The work of al Washliyah organization in Sumatra between 1930 to 1942 responded to colonial-modernism in Indonesia in Islamic based education, which became the boundary between opposing and accepting the west modernisation. In the period of 1930-1942, Al Washliyah determined his education's content by considering several factors. First, because of society's situation and condition towards the demands of Islamic teachings as the spirit of fundamental teachings in fulfilling organizational education as contained in the statutes. Second, the existence of a revolutionary wave in education that was introduced by the colonial party, which then dissolved through local wisdom values to create modern intellectual development. Third, The application of the Dutch educational subject matter contains many subjects that are never found in Islamic schools, such as in Pesantren, Surau, or others. This shows that material introduced by the Dutch contributes development in education so that there was a desire to equalize the progress achieved by the West. Fourth, the Islamic community's economic demands, the intellectuals from various social groups, required a worthy work facilities. Likewise, social equality in achieving education has triggered schools with available material without leaving religious content for schools of all Indonesians. Thus the demands for changes in the existing subject matter in Islamic schools are possible and are determined as educational content enforced in those three organization' schools.
{"title":"Pendidikan Islam, Modernisasi Dan Kolonialisasi: Transformasi Lembaga Pendidikan Jam’iyatul Washliyah Tahun 1930-1942","authors":"Solihah Titin Sumantri, Nia Deliana, Yusmicha Ulya Afif","doi":"10.19105/tjpi.v16i1.4659","DOIUrl":"https://doi.org/10.19105/tjpi.v16i1.4659","url":null,"abstract":"The work of al Washliyah organization in Sumatra between 1930 to 1942 responded to colonial-modernism in Indonesia in Islamic based education, which became the boundary between opposing and accepting the west modernisation. In the period of 1930-1942, Al Washliyah determined his education's content by considering several factors. First, because of society's situation and condition towards the demands of Islamic teachings as the spirit of fundamental teachings in fulfilling organizational education as contained in the statutes. Second, the existence of a revolutionary wave in education that was introduced by the colonial party, which then dissolved through local wisdom values to create modern intellectual development. Third, The application of the Dutch educational subject matter contains many subjects that are never found in Islamic schools, such as in Pesantren, Surau, or others. This shows that material introduced by the Dutch contributes development in education so that there was a desire to equalize the progress achieved by the West. Fourth, the Islamic community's economic demands, the intellectuals from various social groups, required a worthy work facilities. Likewise, social equality in achieving education has triggered schools with available material without leaving religious content for schools of all Indonesians. Thus the demands for changes in the existing subject matter in Islamic schools are possible and are determined as educational content enforced in those three organization' schools.","PeriodicalId":32034,"journal":{"name":"Tadris Jurnal Pendidikan Islam","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42202404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-14DOI: 10.19105/tjpi.v16i1.4665
Syarip Hidayat
Various forms of negative impacts contained in the modernization and globalization are becoming seious challenges for education. Moral decadence in the form of negative behaviors, such as the use of drugs, free sexual, and brawling, are the impacts of the presence of modernization and globalization. These social reality with negative values requires to reform patterns of education. One form of the intended redesigning is by integrating Islamic values. This research is qualitative with descriptive method. The data analysis technique uses triangulation and interpretation. The focus of the research are (1) The values of Islam which is integrated in learning; (2) The integration form of Islamic values in education; (3) Constraints faced when integrating Islamic values in learning; (4) Efforts to overcome obstacles in the integration of Islamic values. After conducting of interpretation of research data, there are several conclusions. (1) The values that are integrated in learning, which are in the form of practical and applicative values, are the instrumental values where every value is responsible for keeping the students’ dignity as Allah’s creature such as perseverance, discipline, honesty, patience, togetherness, and cleanliness. (2) The integration of Islamic values is applied in the implementation of integrative islamic education in the whole scope of education. (3) The obstacles found in the integration process are more dominant on uniting the perspectives of relation between Islamic values and practical importance of education. (4) Efforts to overcome the constraints of the integration are done through persuasive approach and examplary.
{"title":"Integrasi Nilai Islam Dalam Pendidikan: Pembelajaran Integratif di SMA Islam Al-Muttaqin Kota Tasikmalaya","authors":"Syarip Hidayat","doi":"10.19105/tjpi.v16i1.4665","DOIUrl":"https://doi.org/10.19105/tjpi.v16i1.4665","url":null,"abstract":"Various forms of negative impacts contained in the modernization and globalization are becoming seious challenges for education. Moral decadence in the form of negative behaviors, such as the use of drugs, free sexual, and brawling, are the impacts of the presence of modernization and globalization. These social reality with negative values requires to reform patterns of education. One form of the intended redesigning is by integrating Islamic values. This research is qualitative with descriptive method. The data analysis technique uses triangulation and interpretation. The focus of the research are (1) The values of Islam which is integrated in learning; (2) The integration form of Islamic values in education; (3) Constraints faced when integrating Islamic values in learning; (4) Efforts to overcome obstacles in the integration of Islamic values. After conducting of interpretation of research data, there are several conclusions. (1) The values that are integrated in learning, which are in the form of practical and applicative values, are the instrumental values where every value is responsible for keeping the students’ dignity as Allah’s creature such as perseverance, discipline, honesty, patience, togetherness, and cleanliness. (2) The integration of Islamic values is applied in the implementation of integrative islamic education in the whole scope of education. (3) The obstacles found in the integration process are more dominant on uniting the perspectives of relation between Islamic values and practical importance of education. (4) Efforts to overcome the constraints of the integration are done through persuasive approach and examplary.","PeriodicalId":32034,"journal":{"name":"Tadris Jurnal Pendidikan Islam","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48374974","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-14DOI: 10.19105/tjpi.v16i1.4351
Akh Syaiful Rijal, L. Hakim
This study aims: (1) to identify how the ethics of teacher Sufism according to Imam al-Ghazali and Sheikh Muhammad Amin al-Kurdi; and (2) To find out how the teacher's Sufism ethical thinking compared between the two. This research method includes the type of library research. The main data sources are the book Ihya 'Ulumiddin, Ayyuhal Walad by Imam al-Ghazali, and the book Tanwirul Qulub by Sheikh Muhammad Amin al-Kurdi. The analysis uses content analysis and comparison methods. As a result, the ethics of teachers from the Sufism perspective according to Imam al-Ghazali and Sheikh Muhammad Amin al-Kurdi are in the form of ethical-religious so that the ethics of teachers are more directed at the Sufism behavior of a mursyid to his students. Second, the similarity of the teacher’ ethic based on Sufism perspective according to Imam al-Ghazali and Sheikh Muhammad Amin al-Kurdi is that the teacher must be care to their students and know their students’ intellectual competence. The difference, Imam al-Ghazali recommends that the teachers guide their students to be real human through an exemplary approach. Meanwhile, Sheikh Muhammad Amin al-Kurdi also emphasized compassion in interacting with students, but in internalizing values it uses a verbal approach, namely giving advice.
本研究的目的是：（1）从伊玛目加扎利和谢赫·穆罕默德·阿明·库尔迪的角度来确定苏菲派教师的道德观；（2）教师苏菲主义伦理思想与苏伦理思想的比较。这种研究方法包括图书馆研究的类型。主要数据来源是伊玛目加扎利的《Ihya’Ulumiddin，Ayyuhal Walad》一书和谢赫·穆罕默德·阿明·库尔迪的《Tanwirul Qulub》一书。分析采用内容分析和比较的方法。因此，根据Imam al-Ghazali和Sheikh Muhammad Amin al-Kurdi的观点，从苏菲主义的角度来看，教师的道德是以伦理宗教的形式存在的，因此教师的道德更多地针对穆尔希德对学生的苏菲主义行为。其次，根据伊玛目加扎利和谢赫·穆罕默德·阿明·库尔迪的观点，基于苏菲主义视角的教师伦理的相似之处在于，教师必须关心学生，了解学生的智力能力。不同的是，伊玛目加扎利建议老师们通过榜样的方式引导学生成为真正的人。与此同时，谢赫·穆罕默德·阿明·库尔迪在与学生互动时也强调同情心，但在内化价值观时使用口头方法，即提供建议。
{"title":"Etika Tasawuf Guru: Studi Pemikiran Imam al-Ghazali dan Syekh Muhammad Amin al-Kurdi","authors":"Akh Syaiful Rijal, L. Hakim","doi":"10.19105/tjpi.v16i1.4351","DOIUrl":"https://doi.org/10.19105/tjpi.v16i1.4351","url":null,"abstract":"This study aims: (1) to identify how the ethics of teacher Sufism according to Imam al-Ghazali and Sheikh Muhammad Amin al-Kurdi; and (2) To find out how the teacher's Sufism ethical thinking compared between the two. This research method includes the type of library research. The main data sources are the book Ihya 'Ulumiddin, Ayyuhal Walad by Imam al-Ghazali, and the book Tanwirul Qulub by Sheikh Muhammad Amin al-Kurdi. The analysis uses content analysis and comparison methods. As a result, the ethics of teachers from the Sufism perspective according to Imam al-Ghazali and Sheikh Muhammad Amin al-Kurdi are in the form of ethical-religious so that the ethics of teachers are more directed at the Sufism behavior of a mursyid to his students. Second, the similarity of the teacher’ ethic based on Sufism perspective according to Imam al-Ghazali and Sheikh Muhammad Amin al-Kurdi is that the teacher must be care to their students and know their students’ intellectual competence. The difference, Imam al-Ghazali recommends that the teachers guide their students to be real human through an exemplary approach. Meanwhile, Sheikh Muhammad Amin al-Kurdi also emphasized compassion in interacting with students, but in internalizing values it uses a verbal approach, namely giving advice. \u0000 ","PeriodicalId":32034,"journal":{"name":"Tadris Jurnal Pendidikan Islam","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43989384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-11DOI: 10.19105/tjpi.v16i1.4109
Dalila Khoirin, Tasman Hamami
This study aims to develop the 2013 PAI curriculum through the integration of all curriculum components with the abilities needed in the era of society 5.0. The potentials required at the period of society 5.0 are the ability to solve problems, think critically and creatively, which will help humans to be able to take advantage of innovations in the industrial era 4.0. These abilities will be more optimal if accompanied by good manners. Therefore the 2013 PAI curriculum has a principal role in making it happen. Qualitative approaches and types of literature research are using in this study. Hence the data sources are taken from library sources. Research data were collected using documentation techniques, then analyzed by reading, understanding, examining, connecting, and concluding. From this research, it can be seen that the integration of society 5.0 era capabilities into the 2013 PAI curriculum will help educators to form a generation of nations who are ready to compete in the era of society 5.0 by mastering good character-based science and technology.Penelitian ini bertujuan mengembangkan kurikulum PAI 2013 melalui integrasi semua komponen kurikulum dengan kemampuan yang dibutuhkan di era society 5.0. Kemampuan yang dibutuhkan di era society 5.0 adalah kemampuan dalam menyelesaikan masalah, berpikir kritis dan kreatif, yang akan membantu manusia untuk bisa memanfaatkan inovasi yang ada di era industry 4.0. Kemampuan-kemampuan tersebut akan lebih optimal jika disertai dengan budi pekerti yang baik, oleh karena itu kurikulum PAI 2013 memiliki peran penting dalam mewujudkannya. Pendekatan kualitatif dan jenis penelitian kepustakaan yang digunakan dalam penelitian ini, oleh karena itu, sumber data diambil dari sumber pustaka. Data-data penelitian dikumpulkan dengan teknik dokumentasi, kemudian dianalisis dengan membaca, memahami, memeriksa, menghubungkan dan menyimpulkannya. Dari penelitian ini dapat diketahui bahwa pengintegrasian kemampuan era society 5.0 ke dalam kurikulum PAI 2013 akan membantu pendidik untuk membentuk generasi bangsa yang siap bersaing di era masyarakat 5.0 dengan menguasai ilmu pengetahuan dan teknologi berbasis budi pekerti yang baik.
本研究旨在将所有课程组成部分与社会5.0时代所需的能力整合，以开发2013年PAI课程。社会5.0时期需要的潜力是解决问题的能力，批判性思维和创造性思维，这将有助于人类能够利用工业4.0时代的创新。如果有良好的举止，这些能力会更完美。因此，2013年PAI课程在实现这一目标方面发挥了主要作用。本研究采用定性研究方法和文献研究类型。因此，数据源取自库源。使用文献技术收集研究数据，然后通过阅读、理解、检查、连接和总结进行分析。从本研究可以看出，将社会5.0时代能力整合到2013年PAI课程中，将有助于教育工作者通过掌握良好的以品格为基础的科学技术，培养一代在社会5.0时代做好竞争准备的民族。Penelitian ini bertujuan mengembangkan kurikulum PAI 2013 melalui integrasi semua komponen kurikulum dengan kemampuan yang dibutuhkan era society 5.0。Kemampuan yang dibutukhandi时代社会5.0,Kemampuan dalam menyelesaikan masalah, berpikir kritis dankreatif, yang akan membantu manchia untuk bisa menanfaatkan创新，yang ada di时代工业4.0。Kemampuan-kemampuan tersebut akan lebih最优jika diseri denan budi pekerti yang baik, oleh karena itu kurikulum PAI 2013 memiliki peran penalam mewujudkannya。Pendekatan kualitif dan jenis penelitian kepustakaan yang digunakan dalam penelitian ini, oleh karena itu，数字数据diambil dari sumber pustaka。数据-数据penelitian dikumpulkan dengan teknik dokumentasi, kemudian dianalis dengan membaca, memhami, memeriksa, menghubungkan dan menypulkannya。中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:中文翻译为:
{"title":"Pengembangan Kurikulum Pendidikan Agama Islam 2013 Integratif dalam Menghadapi Era Society 5.0","authors":"Dalila Khoirin, Tasman Hamami","doi":"10.19105/tjpi.v16i1.4109","DOIUrl":"https://doi.org/10.19105/tjpi.v16i1.4109","url":null,"abstract":"This study aims to develop the 2013 PAI curriculum through the integration of all curriculum components with the abilities needed in the era of society 5.0. The potentials required at the period of society 5.0 are the ability to solve problems, think critically and creatively, which will help humans to be able to take advantage of innovations in the industrial era 4.0. These abilities will be more optimal if accompanied by good manners. Therefore the 2013 PAI curriculum has a principal role in making it happen. Qualitative approaches and types of literature research are using in this study. Hence the data sources are taken from library sources. Research data were collected using documentation techniques, then analyzed by reading, understanding, examining, connecting, and concluding. From this research, it can be seen that the integration of society 5.0 era capabilities into the 2013 PAI curriculum will help educators to form a generation of nations who are ready to compete in the era of society 5.0 by mastering good character-based science and technology.Penelitian ini bertujuan mengembangkan kurikulum PAI 2013 melalui integrasi semua komponen kurikulum dengan kemampuan yang dibutuhkan di era society 5.0. Kemampuan yang dibutuhkan di era society 5.0 adalah kemampuan dalam menyelesaikan masalah, berpikir kritis dan kreatif, yang akan membantu manusia untuk bisa memanfaatkan inovasi yang ada di era industry 4.0. Kemampuan-kemampuan tersebut akan lebih optimal jika disertai dengan budi pekerti yang baik, oleh karena itu kurikulum PAI 2013 memiliki peran penting dalam mewujudkannya. Pendekatan kualitatif dan jenis penelitian kepustakaan yang digunakan dalam penelitian ini, oleh karena itu, sumber data diambil dari sumber pustaka. Data-data penelitian dikumpulkan dengan teknik dokumentasi, kemudian dianalisis dengan membaca, memahami, memeriksa, menghubungkan dan menyimpulkannya. Dari penelitian ini dapat diketahui bahwa pengintegrasian kemampuan era society 5.0 ke dalam kurikulum PAI 2013 akan membantu pendidik untuk membentuk generasi bangsa yang siap bersaing di era masyarakat 5.0 dengan menguasai ilmu pengetahuan dan teknologi berbasis budi pekerti yang baik.","PeriodicalId":32034,"journal":{"name":"Tadris Jurnal Pendidikan Islam","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43565598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-10DOI: 10.19105/tjpi.v16i1.4251
Kharisma Noor Latifatul Mahmudah, Imroatum Muhimmah, Djamaluddin Perawironegoro
Penelitian ini bertujuan untuk mendeskripsikan evaluasi mutu pembelajaran agama Islam dan mengetahui faktor penghambat evaluasi mutu pembelajaran agama Islam di tengah pandemi covid-19 di SMP Negeri 2 Pleret. Pendekatan penelitian ini adalah kualitatif jenis deskriptif. Subjek penelitian terdiri dari kepala sekolah, guru PAI, dan panitia PAS (Penilaian Akhir Sekolah). Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Teknik analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa SMP Negeri 2 Pleret tergolong sekolah yang bermutu dalam evaluasi mutu pembelajaran agama Islam. Sekolah dikategorikan bermutu karena dapat diukur dengan tes dan non tes terhadap siswa. Bentuk tes tersebut seperti penilaian ulangan harian bersama (PHB), penilaian tengah semester (PTS), dan penilaian akhir semester (PAS). Faktor pengahambat dari evaluasi mutu pembelajaran agama Islam di SMP Negeri 2 Pleret saat pandemi covid-19 yaitu: 1) terdapat beberapa siswa yang tidak memiliki handphone, sehingga terkendala dalam pembelajaran daring. 2) terkendala signal pada saat ujian, dan 3) siswa kesulitan dalam memahami materi jika hanya di jelaskan di WAG (WhassApp Group). [This study aims to describe evaluation of the quality of Islamic religious learning and knowing the factors inhibiting evaluation of the quality of islamic religious learning in the midst of the covid-19 pandemic in SMP Negeri 2 Pleret. This research approach is a qualitative descriptive type. The research subjects consisted of headmaster, Islamic education teachers, and final school assessment committe. Data collection technique using interviews, observation, and documentation. Data analysis technique using data reductuion, data presentation, and drawing consclusions. The results showed that SMP Negeri 2 pleret was classified as a quality school in evaluating the quality of Islamic religious learning. Schools are categorized as quality because they can be measured by tests and non-tests on students. Test forms such as daily joint assessments, midterm assessments, and end of semester assessments. Inhibiting factors from evaluating quality of Islamic religious learning at SMP Negeri 2 Pleret during the covid-19 pandemic is 1) There are some students who do not have cell phones, so they are constrained in online learning. 2) Constrained signal during the test, and 3) students have difficulty understanding Islamic material if it is only explained in the Whatsapp Group.]
本研究的目的是描述伊斯兰宗教的相互评价，并找出在新冠肺炎大流行期间，在2号州中部Pleret的伊斯兰宗教相互评价的奴隶因素。这种研究方法是一种定性描述的类型。该科目由校长、PAI教师和PAS小组组成。数据收集技术使用访谈、观察和文档。数据分析技术使用数据缩减、数据处理和得出的结论。研究表明，国家2 Pleret的SMP属于参与伊斯兰宗教学习相互评估的学校。学校被归类为关闭学校，因为它们可以通过对学生的测试和非测试来衡量。考试的形式类似于每日联合重新评估（PHB）、学期中期评估（PTS）和期末评估（PAS）。新冠肺炎大流行时，国家2 Pleret中间的伊斯兰宗教相互评估的障碍是：1）有些学生没有手机，因此在在线学习中受到控制。2） 在测试时控制信号，3）如果只在WAG（WhassApp Group）中解释，学生很难理解问题。[未知][本研究旨在描述在SMP Negeri 2 Pleret新冠肺炎大流行期间对伊斯兰宗教学习质量的评估，并了解抑制伊斯兰宗教学习评估的因素。本研究方法为定性描述类型。t承诺。使用访谈、观察和文档的数据收集技术。使用数据简化、数据表示和绘图组合的数据分析技术。结果表明，SMP Negeri 2平民学校在评估伊斯兰宗教学习质量方面被列为一所优质学校。学校被归类为质量，因为它们可以通过对学生的测试和非测试来衡量。测试形式，如每日联合评估、期中评估和期末评估。新冠肺炎大流行期间，在SMP Negeri 2 Pleret评估伊斯兰宗教学习质量的抑制因素是1）有些学生没有手机，因此他们在在线学习中受到限制。2） 测试期间信号受限，3）如果只在Whatsapp小组中解释，学生很难理解伊斯兰材料。]
{"title":"Evaluasi Mutu Dalam Pembelajaran Agama Islam Di Tengah Pandemi Covid-19 Di SMP Negeri 2 Pleret Bantul Yogyakarta","authors":"Kharisma Noor Latifatul Mahmudah, Imroatum Muhimmah, Djamaluddin Perawironegoro","doi":"10.19105/tjpi.v16i1.4251","DOIUrl":"https://doi.org/10.19105/tjpi.v16i1.4251","url":null,"abstract":"Penelitian ini bertujuan untuk mendeskripsikan evaluasi mutu pembelajaran agama Islam dan mengetahui faktor penghambat evaluasi mutu pembelajaran agama Islam di tengah pandemi covid-19 di SMP Negeri 2 Pleret. Pendekatan penelitian ini adalah kualitatif jenis deskriptif. Subjek penelitian terdiri dari kepala sekolah, guru PAI, dan panitia PAS (Penilaian Akhir Sekolah). Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Teknik analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa SMP Negeri 2 Pleret tergolong sekolah yang bermutu dalam evaluasi mutu pembelajaran agama Islam. Sekolah dikategorikan bermutu karena dapat diukur dengan tes dan non tes terhadap siswa. Bentuk tes tersebut seperti penilaian ulangan harian bersama (PHB), penilaian tengah semester (PTS), dan penilaian akhir semester (PAS). Faktor pengahambat dari evaluasi mutu pembelajaran agama Islam di SMP Negeri 2 Pleret saat pandemi covid-19 yaitu: 1) terdapat beberapa siswa yang tidak memiliki handphone, sehingga terkendala dalam pembelajaran daring. 2) terkendala signal pada saat ujian, dan 3) siswa kesulitan dalam memahami materi jika hanya di jelaskan di WAG (WhassApp Group). [This study aims to describe evaluation of the quality of Islamic religious learning and knowing the factors inhibiting evaluation of the quality of islamic religious learning in the midst of the covid-19 pandemic in SMP Negeri 2 Pleret. This research approach is a qualitative descriptive type. The research subjects consisted of headmaster, Islamic education teachers, and final school assessment committe. Data collection technique using interviews, observation, and documentation. Data analysis technique using data reductuion, data presentation, and drawing consclusions. The results showed that SMP Negeri 2 pleret was classified as a quality school in evaluating the quality of Islamic religious learning. Schools are categorized as quality because they can be measured by tests and non-tests on students. Test forms such as daily joint assessments, midterm assessments, and end of semester assessments. Inhibiting factors from evaluating quality of Islamic religious learning at SMP Negeri 2 Pleret during the covid-19 pandemic is 1) There are some students who do not have cell phones, so they are constrained in online learning. 2) Constrained signal during the test, and 3) students have difficulty understanding Islamic material if it is only explained in the Whatsapp Group.]","PeriodicalId":32034,"journal":{"name":"Tadris Jurnal Pendidikan Islam","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43037613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-10DOI: 10.19105/tjpi.v16i1.4543
Yayan Musthofa, M. Asy'ari, Habibur Rahman
This study aims to provide a description of Islamic boarding school (Pesantren) virtual learning services in deepening religious knowledge. The author also provides an analysis of the online Kitab Kuning learning content that can be used by Santri Kalong as reported by the Khaskempek website. Using a qualitative method, the author examines the content and services of 10 websites published by Khaskempek by referring to pesantren web sites, scientific articles, and books related to pesantren, then analyzed using a descriptive-analytical approach and content analysis. The results obtained, the researchers classified the 10 pesantren web services into 3 parts: about pesantren, general public services, and intense services for Santri Kalong (KBM). Of the online learning services released, there are 9 Pesantren that have not opened massive and intense online learning services; and just one Islamic boarding school (Imam Al-Bukhari) which has just started to feature an intense study service for santri or bats students who want to deepen their religious knowledge. Abstrak:Penelitian ini bertujuan untuk memberikan deskripsi layanan pembelajaran virtual pesantren dalam mendalami ilmu pengetahuan agama. Penulis juga memberikan analisis terhadap konten pembelajaran kitab kuning online yang bisa dimanfaatkan oleh santri kalong yang dilansir oleh situs Khaskempek. Dengan metode kualitatif, penulis mengkaji konten dan layanan dari 10 web yang dilansir oleh Khaskempek dengan merujuk pada web-web pesantren, artikel ilmiah, dan buku yang terkait pesantren, kemudian dianalisis dengan pendekakatan deskriptif-analisis dan konten analisis. Hasil yang didapatkan, peneliti mengklasifikasikan layanan 10 web pesantren tersebut menjadi 3 bagian: tentang pesantren, layanan masyarakat umum, dan pelayanan intens untuk santri kalong (KBM). Dari layanan pembelajaran online yang dirilis terdapat 9 pesantren belum membuka layanan belajar online secara massif dan intens; dan satu pesantren (Imam Al-Bukhari) yang baru mengawali membuat fitur layanan kajian intens bagi para santri atau santri kalong yang menghendaki pendalaman ilmu keagamaan.
本研究旨在描述伊斯兰寄宿学校（Pesantren）在深化宗教知识方面的虚拟学习服务。作者还对Khaskempek网站报道的Santri Kalong可以使用的在线Kitab Kuning学习内容进行了分析。作者采用定性方法，通过参考pesantren网站、科学文章和与pesantren相关的书籍，对Khaskempek出版的10个网站的内容和服务进行了调查，然后使用描述性分析方法和内容分析进行了分析。在获得的结果中，研究人员将10个pesantren网络服务分为3个部分：关于pesantren、一般公共服务和Santri Kalong（KBM）的密集服务。在已发布的在线学习服务中，有9家Pesantren尚未开通大规模、密集的在线学习业务；只有一所伊斯兰寄宿学校（Imam Al Bukhari）刚刚开始为想要加深宗教知识的santri或bats学生提供紧张的学习服务。摘要：本研究旨在描述宗教科学深处的中央虚拟学习服务。作者还对Khaskempek网站推出的项链santri可以使用的在线黄书学习内容进行了分析。作者采用定性方法，通过参考以网络为中心的中心、科学文章和中心相关书籍，对Khaskempek推出的10个网站的内容和服务进行研究，然后采用描述性分析和内容分析方法进行分析。研究人员将10个网络服务器分为三个部分：关于服务器、公共服务和项链合成集约服务（KBM）。在发布的在线学习服务中，有9名参与者没有大规模、密集地开通在线学习服务；还有一位百夫长，他刚刚开始为想要宗教体验的圣徒或项链进行深入研究。
{"title":"Pembelajaran Pesantren Virtual: Fasilitas Belajar Kitab Kuning bagi Santri Kalong","authors":"Yayan Musthofa, M. Asy'ari, Habibur Rahman","doi":"10.19105/tjpi.v16i1.4543","DOIUrl":"https://doi.org/10.19105/tjpi.v16i1.4543","url":null,"abstract":"This study aims to provide a description of Islamic boarding school (Pesantren) virtual learning services in deepening religious knowledge. The author also provides an analysis of the online Kitab Kuning learning content that can be used by Santri Kalong as reported by the Khaskempek website. Using a qualitative method, the author examines the content and services of 10 websites published by Khaskempek by referring to pesantren web sites, scientific articles, and books related to pesantren, then analyzed using a descriptive-analytical approach and content analysis. The results obtained, the researchers classified the 10 pesantren web services into 3 parts: about pesantren, general public services, and intense services for Santri Kalong (KBM). Of the online learning services released, there are 9 Pesantren that have not opened massive and intense online learning services; and just one Islamic boarding school (Imam Al-Bukhari) which has just started to feature an intense study service for santri or bats students who want to deepen their religious knowledge. \u0000Abstrak:Penelitian ini bertujuan untuk memberikan deskripsi layanan pembelajaran virtual pesantren dalam mendalami ilmu pengetahuan agama. Penulis juga memberikan analisis terhadap konten pembelajaran kitab kuning online yang bisa dimanfaatkan oleh santri kalong yang dilansir oleh situs Khaskempek. Dengan metode kualitatif, penulis mengkaji konten dan layanan dari 10 web yang dilansir oleh Khaskempek dengan merujuk pada web-web pesantren, artikel ilmiah, dan buku yang terkait pesantren, kemudian dianalisis dengan pendekakatan deskriptif-analisis dan konten analisis. Hasil yang didapatkan, peneliti mengklasifikasikan layanan 10 web pesantren tersebut menjadi 3 bagian: tentang pesantren, layanan masyarakat umum, dan pelayanan intens untuk santri kalong (KBM). Dari layanan pembelajaran online yang dirilis terdapat 9 pesantren belum membuka layanan belajar online secara massif dan intens; dan satu pesantren (Imam Al-Bukhari) yang baru mengawali membuat fitur layanan kajian intens bagi para santri atau santri kalong yang menghendaki pendalaman ilmu keagamaan.","PeriodicalId":32034,"journal":{"name":"Tadris Jurnal Pendidikan Islam","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48219474","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-05DOI: 10.19105/tjpi.v16i1.4248
Safitri Khoirinindyah, Anita Puji Astutik
This study aims (1) to develop the material on national insight in the hidden curriculum. (2) Examining the validity, practicality, and effectiveness of the integration of national insight in hidden curriculum. The method used in this research is development research (R&D / Research and Development). This study raises based on the theory that setted up by Borg and Gall by using 9 steps in the study. The sampling in this research is using probability sampling techniques with 75 students as the sample. The data collection technique in this study is using a questionnaire. The technique that applied in this research is one sample t-test technique. The results of this study are (1) this development research is able to integrate national insight into the hidden curriculum, (2) the validity value obtained from the national insight material is 83 and is declared feasible. The practicality value obtained from the national insight material is 86%. The development of this material in the hidden curriculum was declared effective by the difference in the mean of the pretest results of 71,32 and the posttest results of 81,48. So, it can be concluded that the national insight is very feasible and effective to applied in the hidden curriculum.
{"title":"The Integration of National Insight In Hidden Curriculum","authors":"Safitri Khoirinindyah, Anita Puji Astutik","doi":"10.19105/tjpi.v16i1.4248","DOIUrl":"https://doi.org/10.19105/tjpi.v16i1.4248","url":null,"abstract":"This study aims (1) to develop the material on national insight in the hidden curriculum. (2) Examining the validity, practicality, and effectiveness of the integration of national insight in hidden curriculum. The method used in this research is development research (R&D / Research and Development). This study raises based on the theory that setted up by Borg and Gall by using 9 steps in the study. The sampling in this research is using probability sampling techniques with 75 students as the sample. The data collection technique in this study is using a questionnaire. The technique that applied in this research is one sample t-test technique. The results of this study are (1) this development research is able to integrate national insight into the hidden curriculum, (2) the validity value obtained from the national insight material is 83 and is declared feasible. The practicality value obtained from the national insight material is 86%. The development of this material in the hidden curriculum was declared effective by the difference in the mean of the pretest results of 71,32 and the posttest results of 81,48. So, it can be concluded that the national insight is very feasible and effective to applied in the hidden curriculum.","PeriodicalId":32034,"journal":{"name":"Tadris Jurnal Pendidikan Islam","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42409527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-05DOI: 10.19105/tjpi.v16i1.4694
M.Waliyul Fahmi, Saefullah Azhari, Syaifuddin, Muhammad Fladimir Herlambang
This paper seeks to understand the construction of moderate Islamic education in Waleed El-Ansary's "A Common Word" and its implications for world peace. By library research with content analysis, several idea constructs were proposed. Reason "A Common Word" Waleed El-Ansary is equivalent to "al-Kalimah al-Sawa". This term has the connotative meaning that everything is equal, balanced and equal. The construction of moderate Islamic education can be done through the logic of "A Common Word" as stated by religious leaders, including Waleed El-Ansary. "A Common Word" suggests an intersection or similarity in the teachings of the world's religions, especially Islam and Christianity. When Islam promotes the principle of equality, the teachings developed in Islamic education are Islamic teachings that are moderate, tolerant and full of environmentally friendly nuances. Reason "A Common Word" which contains moderate Islamic teachings (rahmatan li al-aminalamin) can be implemented to achieve world peace. The application of the teaching "A Common Word", has implications for the realization of world peace. Reason "A Common Word", which contains a construction of moderate Islamic education, considers that promoting equality (kalimatun sawa), can be achieved through good relations with others, instilling love, removing hatred, and the like. The construction of moderate Islamic education in reason “A Common Word” has significant implications for world peace. Paper ini berusaha memahami konstruksi pendidikan Islam moderat dalam nalar “A Common Word” Waleed El-Ansary dan implikasinya bagi perdamaian dunia. Melalui kajian kepustakaan dengan analisis isi, dikemukakan beberapa konstruksi ide. Nalar “A Common Word” Waleed El-Ansary semakna dengan “al-Kalimah al-Sawa’”. Term ini memiliki makna konotatif bahwa segala sesuatu bersifat setara, seimbang dan selevel. Konstruksi pendidikan Islam moderat dapat dilakukan melalui nalar “A Common Word” sebagaimana yang dikemukakan oleh para pemuka agama, termasuk Waleed El-Ansary. “A Common Word” meng-ideasikan adanya titik temu atau kesamaan ajaran agama-agama di dunia, terutama Islam dan Kristen. Ketika Islam mengedepankan asas kesamaan, maka ajaran yang dikembangkan dalam pendidikan Islam adalah ajaran Islam yang moderat, toleran dan penuh dengan nuansa ramah lingkungan. Nalar “A Common Word” yang di dalamnya mengandung ajaran Islam moderat (rahmatan li al-‘Alamin) dapat diimplementasikan untuk mencapai perdamaian dunia. Penerapan ajaran “A Common Word”, berimplikasi pada terwujudnya perdamaian dunia. Nalar “A Common Word”, yang di dalamnya mengandung konstruksi pendidikan Islam moderat, memandang bahwa mengedepankan persamaan (kalimatun sawa), dapat dicapai melalui hubungan baik dengan sesama, menanamkan rasa cinta, membuang kebencian, dan sejenisnya. Konstruksi pendidikan Islam moderat dalam nalar “A Common Word” berimplikasi signifikan bagi perdamaian dunia.
本文试图理解瓦利德·安萨里《一个共同的词》中温和伊斯兰教育的建构及其对世界和平的启示。通过对图书馆的研究和内容分析，提出了几点思路。“常用词”Waleed El-Ansary相当于“al-Kalimah al-Sawa”。这个词的内涵是一切都是平等的、平衡的、平等的。温和伊斯兰教育的建构可以通过Waleed El-Ansary等宗教领袖提出的“一个共同的词”的逻辑来完成。“A Common Word”暗示了世界各宗教教义的交集或相似之处，尤其是伊斯兰教和基督教。当伊斯兰提倡平等原则时，在伊斯兰教育中发展的教义是温和、宽容和充满环境友好细微差别的伊斯兰教义。理由“一个共同的词”包含温和的伊斯兰教义(rahmatan li al-aminalamin)可以实现世界和平。《常用词》教学的应用，对实现世界和平具有启示意义。《一个共同的词》包含了一个温和的伊斯兰教育的建构，认为促进平等(kalimatun sawa)可以通过与他人建立良好的关系，灌输爱，消除仇恨等等来实现。伊斯兰温和理性教育的建构对世界和平具有重要意义。论文ini berusaha memahami konstruksi pendidikan伊斯兰教温和派dalam nalar“一个共同的词”Waleed El-Ansary dan implikasinya bagi perdamaian dunia。梅拉尼娅·卡吉安·克普斯特卡吉安·邓吉安分析说，卡吉安·克普斯特卡吉安·伯吉安·康斯特拉克斯坦斯坦。Nalar " A Common Word " Waleed El-Ansary semakna dengan " al-Kalimah al-Sawa "。术语ini memiliki makna konotatif bahwa segala sesuatu bersifat setara, seimbang dan sellevel。Konstruksi pendidikan伊斯兰温和派dapat dilakukan melalui nalar“一个共同的词”sebagaimana yang dikemukakan oleh para pemuka agama, termasuk Waleed El-Ansary。“一个常见的词”-ideasikan adanya titik temu atau kesamaan ajaran agama-agama di dunia, terutama Islam dan Kristen。Ketika Islam mengedepankan asas kesamaan, maka ajaran yang dikembangkan dalam pendidikan Islam adalah ajaran Islam yang温和派，宽容丹penuh dengan nuansa ramah lingkungan。纳拉尔，《一个普通的词》，杨迪·达拉姆尼亚·孟加东，伊斯兰教的温和派(拉赫马坦·阿里·阿拉明)。日语《一个常用词》，berimplikasi pada terwujudnya perdamaian dunia。Nalar《一个普通的词》，yang di dalamnya mengandung konstruksi pendidikan伊斯兰温和派，memandang bahwa mengedepankan persamaan (kalimatun sawa)， dapat dicapai melalui hubungan baik dengan sesama, menanamkan rasa cinta, membuang kebencian, dan sejenisnya。伊斯兰教现代派达拉姆·纳拉尔的《一个共同的词》(A Common Word)。
{"title":"Konstruksi Pendidikan Islam Moderat Melalui Nalar “A Common Word” Waleed El-Ansary","authors":"M.Waliyul Fahmi, Saefullah Azhari, Syaifuddin, Muhammad Fladimir Herlambang","doi":"10.19105/tjpi.v16i1.4694","DOIUrl":"https://doi.org/10.19105/tjpi.v16i1.4694","url":null,"abstract":"This paper seeks to understand the construction of moderate Islamic education in Waleed El-Ansary's \"A Common Word\" and its implications for world peace. By library research with content analysis, several idea constructs were proposed. Reason \"A Common Word\" Waleed El-Ansary is equivalent to \"al-Kalimah al-Sawa\". This term has the connotative meaning that everything is equal, balanced and equal. The construction of moderate Islamic education can be done through the logic of \"A Common Word\" as stated by religious leaders, including Waleed El-Ansary. \"A Common Word\" suggests an intersection or similarity in the teachings of the world's religions, especially Islam and Christianity. When Islam promotes the principle of equality, the teachings developed in Islamic education are Islamic teachings that are moderate, tolerant and full of environmentally friendly nuances. Reason \"A Common Word\" which contains moderate Islamic teachings (rahmatan li al-aminalamin) can be implemented to achieve world peace. The application of the teaching \"A Common Word\", has implications for the realization of world peace. Reason \"A Common Word\", which contains a construction of moderate Islamic education, considers that promoting equality (kalimatun sawa), can be achieved through good relations with others, instilling love, removing hatred, and the like. The construction of moderate Islamic education in reason “A Common Word” has significant implications for world peace. \u0000Paper ini berusaha memahami konstruksi pendidikan Islam moderat dalam nalar “A Common Word” Waleed El-Ansary dan implikasinya bagi perdamaian dunia. Melalui kajian kepustakaan dengan analisis isi, dikemukakan beberapa konstruksi ide. Nalar “A Common Word” Waleed El-Ansary semakna dengan “al-Kalimah al-Sawa’”. Term ini memiliki makna konotatif bahwa segala sesuatu bersifat setara, seimbang dan selevel. Konstruksi pendidikan Islam moderat dapat dilakukan melalui nalar “A Common Word” sebagaimana yang dikemukakan oleh para pemuka agama, termasuk Waleed El-Ansary. “A Common Word” meng-ideasikan adanya titik temu atau kesamaan ajaran agama-agama di dunia, terutama Islam dan Kristen. Ketika Islam mengedepankan asas kesamaan, maka ajaran yang dikembangkan dalam pendidikan Islam adalah ajaran Islam yang moderat, toleran dan penuh dengan nuansa ramah lingkungan. Nalar “A Common Word” yang di dalamnya mengandung ajaran Islam moderat (rahmatan li al-‘Alamin) dapat diimplementasikan untuk mencapai perdamaian dunia. Penerapan ajaran “A Common Word”, berimplikasi pada terwujudnya perdamaian dunia. Nalar “A Common Word”, yang di dalamnya mengandung konstruksi pendidikan Islam moderat, memandang bahwa mengedepankan persamaan (kalimatun sawa), dapat dicapai melalui hubungan baik dengan sesama, menanamkan rasa cinta, membuang kebencian, dan sejenisnya. Konstruksi pendidikan Islam moderat dalam nalar “A Common Word” berimplikasi signifikan bagi perdamaian dunia.","PeriodicalId":32034,"journal":{"name":"Tadris Jurnal Pendidikan Islam","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44788823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-05DOI: 10.19105/tjpi.v16i1.4554
H. P. Daulay, H. Asari, Fatima Rahma Rangkuti
Tujuan penelitian ini adalah untuk menganalisa Taḥfîẓ Alquran dalam kurikulum Pesantren Taḥfîẓ Alquran Nur Aisyah dan Pesantren Modern Taḥfîẓil Quran Yayasan Islamic Cenre Sumatera Utara, dengan menggunakan metode penelitian kualitatif dan untuk sumber data dikumpulkan dari berbagai narasumber, dokumen, dan peristiwa-peristiwa yang di bagi menjadi dua bagian yaitu primer dan sekunder. Adapun teknik pengumpulan sumber data, menggunakan alat atau instrumen yaitu Observasi, wawancara dan dokumentasi. Teknik penjaminan keabsahan data di lakukan dengan berpedoman pada pendapat Moleong: yaitu perpanjangan keikutsertaan, ketekunan pengamatan, triangulasi, pemeriksaan teman sejawat dan teknik analisis data yang dilakukan adalah menurut Miles and huberman yaitu reduksi data, penyajian data dan kesimpulan. Hasil penelitian ini adalah adanya terdapat empat pola Taḥfîẓ Alquran dalam kurikulum pesantren di Kabupaten Deli Serdang yaitu pola I: Taḥfîẓ Alquran menjadi satu-satunya kurikulum di pesantren tersebut. Pola ke II, Taḥfîẓ Alquran sebagai kurikulum wajib dengan dua bentuk, yaitu kurikulum khusus Taḥfîẓ dan kurikulum pendidikan formal tingkat MTs dan MA + Taḥfîẓ.
{"title":"Analisis Kurikulum Pesantren Tahfiz Alquran Nur Aisyah Dan Pesantren Modern Tahfizil Quran Yayasan Islamic Centre Sumatera Utara","authors":"H. P. Daulay, H. Asari, Fatima Rahma Rangkuti","doi":"10.19105/tjpi.v16i1.4554","DOIUrl":"https://doi.org/10.19105/tjpi.v16i1.4554","url":null,"abstract":"Tujuan penelitian ini adalah untuk menganalisa Taḥfîẓ Alquran dalam kurikulum Pesantren Taḥfîẓ Alquran Nur Aisyah dan Pesantren Modern Taḥfîẓil Quran Yayasan Islamic Cenre Sumatera Utara, dengan menggunakan metode penelitian kualitatif dan untuk sumber data dikumpulkan dari berbagai narasumber, dokumen, dan peristiwa-peristiwa yang di bagi menjadi dua bagian yaitu primer dan sekunder. Adapun teknik pengumpulan sumber data, menggunakan alat atau instrumen yaitu Observasi, wawancara dan dokumentasi. Teknik penjaminan keabsahan data di lakukan dengan berpedoman pada pendapat Moleong: yaitu perpanjangan keikutsertaan, ketekunan pengamatan, triangulasi, pemeriksaan teman sejawat dan teknik analisis data yang dilakukan adalah menurut Miles and huberman yaitu reduksi data, penyajian data dan kesimpulan. Hasil penelitian ini adalah adanya terdapat empat pola Taḥfîẓ Alquran dalam kurikulum pesantren di Kabupaten Deli Serdang yaitu pola I: Taḥfîẓ Alquran menjadi satu-satunya kurikulum di pesantren tersebut. Pola ke II, Taḥfîẓ Alquran sebagai kurikulum wajib dengan dua bentuk, yaitu kurikulum khusus Taḥfîẓ dan kurikulum pendidikan formal tingkat MTs dan MA + Taḥfîẓ.","PeriodicalId":32034,"journal":{"name":"Tadris Jurnal Pendidikan Islam","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44051852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-05DOI: 10.19105/tjpi.v16i1.4347
M. Jailani, Suyadi, Dedi Djubaedi
The purpose of this research analyzing Islamic education learning in the era of the Covid-19 pandemic from the perspective of Neuroscience. The development of the learning model of Islamic education and neuroscience in this modern era is in line with research on neuroscience in Islamic education discourse, which so far has only been understood as edentically with medical science, namely health in the brain. while Neuroscience is integrated with Islamic education in theological aspects (Alquran and hadith), historical, academic and theoretical. This research data is sourced through literature observations related to descriptions of scientific journals and examination of references to research works, both manually and digitally, which focus on discussing Islamic education learning in the new discourse of Neuroscience. This research is a literature study using qualitative methods. The results of the study prove that Neuroscience has traces in the field of Islamic education thought theologically has a Neorubiological basis in the Qur'an surah al-Alaq verses 15-16 with the keyword "nasyiyah" (crown), historically Neuroscience is closely related to Islamic philosophy, fiqh and ushul fiqh. Academically and theoretically related to the concept of 'Aql and Qolb in the Koran and hadith. Its derivatives gave rise to the hybridization of Neuroscience and Islamic education. This will have broad implications for the learning model during the Covid-19 pandemic. Academically and theoretically related to the concept of 'Aql and Qolb in the Koran and hadith. Its derivatives gave rise to the hybridization of Neuroscience and Islamic education. This will have broad implications for the learning model during the Covid-19 pandemic. Academically and theoretically related to the concept of 'Aql and Qolb in the Koran and hadith. Its derivatives gave rise to the hybridization of Neuroscience and Islamic education. This will have broad implications for the learning model during the Covid-19 pandemic.
{"title":"Menelusuri Jejak Otak dan ‘Aql Dalam Alquran Perspektif Neurosains dan Pendidikan Islam di Era Pandemi Covid-19","authors":"M. Jailani, Suyadi, Dedi Djubaedi","doi":"10.19105/tjpi.v16i1.4347","DOIUrl":"https://doi.org/10.19105/tjpi.v16i1.4347","url":null,"abstract":"The purpose of this research analyzing Islamic education learning in the era of the Covid-19 pandemic from the perspective of Neuroscience. The development of the learning model of Islamic education and neuroscience in this modern era is in line with research on neuroscience in Islamic education discourse, which so far has only been understood as edentically with medical science, namely health in the brain. while Neuroscience is integrated with Islamic education in theological aspects (Alquran and hadith), historical, academic and theoretical. This research data is sourced through literature observations related to descriptions of scientific journals and examination of references to research works, both manually and digitally, which focus on discussing Islamic education learning in the new discourse of Neuroscience. This research is a literature study using qualitative methods. The results of the study prove that Neuroscience has traces in the field of Islamic education thought theologically has a Neorubiological basis in the Qur'an surah al-Alaq verses 15-16 with the keyword \"nasyiyah\" (crown), historically Neuroscience is closely related to Islamic philosophy, fiqh and ushul fiqh. Academically and theoretically related to the concept of 'Aql and Qolb in the Koran and hadith. Its derivatives gave rise to the hybridization of Neuroscience and Islamic education. This will have broad implications for the learning model during the Covid-19 pandemic. Academically and theoretically related to the concept of 'Aql and Qolb in the Koran and hadith. Its derivatives gave rise to the hybridization of Neuroscience and Islamic education. This will have broad implications for the learning model during the Covid-19 pandemic. Academically and theoretically related to the concept of 'Aql and Qolb in the Koran and hadith. Its derivatives gave rise to the hybridization of Neuroscience and Islamic education. This will have broad implications for the learning model during the Covid-19 pandemic.","PeriodicalId":32034,"journal":{"name":"Tadris Jurnal Pendidikan Islam","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45246400","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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