an educator. This study aims to uncover the managerial strategies of madrasas in developing academic culture in accordance with the vision and mission of the institution. The method of research using descriptive qualitative intends to uncover the phenomena that occur in the muallimin madrasa. Data collection techniques with the study of interviews with the madrasa head, madrasa deputy head of the curriculum and educators, documentation studies relating to the academic culture of madrasas and madrasa environment observation. The results showed that; first, the vision and mission are formulated in accordance with national foundation and education guidelines; second, the strategic plan is divided into three namely short, medium and long; third, self-development includes three types, namely counseling, extracurricular and habituation; fourth, the foundation of organizational culture compilation namely socio-culture, juridical and Islamic; fifth, operational arrangements based on Islam, nationalism and culture.","PeriodicalId":251605,"journal":{"name":"TA'LIM : Jurnal Studi Pendidikan Islam","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115951569","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 : 2020-01-13DOI: 10.52166/talim.v3i1.1848
Ilham Kurniawan
The absence of standardization of radicalism makes people misunderstand or mistaken and often accuses others of it. This study aims to find out the meaning of radicalism so that people no longer hesitate or wrong in justifying who is radical and interpreting it. This research is a library research (library research) with a qualitative approach. Sources of data obtained in the form of journals, articles, books and relevant scientific work The results of this study explain that radicalism is the understanding or flow that requires social and political change by using violence as a stepping stone to justify their beliefs that are considered true. Forms of radicalism in Indonesia are the perpetrators of the Darul Islam (DI) movement, Hizb ut-Tahrir Indonesia (HTI), Jamaah Ansharut Daulah (JAD), and the Islamic State in Iraq and Syria (ISIS). Visible characteristics or categories of radicalism are as follows: First, takfiri. Second, they want to establish an Islamic state within a country. Third, replace the ideology of a country which is the basis or direction. The anti-radicalism education is carried out by the family, community and education. So that the level of radicalism in Indonesia can decline even completely finished.
{"title":"MEMAKNAI RADIKALISME DI INDONESIA","authors":"Ilham Kurniawan","doi":"10.52166/talim.v3i1.1848","DOIUrl":"https://doi.org/10.52166/talim.v3i1.1848","url":null,"abstract":"The absence of standardization of radicalism makes people misunderstand or mistaken and often accuses others of it. This study aims to find out the meaning of radicalism so that people no longer hesitate or wrong in justifying who is radical and interpreting it. This research is a library research (library research) with a qualitative approach. Sources of data obtained in the form of journals, articles, books and relevant scientific work The results of this study explain that radicalism is the understanding or flow that requires social and political change by using violence as a stepping stone to justify their beliefs that are considered true. Forms of radicalism in Indonesia are the perpetrators of the Darul Islam (DI) movement, Hizb ut-Tahrir Indonesia (HTI), Jamaah Ansharut Daulah (JAD), and the Islamic State in Iraq and Syria (ISIS). Visible characteristics or categories of radicalism are as follows: First, takfiri. Second, they want to establish an Islamic state within a country. Third, replace the ideology of a country which is the basis or direction. The anti-radicalism education is carried out by the family, community and education. So that the level of radicalism in Indonesia can decline even completely finished.","PeriodicalId":251605,"journal":{"name":"TA'LIM : Jurnal Studi Pendidikan Islam","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115104117","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 : 2020-01-09DOI: 10.52166/talim.v3i1.1754
Muhammad Tamrin
Teaching Islam, Kemuhammmadiyahan and Arabic was a compulsory subject that should be taught at elementary and secondary level students. At Muhammadiyah educational institution, Ismuba was arranged and continuously improved for introducing Islam and Muhammadiyah. For Muslim students, Ismuba was taught the value of Islam to be comprehended, experienced, and practiced as the way of life, both personal and community life. While for non-Muslim students, teaching Islam, Kemuhammmadiyahan and Arabic was to introduce Islam and the universal values which is a mercy for the universe and also to introduce Muhammadiyah organizations. The study was done in two locations. The first location was Muhammadiyah Ende High School which is the majority was Catholic and second location was Waengapu Muhammadiyah High School, East Sumba District which is the majority was Protestant. This study aimed at identifying the internalization pattern of Islam Rahmatan Lil Alamin in AIK / Ismuba Learning. In this field research, the descriptive qualitative methods was used. The data was obtained through interview, observation, and documentation. While the data was analyzed using Milles and Huberman model’s interactive data analysis technique.
教授伊斯兰教、kemuhammadiyahan和阿拉伯语是小学和中学学生的必修课。在默罕默迪亚教育机构，为介绍伊斯兰教和默罕默迪亚，Ismuba被安排并不断完善。对于穆斯林学生来说，Ismuba被教导要理解、体验和实践伊斯兰教的价值，作为一种生活方式，无论是个人生活还是社区生活。而对于非穆斯林学生来说，教授伊斯兰教、kemuhammadiyahan和阿拉伯语是为了介绍伊斯兰教和普世价值，这是对宇宙的仁慈，也是为了介绍穆罕默德组织。这项研究在两个地方进行。第一个地点是Muhammadiyah Ende高中，大部分是天主教徒，第二个地点是Waengapu Muhammadiyah高中，东松巴区，大部分是新教徒。本研究旨在确定伊斯兰教Rahmatan Lil Alamin在AIK / Ismuba学习中的内化模式。本研究采用描述定性方法。数据是通过访谈、观察和记录获得的。采用Milles和Huberman模型的交互数据分析技术对数据进行分析。
{"title":"INTERNALISASI NILAI-NILAI ISLAM RAHMATAN LIL ALAMIN PADA PEMBELAJARAN AL ISLAM DAN KEMUHAMMADIYAH (AIK/ISMUBA) DI SEKOLAH MENENGAH ATAS MUHAMMADIYAH DAERAH MINORITAS","authors":"Muhammad Tamrin","doi":"10.52166/talim.v3i1.1754","DOIUrl":"https://doi.org/10.52166/talim.v3i1.1754","url":null,"abstract":"Teaching Islam, Kemuhammmadiyahan and Arabic was a compulsory subject that should be taught at elementary and secondary level students. At Muhammadiyah educational institution, Ismuba was arranged and continuously improved for introducing Islam and Muhammadiyah. For Muslim students, Ismuba was taught the value of Islam to be comprehended, experienced, and practiced as the way of life, both personal and community life. While for non-Muslim students, teaching Islam, Kemuhammmadiyahan and Arabic was to introduce Islam and the universal values which is a mercy for the universe and also to introduce Muhammadiyah organizations. The study was done in two locations. The first location was Muhammadiyah Ende High School which is the majority was Catholic and second location was Waengapu Muhammadiyah High School, East Sumba District which is the majority was Protestant. This study aimed at identifying the internalization pattern of Islam Rahmatan Lil Alamin in AIK / Ismuba Learning. In this field research, the descriptive qualitative methods was used. The data was obtained through interview, observation, and documentation. While the data was analyzed using Milles and Huberman model’s interactive data analysis technique.","PeriodicalId":251605,"journal":{"name":"TA'LIM : Jurnal Studi Pendidikan Islam","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117113935","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}
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