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EFEKTIFITAS PENDEKATAN KETELADANAN DALAM PEMBINAAN AKHLAK SISWA DI MIN BANDAR GADANG 国际采矿法程序确定的有效性
Pub Date : 2019-05-26 DOI: 10.24042/atjpi.v10i1.3742
I. Iswandi
The purpose of this reseach is to examine what kind of approach that is given by teachers in fostering the MIN morals of students in Bandar Gadang and find out the constraints and convenience faced by the teacher in building the mor of MIN students in Bandar Gadang. In this paper the authors use field research (Field Research) using qualitative methods to gather information by revealing data and describing events, phenomena that occur in the field as they are. To get the data in this study the authors used techniques, interviews, and observations to teachers at MIN Bandar Gadang. The results of this study illustrate the efforts that have been made by teachers in fostering student morals at MIN Bandar Gadang not only with regard to manners, social procedures, ways of behaving and ways to behave in my daily life. But more deeply, the teacher's example is also seen in the spiritual formation of students through filling their hearts and spirituality with the qualities of patience, responsibility, fairness, honesty, forgiveness and all of these qualities must be reflected in the teacher's personality. The driving factor in fostering student morals is religious understanding students have started to go deep, because the family also provides motivation and encouragement to students and is supported by religious facilities in the school environment, so that the inculcation of moral values to them is easier. 
本研究的目的是考察班达尔嘎当教师在培养学生MIN道德方面采取了什么样的方法,并找出教师在建设班达尔嘎当MIN学生道德方面所面临的制约和便利。在本文中,作者使用现场研究(field research),使用定性方法,通过揭示数据和描述现场发生的事件和现象来收集信息。为了获得本研究中的数据,作者使用了技术、访谈和对MIN Bandar Gadang教师的观察。本研究的结果表明,在我的日常生活中,老师们在培养学生道德方面所做的努力不仅体现在举止、社会程序、行为方式和行为方式方面。但更深层的是,教师的榜样也体现在学生的精神形成中,通过用耐心、责任、公平、诚实、宽恕的品质填充他们的心灵和精神,所有这些品质都必须反映在教师的个性中。培养学生道德的驱动因素是学生对宗教的理解已经开始深入,因为家庭也为学生提供了动力和鼓励,并得到了学校环境中宗教设施的支持,从而更容易向他们灌输道德价值观。
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引用次数: 5
PENGUATAN PENDIDIKAN KARAKTER MELALUI PENDIDIKAN AGAMA ISLAM DI SMPN 3 BANDAR LAMPUNG 智能体识别中的特征识别变化
Pub Date : 2019-05-24 DOI: 10.24042/ATJPI.V10I1.3558
S. Zulaikhah
Tujuan dari penelitian ini adalah untuk melihat jenis penguatan karakter seperti apa yang dapat membangun karakter siswa berdasarkan nilai-nilai ajaran Islam. Penelitian ini menggunakan penelitian kualitatif deskriptif di lapangan dengan menggunakan teknik pengumpulan data observasi, wawancara, diskusi kelompok (FGD) serta dokumentasi. Selain itu, data disajikan dengan menggunakan pendekatan deskriptif, dalam bentuk kata-kata, tulisan, untuk memperjelas data yang dikumpulkan dan dianalisis. Hasil dari penelitian menunjukkan bahwa penguatan pendidikan karakter melalui pendidikan Agama Islam di SMP N 3 Bandar Lampung dibagi menjadi 3 bidang: PPK berbasis kelas, PPK berbasis sekolah, PPK berbasis masyarakat itu bisa dikatakan baik dan tidak. PPK berbasis kelas sudah dilakukan dengan baik di SMP 3 Bandar Lampung karena setiap tahapan-tahapan telah dilakukan dengan baik. Tahapan-tahapan tersebut termasuk mengintegrasikan PPK ke dalam program, PPK melalui manajemen kelas, PPK melalui pilihan dan penggunaan metode pembelajaran tematik, PPK oleh gerakan literatur, PPK melalui bimbingan dan konsling.  Dari kelima tahap implementasi ini, dapat dikatakan bahwa itu maksimal dan dilaksanakan dengan baik. Bidang berikutnya adalah budaya sekolah berdasarkan PPK. Dalam budaya sekolah, banyak nilai inti PPK yang diterapkan. PPK berdasarkan budaya sekolah dalam implementasinya berjalan dengan baik. Kondisi sosial-budaya di SMP N 3 Bandar Lampung sangat mudah diterapkan, untuk berbagai jenis nilai-nilai luhur, sehingga contoh-contoh pendidikan dapat dengan mudah diintegrasikan dengan siswa. PPK berbasis masyarakat dalam implementasinya di SMP N 3, Bandar Lampung belum bekerja sesuai dengan konsep PPK itu sendiri. Hal ini disebabkan oleh keterbatasan ruang lingkup implementasinya. Namun, beberapa hal dapat diimplementasikan, termasuk hubungan sosial antara komite sekolah dan orang tua sebagai aktor kunci dalam pendidikan. Ada Kolaborasi yang masih terbatas, yaitu komunitas ulama dan guru ngaji. Oleh karena itu dapat disimpulkan bahwa di antara tiga bidang PPK yang belum diimplementasikan dengan benar, adalah PPK berbasis masyarakat.
这项研究的目的是着眼于基于伊斯兰教义的价值观来塑造学生的性格。本研究采用描述性定性实地研究,采用观察数据收集技术、访谈、小组讨论(FGD)和文献资料。此外,数据采用描述性方法,以文字、书面形式提供,以澄清收集和分析的数据。研究结果表明,中东N3轻城市伊斯兰宗教教育的人格教育负荷可分为三个方面:以班级为基础的人格教育、以学校为基础的性格教育、以社会为基础的社会人格教育。基于等级的PPK在中世纪的3个轻城市中做得很好,因为每一步都做得很出色。这些步骤包括将PPK融入课程,通过课堂管理进行PPK,通过选择和使用主题学习方法进行PPK、通过文学运动进行PPK以及通过指导和巩固进行PPK。在这五个实施阶段中,可以说是最大限度的,实施得很好。下一个领域是基于PPK的学校文化。在学校文化中,许多PPK核心价值观得到了应用。基于学校文化的PPK在实施过程中进展顺利。N3中世纪的社会和文化条件非常容易应用,因为各种直接的价值观,所以教育的例子可以很容易地与学生融合。PPK是以社会为基础在N3SMP中实施的,Lampung市尚未按照PPK概念本身开展工作。这是由于其执行范围的限制。然而,有些事情是可以实施的,包括学校委员会和作为教育关键参与者的家长之间的社会关系。学术界和教师之间的合作仍然有限。因此可以得出结论,在PPK的三个尚未得到适当实施的领域中,PPK是以社会为基础的。
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引用次数: 10
INTEGRASI PENDIDIKAN MADRASAH DALAM SISTEM PENDIDIKAN NASIONAL (Studi kebijakan Pendidikan Madrasah di Indonesia) 马德拉斯发展与国家发展体系的整合
Pub Date : 2019-05-23 DOI: 10.24042/atjpi.v10i1.3838
Y. Pratama
AbstractMadrasah education is Islamic education that is integrated with the national education system. But in its development Islamic education experiences various problems, namely: (1) Stigma of society that considers madrasa as second class education (2) Until the left behind of madrassas from other general education. therefore in this research will be studied more deeply, about madrasah education integration in the national education system which is reviewed based on the perspective of madrasa education policy in Indonesia. This research is library research conducted by way of tracing books, articles, and related documents, to then be analyzed using descriptive analysis. The results of this study are that madrasa education has been integrated with the national education system, madrasa education is not second class education that lags behind other general education, this is because (1) Madrasah education has the same rights as other general education (to get attention, assistance, equal treatment) (2) Madrasa education (MI, MTs, and MA) is equivalent to other general education, (3) Can move to other general education institutions with the same education pathways and levels, and (4) Can continue education to prestigious Islamic Higher Education, as well as other general education.Keywords: Policy, Madrasah Education, National Education SystemAbstrakPendidikan madrasah merupakan pendidikan Islam yang terintegrasi dengan sistem pendidikan nasional. Tetapi dalam perkembanganya pendidikan madrasah mengalami berbagai permasalahan, yaitu: (1) Stigma masyararakat yang menganggap madrasah sebagai pendidikan kelas dua (2) Hingga tertinggalnya madrasah dari pendidikan umum lainya. Untuk itu dalam penelitian ini akan dikaji lebih mendalam mengenai integrasi pendidikan madrasah dalam sistem pendidikan nasional yang dikaji berdasarkan perspektif kebijakan pendidikan  madrasah di Indonesia. Penelitian ini merupakan penelitian kepustakaan yang dilakukan dengan cara menelusuri buku-buku, artikel, dan dokumen-dokumen terkait, untuk kemudian dianalisis dengan menggunakan analisis deskriptif. Hasil dari penelitian ini ialah bahwa pendidikan madrasah telah terintegrasi dengan sistem pendidikan nasional, pendidikan madrasah bukanlah pendidikan kelas dua yang tertinggal dari penidikan umum lainya, hal ini dikarenakan (1) Pendidikan madrasah mempunyai hak yang sama dengan pendidikan umum lainya (untuk mendapat perhatian, bantuan, dan perlakuan yang sama) (2) Pendidikan madrasah  (MI, MTs, dan MA) setara/sederajat dengan pendidikan umum lainya, (3) Dapat pindah ke lembaga pendidikan umum lainya dengan jalur dan jenjang pendidikan yang sama, dan (4) Dapat melanjutkan pendidikan ke Pendidikan Tinggi Islam yang bergengsi, maupun pendidikan umum lainya.Kata kunci: Kebijakan, Pendidikan Madrasah, Sistem Pendidikan Nasional
宗教学校教育是与国家教育体系相结合的伊斯兰教育。但伊斯兰教育在其发展过程中遇到了各种问题,即:(1)将宗教学校视为二等教育的社会耻辱;(2)直到宗教学校从其他普通教育中被甩在后面。因此,本研究将从印尼宗教学校教育政策的角度,对宗教学校教育在国民教育体系中的整合进行更深入的研究。本研究是通过追踪书籍、文章和相关文献的方式进行的图书馆研究,然后使用描述性分析进行分析。本研究的结果是,宗教学校教育已经与国家教育体系相融合,宗教学校的教育不是落后于其他普通教育的二等教育,-这是因为(1)宗教学校的教育与其他普通教育享有相同的权利(获得关注、援助、平等待遇)(2)宗教学校教育(MI、MT和MA)相当于其他普通教育,(3)可以转到具有相同教育途径和水平的其他普通教育机构,以及(4)可以继续接受享有盛誉的伊斯兰高等教育,-以及其他普通教育。关键词:政策,宗教教育,国家教育体系Abstrak宗教教育是一种与国家教育体系相结合的伊斯兰教育。但宗教学校的教育也存在许多问题,即:(1)社会认为宗教学校是二等教育的耻辱;(2)直到宗教学校的其余部分脱离其他普通教育。为此,本研究将更密切地研究宗教学校教育与国家教育系统的整合,这是从印度尼西亚宗教学校教育政策的角度进行测试的。本研究是一项文献研究,通过检索书籍、文章和相关文献,然后使用描述性分析进行分析。本研究的结果是,马德拉斯教育已经与国家教育体系相融合,马德拉斯不是其他公共教育所落后的二等教育,这是因为(1)教育与其他普通教育具有相同的权利(获得关注、援助和平等待遇)(2)普通教育(MI、MT和MA)的教育与其他一般教育平等,(3)可以转到具有相同课程和教育年限的其他普通教育机构,以及(4)可以继续接受伊斯兰高等教育或其他普通教育。关键词:政策,马德里教育,国家教育体系
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引用次数: 9
Evaluasi dalam Pendidikan Islam 伊斯兰教育评价
Pub Date : 2019-01-04 DOI: 10.24042/ATJPI.V9I2.3624
L. Sari
Islamic education is used as an ideal goal to be achieved in programs and processes in Islamic products or Islamic educational outputs, and to find out the achievements made by the evaluation activities. With evaluation, it can be called or called the level of progress. But the system used for education is the same as the evaluation system used by general education. Therefore the writer will discuss about evaluation in Islamic education that can be found if it is in it. In this discussion the author uses literature studies to be able to understand education in Islam, the author seeks various references both primary and secondary about studies in Islamic education. The result of this experiment is that the evaluation applied in Islamic education is different from that in general education. That is, if in Islamic education objects that are valued or discussed by students are not just things related to science, nor are they related to religious behavior alone; But the balance between the two. Students are evaluated about religious, social, scientific level, skills and so on. While evaluation in general education is not related to evaluating religious behavior, but the morals are only focused on knowledge, skills or matters relating to student achievement.
伊斯兰教育被用作伊斯兰产品或伊斯兰教育产出的计划和过程中要实现的理想目标,并用于了解评估活动所取得的成就。通过评估,它可以被称为或被称为进步水平。但用于教育的系统与普通教育使用的评估系统相同。因此,作者将讨论伊斯兰教育中的评价,如果它在其中的话,作者可以找到它。在这一讨论中,作者利用文献研究来理解伊斯兰教育,作者寻求关于伊斯兰教育研究的各种初级和中级参考。该实验的结果是,伊斯兰教育中应用的评估与普通教育中的评估不同。也就是说,如果在伊斯兰教育中,学生重视或讨论的对象不仅仅是与科学有关的东西,也不仅仅与宗教行为有关;但两者之间的平衡。对学生进行宗教、社会、科学水平、技能等方面的评价。普通教育中的评价与对宗教行为的评价无关,而道德只关注与学生成绩有关的知识、技能或事项。
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引用次数: 11
Revitalisasi Pendidikan Karakter melalui Islamisasi Kampus di Universitas Muhammadiyah Sukabumi 穆罕默德苏哈布米大学通过校园伊斯兰化振兴品格教育
Pub Date : 2019-01-04 DOI: 10.24042/ATJPI.V9I2.3629
Andri Moewashi Idharoelhaq, M. Aziz
Campus Islamization has been held at Muhammadiyah University Sukabumi since 2014 but its effectiveness has not been measured especially to revitalize student character education. This research is a descriptive study with a quantitative approach. The instruments used included observation sheets for student activities in the classroom and campus environment. The results of the research show that the highest character is discipline (93.3%) and the lowest is the national spirit (60%) and the highest character is hard work (84%) and the lowest is fond of reading (61%). So it can be concluded that the results of the study show character that is expected to become complete information about the implementation of Islamization on campus as a form of efforts to revitalize character education especially at the University of Muhammadiyah Sukabumi.
自2014年以来,穆罕默德迪亚大学(Muhammadiyah University Sukabumi)一直在进行校园伊斯兰化,但其有效性尚未得到衡量,尤其是在振兴学生品格教育方面。本研究是一项定量方法的描述性研究。使用的工具包括学生在教室和校园环境中活动的观察表。研究结果显示,最高品质是纪律性(93.3%),最低品质是民族精神(60%),最高品质是勤奋(84%),最低品质是爱好阅读(61%)。因此,可以得出结论,研究结果表明,品格有望成为有关校园伊斯兰化实施的完整信息,这是一种努力振兴品格教育的形式,特别是在穆罕默德迪亚苏卡布米大学。
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引用次数: 1
Pengaruh Self Assessment Terhadap Hasil Belajar Penelitian Tindakan Kelas dan Penulisan Artikel pada Bidang Pendidikan Agama Islam 自我评估对学习课堂行为研究和撰写有关伊斯兰教教育的文章的影响
Pub Date : 2019-01-04 DOI: 10.24042/ATJPI.V9I2.3627
Santi Lisnawati, Halimah Siregar
Assessment of self-ability in learning has benefits to know the advantages and disadvantages of learning. This study aims to determine self-analysis of learning outcomes in CAR courses (classroom action research) on Islamic education subject. The objective this subject is ability to plan, implement and report the result of classroom action research. The method used in this study is the experimental method, namely two classes, each of which is a control and an experimental class. The results showed that there were differences in learning outcomes in class research subjects, the results of data analysis obtained t count value (t hit) that is 3.163 while t table for db 81 and apha 0.05 is t table 1.671, because t count is greater than t table (3.887> 1.671) then Ho is rejected, with Significance (Sig. 2 tailed) of 0.002 that number is less than 0.005 (0.002 <0.005). Thus there is an independent analysis of learning outcomes in CAR courses. CAR learning outcomes will be better if you use self-numbers. Students can easily find out their weaknesses and strengths, make feedback on existing results, and produce something better.
学习自我能力的评估有利于了解学习的利弊。本研究旨在确定伊斯兰教育科目CAR课程(课堂行动研究)学习成果的自我分析。本课题的目标是计划、实施和报告课堂行动研究结果的能力。本研究采用的方法是实验法,即两个班,每个班一个控制班和一个实验班。结果表明,班级研究对象的学习成果存在差异,数据分析结果得到t计数值(t hit)为3.163,而db 81和apha 0.05的t表为1.671,因为t计数大于t表(3.887 bb0 1.671),所以Ho被拒绝,显著性(Sig. 2尾)为0.002,即数字小于0.005(0.002 <0.005)。因此,CAR课程的学习效果是独立分析的。如果你使用自我编号,CAR学习效果会更好。学生可以很容易地发现自己的弱点和优势,对现有的结果进行反馈,并产生更好的东西。
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引用次数: 2
Pendidikan Islam dalam Membangun Karakter Bangsa di Era Milenial 伊斯兰教育塑造了千禧年的民族特征
Pub Date : 2019-01-04 DOI: 10.24042/ATJPI.V9I2.3628
Syaifullah Anwar, Agus Salim
National character education aims to form a strong, competitive, moral, tolerant nation, mutual cooperation, patriotic spirit, dynamic development, knowledge and technology oriented all of which are inspired by faith and piety to the Almighty God as in aspiring to the Pancasila philosophy. Character education is an important issue in the world of education related to the phenomenon of moral decadence that occurs in the community as well as in an increasingly diverse and diverse government environment. Crime, injustice, corruption, violence against children, violation of human rights, are evidence that there has been a crisis of identity and characteristics of the Indonesian nation. The values of politeness, and religiosity that are upheld and become the culture of the Indonesian nation as long as it seems to be weak and feels foreign along with the entry of global cultural values (global culture of the era), so that it is rarely encountered in the midst of society. Islamic education is a strategic answer in realizing the formation of national character from the family (informal), institutional institutions (formal) and learning groups in the community (non-formal), which is the main capital in the formation of national character.
国民性格教育的目标是形成一个强大的、竞争的、道德的、宽容的、相互合作的、爱国的、动态发展的、以知识和技术为导向的民族,所有这些都是在对全能的上帝的信仰和虔诚的激励下,立志于潘卡西拉哲学。品格教育是教育界的一个重要问题,它与社会以及日益多样化和多样化的政府环境中出现的道德堕落现象有关。犯罪、不公正、腐败、对儿童的暴力、侵犯人权,都证明印度尼西亚民族的特性和特点出现了危机。随着全球文化价值观(时代的全球文化)的进入,只要印尼民族看起来很弱,感觉很陌生,那么它所坚持的礼貌和宗教信仰的价值观就会成为印尼民族的文化,因此在社会中很少遇到。伊斯兰教育是从家庭(非正式)、机构机构(正式)和社区学习团体(非正式)中实现国民性形成的战略答案,是国民性形成的主要资本。
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引用次数: 32
Eksistensi Moderasi Islam dalam Kurikulum Pembelajaran PAI di SMA 伊斯兰节制在中学语文学习中的存在
Pub Date : 2019-01-04 DOI: 10.24042/ATJPI.V9I2.3622
Yunus Yunus, Arhanuddin Salim
Students become very vulnerable groups dragged down by the flow of religious radicalism. The age is still very young and still unstable with a burning spirit, and longing to practice religion more kāffah (comprehensive) making young groups including Muslim students in high school will be the most vulnerable social groups infiltrated and targeted by radical groups preach religious understanding and attitudes that are rigid and tend to be superficial. On the other hand, religious liberalism at the same time has also begun to infiltrate some young people, including Muslim students in high school. So it is necessary, a strategy to instill moderate Islamic values into students by utilizing the teaching and learning activities of Islamic Education in the classroom. This is because the main actors who are perpetrators of violence, anarchistic actions in religious conflict with religious backgrounds are groups affiliated to Islam. So that inevitably, Islamic Education has moral and social responsibility to help find a way out.
受宗教激进主义的影响,学生成为了非常脆弱的群体。这个年龄仍然很小,仍然不稳定,有着燃烧的精神,渴望更全面地实践宗教,使包括高中穆斯林学生在内的年轻群体将成为最脆弱的社会群体,被激进团体渗透和攻击,宣扬僵化且往往肤浅的宗教理解和态度。另一方面,宗教自由主义同时也开始渗透到一些年轻人中,包括高中的穆斯林学生。因此,利用课堂上伊斯兰教育的教学活动,向学生灌输温和的伊斯兰价值观是必要的。这是因为在具有宗教背景的宗教冲突中实施暴力、无政府主义行动的主要行为者是隶属于伊斯兰教的团体。因此,伊斯兰教育不可避免地有道德和社会责任来帮助找到出路。
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引用次数: 11
PEMBENTUKAN KEPRIBADIAN MENURUT IMAM AL-GHAZALI 根据伊玛目·加扎利的说法,人格形成
Pub Date : 2018-12-18 DOI: 10.24235/TARBAWI.V3I2.3464
W. Ridwan, S. Suteja
ABSTRAK Pembentukan kepribadian menurut Imam Al-Ghazali dilatar belakangi oleh adanya dekadensi moral yang hari ini terjadi pada sebagian penerus bangsa baik di daerah pedesaan maupun perkotaan. Banyak orang yang telah mengabaikan pembentukan kepribadian (akhlak), masalah kepribadian dianggap remeh padahal pembentukan kepribadian ini merupakan kunci perubahan individu, sosial, kesejahteraan dan kebahagiaan hakiki. Fokus pembahasan peneliyian ini hanya pada kitab Ayyuha al-Walad. Tujuan dilakukan penelitian ini adalah untuk memperluas wawasan mengenai konsep pembentukan kepribadian Imam Al-Ghazali yanng hari ini banyak terjadi dekadensi moral. Penelitian yang penulis lakukan ini adalah termasuk penelitian kepustakaan. Adapun penelitian yang relevan terdahulu diantaranya: Penelitian yang dilakukan oleh Gumiandari, Septi. 2010. Kepribadian Manusia dalam Perspektif Psikologi Islam. Laporan Penelitian .  Cirebon: IAIN Syekh Nurjati. Fokus penelitian pada ilmu psikologis. Penelitian yang dilakukan oleh Rodhiyah. 2011. Pembentukan Kepribadian Muslim Menurut Imam al-Ghazali . Cilacap: IAIIG Cilacap. Fokus penelitian pada kitab ihya’ulumuddin. Kesimpulan penelitian ini: Konsep pembentukan kepribadian Imam Al-Ghazali dalam kitab Ayyuha al-Walad setidaknya dapat ditinjau dari empat hal. Keempat konsep tersebut saling berkaitan satu sama lain yang dapat mempengaruhi terbentuknya kepribadian. Relevansi pembentukan kepribadian dalam kitab Ayyuha al-Walad karya Imam Al-Ghazali dengan pendidikan di Indonesia terdapat pada beberapa aspek, tujuan pendidikan Akhlak, Subjek Pendidikan Akhlak, Materi Pendidikan Akhlak, Metode Pendidikan Akhlak. ABSTRACT The formation of personality according to Imam Al-Ghazali is motivated by the existence of moral decadence which today occurs to some successors of the nation both in rural and urban areas. Many people have ignored the formation of personality (morals), personality problems are underestimated even though the formation of personality is the key to individual, social, welfare and happiness changes. The focus of this research discussion is only on the Ayyuha al-Walad book. The purpose of this research is to broaden the horizon of the concept of the formation of Imam Al-Ghazali's personality which today has a lot of moral decadence. The research that the writer did was including library research. As for previous relevant research including: Research conducted by Gumiandari, Septi. 2010. Human Personality in the Perspective of Islamic Psychology. Research Report. Cirebon: IAIN Syekh Nurjati Focus on research on psychological science. Research conducted by Rodhiyah. 2011. Establishment of Muslim Personality According to Imam al-Ghazali. Cilacap: IAIIG Cilacap. Research focus on the book ihya'ulumuddin. Conclusion of this study: The concept of the formation of Imam Al-Ghazali's personality in the book of Ayyuha al-Walad can at least be reviewed in four respects. The four concepts are interrelated with each other which can in
抽象人格形成道德堕落的存在根据Al-Ghazali祭司渴望背对着今天发生在大多数的国家,无论是在农村还是城市的继任者。许多忽视了人格形成的人认为人格问题是次要的,而这种人格的形成是个人、社会、幸福和幸福的关键。这篇文章的重点是Ayyuha al-Walad的演唱。做这项研究的目的是扩展我的视野对人格形成概念Al-Ghazali祭司看待今天发生了很多道德堕落。作者所做的研究包括文学研究。至于过去相关的研究,它是由gumimu在2010年9月做的研究。从伊斯兰心理学的角度来看,人类的个性。研究报告。西雷朋:莱恩·努尔卡蒂。重点研究心理学。2011年Rodhiyah进行的研究。根据伊玛目·加扎里的说法,穆斯林性格的形成。醒醒研究集中于《爱亚乌鲁木丁》这项研究的结论是:在Ayyuha al-Walad的著作中,伊玛目- ghazali个性形成的概念至少可以涵盖四件事。这四个概念相互关联,可能会影响性格的形成。阿尤哈·阿尔-瓦达里神父关于印尼教育的《阿尤哈·瓦达尔书》与人格形成的相关性在几个方面都有:教育目标、教育主题、教育材料、教育方法。人格形成被牧师阿尔-加扎利(Al-Ghazali)的道德存在所鼓舞,今天发生在乡村和城市地区的一些成功人士身上。许多人忽视了人格形成,尽管人格形成是个人、社会、幸福和幸福改变的关键。这项研究的重点只在于Ayyuha al-Walad之书。这项研究的目的是揭开阿尔-加扎利牧师人格形成的概念,这些人格在今天有很多道德上的缺陷。写作者所做的研究包括图书馆。根据previous相关性研究包括:牙龈研究,2010年9月。伊斯兰心理学中人类的人格。研究报告。Cirebon:莱恩·谢赫·努尔汗专注于精神科学研究。2011年Rodhiyah研究指南。穆斯林人格的建立取决于伊玛目·加扎利。醒醒研究手册乌鲁玛丁这项研究的结论:在Ayyuha al-Walad的书中,祭司Al-Ghazali人格的规范至少可以作为四种尊重的回顾。这四个概念是相互关联的,可以影响人格形成。在印度尼西亚的阿尤哈·瓦达尔教育时期,伊玛目·加扎里的人格影响形成于几个问题中,道德教育的目标、道德教育的主题、道德教育的材料、道德教育的方法。
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引用次数: 1
IMPLEMENTASI PENDIDIKAN AGAMA ISLAM (PAI) BERWAWASAN LINGKUNGAN DI SEKOLAH MENENGAH KEJURUAN NEGERI I INDRAMAYU
Pub Date : 2018-12-18 DOI: 10.24235/TARBAWI.V3I2.3463
Eha Julaeha, A. Kurniawan
Abstrak Penelitian ini dilatarbelakangi oleh maraknya kerusakan lingkungan, banyaknya terjadi bencana alam yang merupakan ancaman yang membahayakan untuk makhluk di muka bumi ini. Oleh sebab itu sangat penting adanya pendidikan berwawasan lingkungan yang diintegrasikan melalui pengelolaan pembelajaran pada semua mata pelajaran tak terkecuali mata pelajaran Pendidikan Agama Islam di lingkungan pendidikan formal untuk membentuk karakter peserta didik sebagai generasi yang sadar akan lingkungan hidup serta untuk menjaga kelestarian alam. Penelitian ini bertujuan mendeskripsikan secara mendalam mengenai implementasi pembelajaran Pendidikan Agama Islam  (PAI) berwawasan lingkungan hidup di SMK Negeri 1 Indramayu Kabupaten Indramayu. Jenis penelitian ini adalah penelitian lapangan ( field research ) dengan pendekatan kualitatif. Pengumpulan data penulis lakukan dengan menggunakan metode wawancara, observasi dan studi dokumentasi. Sedangkan untuk analisisnya, penulis menggunakan teknik analisis deskriptif kualitatif, yaitu berupa data-data yang tertulis dan perilaku yang diamati sehingga dalam hal ini penulis berupaya mengadakan penelitian yang bersifat menggambarkan secara menyeluruh tentang keadaan yang sebenarnya. Temuan penelitian menunjukan bahwa kebijakan pengelolaan pendidikan berwawasan lingkungan di SMK Negeri 1 Indramayu sudah diterapkan dengan baik sesuai dengan Standar Operasional Prosedur (SOP) Sekolah Adiwiyata. Pengelolaan pembelajaran Pendidikan Agama Islam (PAI) berwawasan lingkungan di SMK Negeri 1 Indramayu sudah mengarahkan aktivitas belajar peserta didik untuk ramah terhadap lingkungan. Implementasi pembelajaran Pendidikan Agama Islam (PAI) berwawasan lingkungan di SMK Negeri 1 Indramayu yang diberikan kepada peserta didik, yakni dengan membekali mereka dengan cara dan mengaplikasikannya dalam kehidupan keseharian include di dalamnya tentang penyadaran pentingnya lingkungan hidup. Faktor pendukung implementasi pembelajaran PAI berwawasan lingkungan di SMK Negeri 1 Indramayu antara lain lingkungan dan fasilitas sekolah yang mendukung dan terjalinnya sinergitas seluruh stakeholder sekolah dalam mewujudkan sekolah berwawasan lingkungan, sedangkan faktor penghambatnya antara lain waktu yang terbatas untuk jam tatap muka Pendidikan Agama Islam di sekolah. Kunci Kata: Kerusakan lingkungan, Integrasi, Internalisasi, Kepedulian This research was motivated by the widespread destruction of the environment, there were many natural disasters that pose a dangerous threat to creatures on this earth. Therefore, it was very important to have environment-based education, which was integrated to learning management in all subjects. It included the subject of Islamic Education in the formal education to shape students’ character to preserve environment. This study aimed to describe the implementation of environment-based islamic religious education in State Vocational School 1 Indramayu. This was a field qualitative research. Data collection conducted
这一研究的背景是环境破坏的激增,许多自然灾害对地球上的生物构成了严重的威胁。因此,至关重要的是,通过管理所有学科,包括正规教育领域的伊斯兰宗教教育课程,以形成学生意识到环境和保持自然的性格。本研究旨在详细描述SMK state Indramayu state环境教育(PAI)的实现情况。这是一种现场研究,有定性的方法。作者的数据收集是通过采访、观察和文献研究的方法来完成的。在分析过程中,作者使用了一种定性性描述性分析技术,一种写作记录和观察行为的分析技术,在这种分析中,作者试图对真实情况进行全面的研究。研究结果表明,SMK state 1 Indramayu的环境教育管理政策根据Adiwiyata学校的标准操作程序(SOP)得到很好的实施。茵德拉马尤国家SMK国家环境教育(PAI)教育学习管理已经指导学习者对环境友好的学习活动。伊斯兰宗教教育(PAI)在SMK国家1茵德拉马尤(Indramayu)的环境教育(PAI)的实施是对学习者的一种洞察,即在日常生活中以这种方式提供和应用,包括了解环境重要性的实现。支持SMK Negeri 1 Indramayu的环境意识项目实施的因素包括学校环境和设施,这些环境和设施支持和促进整个学校的协同教学,使其在实现环境意识学校的过程中处于同步和同步的位置,而在学校里面对面的伊斯兰宗教教育的时间是有限的。关键词:环境破坏、融合、内化、对这项研究的担忧是由环境破坏所激发的。因此,拥有环境教育是非常重要的,这是在所有学科中学习管理的一个组成部分。它包括在形形上教育形状学生的正规教育中保护环境的学科。这项研究旨在描述印度第一所职业学院中基于伊斯兰宗教教育的环境和宗教的实施。这是一个领域资格研究。数据收集,采访,解剖和文件。数据分析是一种qualitative描述分析。研究结果:州立声乐学院伊斯兰学习环境政策1正在与Adiwiyata学校标准操作程序正式实施。它的管理使学生对环境友好地学习。它的实现通过应用它的日常生活。支持这个项目的因素是最重要的学校教育和基于伊斯兰宗教学习的所有利益相关者联盟的建立。伊斯兰教育的有限学习时间。关键字:环境退化、整合、内化、担心
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引用次数: 0
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AlTadzkiyyah Jurnal Pendidikan Islam
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