Tarbiya Journal of Education in Muslim Society最新文献

{"title":"Ability of Mathematical Generalisation Thinking of Mathematics Education Students","authors":"M. Fatra, L. Angraini, M. A. Jatmiko","doi":"10.15408/tjems.v6i1.12315","DOIUrl":"https://doi.org/10.15408/tjems.v6i1.12315","url":null,"abstract":"Abstract The main objectives of this study are: 1) describing and analyzing the mathematical generalization ability of mathematics education students at State Islamic University (UIN) in Indonesia, 2) investigating the differences in mathematical generalization abilities of mathematics education students across State Islamic University (UIN) in Indonesia. The study was conducted at 6 UIN in Indonesia with a sample of  5th semester students using the survey method. The results of this study indicate that: 1) The ability of mathematical generalizations thinking of Mathematics Education students from 6 state Islamic universities in Indonesia can be seen from the average value of each sample.  The average mathematical generalization of Syarif Hidayatullah State Islamic University in Jakarta is higher high than the other 5 state Islamic universities, with the average value of  61.31. 2) There is no difference in the ability of mathematical generalization thinking among mathematics educations students of State Islamic University (UIN) in Indonesia. Abstrak Tujuan utama dari penelitian ini adalah: 1) mendeskripsikan dan menganalisis kemampuan generalisasi matematika siswa pendidikan matematika di Universitas Islam Negeri (UIN) di Indonesia, 2) menyelidiki perbedaan kemampuan generalisasi matematika siswa pendidikan matematika di Universitas Islam Negeri (UIN) ) di Indonesia. Penelitian ini dilakukan di 6 UIN di Indonesia dengan sampel mahasiswa semester 5 menggunakan metode survei. Hasil penelitian ini menunjukkan bahwa: 1) Kemampuan berpikir generalisasi matematika siswa Pendidikan Matematika dari 6 universitas Islam negeri di Indonesia dapat dilihat dari nilai rata-rata setiap sampel. Generalisasi matematika rata-rata dari Universitas Islam Negeri Syarif Hidayatullah di Jakarta lebih tinggi daripada 5 universitas Islam negeri lainnya, dengan nilai rata-rata 61,31. 2) Tidak ada perbedaan kemampuan berpikir generalisasi matematika di kalangan mahasiswa pendidikan matematika Universitas Islam Negeri (UIN) di Indonesia. How to Cite : Fatra, M., Angraini, L. M., Jatmiko, M. A. (2019).  Ability of Mathematical Generalisation Thinking of Mathematics Education Students. TARBIYA: Journal of Education in Muslim Society, 6 (1), 69-75. doi:10.15408/tjems.v5i1.12315.","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":"6 1","pages":"69-75"},"PeriodicalIF":0.0,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49485468","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}

{"title":"Character Building Through Reinforcement of Islamic Learning","authors":"N. Nurbaiti, Mundzier Suparta, T. A. Syukur","doi":"10.15408/tjems.v6i1.10984","DOIUrl":"https://doi.org/10.15408/tjems.v6i1.10984","url":null,"abstract":"Abstract This research explores the effects of teacher’s pedagogical competence and student’s achievement to student’s character building. The research method used is mixed method. Data collected by test, questionnaire, interview and observation. Data analyzed by bivariate correlation and Triangulation. The result of this study proved that character building through reinforcement of Islamic learning is effected by the teacher’s pedagogical competence and student’s achievement. Abstrak Tujuan dari penelitian ini adalah untuk mengetahui bagaimana kompetensi pedagogik guru dan prestasi belajar siswa mempengaruhi pembentukan karakter siswa. Metode penelitian yang digunakan adalah metode penelitian campuran (Mixed Method). Pengumpulan data dilakukan melalui tes, angket, wawancara dan pengamatan (observasi). Analisis data dilakukan  dengan korelasi ganda dan triangulasi. Dari hasil penelitian diperoleh hasil bahwa pendidikan karakter siswa dipengaruhi oleh kompetensi pedagogik guru dan prestasi belajar siswa pada Mata Pelajaran Pendidikan Agama Islam . How to Cite : Nurbaiti, Suparta, M., Syukur, T. A. (2019).  Character Building Through Reinforcement of Islamic Learning. TARBIYA: Journal of Education in Muslim Society, 6 (1), 36-45. doi:10.15408/tjems.v6i1.10984.","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":"6 1","pages":"36-45"},"PeriodicalIF":0.0,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42495592","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}

{"title":"The Omani Distance Learning Program to Teach the Holy Quran: Analytical Descriptive Study","authors":"Ali Sharaf Al Musawi, S.A.L. Akhzami, Abdullah Al Hinai","doi":"10.15408/tjems.v6i1.11182","DOIUrl":"https://doi.org/10.15408/tjems.v6i1.11182","url":null,"abstract":"Abstract This study aimed to investigate the usefulness of Omani distance-learning program to teach the Holy Quran and identify its advantages and disadvantages as viewed by the program stakeholders (administrators, teachers, students). The study used both analytical and descriptive approaches. The study sample was selected using purposive sampling to be representative of the study community of administrators, teachers and students. A survey questionnaire, consists of 19 statements, was designed and measured to ensure its validity and reliability. The findings indicated high satisfaction among the stakeholders on most items of the questionnaire with regard to the educational components of the program with a mean score of 4.16. Additionally, the findings showed that there was no statistically significant difference between the stakeholders’ views in terms of the gender, both male and female, variables. The study recommended that the program administrators should work to enhance the positive aspects of the program highlighted by the study and to avoid the passivity emerged from the study. . Abstrak Penelitian ini bertujuan menyelidiki kegunaan program pembelajaran jarak jauh di Oman untuk mengajarkan Al-Quran dan untuk mengidentifikasi kelebihan dan kekurangan yang dilihat oleh para pemangku kepentingan program (administrator, guru, siswa). Penelitian ini menggunakan pendekatan analitis deskriptif. Sampel penelitian dipilih menggunakan purposive sampling untuk mewakili komunitas studi dari administrator, guru dan siswa. Kuesioner survei yang terdiri dari (19) pernyataan dirancang dan diukur untuk memastikan validitas dan reliabilitasnya. Temuan menunjukkan kepuasan yang tinggi di antara para pemangku kepentingan pada sebagian besar item kuesioner berkenaan dengan komponen pendidikan program dengan skor rata-rata (4,16). Selain itu, temuan menunjukkan bahwa tidak ada perbedaan yang signifikan secara statistik antara pandangan para pemangku kepentingan dalam hal variabel gender (pria / wanita). Studi ini merekomendasikan bahwa administrator program harus bekerja untuk meningkatkan aspek positif dari program yang disorot oleh penelitian dan untuk menghindari kepasifan yang muncul dari penelitian. How to Cite : Al Akhzami, S., Al Hinai, A., Al Musawi, A. (2019).  The Omani Distance Learning Program to Teach the Holy Quran: Analytical Descriptive Study. TARBIYA: Journal of Education in Muslim Society, 6 (1), 1-9. doi:10.15408/tjems.v6i1.11182.","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":"6 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43529200","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}

{"title":"THE PROSPECT OF INTEGRATED AND HOLISTIC MADRASAH EDUCATION SYSTEM (IHMES) IN THE PHILIPPINES: A Sustainable Approach to Prevent Violent Extremism","authors":"Jamel Rombo Cayamodin","doi":"10.15408/tjems.v6i1.11628","DOIUrl":"https://doi.org/10.15408/tjems.v6i1.11628","url":null,"abstract":"ABSTRACT The madrasah education system in the Philippines was recently impugned as a source of radicalized Muslim Filipino youths. This assertion was based on the presumption that most radicalized youths who happened to be members of either the revolutionary groups or the ISIS-inspired groups went through the diverse madrasah institutions in the country. This indictment, however, may be parti pris to the substantial majority of Muslim Filipino youths who served the nation in various capacities as also a product of various madrasah institutions in the Philippines and abroad. More vividly, many of the highly educated Muslim Filipino youths are actively engaged in various government and non-government programs on preventing and countering violent extremism. These two opposing views made the examination of the dynamics of the Philippine madrasah education system imperative to vindicate the issue. Using analysis of documents, the study found that there are challenges and gaps in the implementation of the madrasah programs even though it is mandated by existing legislations, policies, and peace agreements. Thus, a sustainable integrated and holistic madrasah education system (IHMES) acquiescent to the religio-cultural orientations of Muslim Filipinos is proposed to empower Muslim communities, eliminate various social ills particularly violent extremism, and meaningfully participate in nation-building. ABSTRAK Sistem pendidikan madrasah di Filipina akhir-akhir ini dibantah telah menjadi sumber bagi radikalisasi pemuda Muslim Filipina. Pernyataan ini didasari pada dugaan bahwa generasi muda yang paling banyak terpapar radikalisme dan menjadi anggota grup revolusioner ataupun grup yang terinspirasi oleh ISIS menempuh pendidikan di berbagai institusi madrasah di negara tersebut. Meski begitu, dakwaan ini mungkin saja merupakan prasangka atas adanya mayoritas pemuda Muslim Filipina yang bekerja dalam melayani negara di bergagay bidang yang juga merupakan lulusan dari institusi-institusi madrasah, baik di dalam maupun luar Filipina. Lebih jelasnya lagi, kebanyakan pemuda Muslim Filipina yang berpendidikan tinggi berperan aftif dalam berbagai program, baik yang diadakan oleh pemerintah maupun swasta dalam rangka menangkal dan melawan ekstrimisme dan kekerasan. Kedua pandangan yang menentang ini membuat pemeriksaan dinamika sistem pendidikan madrasah Filipina sangatlah penting, demi membuktikan kebenaran kasus ini. Dengan menggunakan analisis terhadap dokumen yang ada, studi ini pun menemukan fakta bahwa terdapat tantangan dan kesenjangan dalam penerapan program madrasah, meskipun mereka telah berada di bawah pengawasan perundang-undangan yang ada, kebijakan, dan juga perjanjian kedamaian. Oleh karenanya, sebuah sistem pendidikan madrasah yang terintegrasi dan holistik yang berkelanjutan (integrated dan holistic madrasah education system, IHMES) sepakat pada orientasi agama-budaya Muslim Filipina agar dapat diajukan, hal tersebut betujuan dilakukannya pemberda","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":"6 1","pages":"88-102"},"PeriodicalIF":0.0,"publicationDate":"2019-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43949849","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}

{"title":"The Implementation of Multicultural Education and Extra-Curricular Activities at Pesantren","authors":"B. Rahman","doi":"10.15408/TJEMS.V6I2.11915","DOIUrl":"https://doi.org/10.15408/TJEMS.V6I2.11915","url":null,"abstract":"Abstract This study aims to investigate how pesantren (Islamic boarding schools) conducts extra-curricular activities (ECAs) and how pesantren promotes multicultural education for students through ECAs Pesantren is portrayed as an exclusive educational institution that creates a generation of radical and intolerant Muslims. However, this study describes how one pesantren in Indonesia has carried out and substantially supported the implementation of multicultural education among students through ECAs. The pesantren has made a valuable effort to promote the recognition, understanding, and awareness of Indonesian SARA ( Suku, Agama, Ras, Antar-golongan /ethnic, religious, racial, and inter-groups) issues. This qualitative study involved in-depth interviews with Kyai (top leader/principal), ECA teachers, and students. The study also observed the various ECAs at Pesantren Assalaam, and students completed a questionnaire. Pesantren Assalaam structures its ECAs to instil knowledge of, provide a supportive environment for, and help students experience the cultural diversity of the country. The school focuses on awareness of the relationship among various ethnicities, religions, and local cultures. Students are inculcated with the fundamental values of multicultural education, such as tolerance, respect, togetherness, and appreciation. This study proposes a model of multicultural education implementation for pesantren . Abstrak Penelitian ini bertujuan untuk menyelidiki bagaimana pesantren melakukan kegiatan ekstra kurikuler (ECA) dan bagaimana pesantren mempromosikan pendidikan multikultural untuk siswa melalui ECA. Pesantren digambarkan sebagai lembaga pendidikan eksklusif yang menciptakan generasi Muslim radikal dan tidak toleran. Namun, penelitian ini menggambarkan bagaimana satu pesantren di Indonesia telah melaksanakan dan secara substansial mendukung implementasi pendidikan multikultural di kalangan siswa melalui ECA. Pesantren telah melakukan upaya yang berharga untuk mempromosikan pengakuan, pemahaman, dan kesadaran SARA Indonesia (Suku, Agama, Ras, Antar-golongan / etnis, agama, ras, dan antar kelompok). Studi kualitatif ini melibatkan wawancara mendalam dengan Kyai (pemimpin puncak/kepala sekolah), guru ECA, dan siswa. Studi ini juga mengamati berbagai ECA di Pesantren Assalaam, dan siswa menyelesaikan kuesioner. Pesantren Assalaam menyusun ECA-nya untuk menanamkan pengetahuan tentang, menyediakan lingkungan yang mendukung, dan membantu siswa mengalami keanekaragaman budaya negara. Sekolah ini berfokus pada kesadaran akan hubungan antara berbagai etnis, agama, dan budaya lokal. Siswa ditanamkan dengan nilai-nilai dasar pendidikan multikultural, seperti toleransi, rasa hormat, kebersamaan, dan penghargaan. Studi ini mengusulkan model implementasi pendidikan multikultural untuk pesantren . How to Cite : Rahman, B. A. (2019). The Implementation of Multicultural Education and Extra-Curricular Activities at Pesantren. TARBIYA: Journal of Education i","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":"6 1","pages":"117-133"},"PeriodicalIF":0.0,"publicationDate":"2019-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44266992","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}

{"title":"Strengthening Student’s Spiritual Attitude Through Reflecting Learning Experiences by Teaching Materials Utilization","authors":"Asep Nursobah, Andewi Suhartini, H. Basri, Tuti Hayati","doi":"10.15408/TJEMS.V6I2.10978","DOIUrl":"https://doi.org/10.15408/TJEMS.V6I2.10978","url":null,"abstract":"Abstract Spiritual and social attitudes are important competencies that must be obtained by students through direct or indirect learning. Among the factors that determine the success of strengthening spiritual and social attitudes in learning are teaching materials that enable students to understand the experiences gained. The focus of this study is to strengthen students' spiritual and social attitudes through teaching materials that can make students give meaning to learning experiences. This research was conducted by observing and open questionnaire filling by students regarding the meaningfulness of teaching materials used in learning Islamic education (PAI) to strengthen the competency of spiritual attitudes and social attitudes of students. The results showed that the use of teaching materials in the student's book to reflect learning experiences and follow-up to improve their spiritual and social behaviour had fulfilled the need to reflect the values of spiritual and social attitudes from their learning experiences. Abstrak Sikap spiritual dan sosial adalah kompetensi penting yang harus diperoleh oleh siswa melalui pembelajaran langsung atau tidak langsung. Di antara faktor-faktor yang menentukan keberhasilan penguatan sikap spiritual dan sosial dalam belajar adalah bahan ajar yang memungkinkan siswa untuk memahami pengalaman yang diperoleh. Fokus penelitian ini adalah memperkuat sikap spiritual dan sosial siswa melalui bahan ajar yang dapat membuat siswa memberi makna pada pengalaman belajar. Penelitian ini dilakukan dengan mengobservasi dan pengisian quesioner oleh siswa mengenai kebermaknaan bahan ajar yang digunakan dalam belajar PAI untuk menguatkan kompetensi sikap spiritual dan sikap sosial siswa. Hasil penelitian menunjukkan bahwa pemanfaatan bahan ajar yang ada pada buku siswa untuk memaknai pengalaman belajar dan tindak lanjut bagi perbaikan perilaku spiritual dan sosial mereka, belum memenuhi kebutuhan refleksi nilai-nilai sikap spiritual dan sosial dari pengalaman belajar mereka . How to Cite : Nursobah, A., Suhartini, A., Basri, H., Hayat, T. (2019). Strengthening Student’s Spiritual Attitude Through Reflecting Learning Experiences by Teaching Materials Utilization. TARBIYA: Journal of Education in Muslim Society, 6 (2), 117-133. doi:10.15408/tjems.v6i2. 11915.","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":"6 1","pages":"134-140"},"PeriodicalIF":0.0,"publicationDate":"2019-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47149322","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}

{"title":"Teacher Professionalism in Indonesia, Malaysia, and New Zealand","authors":"N. Kholis","doi":"10.15408/tjems.v6i2.11487","DOIUrl":"https://doi.org/10.15408/tjems.v6i2.11487","url":null,"abstract":"Abstract Issues related to teacher professionalism may differ among countries. In Indonesia, the problems of teacher professionalism are connected to pre-service education and the lack of continuous professional development. In Malaysia, the major issues are concerned with teaching and management skills of teachers. In New Zealand, teachers face major issues related to work overload and the feeling of poor payment. Using a qualitative approach, this conceptual research paper discusses the issues of teacher professionalism and how the government takes roles in the continuing professional development of teachers in Indonesia, Malaysia and New Zealand. The research data was collected from the existing literature containing descriptions and discussions on the research topic and then analyzed using content analysis. The major findings of the study include that these three counties have issued laws, legislation, and regulations regarding the teacher profession. Then, teachers in the three countries are required to have the teacher’s standard competence embodied with a certificate. In addition,  before entering the classroom, all New Zealand teachers must have a certificate of teaching eligibility, while in Malaysia and Indonesia, the teacher certification is executed when teachers are already in the service. Finally, compared to Indonesia and Malaysia, New Zealand has a complete plan for improving teacher professionalism. The study concludes that the three countries put serious effort into improving the teaching profession. Similar research with more country samples would enrich the understanding of ways in which teacher professional development is conducted, thus providing valuable lessons for future reflections. Abstrak Masalah terkait dengan profesionalisme guru mungkin berbeda di setiap negara. Di Indonesia, masalah profesionalisme guru terkait dengan pendidikan pra-jabatan dan kurangnya pengembangan profesional berkelanjutan. Di Malaysia masalah utama berkaitan dengan keterampilan mengajar dan manajemen guru. Di Selandia Baru, guru menghadapi masalah besar terkait dengan kelebihan beban kerja dan persepsi terhadap rendahnya gaji guru.  Menggunakan pendekatan kualitatif, artikel penelitian konseptual ini membahas masalah profesionalisme guru dan bagaimana pemerintah berperan dalam pengembangan profesional guru berkelanjutan di Indonesia, Malaysia dan Selandia Baru. Data penelitian dikumpulkan dari literatur yang berisi deskripsi dan diskusi tentang topik penelitian, dan kemudian dianalisis menggunakan analisis konten. Temuan utama dari penelitian ini adalah bahwa tiga negara ini telah mengeluarkan undang-undang, peraturan perundang-undangan, dan peraturan tentang profesi guru. Kemudian, guru di tiga negara harus memiliki kompetensi standar guru yang diwujudkan dengan sertifikat. Selain itu, sebelum memasuki ruang kelas, semua guru Selandia Baru harus memiliki sertifikat kelayakan mengajar, sementara di Malaysia dan Indonesia sertifikasi guru dilaks","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":"6 1","pages":"179-196"},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44205625","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}

{"title":"LEARNING INNOVATION IN PESANTREN : THE STRATEGY OF STIFIn METHOD FOR ENHANCING CHILDREN’S INTELLIGENCE POTENTIAL","authors":"Hasan Baharun, Syafiqiyah Adhimiy","doi":"10.15408/tjems.v6i2.9247","DOIUrl":"https://doi.org/10.15408/tjems.v6i2.9247","url":null,"abstract":"AbstractThis article presents the role of STIFIn method as an intelligence machine for enhancing children's intelligence potential as learning innovation in pesantren. This method is a new learning innovation, developed by pesantren to find genetic potential or intelligence machine that exists in each santri through STIFIn test by scanning on the ten fingers. Strokes or fingerprint data are processed by a computer application to determine the hemisphere and dominant brain layer, and those are; Sensing, thinking, intuiting, feeling and instinct. By that, studies learning style can be found, so it is easy for enhancing children's intelligence in pesantren. This study adopts a qualitative research approach and uses a case study design with a multi-site approach. The study show that the strategiys carried out by educators at the three pesantren for enhancing santri intelligence potential through the STIFIn intelligence engine can be mapped as follows: my rival is my teacher, road to victory, the power of dream, a tribute to other, one step closer.AbstrakTulisan ini menyajikan tentang strategi metode STIFIn sebagai mesin kecerdasan dalam meningkatkan potensi kecerdasan anak sebagai bagian dari inovasi pendidikan di pondok pesantren. Metode ini merupakan inovasi baru dalam pembelajaran, yang dikembangkan oleh pesantren untuk mengenali potensi genetik atau mesin kecerdasan yang ada pada setiap individu santri melalui tes STIFIn, yaitu dengan melakukan scan pada sepuluh jari. Data guratan atau sidik jari diolah oleh aplikasi komputer untuk menentukan belahan dan lapisan otak dominan, yaitu; sensing, thingking, intuiting, feeling dan insting. Dengan begitu, akan ditemukan gaya dan tipe belajar siswa, sehingga mudah untuk ditingkatkan kecerdasannya. Penelitian ini menggunakan metode kualitatif jenis studi kasus dengan pendekatan multi situs. Hasil penelitian menunjukkan bahwa strategi yang dilakukan oleh guru dalam meningkatkan potensi kecerdasan anak melalui metode STIFIn pada tiga pondok pesantren adalah; my rival is my teacher, road to victory, the power of dream, a tribute to other, one step closer.How to Cite: Baharun, H., Adhimiy, S. (2019).   STIFIn Method as Intelligence Machine in Enhancing Children's Intelligence Potential In Pesantren. TARBIYA: Journal of Education in Muslim Society, 6(2), 233-250. doi:10.15408/tjems.v6i2.9247. ","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67146756","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}

{"title":"Moderation of Higher Education Curriculum in Religious Deradicalization in Indonesia","authors":"Ekawati Ekawati, Mundzier Suparta, Khaeron Sirin, Maftuhah Maftuhah, Ade Pifianti","doi":"10.15408/TJEMS.V6I2.14886","DOIUrl":"https://doi.org/10.15408/TJEMS.V6I2.14886","url":null,"abstract":"Abstract This paper aims to know and analyze the forms of moderation of Islamic Higher Education curriculum. This moderate map of the curriculum is useful for policymaking in order to build an inclusive-multicultural awareness to minimize religious radicalism. This research is qualitative research with the historical approach. The method is used to examine the processes that take place in the life of the community under study. The results conclude that the forms of moderation of Islamic university curriculum in Indonesia are: first, integration and internalization of science. The Second, strengthening the theology of Rahmatanlil-'Alamin. Third, the deradicalization of religion through the strengthening of the local wisdom of Java. The Fourth, build an anti-radicalism curriculum. Fifth, the evaluation of multicultural-oriented learning. Sixth, Integral Muslim Personality Development Assistance Program (P3KMI). Seventh, Value Integration Plurality in the curriculum.Eighth, multicultural learning methods. Abstrak Artikel ini bertujuan untuk mengetahui dan menganalisis bentuk-bentuk moderasi kurikulum Pendidikan Tinggi Islam. Peta kurikulum yang moderat ini berguna untuk pembuatan kebijakan dalam rangka membangun kesadaran inklusif-multikultural untuk meminimalkan radikalisme agama. Penelitian ini adalah penelitian kualitatif dengan pendekatan historis. Metode ini digunakan untuk memeriksa proses yang terjadi dalam kehidupan masyarakat yang diteliti. Hasilnya menyimpulkan bahwa bentuk moderasi kurikulum universitas Islam di Indonesia adalah: pertama, integrasi dan internalisasi sains. Yang Kedua, memperkuat teologi Rahmatan lil-'Alamin. Ketiga, deradikalisasi agama melalui penguatan kearifan lokal Jawa. Keempat, bangun kurikulum anti-radikalisme. Kelima, evaluasi pembelajaran yang berorientasi multikultural. Keenam, Program Bantuan Pengembangan Kepribadian Muslim Integral (P3KMI). Ketujuh, Pluralitas Integrasi Nilai dalam kurikulum. Kedelapan, metode pembelajaran multikultural . How to Cite : Ekawati., Suparta, M., Sirin, K., Maftuhah, Pifianti, A. (2019). Moderation of Higher Education Curriculum in Religious Deradicalization in Indonesia. TARBIYA: Journal of Education in Muslim Society, 6 (2), 169-178. doi:10.15408/tjems.v6i2. 14886.","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":"6 1","pages":"169-178"},"PeriodicalIF":0.0,"publicationDate":"2019-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45949610","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}

{"title":"Educational Honesty: The Main Philosophical Value in School","authors":"Fitriah M. Suud, S. Sutrisno, A. Madjid","doi":"10.15408/TJEMS.V6I2.11769","DOIUrl":"https://doi.org/10.15408/TJEMS.V6I2.11769","url":null,"abstract":"Abstract This study aims at exploring the educational honesty that a school in Aceh has created to discover the fundamental principles and definitions of honesty education that schools have built up to promote integrity in the schools. Data collected through a qualitative approach, interview, observation, and documentation study. The results of this research showed that educational honesty could work well because it focused on universal, academic, and professional principles that established philosophical values.  The definition of truth designed from the foundation level of schools, schools in general and taught in detail in the classroom. The concept of educational honesty is stronger because it has included in the Vision, Mission, Objectives, and School Programs. This research expected to offer a new idea of honesty education in schools. Abstrak Studi ini bertujuan untuk mengeksplorasi kejujuran pendidikan yang telah diciptakan oleh sebuah sekolah di Aceh untuk menemukan prinsip-prinsip dasar dan definisi pendidikan kejujuran yang telah dibangun oleh sekolah untuk meningkatkan integritas di sekolah-sekolah tersebut. Data dikumpulkan melalui pendekatan kualitatif, wawancara, observasi, dan studi dokumentasi. Hasil penelitian ini menunjukkan bahwa kejujuran pendidikan dapat bekerja dengan baik karena berfokus pada prinsip-prinsip universal, akademik, dan profesional yang menetapkan nilai-nilai filosofis. Definisi kebenaran dirancang dari tingkat dasar sekolah, sekolah pada umumnya dan diajarkan secara rinci di kelas. Konsep kejujuran pendidikan lebih kuat karena sudah termasuk dalam Visi, Misi, Tujuan, dan Program Sekolah. Penelitian ini diharapkan dapat menawarkan gagasan baru tentang pendidikan kejujuran di sekolah. How to Cite : Suud, F. M., Sutrisno, Majid, A. (2019). Educational Honesty: The Main Philosophical Value in School. TARBIYA: Journal of Education in Muslim Society, 6 (2), 141-154. doi:10.15408/tjems.v6i2. 11769.","PeriodicalId":31139,"journal":{"name":"Tarbiya Journal of Education in Muslim Society","volume":"6 1","pages":"141-154"},"PeriodicalIF":0.0,"publicationDate":"2019-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41428370","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}