Pub Date : 2019-05-15DOI: 10.31604/MUADDIB.V1I1.797
Ichwansyah Tampubolon
Abstract: PontrenMu has three patterns of Islamic education system, namely: the madrasa system, the Islamic Boarding School system, and expertise (takhasssus) system. The madrasa system is a model of modernization of Islamic traditional educational system and Islamic Boarding School system seems as a model of “postmodernized” high school (sekolah) educational system. Meanwhile, expertise (takhasssus) system can be called as a neo-postmodernized Islamic Boarding School system in which the graduate Islamic educational system integrating with traditional Islamic education in a spesific pattern (pesantren luhur/ma`had `aly). All of that Islamic educational systems are oriented to realize the vision and mission of Muhammadiyah in order to produce the cadres of ulema-intellectual or intellectual-ulema formally and simultaneously. Besides of being the alternative strategies for improvement of Islamic educational system of Muhammadiyah in both levels of high and graduate school, the three patterns of Islamic education system are also being solutions for fulfillment of demands and needs of Moslem communities in contemporary era. Key words: PontrenMu education system, madrasa, Islamic Boarding System, expertise (takhasssus)
[摘要]本特伦穆有三种伊斯兰教育制度，即伊斯兰学校制度、伊斯兰寄宿学校制度和专门知识(takhasssus)制度。伊斯兰学校制度是伊斯兰传统教育制度现代化的典范，而伊斯兰寄宿学校制度则是“后现代”高中教育制度的典范。同时，专门知识(takhasssus)制度可以被称为一种新后现代伊斯兰寄宿学校制度，在这种制度中，伊斯兰研究生教育制度以一种特定的模式(pesantren luhur/ma ' had ' aly)与传统伊斯兰教育相结合。所有的伊斯兰教育体系都是为了实现默罕默德耶的愿景和使命，从而正式而同步地培养出乌里玛-知识分子或知识分子-乌里玛的骨干。这三种伊斯兰教育模式不仅是穆罕默德教在高等教育和研究生教育两个层次上改进伊斯兰教教育制度的备选策略，也是满足当代穆斯林群体需求的解决方案。关键词:本特伦姆教育体系;伊斯兰学校;伊斯兰寄宿制度;
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Pub Date : 2019-05-15DOI: 10.31604/MUADDIB.V1I1.798
S. Anwar, Muhammad Irsan Barus
Abstrak: Penelitian ini bertujuan untuk mengetahui informasi unit cost pembiayaan pendidikan Program Studi PAI STAI Sepakat Segenep Kutacane Metode activity based costing. Metode yang digunakan adalah metode penelitian dengan pendekatan kualitatif dan kuantitatif. Pendekatan kualitatif untuk menginterpretasi makna yang terkandung di dalam data hasil wawancara dan dokumen yang dikumpulkan dan pendekatan kuantitatif digunakan untuk mendapatkan besaran komponen unit cost penyelenggaraan pendidikan. Hasil penelitian menyimpulkan unit cost penyelenggaraan pendidikan dengan menggunakan metode activity based costing pada Program Studi PAI secara keseluruhan adalah sebesar Rp 571.446.267,00. Unit cost penyelenggaraan pendidikan pada Program Studi Pendidikan Agama Islam adalah sebesar Rp 1.632.703,62 per mahasiswa per tahun. Kata kunci: Unit cost, pembiayaan pendidikan, activity based costing
{"title":"Perhitungan Unit Cost Pembiayaan Pendidikan Program Studi PAI STAI Sepakat Segenep Kutacane Metode Activity Based Costing","authors":"S. Anwar, Muhammad Irsan Barus","doi":"10.31604/MUADDIB.V1I1.798","DOIUrl":"https://doi.org/10.31604/MUADDIB.V1I1.798","url":null,"abstract":"Abstrak: Penelitian ini bertujuan untuk mengetahui informasi unit cost pembiayaan pendidikan Program Studi PAI STAI Sepakat Segenep Kutacane Metode activity based costing. Metode yang digunakan adalah metode penelitian dengan pendekatan kualitatif dan kuantitatif. Pendekatan kualitatif untuk menginterpretasi makna yang terkandung di dalam data hasil wawancara dan dokumen yang dikumpulkan dan pendekatan kuantitatif digunakan untuk mendapatkan besaran komponen unit cost penyelenggaraan pendidikan. Hasil penelitian menyimpulkan unit cost penyelenggaraan pendidikan dengan menggunakan metode activity based costing pada Program Studi PAI secara keseluruhan adalah sebesar Rp 571.446.267,00. Unit cost penyelenggaraan pendidikan pada Program Studi Pendidikan Agama Islam adalah sebesar Rp 1.632.703,62 per mahasiswa per tahun. Kata kunci: Unit cost, pembiayaan pendidikan, activity based costing","PeriodicalId":32130,"journal":{"name":"AlBanjari Jurnal Ilmiah IlmuIlmu Keislaman","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84025984","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 : 2019-05-15DOI: 10.31604/MUADDIB.V1I1.794
Rina Juliana
{"title":"RELATIONSHIP OF LEARNING STRATEGIES (PROBLEM SOLVING) WITH STUDENT LEARNING OUTCOMES IN FIKIH SUBJECT IN MAN 1 PADANGSIDIMPUAN","authors":"Rina Juliana","doi":"10.31604/MUADDIB.V1I1.794","DOIUrl":"https://doi.org/10.31604/MUADDIB.V1I1.794","url":null,"abstract":"","PeriodicalId":32130,"journal":{"name":"AlBanjari Jurnal Ilmiah IlmuIlmu Keislaman","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74779568","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 : 2019-05-15DOI: 10.31604/MUADDIB.V1I1.793
Jumaita Nopriani Lubis
Abstract: The aim of the research was to know the describing students’ achievement in two variables linear equation system by using Cooperative Learning Model STAD and Direct Study Model at the tenth grade students of SMA Negeri 8 Padangsidimpuan. The writer wanted to know whether the differences students’ achievement in teaching two variables linear equation system. The population of this research was all the tenth grade students of SMA Negeri 8 Padangsidimpuan which include 138 students or 5 classes. By using cluster sampling technique,the writer took 56 students. The data was analyzed by using two ways,descriptive analysis and ttest formulation. Test was used to collect the data. Based on the data analysis,it could be found that students’ achievement in teaching two variables linear equation system by using STAD was 77.5. While students’ achievement in teaching two variables linear equation system by using Direct Learning model was 69.82. The both models were categorized “good”. Based on the calculation, it could be found that t count = 2.82, error level 5%, df = n1 + n2 – 2 = 28 + 28 – 2 = 54. While t table = 1.673. Based on the calculation above, it could be seen that t count > t table (2.82>1.673). It means the hypothesis was accepted. In the other words, there was a significant difference between Cooperative Learning Model STAD and Direct Study model in teaching two variables linear equation system at the tenth grade students of SMA Negeri 8 Padangsidimpuan. Key words : Two variables linear equation system, Cooperative Learning Model STAD, Direct Study Model
摘要:本研究采用合作学习模型STAD和直接学习模型，考察两变量线性方程系统对SMA Negeri 8 Padangsidimpuan十年级学生学习成绩的描述。笔者想知道在二元线性方程组的教学中，学生的成绩是否存在差异。本研究的人口为SMA Negeri 8 Padangsidimpuan的所有十年级学生，包括5个班级138名学生。采用整群抽样的方法，选取了56名学生。采用描述性分析和检验公式两种方法对数据进行分析。采用测试方法收集数据。通过数据分析，可以发现学生使用STAD进行两变量线性方程组教学的成绩为77.5。直接学习模式在二元线性方程组教学中的成绩为69.82。这两个模型都被归类为“好”。通过计算可以发现，t count = 2.82，误差水平5%，df = n1 + n2 - 2 = 28 + 28 - 2 = 54。而t表= 1.673。由以上计算可知，t count > t table(2.82>1.673)。这意味着假设被接受了。换句话说，合作学习模式STAD与直接学习模式在SMA Negeri 8 Padangsidimpuan十年级学生的二元线性方程组教学中存在显著差异。关键词:二元线性方程组，合作学习模型，直接学习模型
{"title":"PERBANDINGAN HASIL BELAJAR SISWA PADA MATERI POKOK SISTEM PERSAMAAN LINEAR DUA VARIABEL DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) DAN MODEL PEMBELAJARAN LANGSUNG DI KELAS X SMA NEGERI 8 PADANGSIDIMPUAN","authors":"Jumaita Nopriani Lubis","doi":"10.31604/MUADDIB.V1I1.793","DOIUrl":"https://doi.org/10.31604/MUADDIB.V1I1.793","url":null,"abstract":"Abstract: The aim of the research was to know the describing students’ achievement in two variables linear equation system by using Cooperative Learning Model STAD and Direct Study Model at the tenth grade students of SMA Negeri 8 Padangsidimpuan. The writer wanted to know whether the differences students’ achievement in teaching two variables linear equation system. The population of this research was all the tenth grade students of SMA Negeri 8 Padangsidimpuan which include 138 students or 5 classes. By using cluster sampling technique,the writer took 56 students. The data was analyzed by using two ways,descriptive analysis and ttest formulation. Test was used to collect the data. Based on the data analysis,it could be found that students’ achievement in teaching two variables linear equation system by using STAD was 77.5. While students’ achievement in teaching two variables linear equation system by using Direct Learning model was 69.82. The both models were categorized “good”. Based on the calculation, it could be found that t count = 2.82, error level 5%, df = n1 + n2 – 2 = 28 + 28 – 2 = 54. While t table = 1.673. Based on the calculation above, it could be seen that t count > t table (2.82>1.673). It means the hypothesis was accepted. In the other words, there was a significant difference between Cooperative Learning Model STAD and Direct Study model in teaching two variables linear equation system at the tenth grade students of SMA Negeri 8 Padangsidimpuan. Key words : Two variables linear equation system, Cooperative Learning Model STAD, Direct Study Model","PeriodicalId":32130,"journal":{"name":"AlBanjari Jurnal Ilmiah IlmuIlmu Keislaman","volume":"90 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87117091","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 : 2019-05-15DOI: 10.31604/MUADDIB.V1I1.784
Rini Agustini
Abstract: The problem that is often faced by teachers when the learning process takes place is finding students who are not enthusiastic in attending the lesson. Teachers are always required to be able to motivate students, because in learning there is a need for motivation. The more precise the motivation given, the more successful the lesson will be for students. One of the Islamic education tools that can motivate students to learn is reward and punishment. So, the reward and punishment can be done by the teacher to increase student motivation so that they get good achievements. The problem is whether there is a significant effect of reward and punishment on the motivation to learn students' Islamic education simultaneously at Padangsidimpuan 3 Public Middle School? The purpose of this study was to determine whether there was a significant effect of reward and punishment on the learning motivation of students' Islamic Education simultaneously in Padangsidimpuan 3 Public Middle School. The results of this study there is a significant effect of reward on student learning motivation of 0.715, its contribution is 51.1225%, the remaining 48.8775% is determined by other variables. This gives a statement that the reward has a strong influence on student learning motivation. The magnitude of the effect of punishment on student learning motivation is 0.567, its contribution is 32.1489%, the remaining 67.85% is determined by other variables. This gives a statement that punishment has a strong enough influence on student learning motivation. The magnitude of the effect of reward and punishment is 0.734, its contribution is 53.8756%, the remaining 46.124% is determined by other variables. It provides information that reward and punishment simultaneously have a strong influence on student learning motivation. Keywords: Reward, punishment, and learning motivation.
{"title":"PENGARUH REWARD DAN PUNISHMENT TERHADAP MOTIVASI BELAJAR PENDIDIKAN AGAMA ISLAM SISWA DI SMP NEGERI 3 PADANGSIDIMPUAN","authors":"Rini Agustini","doi":"10.31604/MUADDIB.V1I1.784","DOIUrl":"https://doi.org/10.31604/MUADDIB.V1I1.784","url":null,"abstract":"Abstract: The problem that is often faced by teachers when the learning process takes place is finding students who are not enthusiastic in attending the lesson. Teachers are always required to be able to motivate students, because in learning there is a need for motivation. The more precise the motivation given, the more successful the lesson will be for students. One of the Islamic education tools that can motivate students to learn is reward and punishment. So, the reward and punishment can be done by the teacher to increase student motivation so that they get good achievements. The problem is whether there is a significant effect of reward and punishment on the motivation to learn students' Islamic education simultaneously at Padangsidimpuan 3 Public Middle School? The purpose of this study was to determine whether there was a significant effect of reward and punishment on the learning motivation of students' Islamic Education simultaneously in Padangsidimpuan 3 Public Middle School. The results of this study there is a significant effect of reward on student learning motivation of 0.715, its contribution is 51.1225%, the remaining 48.8775% is determined by other variables. This gives a statement that the reward has a strong influence on student learning motivation. The magnitude of the effect of punishment on student learning motivation is 0.567, its contribution is 32.1489%, the remaining 67.85% is determined by other variables. This gives a statement that punishment has a strong enough influence on student learning motivation. The magnitude of the effect of reward and punishment is 0.734, its contribution is 53.8756%, the remaining 46.124% is determined by other variables. It provides information that reward and punishment simultaneously have a strong influence on student learning motivation. Keywords: Reward, punishment, and learning motivation.","PeriodicalId":32130,"journal":{"name":"AlBanjari Jurnal Ilmiah IlmuIlmu Keislaman","volume":"111 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87334662","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 : 2019-05-15DOI: 10.31604/MUADDIB.V1I1.783
Dedi Yuisman
Abstrak: Melihat metode mengajar yang ada di SMAN 2 Merangin Jambi, tampak bahwa guru masih cenderung menggunakan pembelajaran konvensional dalam proses pembelajaran.. Salah satu metode yang dapat digunakan agar siswa bisa terlibat aktif, melatih kemampuan analisis, berpikir kreatif, kritis dan induktif adalah dengan menggunakan metode pembelajaran aktif tipe cooperative script dan index card macth. Penelitian ini dibatasi pada hasil belajar PAI siswa melalui penerapan metode pembelajaran aktif tipe cooperative script dan index card macth pada mata pelajaran PAI, sehingga rumusan masalah pada penelitian ini yaitu, apakah hasil belajar dengan penerapan metode pembelajaran aktif tipe cooperative script dan index card macth lebih baik dari pembelajaran konvensional dalam mata pelajaran PAI pada siswa kelas XI IPA di SMAN 2 Merangin Jambi Penelitian ini bertujuan untuk mengetahui apakah hasil belajar dengan penerapan metode pembelajaran aktif tipe cooperative script dan index card macth lebih baik dari pada pembelajaran konvensional dalam mata pelajaran PAI pada siswa kelas kelas XI IPA di SMAN 2 Merangin Jambi. Jenis penelitian ini adalah penelitian lapangan (field research), metode penelitian adalah metode eksperimen dengan rancangan penelitian adalah Randomized Control Group Only Design. Populasi dalam penelitian ini adalah semua siswa kelas kelas XI IPA di SMAN 2 Merangin Jambi yang terdaftar pada tahun ajaran 2018/2019. Teknik pengambilan sampel yang digunakan adalah Simple Random Sampling, terpilih XI IPA 4 sebagai kelas eksperimen dan XI IPA 1 sebagai kelas kontrol. Pengumpulan data dalam penelitian ini adalah dengan menggunakan tes hasil belajar ranah kognitif berupa tes esay. Hasil penelitian dapat digambarkan secara umum, pembelajaran PAI pada metode pembelajaran aktif tipe cooperative script dan index card macth memberikan pengaruh positif terhadap hasil belajar siswa. terlihat pada tes akhir hasil belajar siswa. Rata-rata hasil belajar siswa pada kelas eksperimen yaitu 78,95% dengan persentase ketuntasan 89,47 % dan ata-rata pada kelas kontrol yaitu 66,67 % dengan persentase ketuntasan 66,67%. Berdasarkan hasil analisis pada taraf = 0,05 dan pada DF = 34 diperoleh T-Value =2,99 dan P-value = 0,005, karena P-value < , maka hipotesis penelitian diterima sehingga dapat disimpulkan bahwa hasil belajar siswa dengan penerapan metode pembelajaran aktif tipe cooperative script dan index card macth lebih baik dari pada hasil belajar siswa dengan pembelajaran secara konvensional. Kata kunci: Pelajaran PAI, Metode Pembelajaran Aktif Tipe Cooperative Script Dan Index Card Macth
抽象地:从《斯曼2》贾比的教学方法来看，教师似乎仍然倾向于在学习过程中使用传统的学习方法。让学生积极参与、训练分析能力、创造性思维、批判性和归纳性思维的一种方法是使用积极的学习方法，比如合作脚本和macth卡索引。本研究仅限于通过在PAI epi课程中应用主动学习方法合作脚本和索引键键，从而得出该研究的问题配方是，占比。这类研究是实地研究，研究方法是研究设计的实验方法研究的唯一设计手段是兰多mimized Control Group Only Design。本研究的学生全部是斯曼2班的高二学生，他们于2018/2019学年注册。本研究采用esay测试的认知领域测试结果进行研究。研究结果可以用一般的描述来描述，PAI在积极的学习方法学习类型合作脚本和索引卡索引对学生的学习产生积极的影响。在学生学习成绩的期末考试中可以看到。实验类学生的平均学习成绩为78.95%，对生率为89.47 %，对生率为66.67%。根据分析的结果= 0。05程度上和DF = 34获得T-Value = P-value = 0.005,因为只要2.99 P-value <,那么研究假设接受学习结果可以得出结论,学生在学习和应用方法积极合作剧本和指数型卡macth更好学习结果的传统学习的学生。关键词:PAI class，主动学习方法合作脚本和索引表类型
{"title":"PENERAPAN METODE PEMBELAJARAN AKTIF TIPE COOPERATIVE SCRIPT DAN INDEX CARD MACTH PADA MATA PELAJARAN PAI DI KELAS XI IPA SMAN 2 MERANGIN JAMBI","authors":"Dedi Yuisman","doi":"10.31604/MUADDIB.V1I1.783","DOIUrl":"https://doi.org/10.31604/MUADDIB.V1I1.783","url":null,"abstract":"Abstrak: Melihat metode mengajar yang ada di SMAN 2 Merangin Jambi, tampak bahwa guru masih cenderung menggunakan pembelajaran konvensional dalam proses pembelajaran.. Salah satu metode yang dapat digunakan agar siswa bisa terlibat aktif, melatih kemampuan analisis, berpikir kreatif, kritis dan induktif adalah dengan menggunakan metode pembelajaran aktif tipe cooperative script dan index card macth. Penelitian ini dibatasi pada hasil belajar PAI siswa melalui penerapan metode pembelajaran aktif tipe cooperative script dan index card macth pada mata pelajaran PAI, sehingga rumusan masalah pada penelitian ini yaitu, apakah hasil belajar dengan penerapan metode pembelajaran aktif tipe cooperative script dan index card macth lebih baik dari pembelajaran konvensional dalam mata pelajaran PAI pada siswa kelas XI IPA di SMAN 2 Merangin Jambi Penelitian ini bertujuan untuk mengetahui apakah hasil belajar dengan penerapan metode pembelajaran aktif tipe cooperative script dan index card macth lebih baik dari pada pembelajaran konvensional dalam mata pelajaran PAI pada siswa kelas kelas XI IPA di SMAN 2 Merangin Jambi. Jenis penelitian ini adalah penelitian lapangan (field research), metode penelitian adalah metode eksperimen dengan rancangan penelitian adalah Randomized Control Group Only Design. Populasi dalam penelitian ini adalah semua siswa kelas kelas XI IPA di SMAN 2 Merangin Jambi yang terdaftar pada tahun ajaran 2018/2019. Teknik pengambilan sampel yang digunakan adalah Simple Random Sampling, terpilih XI IPA 4 sebagai kelas eksperimen dan XI IPA 1 sebagai kelas kontrol. Pengumpulan data dalam penelitian ini adalah dengan menggunakan tes hasil belajar ranah kognitif berupa tes esay. Hasil penelitian dapat digambarkan secara umum, pembelajaran PAI pada metode pembelajaran aktif tipe cooperative script dan index card macth memberikan pengaruh positif terhadap hasil belajar siswa. terlihat pada tes akhir hasil belajar siswa. Rata-rata hasil belajar siswa pada kelas eksperimen yaitu 78,95% dengan persentase ketuntasan 89,47 % dan ata-rata pada kelas kontrol yaitu 66,67 % dengan persentase ketuntasan 66,67%. Berdasarkan hasil analisis pada taraf = 0,05 dan pada DF = 34 diperoleh T-Value =2,99 dan P-value = 0,005, karena P-value < , maka hipotesis penelitian diterima sehingga dapat disimpulkan bahwa hasil belajar siswa dengan penerapan metode pembelajaran aktif tipe cooperative script dan index card macth lebih baik dari pada hasil belajar siswa dengan pembelajaran secara konvensional. Kata kunci: Pelajaran PAI, Metode Pembelajaran Aktif Tipe Cooperative Script Dan Index Card Macth","PeriodicalId":32130,"journal":{"name":"AlBanjari Jurnal Ilmiah IlmuIlmu Keislaman","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84771211","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 : 2019-05-15DOI: 10.31604/MUADDIB.V1I1.787
Fatima Rahma Rangkuti
Abstract: The tajribi method (observation and experiment) is applied by scientists in studying physical and material objects, as has been done by Ibn Haitsam in the theory of vision. The burhani (logical) method is applied by philosophers to understand non-physical and spiritual objects, in the Qur'an the burhan method is implied by the words afala tatafakkarun, afala ta'qilun, afala tubshirun, afala tanzhurun, and afala yatadabbaru. The method of bayani (tafsir / takwil) is used by the mufassir to explore knowledge in religious books: Qur'an and hadith, by the bayani method the verses of the Qur'an are classified into several categories, such as the verses of muhkamat and verses mutasyabihat (ambigius) and so on. And the irfani method (intuitive) is used by Sufis to witness non-physical and spiritual objects directly by means of exercises such as dhikr, tasbih and so on. The methods of tajribi, burhani, bayani, irfani and tajribi, these four methods actually have their respective domains in the world of education, but in this reality, there is an imbalance between these four methods, even though the integration between the four methods will certainly produce knowledge very complete. Key word: Implementation of tajribi, burhani, bayani and irfani methods in islamic education philosophy study
{"title":"IMPLEMENTASI METODE TAJRIBI, BURHANI, BAYANI, DAN IRFANI DALAM STUDI FILSAFAT PENDIDIKAN ISLAM","authors":"Fatima Rahma Rangkuti","doi":"10.31604/MUADDIB.V1I1.787","DOIUrl":"https://doi.org/10.31604/MUADDIB.V1I1.787","url":null,"abstract":"Abstract: The tajribi method (observation and experiment) is applied by scientists in studying physical and material objects, as has been done by Ibn Haitsam in the theory of vision. The burhani (logical) method is applied by philosophers to understand non-physical and spiritual objects, in the Qur'an the burhan method is implied by the words afala tatafakkarun, afala ta'qilun, afala tubshirun, afala tanzhurun, and afala yatadabbaru. The method of bayani (tafsir / takwil) is used by the mufassir to explore knowledge in religious books: Qur'an and hadith, by the bayani method the verses of the Qur'an are classified into several categories, such as the verses of muhkamat and verses mutasyabihat (ambigius) and so on. And the irfani method (intuitive) is used by Sufis to witness non-physical and spiritual objects directly by means of exercises such as dhikr, tasbih and so on. The methods of tajribi, burhani, bayani, irfani and tajribi, these four methods actually have their respective domains in the world of education, but in this reality, there is an imbalance between these four methods, even though the integration between the four methods will certainly produce knowledge very complete. Key word: Implementation of tajribi, burhani, bayani and irfani methods in islamic education philosophy study","PeriodicalId":32130,"journal":{"name":"AlBanjari Jurnal Ilmiah IlmuIlmu Keislaman","volume":"114 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87966930","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 : 2019-05-15DOI: 10.31604/MUADDIB.V1I1.781
Asriana Harahap
Abstract: The word gender in Indonesian is borrowed from English. When viewed in a dictionary, there is no clear distinction between sex and gender. Meanwhile, there is no explanation that is able to explain briefly and clearly about the concept of gender and why the concept is important to understand the system of social injustice. In other words, the emergence of obscurity is caused by a lack of explanation about the link between the concept of gender and other issues of injustice. Gender is one of the important aspects that influence social development in the early days of children. Gender terms are intended behavior and attitudes associated with men and women. Most children experience at least three stages in gender development. First, children develop beliefs about gender identity, namely the feeling of men or women. Second, children develop gender privileges, attitudes about which sex they want. Third, they obtain gender provisions, a belief that a person's sex is determined biologically, permanently, and does not change. Although everyone basically assumes that the behavior of children as male or female is caused by an interaction of biological factors and environmental factors, one's view of interaction is not the same for everyone. For some people, this view suggests that certain environmental conditions are needed before the trends previously programmed appear. Culture, schools, peers, the media, and other family members are other sources. However, it is important to keep from shifting too far from this direction because especially in the early years of parental development is an important influence on gender development. According to the theory of cognitive development towards gender, the gender forms of children arise after they develop a concept of gender. When they understand themselves as men or women consistently, children often arrange their world according to gender. Keyword: Typing Gender, Sekolah Dasar.
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Pub Date : 2019-05-15DOI: 10.31604/MUADDIB.V1I1.795
L. Luciana
Abstract: Islam strongly encourages the education of women both in the religious and social fields. Cultural education and training are considered as an integral dimension of social development. There is no priority for men over women in relation to the right to education. Both of them were encouraged to get education, as already said, 'from the cradle to the grave'. Indeed, all the verses of the Qur'an that are related to education and those that advocate for the acquisition of knowledge are directed to both men and women. In accordance with the commands of the Koran and Hadiths encouraging women to develop all aspects of their personality, it is believed that an educated Muslim woman must not only emit moral qualities in her home environment, but she must also have an active role in the broad fields of social, economic development and politics. For how does a woman uphold good social and economic policies or disagree with them if she is not intellectually equipped for the task? Key Word: Pendidikan Wanita , Persfektif Filsafat
{"title":"PENDIDIKAN WANITA DALAM PERSFEKTIF FILSAFAT PENDIDIKAN ISLAM","authors":"L. Luciana","doi":"10.31604/MUADDIB.V1I1.795","DOIUrl":"https://doi.org/10.31604/MUADDIB.V1I1.795","url":null,"abstract":"Abstract: Islam strongly encourages the education of women both in the religious and social fields. Cultural education and training are considered as an integral dimension of social development. There is no priority for men over women in relation to the right to education. Both of them were encouraged to get education, as already said, 'from the cradle to the grave'. Indeed, all the verses of the Qur'an that are related to education and those that advocate for the acquisition of knowledge are directed to both men and women. In accordance with the commands of the Koran and Hadiths encouraging women to develop all aspects of their personality, it is believed that an educated Muslim woman must not only emit moral qualities in her home environment, but she must also have an active role in the broad fields of social, economic development and politics. For how does a woman uphold good social and economic policies or disagree with them if she is not intellectually equipped for the task? Key Word: Pendidikan Wanita , Persfektif Filsafat","PeriodicalId":32130,"journal":{"name":"AlBanjari Jurnal Ilmiah IlmuIlmu Keislaman","volume":"8 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72461790","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 : 2019-05-15DOI: 10.31604/MUADDIB.V1I1.796
Nuryanti Siregar
Abstract: Islam as a religion guided by revelation guides humanity to gain happiness in the word and the hereafter and to get that happiness must be with education. As a system, Islamic education is in the mids of various systems that exist in human life. It can be said that education is a system that is integrated with almost all systems in human life which involves many elements and parties that influence each other. Various system in life that effect the Islamic education system include economic, political, population, social and cultural system. Key Word: Various systems in the life that effect the Islamic education system (economic, political, population, social and cultural systems).
{"title":"BERBAGAI SISTEM DALAM KEHIDUPAN YANG MEMPENGARUHI SISTEM PENDIDIKAN ISLAM","authors":"Nuryanti Siregar","doi":"10.31604/MUADDIB.V1I1.796","DOIUrl":"https://doi.org/10.31604/MUADDIB.V1I1.796","url":null,"abstract":"Abstract: Islam as a religion guided by revelation guides humanity to gain happiness in the word and the hereafter and to get that happiness must be with education. As a system, Islamic education is in the mids of various systems that exist in human life. It can be said that education is a system that is integrated with almost all systems in human life which involves many elements and parties that influence each other. Various system in life that effect the Islamic education system include economic, political, population, social and cultural system. Key Word: Various systems in the life that effect the Islamic education system (economic, political, population, social and cultural systems).","PeriodicalId":32130,"journal":{"name":"AlBanjari Jurnal Ilmiah IlmuIlmu Keislaman","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84422672","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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