Pub Date : 2020-08-31DOI: 10.19109/tadrib.v6i1.5403
Y. Arafat, Muh. Misdar, M. Naufal
This research was aimed to obtain information regarding tamyiz method in students' Arabic language skills, internal and external problems of tamyiz method in students' Arabic language skills, and teacher problematic factors of tamyiz method in Muqimussunnah Islamic boarding schools. To achieve this goal, the qualitative approach is the method used in this research. Besides that, the descriptive method is also used to find out how the problematics of Arabic learning by using tamyiz method. In this study, researchers chose techniques and data collection tools that are relevant to the purpose of the study in this case researchers used interview techniques (interviews), observations, and documentation After conducting the research, the conclusions drew from it are: 1) Student problems are divided into two, namely internal and external problems. For internal problems, they are: attitudes toward learning, motivation to learn, and concentration of learning; 2) The teacher's problems, in this case, are divided into internal and external problems. For internal factors, the teacher's problems consist of: The teacher as the student's coach in learning, Management in learning, and classroom management. For external factors, teacher problems consist of Continuous self-development, learning facilities and infrastructure, assessment policies, student environment in schools, and curriculum in schools
{"title":"METODE TAMYIZ DALAM KETERAMPILAN BAHASA ARAB SANTRIWAN (STUDI KASUS DI PONDOK PESANTREN MUQIMUSSUNNAH PALEMBANG)","authors":"Y. Arafat, Muh. Misdar, M. Naufal","doi":"10.19109/tadrib.v6i1.5403","DOIUrl":"https://doi.org/10.19109/tadrib.v6i1.5403","url":null,"abstract":"This research was aimed to obtain information regarding tamyiz method in students' Arabic language skills, internal and external problems of tamyiz method in students' Arabic language skills, and teacher problematic factors of tamyiz method in Muqimussunnah Islamic boarding schools. \u0000To achieve this goal, the qualitative approach is the method used in this research. Besides that, the descriptive method is also used to find out how the problematics of Arabic learning by using tamyiz method. In this study, researchers chose techniques and data collection tools that are relevant to the purpose of the study in this case researchers used interview techniques (interviews), observations, and documentation \u0000After conducting the research, the conclusions drew from it are: 1) Student problems are divided into two, namely internal and external problems. For internal problems, they are: attitudes toward learning, motivation to learn, and concentration of learning; 2) The teacher's problems, in this case, are divided into internal and external problems. For internal factors, the teacher's problems consist of: The teacher as the student's coach in learning, Management in learning, and classroom management. For external factors, teacher problems consist of Continuous self-development, learning facilities and infrastructure, assessment policies, student environment in schools, and curriculum in schools","PeriodicalId":32074,"journal":{"name":"Tadrib Jurnal Pendidikan Agama Islam","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80794447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research is to describe the implementation curriculum of Madrasah Diniyah Curriculum at Putri IV Dormitory Darul Ulum Islamic Boarding School in Jombang. Female Dormitory IV Darul Ulum Islamic Boarding School in Jombang is an Islamic educational institution that organizes a learning process that uses a structured Madrasah Diniyah curriculum. With the structured curriculum being implemented in Madrasah Diniyah, it is necessary to analyze the implementation of the education process. This research used field research method, of field research (Field research), namely research conducted with the intent to study intensively about the background of the current situation. The subjects in this study were the Principal of Madrasah Diniyah and Asatidz. Data collection instruments in this study used interviews, observation, and documentation. Analysis of the data used in the study are data reduction, data presentation, and drawing conclusions. The results of this study indicate that the implementation of the curriculum in Madrasah Diniyah at the Darul Ulum Islamic Boarding School in Jombang through several components, naely the implementation of the curriculum objectives of producing graduates who are of Islamic, populist quality, tafaqquh fi al-din and akhlaq al-karimah. The implementation of curriculum materials in Madrasah Diniyah is based on the salafiyah yellow books. The learning media implementation includes several tools such as laptops, LCD and loudspeakers. Implementation of learning methods used classical learning methods such as sorogan and bandongan. The implementation of the learning process in Madrasah Dinniyah places more emphasis on the lecture method based on the book's guidelines. Implementation of learning evaluation in Madarasah Dinniyah which refers to the written test, oral test (memorization) and practice that is carried out at the final Madrasah exam.
{"title":"IMPLEMENTASI KURIKULUM MADRASAH DINIYAH DI ASRAMA PUTRI IV PONDOK PESANTREN DARUL ULUM JOMBANG","authors":"Eka Tusyana, Ulum Fatimatul Markhumah, Eka Yasinta Fatmawati","doi":"10.19109/tadrib.v6i1.4193","DOIUrl":"https://doi.org/10.19109/tadrib.v6i1.4193","url":null,"abstract":"The purpose of this research is to describe the implementation curriculum of Madrasah Diniyah Curriculum at Putri IV Dormitory Darul Ulum Islamic Boarding School in Jombang. Female Dormitory IV Darul Ulum Islamic Boarding School in Jombang is an Islamic educational institution that organizes a learning process that uses a structured Madrasah Diniyah curriculum. With the structured curriculum being implemented in Madrasah Diniyah, it is necessary to analyze the implementation of the education process. \u0000This research used field research method, of field research (Field research), namely research conducted with the intent to study intensively about the background of the current situation. The subjects in this study were the Principal of Madrasah Diniyah and Asatidz. Data collection instruments in this study used interviews, observation, and documentation. Analysis of the data used in the study are data reduction, data presentation, and drawing conclusions. \u0000The results of this study indicate that the implementation of the curriculum in Madrasah Diniyah at the Darul Ulum Islamic Boarding School in Jombang through several components, naely the implementation of the curriculum objectives of producing graduates who are of Islamic, populist quality, tafaqquh fi al-din and akhlaq al-karimah. The implementation of curriculum materials in Madrasah Diniyah is based on the salafiyah yellow books. The learning media implementation includes several tools such as laptops, LCD and loudspeakers. Implementation of learning methods used classical learning methods such as sorogan and bandongan. The implementation of the learning process in Madrasah Dinniyah places more emphasis on the lecture method based on the book's guidelines. Implementation of learning evaluation in Madarasah Dinniyah which refers to the written test, oral test (memorization) and practice that is carried out at the final Madrasah exam.","PeriodicalId":32074,"journal":{"name":"Tadrib Jurnal Pendidikan Agama Islam","volume":"136 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80249525","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 : 2020-08-31DOI: 10.19109/tadrib.v6i1.3786
Lisa Aditya Dwiwansyah Musa, Hardianto Hardianto
One of the lessons that can provide direct research experience to students is Research-based Learning. It is a model that focuses on students’ participation and lecturers only as facilitators in which students are given the opportunity to conduct a research project. This study aims to improve students' research skills through research-based learning and to know students' responses dealing with this model. The research design of this study was a classroom action research consisting of two cycles. The research instruments in collecting data were observation sheets and questionnaires. The collected data were analyzed quantitatively and qualitatively. The research findings indicated that there were 6 (six) students who showed a significant increase in term of formulating the research problems. Then, it was also found that there were 12 (twelve) students who could observe in order to find information and appropriate research methods dealing with their research focuses. Furthermore, there were 13 (thirteen) students who organize their own research designs could able to make a research design, and then 3 (three) out of them could sort and describe research data that had been collected. Next, one of them showed a significant improvement in analyzing research data to answer the research questions and then interpreted it; meanwhile only 1 (one) student could make a good conclusion of their research. Least but not last, only 2 (two) students were indicated to have skills in disseminating their research findings both in scientific forums or scientific publications in the form of journals or proceedings. To sum up, it can be concluded that there was a significant increase in the number of students who mastered the research skills from cycle I to cycle II. Finally, students positively responded to the implementation of this research-based learning as an effective model.
{"title":"IMPLEMENTASI PEMBELAJARAN BERBASIS RISET UNTUK MENINGKATKAN KETERAMPILAN MENELITI MAHASISWA","authors":"Lisa Aditya Dwiwansyah Musa, Hardianto Hardianto","doi":"10.19109/tadrib.v6i1.3786","DOIUrl":"https://doi.org/10.19109/tadrib.v6i1.3786","url":null,"abstract":"One of the lessons that can provide direct research experience to students is Research-based Learning. It is a model that focuses on students’ participation and lecturers only as facilitators in which students are given the opportunity to conduct a research project. This study aims to improve students' research skills through research-based learning and to know students' responses dealing with this model. \u0000The research design of this study was a classroom action research consisting of two cycles. The research instruments in collecting data were observation sheets and questionnaires. The collected data were analyzed quantitatively and qualitatively. \u0000The research findings indicated that there were 6 (six) students who showed a significant increase in term of formulating the research problems. Then, it was also found that there were 12 (twelve) students who could observe in order to find information and appropriate research methods dealing with their research focuses. Furthermore, there were 13 (thirteen) students who organize their own research designs could able to make a research design, and then 3 (three) out of them could sort and describe research data that had been collected. Next, one of them showed a significant improvement in analyzing research data to answer the research questions and then interpreted it; meanwhile only 1 (one) student could make a good conclusion of their research. Least but not last, only 2 (two) students were indicated to have skills in disseminating their research findings both in scientific forums or scientific publications in the form of journals or proceedings. To sum up, it can be concluded that there was a significant increase in the number of students who mastered the research skills from cycle I to cycle II. Finally, students positively responded to the implementation of this research-based learning as an effective model.","PeriodicalId":32074,"journal":{"name":"Tadrib Jurnal Pendidikan Agama Islam","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90857281","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 : 2020-01-01DOI: 10.19109/tadrib.v5i2.3656
Badru Zaman, Desi Herawati Kusumasari
The initial idea of this research was that moral education in Indonesia better known as character education still generalized between men and women. Though there are a number of different things between men and women. Of the many verses of the Koran which discuss moral education for women, the Qur'an verse an-Nur verse 31 has more usefulness than the other verses. hThis studyguses abtype ofmlibrarymresearch. The first step is to formulate exactly what you want to study. Then choose the unit of analysis that will be studied, namely choosing the research object that is the target of the analysis. Then analyze the units of meaning and categories and then look for relationships with one another to find meaning and content. The last activity is to describe the results of the analysis. mThe result of the study can be conclude that: First, bowing down aims to maintain dignity as a woman. Secondly, keeping the genitals meant to guard against adultery. Third, do not reveal jewelry except the usual appearance of it, do not intentionally lure the opposite sex with the clothes or accesories he wears. Fourth, the suggestion to cover the veil cloth is to mean wearing a headscarf in accordance with Islamic law.
{"title":"PENDIDIKAN AKHLAK UNTUK PEREMPUAN (TELAAH QUR’AN SURAT AN-NUR AYAT 31)","authors":"Badru Zaman, Desi Herawati Kusumasari","doi":"10.19109/tadrib.v5i2.3656","DOIUrl":"https://doi.org/10.19109/tadrib.v5i2.3656","url":null,"abstract":" The initial idea of this research was that moral education in Indonesia better known as character education still generalized between men and women. Though there are a number of different things between men and women. Of the many verses of the Koran which discuss moral education for women, the Qur'an verse an-Nur verse 31 has more usefulness than the other verses. \u0000hThis studyguses abtype ofmlibrarymresearch. The first step is to formulate exactly what you want to study. Then choose the unit of analysis that will be studied, namely choosing the research object that is the target of the analysis. Then analyze the units of meaning and categories and then look for relationships with one another to find meaning and content. The last activity is to describe the results of the analysis. \u0000mThe result of the study can be conclude that: First, bowing down aims to maintain dignity as a woman. Secondly, keeping the genitals meant to guard against adultery. Third, do not reveal jewelry except the usual appearance of it, do not intentionally lure the opposite sex with the clothes or accesories he wears. Fourth, the suggestion to cover the veil cloth is to mean wearing a headscarf in accordance with Islamic law.","PeriodicalId":32074,"journal":{"name":"Tadrib Jurnal Pendidikan Agama Islam","volume":"53 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84760125","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 : 2020-01-01DOI: 10.19109/tadrib.v5i2.3305
Muchamad Chairul Umam
Education so far has not yet applied Humanistic learning which is actually very important because it has a goal that can shape students to be human so the researchers chose the topic of Humanistic learning so that education in schools can understand the potential possessed by students not only nature only positive fields. Humanistic learning initiated by Carl R. Rogers aims to shape learners' personalities not only in the cognitive aspect but more emphasized in the attitudes and social aspects, he also advocates an educational approach should try to make learning and teaching more human, more personal, and meaningful. Humanistic theory is a learning theory that tends towards philosophy, so that its implementation in learning PAI is still difficult to do in practical and operational learning steps, but the contribution is so large. The concepts, ideas, taxonomies of objectives that have been formulated can help educators and teachers in understanding human nature. This will be able to assist them in determining learning components such as goal formulation, material determination, selection of learning strategies, and development of evaluation tools, towards the formation of the aspired human. The research method used by researchers is qualitative by looking at social phenomena and understanding the meaning of human behavior. This research is descriptive in this study trying to explain or illustrate the implementation of Carl R Rogers' humanistic learning theory on Islamic religious learning.
{"title":"IMPLEMENTASI TEORI BELAJAR HUMANISTIK CARL R. ROGERS PADA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM","authors":"Muchamad Chairul Umam","doi":"10.19109/tadrib.v5i2.3305","DOIUrl":"https://doi.org/10.19109/tadrib.v5i2.3305","url":null,"abstract":"Education so far has not yet applied Humanistic learning which is actually very important because it has a goal that can shape students to be human so the researchers chose the topic of Humanistic learning so that education in schools can understand the potential possessed by students not only nature only positive fields. Humanistic learning initiated by Carl R. Rogers aims to shape learners' personalities not only in the cognitive aspect but more emphasized in the attitudes and social aspects, he also advocates an educational approach should try to make learning and teaching more human, more personal, and meaningful. \u0000Humanistic theory is a learning theory that tends towards philosophy, so that its implementation in learning PAI is still difficult to do in practical and operational learning steps, but the contribution is so large. The concepts, ideas, taxonomies of objectives that have been formulated can help educators and teachers in understanding human nature. This will be able to assist them in determining learning components such as goal formulation, material determination, selection of learning strategies, and development of evaluation tools, towards the formation of the aspired human. \u0000The research method used by researchers is qualitative by looking at social phenomena and understanding the meaning of human behavior. This research is descriptive in this study trying to explain or illustrate the implementation of Carl R Rogers' humanistic learning theory on Islamic religious learning.","PeriodicalId":32074,"journal":{"name":"Tadrib Jurnal Pendidikan Agama Islam","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83845009","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 : 2019-07-01DOI: 10.19109/TADRIB.V5I1.2587
F. Alifah
Abstract Development of affective learning strategies, value-related strategies, which are difficult to measure, with respect to the awareness arising from within each individual. Attitudes that are a reflection of the value they have, generally confront to any situation that contains conflict or problems. The process in affective formation used in the learning strategy often uses the process of modeling. Whereas in the model of affective learning strategy using model konsiderasi, cognitive development model, value clarification techniques, cognitive moral model, and non-directive model. The characteristics in learning affective field that is about the attitudes, interests, values, moral and self-concept. In addition to aspects of cognitive and psychomotor ability formation, the formation of student attitudes is not less important is to develop an attitude so that children behave according to norms prevailing in society. Advantages: 1) Emphasize the development of thinking that involves mental and positive emotions. 2) Be able to collaborate and balance between the cognitive, affective and psychomotor domains. 3) Can form the character, attitude and mental learners mature. While Weaknesses: 1) Difficult to control because of the many factors that affect the development of one's attitude. 2) Successful formation of attitudes can not be directly evaluated, and 3) Requires long habituation. The results in implementing affective sphere in PAI learning can use several ways, namely First, Receiving. Second, Responding. Third, Valuing. Fourth, Organizing. And Fifth, Charcterization by value or value complex.
{"title":"PENGEMBANGAN STRATEGI PEMBELAJARAN AFEKTIF","authors":"F. Alifah","doi":"10.19109/TADRIB.V5I1.2587","DOIUrl":"https://doi.org/10.19109/TADRIB.V5I1.2587","url":null,"abstract":"Abstract \u0000Development of affective learning strategies, value-related strategies, which are difficult to measure, with respect to the awareness arising from within each individual. Attitudes that are a reflection of the value they have, generally confront to any situation that contains conflict or problems. The process in affective formation used in the learning strategy often uses the process of modeling. Whereas in the model of affective learning strategy using model konsiderasi, cognitive development model, value clarification techniques, cognitive moral model, and non-directive model. The characteristics in learning affective field that is about the attitudes, interests, values, moral and self-concept. In addition to aspects of cognitive and psychomotor ability formation, the formation of student attitudes is not less important is to develop an attitude so that children behave according to norms prevailing in society. Advantages: 1) Emphasize the development of thinking that involves mental and positive emotions. 2) Be able to collaborate and balance between the cognitive, affective and psychomotor domains. 3) Can form the character, attitude and mental learners mature. While Weaknesses: 1) Difficult to control because of the many factors that affect the development of one's attitude. 2) Successful formation of attitudes can not be directly evaluated, and 3) Requires long habituation. The results in implementing affective sphere in PAI learning can use several ways, namely First, Receiving. Second, Responding. Third, Valuing. Fourth, Organizing. And Fifth, Charcterization by value or value complex. \u0000 ","PeriodicalId":32074,"journal":{"name":"Tadrib Jurnal Pendidikan Agama Islam","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45341982","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 : 2019-07-01DOI: 10.19109/TADRIB.V5I1.2677
Zulhijra Zulhijra
The success of the study program (Prodi) as a work unit in higher education is largely determined by the quality of services provided, where quality services can be identified through the satisfaction of service users, in this case students. Academic problems that are often encountered are related to the presence of lecturers in teaching. This academic service is also one of the usual problems faced by students in the teaching and learning process. For example, often the inaccuracy of the lecturer is present or completed in the teaching and learning process and that of course makes students uneasy and has to wait more than the hours specified by the study program. In addition, there is no maximum availability of facilities and infrastructure to support the learning process, such as a minimal LCD and when used as a projector in teaching it is damaged so the lecture process is slightly hampered. The formulation of the problem of this research is, How is the academic service provided by the PAI FITK Study Program UIN Raden Fatah Palembang? What are the constraints of academic service in the PAI FITK Study Program UIN Raden Fatah Palembangin? order to improve the quality of academic services? This type of research is qualitative research with a descriptive approach. Data collection techniques used in this study: observation, interviews, and documentation. This study uses qualitative descriptive data analysis techniques that describe, describe, and explain the data obtained from the results of the study, then concluded as a result of the analysis. From the results of the study, students' expectations of academic services at PAI FITK UIN Raden Fatah Palembang were not in line with expectations. The constraints faced in the academic service in the Islamic Education Department of Raden Fatah Palembang State Islamic University are: Academic service Prodi still seems slow, facilities and infrastructure are inadequate and still need to be completed, both quantity and quality human resources are still far from expectations so service is not maximized, There is still a lack of discipline among employees. Various efforts have been made: In terms of facilities and principles, continuous improvements are made so that the lecture process and academic services run well, Supervise internal employees and evaluate employee performance in order to improve the quality of performance, increase quantity and provide training to employees to maximize performance. Giving rewards to employees who excel in their fields so that they can motivate other employees to boost and improve their performance even better than before.
{"title":"EKSPEKTASI MAHASISWA TERHADAP PELAYANAN AKADEMIK PROGRAM STUDI PENDIDIKAN AGAMA ISLAM FITK UIN RADEN FATAH PALEMBANG","authors":"Zulhijra Zulhijra","doi":"10.19109/TADRIB.V5I1.2677","DOIUrl":"https://doi.org/10.19109/TADRIB.V5I1.2677","url":null,"abstract":"The success of the study program (Prodi) as a work unit in higher education is largely determined by the quality of services provided, where quality services can be identified through the satisfaction of service users, in this case students. Academic problems that are often encountered are related to the presence of lecturers in teaching. This academic service is also one of the usual problems faced by students in the teaching and learning process. For example, often the inaccuracy of the lecturer is present or completed in the teaching and learning process and that of course makes students uneasy and has to wait more than the hours specified by the study program. In addition, there is no maximum availability of facilities and infrastructure to support the learning process, such as a minimal LCD and when used as a projector in teaching it is damaged so the lecture process is slightly hampered. \u0000The formulation of the problem of this research is, How is the academic service provided by the PAI FITK Study Program UIN Raden Fatah Palembang? What are the constraints of academic service in the PAI FITK Study Program UIN Raden Fatah Palembangin? order to improve the quality of academic services? \u0000This type of research is qualitative research with a descriptive approach. Data collection techniques used in this study: observation, interviews, and documentation. This study uses qualitative descriptive data analysis techniques that describe, describe, and explain the data obtained from the results of the study, then concluded as a result of the analysis. \u0000From the results of the study, students' expectations of academic services at PAI FITK UIN Raden Fatah Palembang were not in line with expectations. The constraints faced in the academic service in the Islamic Education Department of Raden Fatah Palembang State Islamic University are: Academic service Prodi still seems slow, facilities and infrastructure are inadequate and still need to be completed, both quantity and quality human resources are still far from expectations so service is not maximized, There is still a lack of discipline among employees. Various efforts have been made: In terms of facilities and principles, continuous improvements are made so that the lecture process and academic services run well, Supervise internal employees and evaluate employee performance in order to improve the quality of performance, increase quantity and provide training to employees to maximize performance. Giving rewards to employees who excel in their fields so that they can motivate other employees to boost and improve their performance even better than before.","PeriodicalId":32074,"journal":{"name":"Tadrib Jurnal Pendidikan Agama Islam","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48739236","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 : 2019-07-01DOI: 10.19109/TADRIB.V5I1.3016
A. Wulandari, Suyadi Suyadi
It turns out that emotional intelligence that is not ready will hinder in accepting the chase from the teacher, this article intends to present a way of knowing how to process the emotional intelligence of students. Emotion is a person's ability to recognize and understand themselves and others. Emotions are used in establishing interpersonal relationships as well. For this reason, the emotions, especially in the education system are able to facilitate the achievement of values conveyed in the educational process which cannot be separated from the interaction between students and educators or with other students. In the perspective of neuroscience, emotional intelligence is produced by the frontal cortex where there is a meeting of emotions. Cognition is regulated by the limbic system. Each of these structures also has different functions. Therefore, maximizing each function contained in the human brain including emotional functions should be applied in the learning system.It turns out that emotional intelligence readiness is needed in accepting learning, making it easier to receive material delivered by an educator. The virtue or excellence of a teacher in learning emotions in PAI learning in the perspective of neuroscience is that students become happy to learn. Joy arises because brain-based learning is able to activate the brain when it starts learning like a light switch on the "on" position, which means it's ready for the brain's memory to be ready.
{"title":"PENGEMBANGAN EMOSI POSITIF DALAM PENDIKAN ISLAM PERSPEKTIF NEUROSAINS","authors":"A. Wulandari, Suyadi Suyadi","doi":"10.19109/TADRIB.V5I1.3016","DOIUrl":"https://doi.org/10.19109/TADRIB.V5I1.3016","url":null,"abstract":"It turns out that emotional intelligence that is not ready will hinder in accepting the chase from the teacher, this article intends to present a way of knowing how to process the emotional intelligence of students. Emotion is a person's ability to recognize and understand themselves and others. Emotions are used in establishing interpersonal relationships as well. \u0000For this reason, the emotions, especially in the education system are able to facilitate the achievement of values conveyed in the educational process which cannot be separated from the interaction between students and educators or with other students. In the perspective of neuroscience, emotional intelligence is produced by the frontal cortex where there is a meeting of emotions. Cognition is regulated by the limbic system. Each of these structures also has different functions. \u0000Therefore, maximizing each function contained in the human brain including emotional functions should be applied in the learning system.It turns out that emotional intelligence readiness is needed in accepting learning, making it easier to receive material delivered by an educator. \u0000The virtue or excellence of a teacher in learning emotions in PAI learning in the perspective of neuroscience is that students become happy to learn. Joy arises because brain-based learning is able to activate the brain when it starts learning like a light switch on the \"on\" position, which means it's ready for the brain's memory to be ready.","PeriodicalId":32074,"journal":{"name":"Tadrib Jurnal Pendidikan Agama Islam","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42718657","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 : 2019-07-01DOI: 10.19109/TADRIB.V5I1.3066
Muhammad Anas Maarif, M. Rofiq
This research is motivated the dimension of dhikr which is oriented to form a clean heart, the dimension of thinking forms a human with high intellectual (perfect reason). The implications of the integration of dhikr and thought will form an integral concept of education without dichotomy. From the moral knowing, moral feeling and moral action components which are combined with tazkiyatun nafs, it is expected that students can practice the values embodied in the goals of character education. Purpose of this study aims to describe and analyze the dhikr and fikir according to KH Munawwar Kholil Gresik in the book of Faidhul Illah and its implications with the character dedication. Design/methodology/approach-of this research uses library research from the data of books that have been collected relevant to the theme.The results shows that he integration of dhikr and fikir as the concept of non-dichotomic character education. Dzikir continuously and systematically thinking will bring out the character of the learner is integral. Originality/value-Dhikr (tazkiyatun nafs) and fikir (knowledge) form the whole human character (ulul albab) as the concept of integralistic character education. Character is not only in form through cognitive learning but also necessary habituation of religious activities. When the dimension of dhikr which is oriented to form a clean heart, the dimension of thinking forms a human with high intellectual (perfect reason). The implications of the integration of dhikr and thought will form an integral concept of education without dichotomy. From the moral knowing, moral feeling and moral action components which are combined with tazkiyatun nafs, it is expected that students can practice the values embodied in the goals of character education.
{"title":"DZIKIR DAN FIKIR SEBAGAI KONSEP PENDIDIKAN KARAKTER: TELAAH PEMIKIRAN KH. MUNAWWAR KHOLIL AL-JAWI","authors":"Muhammad Anas Maarif, M. Rofiq","doi":"10.19109/TADRIB.V5I1.3066","DOIUrl":"https://doi.org/10.19109/TADRIB.V5I1.3066","url":null,"abstract":"This research is motivated the dimension of dhikr which is oriented to form a clean heart, the dimension of thinking forms a human with high intellectual (perfect reason). The implications of the integration of dhikr and thought will form an integral concept of education without dichotomy. From the moral knowing, moral feeling and moral action components which are combined with tazkiyatun nafs, it is expected that students can practice the values embodied in the goals of character education. \u0000Purpose of this study aims to describe and analyze the dhikr and fikir according to KH Munawwar Kholil Gresik in the book of Faidhul Illah and its implications with the character dedication. Design/methodology/approach-of this research uses library research from the data of books that have been collected relevant to the theme.The results shows that he integration of dhikr and fikir as the concept of non-dichotomic character education. Dzikir continuously and systematically thinking will bring out the character of the learner is integral. Originality/value-Dhikr (tazkiyatun nafs) and fikir (knowledge) form the whole human character (ulul albab) as the concept of integralistic character education. Character is not only in form through cognitive learning but also necessary habituation of religious activities. \u0000When the dimension of dhikr which is oriented to form a clean heart, the dimension of thinking forms a human with high intellectual (perfect reason). The implications of the integration of dhikr and thought will form an integral concept of education without dichotomy. From the moral knowing, moral feeling and moral action components which are combined with tazkiyatun nafs, it is expected that students can practice the values embodied in the goals of character education.","PeriodicalId":32074,"journal":{"name":"Tadrib Jurnal Pendidikan Agama Islam","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47599074","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 : 2019-07-01DOI: 10.19109/TADRIB.V5I1.2769
Ahmad Syafii, Siti Qurrotul A’yuni
Indonesia is the biggest archipelago country in the world, the government has tried to prosper the people by issuing policies on regional autonomy. Regional autonomy in its development is widespread in all fields, one of them in education. Autonomy Education gained much support among the people, thus giving birth to Decentralization of Education, namely to give up government responsibility according to the needs and capabilities of each region. The effort has been regulated in Law Number 20 Year 2003 on National Education System supported by Government Regulation no. 55 of 2007. However, these efforts have not been fully realized, so that sometimes cause gap and prolonged criticism. Therefore we as a policy-bearer must prioritize the principle good governance in Decentralization of Education. The religious and religious education policies contained in Government Regulation No. 55 of 2007 are intended to help realize the goals of education in Indonesia, giving the right of autonomy in the form of decentralization of education to each school in each region to manage the institution. If the school is religious based, it is given the freedom to manage according to the teachings of the religion. But to realize this policy requires strong observers and willing to act, the principle of autonomy, flexibility, participatory and initiative can be used as a basis in realizing these goals as a whole.
{"title":"POLITIK KEBIJAKAN PENDIDIKAN AGAMA DAN KEAGAMAAN: REVITALISASI UPAYA PEMERINTAH TERHADAP PENDIDIKAN KEAGAMAAN","authors":"Ahmad Syafii, Siti Qurrotul A’yuni","doi":"10.19109/TADRIB.V5I1.2769","DOIUrl":"https://doi.org/10.19109/TADRIB.V5I1.2769","url":null,"abstract":"Indonesia is the biggest archipelago country in the world, the government has tried to prosper the people by issuing policies on regional autonomy. Regional autonomy in its development is widespread in all fields, one of them in education. Autonomy Education gained much support among the people, thus giving birth to Decentralization of Education, namely to give up government responsibility according to the needs and capabilities of each region. The effort has been regulated in Law Number 20 Year 2003 on National Education System supported by Government Regulation no. 55 of 2007. However, these efforts have not been fully realized, so that sometimes cause gap and prolonged criticism. Therefore we as a policy-bearer must prioritize the principle good governance in Decentralization of Education. \u0000The religious and religious education policies contained in Government Regulation No. 55 of 2007 are intended to help realize the goals of education in Indonesia, giving the right of autonomy in the form of decentralization of education to each school in each region to manage the institution. If the school is religious based, it is given the freedom to manage according to the teachings of the religion. But to realize this policy requires strong observers and willing to act, the principle of autonomy, flexibility, participatory and initiative can be used as a basis in realizing these goals as a whole.","PeriodicalId":32074,"journal":{"name":"Tadrib Jurnal Pendidikan Agama Islam","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42889062","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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