Kehendak Tuhan agar umat manusia bebeda-beda bukan tanpa alasan, dengan adanya perbedaan maka diharapkan akan muncul sikap saling memahami, tolong-menolong, untuk mewujudkan tugas utama manusia dipermukaan bumi sebagai khalifah yang membangun dan memakmurkan kehidupan dunia. Meskipun, dalam sejarah umat manusia, ada banyak kisah sedih yang memilukan yang diakibatkan oleh adanya pertentangan antar ras dan etnis.
Terjadinya komunitas masyarakat merupakan keniscayaan, terjadi sebagai sunnatulla>h yang tidak bisa dipungkiri. Setiap orang tidak akan mampu memenuhi kebutuhan hidupnya sendiri tanpa adanya bantuan dari orang lain. Manusia tidak pernah menemukan dirinya sendirian di bumi ini. Ia selalu menemukan manusia lain yang tinggal di dekatnya di atas planet yang sama. Oleh karena itu, setiap orang harus menginginkan semua yang berguna baginya, sebagaimana ia juga mengetahui bahwa orang lain memiliki keinginan yang sama dengan keinginannya serta memiliki harapan yang juga sama
Metode penelitian yang digunakan adalah kualitatif deskriptif. Hasil penelitian menunjukkan bahwa Yang dimakud pendidikan multikultural dalam persepektif Al Qur’an dan Hadist yaitu 1)Mencari dan memperkuat persamaan dalam perbedaan (Kalimatun Sawa) Perbedaan itu tidak perlu dicari, karena tanpa dicaripun perbedaan itu akan tetap ada. Sangat mudah mencari perbedaan, karena perbedaan itu merupakan sunnatullah untuk membedakan satu dengan yang lainnya. Allah SWT. menciptakan seluruh makhluknya berbeda termasuk manusia yang diciptakan berbeda. 2)Saling Percaya dan Saling Pengertian (Wasathiyah) Rasa saling percaya akan menggugah antusiasme dan meninggikan motivasi dalam menjalankan suatu aktivitas. Setiap orang tidak menutup kemungkinan berbuat suatu kesalahan, apabila hal itu terjadi maka di sinilah akan terlihat rasa saling percaya itu. 3)Toleransi (Tasamuh) Toleransi berasal dari kata toleran yang berarti sifat atau sikap tenggang rasa, menghargai, membiarkan, membolehkan pendirian, pendapat, pandangan, kepercayaan, kebiasaan, dan kelakuan yang berbeda atau bertentangan dengan pendirian sendiri serta tidak saling menjelek-jelekkan dalam perbedaan. (Pusat Bahasa Kemdikbud, 2011).
{"title":"PENDIDIKAN MULTIKULTURAL PERSPEKTIF AL-QUR’AN DAN HADITS","authors":"Muhammad Umar Hasibullah","doi":"10.53515/tdjpai.v3i2.61","DOIUrl":"https://doi.org/10.53515/tdjpai.v3i2.61","url":null,"abstract":"Kehendak Tuhan agar umat manusia bebeda-beda bukan tanpa alasan, dengan adanya perbedaan maka diharapkan akan muncul sikap saling memahami, tolong-menolong, untuk mewujudkan tugas utama manusia dipermukaan bumi sebagai khalifah yang membangun dan memakmurkan kehidupan dunia. Meskipun, dalam sejarah umat manusia, ada banyak kisah sedih yang memilukan yang diakibatkan oleh adanya pertentangan antar ras dan etnis.
 Terjadinya komunitas masyarakat merupakan keniscayaan, terjadi sebagai sunnatulla>h yang tidak bisa dipungkiri. Setiap orang tidak akan mampu memenuhi kebutuhan hidupnya sendiri tanpa adanya bantuan dari orang lain. Manusia tidak pernah menemukan dirinya sendirian di bumi ini. Ia selalu menemukan manusia lain yang tinggal di dekatnya di atas planet yang sama. Oleh karena itu, setiap orang harus menginginkan semua yang berguna baginya, sebagaimana ia juga mengetahui bahwa orang lain memiliki keinginan yang sama dengan keinginannya serta memiliki harapan yang juga sama
 Metode penelitian yang digunakan adalah kualitatif deskriptif. Hasil penelitian menunjukkan bahwa Yang dimakud pendidikan multikultural dalam persepektif Al Qur’an dan Hadist yaitu 1)Mencari dan memperkuat persamaan dalam perbedaan (Kalimatun Sawa) Perbedaan itu tidak perlu dicari, karena tanpa dicaripun perbedaan itu akan tetap ada. Sangat mudah mencari perbedaan, karena perbedaan itu merupakan sunnatullah untuk membedakan satu dengan yang lainnya. Allah SWT. menciptakan seluruh makhluknya berbeda termasuk manusia yang diciptakan berbeda. 2)Saling Percaya dan Saling Pengertian (Wasathiyah) Rasa saling percaya akan menggugah antusiasme dan meninggikan motivasi dalam menjalankan suatu aktivitas. Setiap orang tidak menutup kemungkinan berbuat suatu kesalahan, apabila hal itu terjadi maka di sinilah akan terlihat rasa saling percaya itu. 3)Toleransi (Tasamuh) Toleransi berasal dari kata toleran yang berarti sifat atau sikap tenggang rasa, menghargai, membiarkan, membolehkan pendirian, pendapat, pandangan, kepercayaan, kebiasaan, dan kelakuan yang berbeda atau bertentangan dengan pendirian sendiri serta tidak saling menjelek-jelekkan dalam perbedaan. (Pusat Bahasa Kemdikbud, 2011).","PeriodicalId":31455,"journal":{"name":"Jurnal Pendidikan Agama Islam Journal of Islamic Education Studies","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135802804","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}
The purpose of this study was to determine the efforts of tahfidz teachers in improving the ability to memorize the Koran for class XI students and the memorization policies at the Tahfizil Qur'an Madrasah aliyah Islamic Center Foundation. This type of research uses qualitative research methods with a descriptive study approach. This research method is generally used to describe the efforts of tahfidz teachers in improving the ability to memorize the Koran for class XI Madrasah Aliyah Tahfidzil Qur'an Islamic Center Foundation North Sumatra. When viewed from the approach, the approach in this study is a qualitative approach. The methods used for data collection are observation, interviews, and documentation. The results of this study are that the tahfidz teacher makes several efforts to improve the ability to memorize the Koran at the YIC-SU tahfidz al-Qur'an tahfidz madrasah aliyah by providing motivations to students, giving stories, experiences and also apply methods that can be taken from other schools or from other teachers or from social media from information, and every Saturday there is a tahsin program here so apart from memorizing it, the reading quality of the students must also be improved.
{"title":"Upaya Guru Tahfidz Dalam Meningkatkan Kemampuan Menghafal Al-Qur’an Siswi Kelas XI Di Madrasah Aliyah Tahfidzil Qur’an YIC-SU","authors":"Rahmat Rifai Lubis, Adinda Putri Aulia, Zakiyah Khairani Pasaribu","doi":"10.53515/tdjpai.v3i2.66","DOIUrl":"https://doi.org/10.53515/tdjpai.v3i2.66","url":null,"abstract":"The purpose of this study was to determine the efforts of tahfidz teachers in improving the ability to memorize the Koran for class XI students and the memorization policies at the Tahfizil Qur'an Madrasah aliyah Islamic Center Foundation. This type of research uses qualitative research methods with a descriptive study approach. This research method is generally used to describe the efforts of tahfidz teachers in improving the ability to memorize the Koran for class XI Madrasah Aliyah Tahfidzil Qur'an Islamic Center Foundation North Sumatra. When viewed from the approach, the approach in this study is a qualitative approach. The methods used for data collection are observation, interviews, and documentation. The results of this study are that the tahfidz teacher makes several efforts to improve the ability to memorize the Koran at the YIC-SU tahfidz al-Qur'an tahfidz madrasah aliyah by providing motivations to students, giving stories, experiences and also apply methods that can be taken from other schools or from other teachers or from social media from information, and every Saturday there is a tahsin program here so apart from memorizing it, the reading quality of the students must also be improved.","PeriodicalId":31455,"journal":{"name":"Jurnal Pendidikan Agama Islam Journal of Islamic Education Studies","volume":"26 21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135802799","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}
Pendidikan karakter pada prinsipnya didasarkan pada dua sumber pokok ajaran Islam, yaitu Al-qur’an dan sunnah Nabi. Survei karakter siswa yang dilaksanakan Puslitbang Pendidikan Agama dan Keagamaan tahun 2021 secara rata-rata menghasilkan angka indeks menurun dibandingkan hasil indeks tahun lalu. Karakter dimaknai sebagai cara berpikir dan berperilaku yang khas tiap individu untuk hidup dan bekerja sama, baik dalam lingkup keluarga, masyarakat, bangsa dan Negara. Individu yang berkarakter baik adalah individu yang dapat membuat keputusan dan siap mempertanggungjawabkan setiap akibat dari keputusannya. Karakter dapat dianggap sebagai nilai-nilai perilaku manusia yang berhubungan dengan Tuhan Yang Maha Esa, diri sendiri, sesama manusia, lingkungan, dan kebangsaan yang terwujud dalam pikiran, sikap, perasaan, perkataan, dan perbuatan berdasarkan norma-norma agama, hokum, tata krama, budaya, adat istiadat, dan estetika. Pendidikan karakter adalah penanaman nilai karakter kepada warga sekolah yang meliputi komponen pengetahuan, kesadaran atau kemauan, dan tindakan untuk melaksanakan nilai-nilai tersebut, baik terhadap Tuhan Yang Maha Esa, diri sendiri, sesama, lingkungan, maupun kebangsaan sehingga menjadi manusia insan kamil.Dalam meningkatkan karakter religius di Madrasah Ibtidaiyah dapat dilakukan dengan berbagai strategi yang bersinergi antara kepala sekolah, guru dan komite sekolah beserta stakeholder terkait. Implementasi pendidikan karakter religius pada peserta didik tingkat Madrasah Ibtidaiyah (MI) dapat dilakukan dengan berbagai strategi, yakni: 1) Reward; 2) Memasang pamflet atau poster yang memuat nilai-nilai karakter;3) Pembiasaan Kegiatan Religius; 4) Kontinyuitas. Selain yang disebutkan di tersebut, strategi yang dapat dilakukan juga yakni memberikan contoh keteladanan.
{"title":"Implementasi Pendidikan Karakter Religius di Madrasah Ibtidaiyah","authors":"Yani Sri Wahyuni","doi":"10.53515/tdjpai.v3i2.47","DOIUrl":"https://doi.org/10.53515/tdjpai.v3i2.47","url":null,"abstract":"Pendidikan karakter pada prinsipnya didasarkan pada dua sumber pokok ajaran Islam, yaitu Al-qur’an dan sunnah Nabi. Survei karakter siswa yang dilaksanakan Puslitbang Pendidikan Agama dan Keagamaan tahun 2021 secara rata-rata menghasilkan angka indeks menurun dibandingkan hasil indeks tahun lalu. Karakter dimaknai sebagai cara berpikir dan berperilaku yang khas tiap individu untuk hidup dan bekerja sama, baik dalam lingkup keluarga, masyarakat, bangsa dan Negara. Individu yang berkarakter baik adalah individu yang dapat membuat keputusan dan siap mempertanggungjawabkan setiap akibat dari keputusannya. Karakter dapat dianggap sebagai nilai-nilai perilaku manusia yang berhubungan dengan Tuhan Yang Maha Esa, diri sendiri, sesama manusia, lingkungan, dan kebangsaan yang terwujud dalam pikiran, sikap, perasaan, perkataan, dan perbuatan berdasarkan norma-norma agama, hokum, tata krama, budaya, adat istiadat, dan estetika. Pendidikan karakter adalah penanaman nilai karakter kepada warga sekolah yang meliputi komponen pengetahuan, kesadaran atau kemauan, dan tindakan untuk melaksanakan nilai-nilai tersebut, baik terhadap Tuhan Yang Maha Esa, diri sendiri, sesama, lingkungan, maupun kebangsaan sehingga menjadi manusia insan kamil.Dalam meningkatkan karakter religius di Madrasah Ibtidaiyah dapat dilakukan dengan berbagai strategi yang bersinergi antara kepala sekolah, guru dan komite sekolah beserta stakeholder terkait. Implementasi pendidikan karakter religius pada peserta didik tingkat Madrasah Ibtidaiyah (MI) dapat dilakukan dengan berbagai strategi, yakni: 1) Reward; 2) Memasang pamflet atau poster yang memuat nilai-nilai karakter;3) Pembiasaan Kegiatan Religius; 4) Kontinyuitas. Selain yang disebutkan di tersebut, strategi yang dapat dilakukan juga yakni memberikan contoh keteladanan.","PeriodicalId":31455,"journal":{"name":"Jurnal Pendidikan Agama Islam Journal of Islamic Education Studies","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135802801","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}
Abstract: The basis for discussing or solving problems related to religion requires a way to see and explain Islam from various sides. This method is an approach that can study Islam more objectively. The use of history as an approach can target various past events based on actual facts and data. The historical approach can make improvements to a probem rationally and structured, by collecting, assessing, examining, and associating forms of truth in order to solve religious cases with strong information and conclusions. So that the harmony and gaps that exist in the real world can be seen. The methods that can be used in the historical approach are related to one another. The methods include the heuristic method, the critical method, the interpretation method, and the historiography method. Keywords: Approach, History, Religious Research
{"title":"Pendekatan Sejarah Dalam Penelitian Pendidikan","authors":"Maulida Rizqi Solikhah","doi":"10.53515/tdjpai.v3i2.63","DOIUrl":"https://doi.org/10.53515/tdjpai.v3i2.63","url":null,"abstract":"Abstract: The basis for discussing or solving problems related to religion requires a way to see and explain Islam from various sides. This method is an approach that can study Islam more objectively. The use of history as an approach can target various past events based on actual facts and data. The historical approach can make improvements to a probem rationally and structured, by collecting, assessing, examining, and associating forms of truth in order to solve religious cases with strong information and conclusions. So that the harmony and gaps that exist in the real world can be seen. The methods that can be used in the historical approach are related to one another. The methods include the heuristic method, the critical method, the interpretation method, and the historiography method. Keywords: Approach, History, Religious Research","PeriodicalId":31455,"journal":{"name":"Jurnal Pendidikan Agama Islam Journal of Islamic Education Studies","volume":"328 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135802802","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}
M. S. Othman, Hasrul Hoshan, Abu Bakat Yusof, Zaini Abdullah, Abd Talib Mohamed
ABSTRACT: The high order thinking skills (HOTS) is a transformation in the education system in Malaysia this century in line with the implementation of the Malaysia Education Blueprint 2013-2025. The practice of implementing HOTS has outperformed the entire subject content concept by focusing on several HOTS theories in particular the Bloom and Taksnomi Marzano taxonomy. However, for the Islamic Education subjects based on the Quran and As-Sunnah, the implementation of this HOTS element needs to be translated through the basis of the Islamic Education Philosophy that puts the perfectional of the intellectual education as the main thrust in driving this thinking thinking culture. The emergence of figures such as Ibn Khaldun, which speaks thoroughly of the mind-based concept of Malakah, has sparked diversity in the perspective of the understanding of HOTS understanding. For this reason, this study uses the analysis process by analyzing the literature by examining the contents of a synonymity or summarized in the meaning of the poor concept of Ibn Khladun in the context of the teaching of Islamic education subjects. The results of this study resulted in four basic concepts in the application of HOTS through the use of Malakah combined with the use of aql tamyizi, aql tajribi, aqal nazori and insaniyah fact. In general, the implementation of Islamic Education PdP which implements HOTS should focus on the process and philosophy of teaching that Ibn Khaldun has established to ensure that students' understanding, appreciation and practice assesses the requirements set out on the basis of the Islamic Education Philosophy.
{"title":"The Concept of Malakah Ibn Khaldun in the Context of Teaching that Applies High Order Thinking Skills (HOTS)","authors":"M. S. Othman, Hasrul Hoshan, Abu Bakat Yusof, Zaini Abdullah, Abd Talib Mohamed","doi":"10.21093/sy.v11i1.5937","DOIUrl":"https://doi.org/10.21093/sy.v11i1.5937","url":null,"abstract":"ABSTRACT: \u0000The high order thinking skills (HOTS) is a transformation in the education system in Malaysia this century in line with the implementation of the Malaysia Education Blueprint 2013-2025. The practice of implementing HOTS has outperformed the entire subject content concept by focusing on several HOTS theories in particular the Bloom and Taksnomi Marzano taxonomy. However, for the Islamic Education subjects based on the Quran and As-Sunnah, the implementation of this HOTS element needs to be translated through the basis of the Islamic Education Philosophy that puts the perfectional of the intellectual education as the main thrust in driving this thinking thinking culture. The emergence of figures such as Ibn Khaldun, which speaks thoroughly of the mind-based concept of Malakah, has sparked diversity in the perspective of the understanding of HOTS understanding. For this reason, this study uses the analysis process by analyzing the literature by examining the contents of a synonymity or summarized in the meaning of the poor concept of Ibn Khladun in the context of the teaching of Islamic education subjects. The results of this study resulted in four basic concepts in the application of HOTS through the use of Malakah combined with the use of aql tamyizi, aql tajribi, aqal nazori and insaniyah fact. In general, the implementation of Islamic Education PdP which implements HOTS should focus on the process and philosophy of teaching that Ibn Khaldun has established to ensure that students' understanding, appreciation and practice assesses the requirements set out on the basis of the Islamic Education Philosophy. \u0000 ","PeriodicalId":31455,"journal":{"name":"Jurnal Pendidikan Agama Islam Journal of Islamic Education Studies","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82013192","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}
Patani is a region located in the southern part of Thailand, bordering Malaysia. It has a rich and diverse cultural heritage that is deeply rooted in Islam. For centuries, the people of Patani have maintained a unique identity that reflects their Islamic faith, traditions, and way of life. One of the key pillars of this identity is the education system, which plays a vital role in preserving and transmitting the values and teachings of Islam to the younger generation. The purpose of this research is to explore the current state of Islamic education in Patani, its challenges, and its role in preserving the cultural and spiritual heritage of the region. The study aims to provide insights into the efforts being made to revive the legacy of Islamic education in Patani and the impact of these efforts on the community. This research utilizes a qualitative research method, specifically, a case study approach. Data were collected through interviews with key stakeholders in the region, including religious scholars, educators, and community leaders. Secondary sources, such as academic articles and reports, were also consulted to provide a broader context for the study. The findings of this research suggest that the traditional Islamic education system in Patani is facing numerous challenges, including the impact of modernization and globalization, the ongoing conflicts in the region, and the limited access to resources and funding. However, there are also promising developments, such as the establishment of new Islamic schools that incorporate modern subjects into their curriculum and the use of technology to enhance the learning experience. The study also highlights the important role of Islamic education in promoting peace, harmony, and understanding in the region. Overall, this research contributes to a deeper understanding of the importance of Islamic education in Patani and the challenges and opportunities facing the system. The study provides insights into the efforts being made to revive the legacy of Islamic education in the region and their potential impact on the community.
{"title":"Reviving The Legacy The Role of Islamic Education in Patani, South Thailand","authors":"Fatonah Salaeh","doi":"10.21093/sy.v11i1.5890","DOIUrl":"https://doi.org/10.21093/sy.v11i1.5890","url":null,"abstract":"Patani is a region located in the southern part of Thailand, bordering Malaysia. It has a rich and diverse cultural heritage that is deeply rooted in Islam. For centuries, the people of Patani have maintained a unique identity that reflects their Islamic faith, traditions, and way of life. One of the key pillars of this identity is the education system, which plays a vital role in preserving and transmitting the values and teachings of Islam to the younger generation. The purpose of this research is to explore the current state of Islamic education in Patani, its challenges, and its role in preserving the cultural and spiritual heritage of the region. The study aims to provide insights into the efforts being made to revive the legacy of Islamic education in Patani and the impact of these efforts on the community. This research utilizes a qualitative research method, specifically, a case study approach. Data were collected through interviews with key stakeholders in the region, including religious scholars, educators, and community leaders. Secondary sources, such as academic articles and reports, were also consulted to provide a broader context for the study. The findings of this research suggest that the traditional Islamic education system in Patani is facing numerous challenges, including the impact of modernization and globalization, the ongoing conflicts in the region, and the limited access to resources and funding. However, there are also promising developments, such as the establishment of new Islamic schools that incorporate modern subjects into their curriculum and the use of technology to enhance the learning experience. The study also highlights the important role of Islamic education in promoting peace, harmony, and understanding in the region. Overall, this research contributes to a deeper understanding of the importance of Islamic education in Patani and the challenges and opportunities facing the system. The study provides insights into the efforts being made to revive the legacy of Islamic education in the region and their potential impact on the community.","PeriodicalId":31455,"journal":{"name":"Jurnal Pendidikan Agama Islam Journal of Islamic Education Studies","volume":"27 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77565074","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}
Solving today's problems and preparing for future uncertainties requires creativity. Creativity has been placed as one of the main axes of educational reforms in many advanced educational systems of the world. The current research, which is of a fundamental type and descriptive-analytical method, seeks to explain the solid philosophical foundations for the multifaceted theory of educational creativity presented by the author of this article based on Mulla Sadra. Mulla Sadra is one of the great Muslim philosophers. According to the findings of the present research, the theory of multifaceted educational creativity, which has environmental-social, emotional-cognitive, intellectual, educational-teaching and physical dimensions for creativity, can be based on the anthropological philosophy of Mulla Sadra, which attributes "becoming" to human nature. In this article, several practical suggestions for teachers based on the theory of multifaceted educational creativity have been presented so that teachers can take more effective steps to foster students' creativity. Also, suggestions for future researches have been provided.
{"title":"Creativity in Philosophy: A Multifaceted Approach to Education with Mulla Sadra's Thinking","authors":"A. Hosseini","doi":"10.21093/sy.v11i1.6144","DOIUrl":"https://doi.org/10.21093/sy.v11i1.6144","url":null,"abstract":"Solving today's problems and preparing for future uncertainties requires creativity. Creativity has been placed as one of the main axes of educational reforms in many advanced educational systems of the world. The current research, which is of a fundamental type and descriptive-analytical method, seeks to explain the solid philosophical foundations for the multifaceted theory of educational creativity presented by the author of this article based on Mulla Sadra. Mulla Sadra is one of the great Muslim philosophers. According to the findings of the present research, the theory of multifaceted educational creativity, which has environmental-social, emotional-cognitive, intellectual, educational-teaching and physical dimensions for creativity, can be based on the anthropological philosophy of Mulla Sadra, which attributes \"becoming\" to human nature. In this article, several practical suggestions for teachers based on the theory of multifaceted educational creativity have been presented so that teachers can take more effective steps to foster students' creativity. Also, suggestions for future researches have been provided.","PeriodicalId":31455,"journal":{"name":"Jurnal Pendidikan Agama Islam Journal of Islamic Education Studies","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88504406","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}
Mohd Hilmi Rozali, Kamarul Azmi Jasmi, Muhamad Nazim, R. Sahran
The need for the right method is important in the practical teaching and learning (T&L) of Islamic education to create a positive impact in students and produce an ideal T&L. The T&L method used must be compatible with the measurement of the students so that the objectives are planned to produce maximum impact. Therefore, this article explores the T&L method that is often used by Islamic education teachers (IET) in implementing effective Islamic Education practices. The research methodology of this writing uses a qualitative study with a case study design conducted in seven secondary schools. Purposive and snowball sampling methods were used to select study participants and informants, namely seven study participants and 21 informants.Data collection through three instruments, namely interviews as core data triangulated with observation data and document analysis as supporting data.Verbatim data from interviews, observations, and analysis documents were analyzed in Nvivo20 software, finally becoming a model of Islamic education practical T&L method (MK-PAPI) after being validated by experts. The findings show that there are 11 practical T&L methods that are often practiced by IET, namely demonstrations; repetition; discussion; problem solving; simultaneously; presentation; questionnaire; memorization; collaboration; explanation or lecture; and direct application.
{"title":"Practical Teaching and Learning Methods in Malaysian Islamic Education","authors":"Mohd Hilmi Rozali, Kamarul Azmi Jasmi, Muhamad Nazim, R. Sahran","doi":"10.21093/sy.v11i1.6157","DOIUrl":"https://doi.org/10.21093/sy.v11i1.6157","url":null,"abstract":"The need for the right method is important in the practical teaching and learning (T&L) of Islamic education to create a positive impact in students and produce an ideal T&L. The T&L method used must be compatible with the measurement of the students so that the objectives are planned to produce maximum impact. Therefore, this article explores the T&L method that is often used by Islamic education teachers (IET) in implementing effective Islamic Education practices. The research methodology of this writing uses a qualitative study with a case study design conducted in seven secondary schools. Purposive and snowball sampling methods were used to select study participants and informants, namely seven study participants and 21 informants.Data collection through three instruments, namely interviews as core data triangulated with observation data and document analysis as supporting data.Verbatim data from interviews, observations, and analysis documents were analyzed in Nvivo20 software, finally becoming a model of Islamic education practical T&L method (MK-PAPI) after being validated by experts. The findings show that there are 11 practical T&L methods that are often practiced by IET, namely demonstrations; repetition; discussion; problem solving; simultaneously; presentation; questionnaire; memorization; collaboration; explanation or lecture; and direct application.","PeriodicalId":31455,"journal":{"name":"Jurnal Pendidikan Agama Islam Journal of Islamic Education Studies","volume":"75 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86036578","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}
Penelitian ini mengkaji peran orang tua dalam membina akhlak remaja agar menjadi anak yang baik dan berguna di masyarakat. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana perilaku orang tua dalam membina akhlak anak, nilai-nilai apa yang diambil anak dari proses tersebut dan bagaimana tindakan para remaja menerapkan akhlak dalam masyarakat. Penelitian ini menggunakan teknik pengumpulan data observasi, wawancara dan dokumentasi. Teknik pengumpulan data yang digunakan terdiri dari wawancara mendalam, observasi dan dokumentasi pada orang tua di Kecamatan Bojongsoang Kabupaten Bandung. Purposive sampling digunakan untuk teknik pengambilan sampel. Teknik analisis data yang digunakan adalah analisis model interaktif yang menggunakan tiga komponen utama yaitu reduksi data, penyajian data, dan inferensi. Hasil penelitian ini menunjukkan bahwa akhlak remaja di Kabupaten Bojongsoang yang memiliki akhlak terpuji yang dipraktikkan oleh remaja di masyarakat dapat terwujud sesuai dengan harapan orang tua. Sebaliknya, remaja lebih cenderung melakukan apa yang mereka inginkan dalam masyarakat mereka. Moralitas ini dipengaruhi oleh beberapa faktor 1) keluarga 2) sekolah 3) masyarakat 4) media elektronik dan cetak. Dalam hal ini, sebagian orang tua tidak ikut berperan dalam mendidik akhlak anaknya karena kesibukan orang tua dalam mencari nafkah. Namun di sisi lain, orang tua yang berperan langsung dalam membina akhlak anaknya sangat besar pengaruhnya dalam kehidupan anak, terutama dalam menentukan akhlak anak, karena orang tua juga merupakan cerminan anak. Ketika orang tua langsung mengajarkan hal-hal yang baik, anak berperilaku baik dan sebaliknya.
{"title":"Peran Orang Tua Dalam Membina Akhlak Remaja di Ciganitri Rt05/03 Desa Cipagalo Kecamatan Bojongsoang Kabupaten Bandung","authors":"Yusep Supriadi","doi":"10.54801/ijed.v2i1.174","DOIUrl":"https://doi.org/10.54801/ijed.v2i1.174","url":null,"abstract":"Penelitian ini mengkaji peran orang tua dalam membina akhlak remaja agar menjadi anak yang baik dan berguna di masyarakat. Tujuan dari penelitian ini adalah untuk mengetahui bagaimana perilaku orang tua dalam membina akhlak anak, nilai-nilai apa yang diambil anak dari proses tersebut dan bagaimana tindakan para remaja menerapkan akhlak dalam masyarakat. Penelitian ini menggunakan teknik pengumpulan data observasi, wawancara dan dokumentasi. Teknik pengumpulan data yang digunakan terdiri dari wawancara mendalam, observasi dan dokumentasi pada orang tua di Kecamatan Bojongsoang Kabupaten Bandung. Purposive sampling digunakan untuk teknik pengambilan sampel. Teknik analisis data yang digunakan adalah analisis model interaktif yang menggunakan tiga komponen utama yaitu reduksi data, penyajian data, dan inferensi. Hasil penelitian ini menunjukkan bahwa akhlak remaja di Kabupaten Bojongsoang yang memiliki akhlak terpuji yang dipraktikkan oleh remaja di masyarakat dapat terwujud sesuai dengan harapan orang tua. Sebaliknya, remaja lebih cenderung melakukan apa yang mereka inginkan dalam masyarakat mereka. Moralitas ini dipengaruhi oleh beberapa faktor 1) keluarga 2) sekolah 3) masyarakat 4) media elektronik dan cetak. Dalam hal ini, sebagian orang tua tidak ikut berperan dalam mendidik akhlak anaknya karena kesibukan orang tua dalam mencari nafkah. Namun di sisi lain, orang tua yang berperan langsung dalam membina akhlak anaknya sangat besar pengaruhnya dalam kehidupan anak, terutama dalam menentukan akhlak anak, karena orang tua juga merupakan cerminan anak. Ketika orang tua langsung mengajarkan hal-hal yang baik, anak berperilaku baik dan sebaliknya.","PeriodicalId":31455,"journal":{"name":"Jurnal Pendidikan Agama Islam Journal of Islamic Education Studies","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74011023","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}
Salah satu masalah yang terdapat dalam pembelajaran Pendidikan Agama Islam atau PAI berdasarkan kepada hasil penelitian yang telah dilakukan oleh Miss Bismee Chamaeng yaitu pendidik merasa dalam pembelajaran PAI hanya mempunyai tugas mengajar dalam artian ketika mereka selesai memberikan bahan ajar maka tugas mereka telah selesai, hal ini menyebabkan kurangnya perhatian pendidik terhadap kondisi peserta didik termasuk terhadap motivasi belajar mereka, sehingga banyak peserta didik yang kurang berminat untuk mengikuti proses pembelajaran yang ada. Penelitian ini bertujuan untuk mengetahui bagaimana impelementasi model pembelajaran berbasis masalah atau Problem Based Learning ini dalam meningkatkan motivasi belajar peserta didik pada mata pelajaran PAI, oleh karena itu peneliti mencoba meneliti hal tersebut dan sasaran dari penelitian ini ialah peserta didik kelas X SMAN I Baleendah Kabupaten Bandung dan bagaimana implementasi model tersebut serta apa saja faktor pendukung dan penghambat yang dihadapi. Penelitian ini dilakukan dengan menggunakan metode dalam lapangan melalui observasi dan wawancara kepada pendidik PAI sebagai pemegang kendali proses pembelajaran dan juga bagaimana respon dari peserta didik melalui wawancara kepada mereka dan juga menggunakan angket sebagai pendukung, serta wawancara kepada perwakilan kepala sekolah dalam rangka mengetahui bagaimana kondisi para pendidik disekolah tersebut. Hasil penelitian menunjukkan bahwa Implementasi model pembelajaran Problem Based Learning terhadap kelas X SMAN 1 Baleendah mampu meningkatkan motivasi belajar para peserta didik, hal ini berdasarkan kepada hasil wawancara yang dilakukan ditambah hasil dari angket yang diberikan kepada peserta didik.
{"title":"Implementasi Model Pembelajaran Problem Based Learning Dalam Meningkatkan Motivasi Belajar Peserta Didik Pada Mata Pelajaran PAI","authors":"W. Setiawan, Siti Nurjanah Hadiati","doi":"10.54801/ijed.v2i1.177","DOIUrl":"https://doi.org/10.54801/ijed.v2i1.177","url":null,"abstract":"Salah satu masalah yang terdapat dalam pembelajaran Pendidikan Agama Islam atau PAI berdasarkan kepada hasil penelitian yang telah dilakukan oleh Miss Bismee Chamaeng yaitu pendidik merasa dalam pembelajaran PAI hanya mempunyai tugas mengajar dalam artian ketika mereka selesai memberikan bahan ajar maka tugas mereka telah selesai, hal ini menyebabkan kurangnya perhatian pendidik terhadap kondisi peserta didik termasuk terhadap motivasi belajar mereka, sehingga banyak peserta didik yang kurang berminat untuk mengikuti proses pembelajaran yang ada. Penelitian ini bertujuan untuk mengetahui bagaimana impelementasi model pembelajaran berbasis masalah atau Problem Based Learning ini dalam meningkatkan motivasi belajar peserta didik pada mata pelajaran PAI, oleh karena itu peneliti mencoba meneliti hal tersebut dan sasaran dari penelitian ini ialah peserta didik kelas X SMAN I Baleendah Kabupaten Bandung dan bagaimana implementasi model tersebut serta apa saja faktor pendukung dan penghambat yang dihadapi. Penelitian ini dilakukan dengan menggunakan metode dalam lapangan melalui observasi dan wawancara kepada pendidik PAI sebagai pemegang kendali proses pembelajaran dan juga bagaimana respon dari peserta didik melalui wawancara kepada mereka dan juga menggunakan angket sebagai pendukung, serta wawancara kepada perwakilan kepala sekolah dalam rangka mengetahui bagaimana kondisi para pendidik disekolah tersebut. Hasil penelitian menunjukkan bahwa Implementasi model pembelajaran Problem Based Learning terhadap kelas X SMAN 1 Baleendah mampu meningkatkan motivasi belajar para peserta didik, hal ini berdasarkan kepada hasil wawancara yang dilakukan ditambah hasil dari angket yang diberikan kepada peserta didik.","PeriodicalId":31455,"journal":{"name":"Jurnal Pendidikan Agama Islam Journal of Islamic Education Studies","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81632761","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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