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Motivasi Mahasiswa Tahfidz dalam Mengikuti Sima’an Al-Qur’an di IAIN Ponorogo 学生Tahfidz的动机是在IAIN Ponorogo追随伊斯兰教的Sima教
Pub Date : 2021-06-27 DOI: 10.20414/elhikmah.v15i1.3451
Afif Syaiful Mahmudin
Sima'an Al-Qur'an is mutual listening and listening to the readings between two or more people, if one person reads then the other listens. This activity is very useful for one's memorization, before attending sima'an, one will prepare juz-juz to be read by adding hours for muraja'ah. Like the Sima'an Al-Qur'an activity which is held at the Ulin-Nuha Mosque every Kliwon Friday by IAIN Ponorogo students. The formulation of the research problem is, how are the students' intrinsic motivation and extrinsic motivation in participating in Sima'an Al-Qur'an activities at the Ulin-Nuha Mosque, State Islamic Institute (IAIN) Ponorogo? To answer this question, the researcher uses a qualitative approach (case study), using analytical methods through reduction, display and conclusion. The data collection techniques used were observation, interviews and documentation, while the researcher was the key instrument. From the results of this study it was found that: (a) Intrinsic motivation of students to follow Sima'an Al-Qur'an every Kliwon Friday at the Ulin-Nuha mosque IAIN Ponorogo because it is to improve academic achievement related to Al-based courses al-Quran and the quality of memorization that is their duty as a memorizer of the Koran. (b) Extrinsic motivation is the encouragement from family and colleagues related to the ability to maintain memorization, the process of academic competition and the existence of learning scholarships.
司马安古兰经是两个或两个以上的人互相听,如果一个人读,另一个人听。这个活动对一个人的记忆非常有用,在参加司马庵之前,一个人会通过增加muraja'ah的时间来准备juz-juz -juz要读。比如由IAIN Ponorogo学生每周五在Ulin-Nuha清真寺举行的司马安古兰经活动。研究问题的提法是,学生在波诺罗戈国立伊斯兰学院(IAIN)乌林-努哈清真寺参加司马安古兰经活动的内在动机和外在动机如何?为了回答这个问题,研究者使用了定性的方法(案例研究),通过还原、展示和结论来使用分析方法。数据收集采用观察法、访谈法和文献法,研究人员是主要工具。从这项研究的结果发现:(a)学生在每个Kliwon星期五在Ulin-Nuha清真寺IAIN Ponorogo学习《古兰经》的内在动机,因为这是为了提高与《古兰经》相关的课程的学习成绩和背诵质量,这是他们作为《古兰经》背诵者的职责。(b)外在动机是来自家庭和同事的鼓励,与保持记忆的能力、学术竞争的过程和学习奖学金的存在有关。
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引用次数: 1
Internalisasi Nilai Pendidikan Islami dalam Kisah Luqman Al-Hakim dan Relevansinya terhadap Pendidikan Islam di Era Desrupsi 伊斯兰教育价值的内部融合与法官Luqman al - judge的故事及其与伊斯兰教育在Desrupsi的关系
Pub Date : 2021-06-27 DOI: 10.20414/elhikmah.v15i1.3477
N. Nasution
The Qur'an is a guidence for Muslims as well as a miracle for all mankind. As a guideline it contains ideal values that can be implemented in a ideal  systems. One of the values contained in the Quran is reflected through the story of Luqman al-Hakim who detailed the story of a man named Luqman who conveyed wisdom to his son. This wisdom has relevance to Islamic education and its implementation in life today. This research is qualitative-descriptive research. This study seeks to answer how the reflection of the value of Islamic education that can be internalized by society in the era of disruption with the characteristics of the development of science and technology but suffered a moral setback or moral deandence. The values of education that can be internalized and contain ideal educational values as contained in the story of Luqman al-Hakim are advice, moral education and religious education.
古兰经是穆斯林的指导,也是全人类的奇迹。作为指导方针,它包含可以在理想系统中实现的理想值。《古兰经》中包含的价值之一反映在Luqman al-Hakim的故事中,他详细讲述了一个名叫Luqman的人向他的儿子传达智慧的故事。这种智慧与伊斯兰教育及其在今天生活中的实施有关。本研究为定性-描述性研究。本研究旨在回答伊斯兰教育价值的反映如何能够被社会内化,在具有科技发展特征的时代却遭受道德挫折或道德依赖。像Luqman al-Hakim的故事一样,可以内化并包含理想教育价值的教育价值是建议、道德教育和宗教教育。
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引用次数: 0
Peningkatan Kinerja Pengelolaan Kelas Guru PAI Melalui Supervisi Klinis di Sekoah Binaan 通过Binaan学院的临床监督改进了PAI tea导班的管理表现
Pub Date : 2021-06-27 DOI: 10.20414/elhikmah.v15i1.3478
Sukman Sukman
Dalam menjalankan tugas sebagai supervisor, pengawas sekolah dapat memilih pendekatan yang tepat sesuai dengan masalah yang dihadapi guru. Supervisi tidak didefinisikan secara sempit sebagai satu cara terbaik untuk diterapkan di segala situasi melainkan perlu memperhatikan kemampuan individu, kebutuhan, minat, tingkat kematangan individu, karakteristik personal guru, semua itu dipertimbangkan untuk menerapkan supervisi. Berdasarkan latar belakang masalah yang diuraikan di atas, pokok masalah dalam penelitian ini dapat dirumuskan seperti tertuang pada pertanyaan berikut “apakah pelaksanaan kegiatan supervisi klinis dapat meningkatkan kemampuan guru pendidikan agama Islam dalam pengelolaan kelas”. Adapun tujuannya adalah untuk meningkatkan kemampuan, pemahaman, dan mengembangkan strategi pengelolaan kelas bagi guru-guru pendidikan agama Islam di Sekolah Binaan . Subjek penelitian adalah guru PAI di Sekolah Binaan  sebanyak    guru. Teknik pengumpulan data melalui teknik observasi, dan teknik dokumentasi. Adapun analisis data secara deskriptif kualitatif dalam penelitian ini adalah memaknai data dengan cara membandingkan hasil dari sebelum dilakukan tindakan dan sesudah tindakan. Analisis data ini dilakukan pada saat tahapan refleksi. Hasil analisis digunakan sebagai bahan refleksi untuk melakukan perencanaan lanjut dalam siklus selanjutnya. Hasil analisis data menunjukkan bahwa pada kondisi awal hanya mencapai angka rerata 55,67 dengan kriteria rendah, meningkat menjadi 76,33 dengan kriteria cukup, dan pada siklus terakhir menjadi 91,50 dengan kriteria sangat baik, dan secara individual per guru  pada kondisi awal belum ada guru Pendidikan Agama Islam yang dinyatakan tuntas, meningkat menjadi 2 guru atau 40,00% dan pada siklus terakhir menjadi 5 orang guru atau 100%. Dari penjelasan di atas maka dapat disimpulkan bahwa pelaksanaan supervisi klinis  terbukti dapat  meningkatkan kinerja guru pendidikan agama Islam dalam pengelolaan kelas di Sekolah Binaan Tahun Pelajaran 2017/2018.
在执行主管的职责时,学校监督员可以选择与教师所面临的问题相匹配的方法。监督并不是在所有情况下被严格定义为最好的应用方式之一,而是要考虑到个人的能力、需求、兴趣、个人的成熟程度、教师的个人特征,所有这些都是应用监督的考虑因素。根据上述问题的背景,本研究的主题可以归结为以下问题:“临床监督活动是否可以提高伊斯兰宗教教育教师在课堂管理方面的能力。”其目的是提高伊斯兰教教育教师的能力、理解和发展课堂管理策略。研究对象是学校里的馅饼老师和老师一样多。通过观察技术和记录技术来收集数据。至于本研究的描述性定性数据分析,它是通过比较行动前和行动后的结果来确定数据。数据分析是在反射阶段进行的。分析结果被用作反射来执行下一个循环的进一步计划。数据分析结果表明,只达到平均数字的最初条件与标准低,增至76.33 55,67足够,最后周期成为91.50标准以每小时单独标准很好,老师的最初条件还没有被彻底的伊斯兰宗教教育,增加2个老师或40,00%和最后周期变成5名教师或100%。从上述解释中,可以得出结论,临床监督的实施证明可以改善2018年/2018年学龄管理课程的伊斯兰宗教教育教师的表现。
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引用次数: 0
The Role of Islamic Education Teachers in Instilling the Value of Religious Moderatio Amid the Polemic of Islamophobia 在伊斯兰恐惧症的争论中,伊斯兰教育教师在灌输宗教温和价值观中的作用
Pub Date : 2021-06-27 DOI: 10.20414/elhikmah.v15i1.3458
Wirani Atqia, Muhammad Syaiful Riky Abdullah
This study aims to find and confirm the role of Islamic Religious Education teachers in instilling the value of religious moderation as an effort to prevent radicalism. With this form of radicalism having a bad effect on citizens and society, this fear has resulted in the emergence of a new perception, namely "Islamophobia". Public fear of Islam, such as acts of radicalism, terrorism, and other things in the name of Islam. so that it is illustrated in the minds of the people that Islam is the culprit for all of these things. This research method uses a qualitative method. Data collection techniques through interviews, observation, and literature study. The results of the study reveal that Islamic religious education teachers in Batang District instill the values ??of religious moderation through learning. Seen in the Learning Development Plan, the teaching materials used, and the learning process. As teachers of Islamic Religious Education, they play an important role in instilling the values ??of religious moderation from an early age starting from the family and school environment.
本研究旨在发现并确认伊斯兰宗教教育教师在灌输宗教温和价值观以防止激进主义方面的作用。由于这种形式的激进主义对公民和社会产生了不良影响,这种恐惧导致了一种新的观念的出现,即“伊斯兰恐惧症”。公众对伊斯兰教的恐惧,例如激进主义、恐怖主义和其他以伊斯兰教名义的行为。所以在人们的脑海中,伊斯兰教是所有这些事情的罪魁祸首。本研究方法采用定性方法。通过访谈、观察和文献研究收集数据。研究结果显示,巴塘区伊斯兰宗教教育教师对学生价值观的灌输效果显著。通过学习实现宗教节制。从学习发展计划、使用的教材和学习过程来看。作为伊斯兰宗教教育的教师,他们在灌输价值观方面发挥着重要作用。从小就从家庭和学校环境开始培养宗教节制。
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引用次数: 0
Wajah Pendidikan Islam Persfektif Islam Humanis dan Virtualis
Pub Date : 2021-06-27 DOI: 10.20414/elhikmah.v15i1.3486
Syakban abdul Karim
Islamic education focuses on civilized moral and intellectual education with the concepts of tarbiyyah, ta'lim, and ta'dib. For this reason, this article examines the face of Islamic education from the perspective of Humanist and virtual Islam by using a literature review research method. Islamic education is not only to ensure happiness in fulfilling the needs in the world but also in the hereafter. Good nature and character and have good morals who are always updating themselves. be a reference of humanist Islam. Humanist and virtual Islam in Islamic education is embodied in learning behavior that is practiced with love so that all its potential develops in an education system based on the Qur'an and As-Sunnah. Islamic education in the virtualist perspective is the crystallization of Islamic adherents of religious values ??in the development of cyberspace. Virtualist Islam is shown by the behavior of the sami'na towards the teachings conveyed through online da'wah. So that religious fanaticism depends on who is portrayed and the choices of Islamic studies in cyberspace. In essence, Islamic education from a humanist and virtualist perspective is an education system that is taught with love through real and virtual interactions.
伊斯兰教教育注重文明的道德和智力教育,有“tarbiyyah”、“ta’lim”和“ta’dib”的概念。为此,本文采用文献综述的研究方法,从人本主义和虚拟伊斯兰的视角审视伊斯兰教育的面貌。伊斯兰教的教育不仅是为了满足现世的需要,也是为了保证后世的幸福。性格好,有良好的品德,不断更新自我。成为人道主义伊斯兰教的参考。伊斯兰教育中的人本主义和虚拟伊斯兰体现在充满爱的学习行为中,以便在以古兰经和圣训为基础的教育体系中开发其所有潜力。虚拟主义视角下的伊斯兰教育是伊斯兰信徒宗教价值观的结晶。在网络空间的发展。虚拟主义的伊斯兰教表现在萨米纳对通过在线达瓦传达的教义的行为上。因此,宗教狂热取决于所描绘的人物以及网络空间中伊斯兰研究的选择。从本质上讲,从人文主义和虚拟主义的角度来看,伊斯兰教育是一种通过真实和虚拟的互动来教授爱的教育系统。
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引用次数: 0
Implementasi Pendekatan 4P Dalam Pembelajaran Pendidikan Islam Kreatif
Pub Date : 2020-12-29 DOI: 10.20414/elhikmah.v14i2.2328
Sepma Pulthinka Nur Hanip
This study aims to provide an insight into how the implementation of the 4P approach relies on psychological theory as an effort to develop talent and creativity in Islamic education in order to produce creative students. The focus of the 4P approach is applied in learning in the form of personal, motivational, process, and product as a basic foothold aimed at training and developing talent and creative power. In the perspective of Islamic education, humans are the most perfect creation of Allah. So the teacher is a guide, motivator, and controller in learning and the ultimate goal of Islamic education is our human beings. For this reason, creating a perfect human being must begin by developing his talents and creativity to become creative people using one of the 4P approaches.
本研究旨在深入了解4P方法的实施如何依靠心理学理论来努力发展伊斯兰教育中的才能和创造力,以培养有创造力的学生。4P方法的重点是以个人、动机、过程和产品的形式应用于学习,作为培养和发展人才和创造力的基本立足点。在伊斯兰教的教育中,人类是真主最完美的创造。因此,教师是学习的引导者、激励者和控制者,伊斯兰教育的最终目标是我们人类。出于这个原因,创造一个完美的人必须从开发他的才能和创造力开始,使用4P方法之一成为有创造力的人。
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引用次数: 0
Peningkatan Kemampuan Guru PAI dalam Menyusun Laporan Penelitian Tindakan Kelas 提高了PAI老师收集课堂行动研究报告的能力
Pub Date : 2020-12-29 DOI: 10.20414/elhikmah.v14i2.2428
Sukman Sukman
One of the fundamental activities in teacher professional development is the development of teacher skills, especially in conducting classroom action research. For the teachers who are members of the MGMP PAI West Lombok Regency, the teacher's ability to conduct classroom action research is still low. For that, we need an effort that can be used as an alternative to improve this capability, one of the efforts is through training activities. The research subjects were teachers of Islamic Religious Education at MGMP PAI at SMK West Lombok Regency. This research was conducted in two cycles. Methods of data using observation and documentation techniques. data validation used in this action research is democratic validation, process, and dialogue. Data analysis was carried out by comparing the results in the initial conditions, the results of cycle I, the results of cycle II. From the results of the research and training conducted during these two cycles, there was a change in the preparation of classroom actions for teachers who are members of the MGMP PAI, West Lombok Regency.
教师专业发展的基本活动之一是教师技能的发展,尤其是课堂行动研究的发展。作为MGMP PAI西龙目岛成员的教师,教师进行课堂行动研究的能力仍然较低。为此,我们需要一种可以作为改进这种能力的替代方法的努力,其中一种努力是通过培训活动。研究对象为西龙目岛SMK MGMP PAI的伊斯兰宗教教育教师。这项研究分两个周期进行。使用观察和记录技术的数据方法。本行动研究中使用的数据验证是民主验证、过程验证和对话验证。通过对比初始条件下的结果、循环I的结果、循环II的结果进行数据分析。从这两个周期进行的研究和培训的结果来看,西龙目岛MGMP PAI成员的教师在准备课堂行动方面发生了变化。
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引用次数: 1
Strategi Pembelajaran Bahasa Arab di MI MI中的阿拉伯语学习策略
Pub Date : 2020-12-29 DOI: 10.20414/elhikmah.v14i2.2571
Ahmad Novinsah
There are two crucial things essence in the learning process. They are teachers and students. The teachers are the main actors in teaching, and students are the main actors in learning. Basically learning is a process of change, from not knowing to know, less good to be good through interaction between individuals and the environment. In school learning, the process is a continuous series of activities, planed, integrated which gives overall characteristics in the learning process. Skill and ways of teaching teachers in managing the learning process are called learning strategies. A teacher must design learning with the right strategy so that the material presented to students can be delivered maximally and please them. Whether or not the use of a particular strategy in learning depends on the goals, material, character of learners and teachers. So there is no specific strategy that is best and suitable for all learning situations and conditions. But it is the strategies that fit the learning needs. The characteristics of primary school children should be a special consideration in designing of learning strategies.
在学习过程中有两件至关重要的事情。他们是老师和学生。教师是教的主体,学生是学的主体。基本上,学习是一个变化的过程,从不知道到知道,通过个人和环境的相互作用,从不太好到很好。在学校学习中,学习过程是一系列连续的、有计划的、整合的活动,在学习过程中具有整体性。教师管理学习过程的技巧和方法被称为学习策略。教师必须用正确的策略来设计学习,这样才能最大限度地传达给学生并使他们满意。在学习中是否使用特定的策略取决于学习者和教师的目标、材料、性格。所以没有一个特定的策略是最好的,适合所有的学习情况和条件。但适合学习需要的是策略。在设计学习策略时,应特别考虑小学生的特点。
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引用次数: 2
Pendidik dan Peserta Didik Dalam Perspektif Islam
Pub Date : 2020-12-29 DOI: 10.20414/elhikmah.v14i2.2620
Difa’ul Husna, Yazida Ichsan, U. Salsabila
Education is a conscious effort in creating conditions and situations that support the learning process, potential development and personality formation. Ideally educators and learners have the ability to maintain adab and understand their respective rights and obligations. But in recent years there have been cases involving educators and learners, who have harmed the world of education and obscured the positions and roles of educators and learners. The focus of the study in this qualitative research is limited around islamic perspectives towards educators and learners. Based on some literature, it is known that in Islam there are four subjects categorized as educators. The main task of educators is to bring the hearts of students to Allah SWT through various learning methods. The learner is someone who intends to develop his potesi through the guidance and education process of the adults around him, sehigga he becomes someone who is well-known, faith-fearing and noble, improves his quality of life and performs his duties as a man and caliph. Related to that, educators and learners have several conditions and characteristics that are fused in their personality and realized in each of their deeds.
教育是一种有意识的努力,旨在创造支持学习过程、潜力发展和个性形成的条件和情境。理想情况下,教育者和学习者都有能力保持适应并理解各自的权利和义务。但近年来发生了一些涉及教育工作者和学习者的案件,他们损害了教育界,模糊了教育工作者和学习者的立场和角色。本定性研究的重点仅限于伊斯兰教对教育者和学习者的看法。根据一些文献,我们知道在伊斯兰教中有四种学科被归类为教育者。教育者的主要任务是通过各种学习方法将学生的心带入安拉SWT。学习者是打算通过周围成年人的引导和教育过程来发展自己潜能的人,最终他会成为一个知名的、有信仰的、高尚的人,提高他的生活质量,履行他作为一个男人和哈里发的职责。与此相关,教育者和学习者有几个条件和特征,这些条件和特征融合在他们的个性中,并在他们的每一个行为中实现。
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引用次数: 0
Upaya Pengembangan Kajian Islam melalui Pendekatan Sejarah 伊斯兰科学通过历史方法发展的努力
Pub Date : 2020-06-17 DOI: 10.20414/elhikmah.v14i1.1889
Muhammad Ardi Kusuma Wardana
Tulisan ini membahas tentang dinamika studi Islam dalam berbagai pendekatan terutama dalam pendekatan sejarah atau historis dalam studi Islam. Tidak dapat dipungkiri, studi Islam belakangan telah memulai kajiannya dalam berbagai pendekatan yang pada awalnya pendekatan yang dilakukan Barat pada studi agama-agama termasuk Islam itu sendiri. Berbagai ilmuan menawarkan pendekatan yang dalam studi Islam, seperti sosiologi, antropologi, historis, bahkan psikologi. Diantara pendekatan tersebut, pendekatan historis dirasa lebih penting, sebab memahami agama tidak dapat lepas dari aspek historitas dulu ketika agama muncul, termasuk agama Islam, selain itu Islam juga memiliki perhatian yang besar terhadap sejarah, bahkan dalam kitab sucinya (al-Qur’an) mendapat dukungan dogmatis akan pentingnya mengambil pelajaran dari sejarah dari umat terdahulu.
这篇文章讨论了伊斯兰研究在各种方法中的动态,特别是在伊斯兰研究的历史或历史方法中。不可否认的是,伊斯兰研究后来开始研究西方最初对包括伊斯兰教在内的宗教研究的各种方法。许多科学家提供了伊斯兰研究的方法,如社会学、人类学、历史,甚至心理学。这些方法之间,营销策略的历史方法更重要,因为理解宗教不能先摆脱historitas方面当出现伊斯兰宗教,包括伊斯兰教,此外也有对历史产生了重大的关注,甚至在伊斯兰教圣经('an)得到百姓的教条会从历史中吸取教训的重要性。
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引用次数: 1
期刊
Hikmah Jurnal Pendidikan Islam
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