Pub Date : 2019-05-15DOI: 10.32616/TDB.V8.1.141.1-12
E. Yulianti
Indonesian education in recent decades gets many problems such as the weak young generations‟character because the success of a country can be seen from its people‟s characters. We need some breakthroughs which one of them can be done by implementing early religious character in school either in classroom and in religious exstracurricular. Religious exstracurricular has important role in the process of students‟ religious character buildings. This research is done in Brawijaya Islamic Junior Highschool, Mojokerto to know (1) The plan of religious extracurricular program in school, (2) The implementation of religious exstracurricular in building students‟ religious characters in school, and (3) Evaluation of the implementation of religious exstracurricular towards the building of students‟ religious characters in school. This research uses qualitative research with case study approach. This research uses three data collection techniques; they are observation, interview and documentation. This research uses interactive data analysis by Miles and Huberman with stages of data collection, data presentation, data conclusion and data validation. This results show that (1) The plan of religious extracurricular programs aims to build students‟ religious characters. The religious extracurricular program includes Qur’an arts literacy, Qur’an memoryzation, praying together, shalawat al-banjari, a spiritual tour, basic training of rohis leadership and commemoration of Islamic holidays. (2) The Implementation of religious extracurricular is done with three kinds of daily, weekly and anually activities. It is done by giving spiritual lecture, good example, and habit in the school‟s activities. (3) The evaluation of religious extracurricular implementation can be seen from how far the students‟ religious knowledge and attitude according to the learning results books of them. The effects of religious exstracurricular in Brawijaya Islamic Junior High School in positive, it means that this program can help students understand Islamic values and decrease teens‟ naughtiness and bad influence for the students.
{"title":"Implementasi Ekstrakurikuler Keagamaan Dalam Pembentukan Karakter Religius Peserta Didik di SMP Islam Brawijaya Kota Mojokerto","authors":"E. Yulianti","doi":"10.32616/TDB.V8.1.141.1-12","DOIUrl":"https://doi.org/10.32616/TDB.V8.1.141.1-12","url":null,"abstract":"Indonesian education in recent decades gets many problems such as the weak young generations‟character because the success of a country can be seen from its people‟s characters. We need some breakthroughs which one of them can be done by implementing early religious character in school either in classroom and in religious exstracurricular. Religious exstracurricular has important role in the process of students‟ religious character buildings. This research is done in Brawijaya Islamic Junior Highschool, Mojokerto to know (1) The plan of religious extracurricular program in school, (2) The implementation of religious exstracurricular in building students‟ religious characters in school, and (3) Evaluation of the implementation of religious exstracurricular towards the building of students‟ religious characters in school. This research uses qualitative research with case study approach. This research uses three data collection techniques; they are observation, interview and documentation. This research uses interactive data analysis by Miles and Huberman with stages of data collection, data presentation, data conclusion and data validation. This results show that (1) The plan of religious extracurricular programs aims to build students‟ religious characters. The religious extracurricular program includes Qur’an arts literacy, Qur’an memoryzation, praying together, shalawat al-banjari, a spiritual tour, basic training of rohis leadership and commemoration of Islamic holidays. (2) The Implementation of religious extracurricular is done with three kinds of daily, weekly and anually activities. It is done by giving spiritual lecture, good example, and habit in the school‟s activities. (3) The evaluation of religious extracurricular implementation can be seen from how far the students‟ religious knowledge and attitude according to the learning results books of them. The effects of religious exstracurricular in Brawijaya Islamic Junior High School in positive, it means that this program can help students understand Islamic values and decrease teens‟ naughtiness and bad influence for the students.","PeriodicalId":298670,"journal":{"name":"Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123740367","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 : 2019-05-15DOI: 10.32616/TDB.V8.1.149.51-58
Syu'aib Nawawi
TQM should be applied to every Islamic education unit in order to encourage the quality of excellent service to stakeholders. Because, in today's sharp world of global competition, many people talk about "quality" especially related to jobs that produce products or services. A result is made because there are those who need it, and those needs develop along with the quality demands of the users. Recognizing this task, SMPN 1 Dlanggu, which has achieved many achievements in various fields both academically and non-academically, continues to improve services for students by completing various learning facilities, qualified human resources (teachers and employees), and coordinating/collaborating with related institutions. In its implementation, TQM has an influence. Among them, student achievement is increasing. Not only in academics, but also non-academics, the enthusiasm of the community to send their children to SMPN 1 Dlanggu is increasing. There is a good relationship / cooperation between all residents of Dlanggu Middle School 1, both internally and externally to jointly improve school quality
{"title":"Implementasi Total Quality Management (TQM) di SMP Negeri 1 Dlanggu Kabupaten Mojokerto","authors":"Syu'aib Nawawi","doi":"10.32616/TDB.V8.1.149.51-58","DOIUrl":"https://doi.org/10.32616/TDB.V8.1.149.51-58","url":null,"abstract":"TQM should be applied to every Islamic education unit in order to encourage the quality of excellent service to stakeholders. Because, in today's sharp world of global competition, many people talk about \"quality\" especially related to jobs that produce products or services. A result is made because there are those who need it, and those needs develop along with the quality demands of the users. Recognizing this task, SMPN 1 Dlanggu, which has achieved many achievements in various fields both academically and non-academically, continues to improve services for students by completing various learning facilities, qualified human resources (teachers and employees), and coordinating/collaborating with related institutions. In its implementation, TQM has an influence. Among them, student achievement is increasing. Not only in academics, but also non-academics, the enthusiasm of the community to send their children to SMPN 1 Dlanggu is increasing. There is a good relationship / cooperation between all residents of Dlanggu Middle School 1, both internally and externally to jointly improve school quality","PeriodicalId":298670,"journal":{"name":"Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130582604","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 : 2019-05-15DOI: 10.32616/TDB.V8.1.143.21-26
Sudar Kajin
Accepting the role for cognitive transmission means recognizing that humans are not empty slate at birth. The basic assumption is that every human being is born by bringing fitrah and equipped with various potentials and abilities that are different from other humans. With that provision, he then learns: first through things that can be sensed by using his five senses as a window of knowledge; then gradually from things that can be sensed to the abstract, and from what can be seen to be understood. This study aims to describe the concept of cognitive learning processes in Islamic perspectives between contradictions and contradictions with the western cognitive learning concept. From the results of the discussion it was concluded that: cognitive learning and teaching are more responsive to the power of their instincts because they are purely related to the ability to develop rational abilities (reason). Many found contradictions and defects in their theories, so that revisions and emerging new theories of cognitive succession. While in Islam there is only one verse "And Allah takes you out of your mother's stomach in a state of not knowing anything, and He gives you hearing, sight and heart, so that you are grateful" (An Nahl: 78) is able to break the concept of response to the instinctive power in terms this is called scular and in Islam there has never been a secular tradition that separates religion from life
{"title":"Konsep Proses Belajar Kognitif dalam Pespektif Islam antara Kontradiksi dan Kontradistingsi dengan Konsep Pembelajaran Kognitif Model Barat","authors":"Sudar Kajin","doi":"10.32616/TDB.V8.1.143.21-26","DOIUrl":"https://doi.org/10.32616/TDB.V8.1.143.21-26","url":null,"abstract":"Accepting the role for cognitive transmission means recognizing that humans are not empty slate at birth. The basic assumption is that every human being is born by bringing fitrah and equipped with various potentials and abilities that are different from other humans. With that provision, he then learns: first through things that can be sensed by using his five senses as a window of knowledge; then gradually from things that can be sensed to the abstract, and from what can be seen to be understood. This study aims to describe the concept of cognitive learning processes in Islamic perspectives between contradictions and contradictions with the western cognitive learning concept. From the results of the discussion it was concluded that: cognitive learning and teaching are more responsive to the power of their instincts because they are purely related to the ability to develop rational abilities (reason). Many found contradictions and defects in their theories, so that revisions and emerging new theories of cognitive succession. While in Islam there is only one verse \"And Allah takes you out of your mother's stomach in a state of not knowing anything, and He gives you hearing, sight and heart, so that you are grateful\" (An Nahl: 78) is able to break the concept of response to the instinctive power in terms this is called scular and in Islam there has never been a secular tradition that separates religion from life","PeriodicalId":298670,"journal":{"name":"Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132485010","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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