Pub Date : 2019-10-11DOI: 10.24090/insania.v24i2.3078
Rohmat Rohmat
The curriculum development model in the philosophy of reconstructionism review is a model that is usually used in many curriculum development processes. In this model the curriculum mostly takes the first position, namely as a plan and activity. The ideas developed in the initial steps focus more on what qualities must be possessed through learning about scientific disciplines, technology, religion, art, and so on. The nature of the objectives of the education curriculum according to reconstructionism are: (1) changing society in accordance with economic needs, (2) changing society in accordance with certain values. The curriculum is a science design that will be achieved through education.
{"title":"KURIKULUM DALAM TINJAUAN FILSAFAT REKONSTRUKSIANISME","authors":"Rohmat Rohmat","doi":"10.24090/insania.v24i2.3078","DOIUrl":"https://doi.org/10.24090/insania.v24i2.3078","url":null,"abstract":"The curriculum development model in the philosophy of reconstructionism review is a model that is usually used in many curriculum development processes. In this model the curriculum mostly takes the first position, namely as a plan and activity. The ideas developed in the initial steps focus more on what qualities must be possessed through learning about scientific disciplines, technology, religion, art, and so on. The nature of the objectives of the education curriculum according to reconstructionism are: (1) changing society in accordance with economic needs, (2) changing society in accordance with certain values. The curriculum is a science design that will be achieved through education.","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79020748","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 : 2019-06-04DOI: 10.24090/jpa.v20i1.2019.pp110-121
Maria Ulpah
Self-efficacy siswa turut berperan dalam menentukan keberhasilan siswa dalam belajar, termasuk belajar matematika. Aspek afektif seperti self-efficacy, berperan utama pada saat seseorang mengerjakan dan menggunakan matematika, karena untuk dapat menyelesaikan masalah matematika tidak cukup dengan hanya mengetahui cara mengerjakan, namun harus disertai dengan self-efficacy tentang kebenaran konsep dan prosedur yang dimilikinya. Penelitian ini dilakukan di dua kelompok siswa dengan menggunakan instrument berupa angket untuk mengukur self-efficacy siswa. Teknik pengumpulan data observasi juga dilakukan untuk mengetahui proses pembelajaran dari kedua kelompok tersebut. Hasil penelitian menunjukkan bahwa kelompok siswa yang menggunakan pembelajaran aktif dan kooperatif mempunyai self-efficacy yang lebih tinggi. Kata Kunci: self-efficacy, matematika, pembelajaran kooperatif.
{"title":"SELF-EFFICACY DALAM PEMBELAJARAN MATEMATIKA SISWA MADRASAH ALIYAH","authors":"Maria Ulpah","doi":"10.24090/jpa.v20i1.2019.pp110-121","DOIUrl":"https://doi.org/10.24090/jpa.v20i1.2019.pp110-121","url":null,"abstract":"Self-efficacy siswa turut berperan dalam menentukan keberhasilan siswa dalam belajar, termasuk belajar matematika. Aspek afektif seperti self-efficacy, berperan utama pada saat seseorang mengerjakan dan menggunakan matematika, karena untuk dapat menyelesaikan masalah matematika tidak cukup dengan hanya mengetahui cara mengerjakan, namun harus disertai dengan self-efficacy tentang kebenaran konsep dan prosedur yang dimilikinya. Penelitian ini dilakukan di dua kelompok siswa dengan menggunakan instrument berupa angket untuk mengukur self-efficacy siswa. Teknik pengumpulan data observasi juga dilakukan untuk mengetahui proses pembelajaran dari kedua kelompok tersebut. Hasil penelitian menunjukkan bahwa kelompok siswa yang menggunakan pembelajaran aktif dan kooperatif mempunyai self-efficacy yang lebih tinggi. \u0000Kata Kunci: self-efficacy, matematika, pembelajaran kooperatif.","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"36 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72369675","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 : 2019-06-03DOI: 10.24090/INSANIA.V24I1.2270
Ali Matur Raiyah
Abstract: This study uses qualitative method using biography approach which means the study of an individual by explaining the results of K.H Muhammad Zaini Abdul Ghani's thoughts. Research findings about Islamic education thought. K. H. Muhammad Zaini Abdul Ghani include the purpose of Islamic education which means to really know Allah SWT, so always remembering Him in every situation. Then, educators mean people who change students to be better, the curriculum which is used related with experience outside of school as part of educational activities. Then the method used by K.H. Muhammad Zaini Abdul Ghani is an exemplary method, habituation, *bandongan*, demonstration, and question and answer method. While the works of KH. Muhammad Zaini Abdul Ghani included Risalah al-Mubarakah, Manakib asy-syeikh Muhammad Samman al-Madani, Ar-risalat an nuraniyah fi syarh at-tawassulat as-sammaniyah, Nubzat min manaqib al imam al-masyhur bil ustadz al a ' zham Muhammad bin ali ba'alawi, Al-amdad fi Aurad Ahl Al-Widad, Manaqib Ash-Shaykh As-Sayyid Muhammad bin Abdul Qadir Al-Qadiri and Al-Fushul Al-Ilmiyah wa Al-Ushul Al-Hikamiyah. Keywords: Thought, Islamic Education, K.H. Muhammad Zaini Abdul Ghani.
摘要:本研究采用定性方法，采用传记方法，即对个体的研究，通过解释K.H Muhammad Zaini Abdul Ghani思想的结果。伊斯兰教育思想研究成果。k.h. Muhammad Zaini Abdul Ghani包括伊斯兰教育的目的，这意味着真正了解安拉，所以在任何情况下都要记住他。然后，教育者是指那些改变学生使其变得更好的人，作为教育活动的一部分，使用与校外经验相关的课程。那么K.H. Muhammad Zaini Abdul Ghani所使用的方法就是示范法、习惯化法、班通法、示范法、问答法。而KH。Muhammad Zaini Abdul Ghani包括Risalah al- mubarakah, Manakib asyekh Muhammad Samman al- madani, al- risalat和nuraniyah fi syarh -tawassulat as-sammaniyah, Nubzat min manaqib al-masyhur bil ustadz al ' zham Muhammad bin ali ba'alawi, al- amdad fi Aurad Ahl al- widad, manaqib Ash-Shaykh As-Sayyid Muhammad bin Abdul Qadir al- qadiri和al- fushul al- ilmiyah wa al- ushul al- hikamiya。关键词:思想，伊斯兰教育，穆罕默德·扎伊尼·阿卜杜勒·加尼
{"title":"PEMIKIRAN PENDIDIKAN ISLAM K.H. MUHAMMAD ZAINI ABDUL GHANI (STUDI PENDIDIKAN AKHLAK DI MARTAPURA, KALIMANTAN SELATAN)","authors":"Ali Matur Raiyah","doi":"10.24090/INSANIA.V24I1.2270","DOIUrl":"https://doi.org/10.24090/INSANIA.V24I1.2270","url":null,"abstract":"Abstract: This study uses qualitative method using biography approach which means the study of an individual by explaining the results of K.H Muhammad Zaini Abdul Ghani's thoughts. Research findings about Islamic education thought. K. H. Muhammad Zaini Abdul Ghani include the purpose of Islamic education which means to really know Allah SWT, so always remembering Him in every situation. Then, educators mean people who change students to be better, the curriculum which is used related with experience outside of school as part of educational activities. Then the method used by K.H. Muhammad Zaini Abdul Ghani is an exemplary method, habituation, *bandongan*, demonstration, and question and answer method. While the works of KH. Muhammad Zaini Abdul Ghani included Risalah al-Mubarakah, Manakib asy-syeikh Muhammad Samman al-Madani, Ar-risalat an nuraniyah fi syarh at-tawassulat as-sammaniyah, Nubzat min manaqib al imam al-masyhur bil ustadz al a ' zham Muhammad bin ali ba'alawi, Al-amdad fi Aurad Ahl Al-Widad, Manaqib Ash-Shaykh As-Sayyid Muhammad bin Abdul Qadir Al-Qadiri and Al-Fushul Al-Ilmiyah wa Al-Ushul Al-Hikamiyah. \u0000Keywords: Thought, Islamic Education, K.H. Muhammad Zaini Abdul Ghani.","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77080790","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 : 2019-06-03DOI: 10.24090/INSANIA.V24I1.2801
Kholid Mawardi
Abstract: This thesis is a required scientific work as part of academic requirements at the University. All students must take thesis courses because the thesis is used as one of the prerequisites for students to obtain a bachelor's degree. Generally, students are given time to complete a thesis within one semester or approximately six months. In fact, many students need more than six months to work on their thesis. The research subjects were students who were members or activists of UKM. The cause of student procrastination is the lack of enthusiasm for working on the thesis, difficulty in getting the main book and supporting books, the fear of meeting the lecturers when they want to consult, being embarrassed to ask questions, and lazy to do it. Even among UKM activist students at IAIN Purwokerto (which is now called IAIN Purwokerto) prioritize activities in UKM rather than completing thesis. The results showed that UKM activist students in all majors had moderate procrastination rates based on the following academic procrastination categories: 13% were at very high levels, 20% were at high levels, 57% were at moderate levels, 10% were at low levels, and only 0% of student UKM activists in all majors have low procrastination rates. From these results it can be seen that on average students do procrastination. Keywords: Procrastination, Students, Thesis, Ukm Activists
{"title":"TINGKAT PROKRASTINASI AKADEMIK DALAM MENYELESAIKAN SKRIPSI PADA MAHASISWA AKTIVIS","authors":"Kholid Mawardi","doi":"10.24090/INSANIA.V24I1.2801","DOIUrl":"https://doi.org/10.24090/INSANIA.V24I1.2801","url":null,"abstract":"Abstract: This thesis is a required scientific work as part of academic requirements at the University. All students must take thesis courses because the thesis is used as one of the prerequisites for students to obtain a bachelor's degree. Generally, students are given time to complete a thesis within one semester or approximately six months. In fact, many students need more than six months to work on their thesis. The research subjects were students who were members or activists of UKM. The cause of student procrastination is the lack of enthusiasm for working on the thesis, difficulty in getting the main book and supporting books, the fear of meeting the lecturers when they want to consult, being embarrassed to ask questions, and lazy to do it. Even among UKM activist students at IAIN Purwokerto (which is now called IAIN Purwokerto) prioritize activities in UKM rather than completing thesis. The results showed that UKM activist students in all majors had moderate procrastination rates based on the following academic procrastination categories: 13% were at very high levels, 20% were at high levels, 57% were at moderate levels, 10% were at low levels, and only 0% of student UKM activists in all majors have low procrastination rates. From these results it can be seen that on average students do procrastination. \u0000Keywords: Procrastination, Students, Thesis, Ukm Activists","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"74 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74151146","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 : 2019-06-03DOI: 10.24090/INSANIA.V24I1.1798
Dede Malikhatul Ilmiah, Widodo Winarso
Penelitian ini bertujuan untuk menghasilkan bahan ajar berbasis konteks sosiokultural kota Cirebon yang memiliki kualitas yang baik dan layak. Bahan ajar dapat digunakan dalam pemahaman matematika siswa di MTs Riyadlul Ulum Bendungan. Jenis bahan ajar yang dikembangkan yakni bahan ajar cetak berbentuk modul matematika untuk kelas 7. Metode penelitian yang digunakan yaitu Research and Development yang mengacu pada model pengembangan ADDIE. Dimana langkah pengembangan yang dilakukan terdiri dari: 1) Analysis, 2) Design, 3) Development, 4) Implementation, 5) Evaluation. Teknik pengumpulan data yang digunakan dalam penelitian diantaranya; lembar vaidasi ahli (Expert Judgment), angket, dan tes. Sedangkan untuk analisis data mengunakan analisis kualitatif dan kuantitatif. Dari hasil penelitian, pengembangan bahan ajar berbasis konteks sosiokultural kota Cirebon dalam pemahaman matematika siswa termasuk kategori baik untuk dipakai dalam proses pembelajaran matematika. Hal tersebut, sejalan dengan hasil respon siswa terhadap bahan ajar yang dikembangkan tergolong baik. Pada hasil ujicoba terbatas maupun ujicoba keluasan, pengebangan bahan ajar mempuni diketiga aspek penilain (penilaian tampilan, penyajian materi, dan manfaat). Begitu juga hasil validasi tim ahli materi maupun media, bahwa bahan ajar yang dikembangkan termasuk kategori layak untuk digunakan dalam kegiatan pembelajaran. sehingga bahan ajar tersebut, sebagai pelengkap guru dalam mengajar dan dapat membantu siswa dalam memahami matematika dengan mengedepankan local wisdom-kota cirebon
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Pub Date : 2019-06-03DOI: 10.24090/INSANIA.V24I1.2589
Faizah Faizah, Ahmad Fauzan
Tujuan dari penelitian ini, untuk mengetahui strategi kepala SMP Negeri 4 Yogyakarta guna meningkatkan motivasi belajar siswa dalam menghadapi Ujian Nasional (UN) setelah dua tahun mengalami penurunan. Menggunakan metode deskriptif kualitatif penelitian ini bertujuan untuk mendeskripsikan bentuk strategi kepala sekolah, faktor pendukung dan penghambat serta implikasi. Bentuk strategi kepala sekolah, di antaranya: (1) kerjasama dengan wali siswa, guru dan kepala sekolah; (2) kegiatan training motivasi; (3) inovasi pembelajaran; (4) menjadi leader, supervisor dan manajer; dan (5) menganjurkan siswa memiliki buku referensi belajar. Faktor pendukung dan penghambat berasal dari kepala sekolah, guru, siswa, wali siswa dan lingkungan. Hasil dari implikasi strategi kepala sekolah, yaitu: (1) motivasi siswa mengikuti bimbingan belajar bertambah, (2) siswa menjadi aktif di dalam kelas, (3) motivasi belajar siswa meningkat; dan (4) hasil UN lebih baik dari tahun sebelumnya. Kata kunci : Strategi kepala sekolah, motivasi belajar siswa, ujian nasional.
{"title":"STRATEGI KEPALA SEKOLAH UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA DALAM MENGHADAPI UN DI SMP NEGERI 4 YOGYAKARTA","authors":"Faizah Faizah, Ahmad Fauzan","doi":"10.24090/INSANIA.V24I1.2589","DOIUrl":"https://doi.org/10.24090/INSANIA.V24I1.2589","url":null,"abstract":"Tujuan dari penelitian ini, untuk mengetahui strategi kepala SMP Negeri 4 Yogyakarta guna meningkatkan motivasi belajar siswa dalam menghadapi Ujian Nasional (UN) setelah dua tahun mengalami penurunan. Menggunakan metode deskriptif kualitatif penelitian ini bertujuan untuk mendeskripsikan bentuk strategi kepala sekolah, faktor pendukung dan penghambat serta implikasi. Bentuk strategi kepala sekolah, di antaranya: (1) kerjasama dengan wali siswa, guru dan kepala sekolah; (2) kegiatan training motivasi; (3) inovasi pembelajaran; (4) menjadi leader, supervisor dan manajer; dan (5) menganjurkan siswa memiliki buku referensi belajar. Faktor pendukung dan penghambat berasal dari kepala sekolah, guru, siswa, wali siswa dan lingkungan. Hasil dari implikasi strategi kepala sekolah, yaitu: (1) motivasi siswa mengikuti bimbingan belajar bertambah, (2) siswa menjadi aktif di dalam kelas, (3) motivasi belajar siswa meningkat; dan (4) hasil UN lebih baik dari tahun sebelumnya. \u0000Kata kunci : Strategi kepala sekolah, motivasi belajar siswa, ujian nasional.","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86116936","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 : 2019-06-03DOI: 10.24090/INSANIA.V24I1.2799
Anggitiyas Sekarinasih
Abstract: Curriculum is a set of plans and arrangements that contain objectives, content, and lesson materials and used as guidelines for the implementation of learning activities so that the learning process can run smoothly. The current 2013 curriculum is defined as a national curriculum, which means all schools are required to use it. However, schools are allowed to develop the curriculum to suit their needs. SDI Al Azhar 38 Bantul is one of the primary schools in Yogyakarta that has developed a curriculum in its education. Al Azhar School uses a mixed curriculum of the national curriculum and curriculum from Al Azhar Central Foundation which is then supplemented with a curriculum of development from school and local potential. Curriculum of Al Azhar is called the Kurikulum Pengembangan Pribadi Muslim (KPPM). KPPM curriculum aims to hone akhlakul karimah in students. In addition Al Azhar 38 Bantul also has a curriculum Education Al Qur'an is an additional curriculum to optimize the ability of children in reading the Qur'an. This curriculum consists of reading material of the Qur'an and recitation juz 30. Keywords: Curriculum Development, Al Azhar
摘要:课程是一套包含目标、内容和教材的计划和安排，是学习活动实施的指导方针，使学习过程顺利进行。现行的2013年课程被定义为国家课程，这意味着所有学校都必须使用它。然而，学校可以根据自己的需要开发课程。爱资哈尔38班图尔小学是日惹市制定了教育课程的小学之一。爱资哈尔学校采用国家课程和爱资哈尔中央基金会课程的混合课程，然后辅以学校和当地潜力发展课程。爱资哈尔的课程被称为Kurikulum Pengembangan Pribadi Muslim (KPPM)。KPPM课程旨在培养学生的智慧。此外，爱资哈尔38班图尔也有一门课程，《古兰经教育》是一门额外的课程，旨在优化儿童阅读《古兰经》的能力。本课程包括《古兰经》的阅读材料和背诵题。关键词:课程开发;爱资哈尔大学
{"title":"PENGEMBANGAN KURIKULUM DI SD ISLAM AL AZHAR 38 BANTUL YOGYAKARTA","authors":"Anggitiyas Sekarinasih","doi":"10.24090/INSANIA.V24I1.2799","DOIUrl":"https://doi.org/10.24090/INSANIA.V24I1.2799","url":null,"abstract":"Abstract: Curriculum is a set of plans and arrangements that contain objectives, content, and lesson materials and used as guidelines for the implementation of learning activities so that the learning process can run smoothly. The current 2013 curriculum is defined as a national curriculum, which means all schools are required to use it. However, schools are allowed to develop the curriculum to suit their needs. SDI Al Azhar 38 Bantul is one of the primary schools in Yogyakarta that has developed a curriculum in its education. Al Azhar School uses a mixed curriculum of the national curriculum and curriculum from Al Azhar Central Foundation which is then supplemented with a curriculum of development from school and local potential. Curriculum of Al Azhar is called the Kurikulum Pengembangan Pribadi Muslim (KPPM). KPPM curriculum aims to hone akhlakul karimah in students. In addition Al Azhar 38 Bantul also has a curriculum Education Al Qur'an is an additional curriculum to optimize the ability of children in reading the Qur'an. This curriculum consists of reading material of the Qur'an and recitation juz 30. \u0000Keywords: Curriculum Development, Al Azhar","PeriodicalId":33505,"journal":{"name":"INSANIA Jurnal Pemikiran Alternatif Kependidikan","volume":"33 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87229329","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 : 2019-06-03DOI: 10.24090/insania.v24i1.2802
Rahman Afandi
Abstract: The Ikhwan al-Shafa is an organization established by a group of people (mujtahidin) consisting of philosophers, who focused their attention on the field of da'wah and education, that developed at the end of the second century Hijrah in the city of Basra, Iraq. It is a discussion and teaching forum. In general, its emergence is motivated by concerns about the implementation of Islamic teachings that have been contaminated by teachings from outside Islam at that time, and to revive love for science among Muslims. They compiled 51 agreements known as the "Rasail Ikhwan al-Shafa" (Ikhwan al-Shafa agreement). The background of Rasail Ikhwan al-Shafa writing came from dissatisfaction with the implementation of the Islamic education and lifestyle at that time. This organization viewed education with a rational and empirical view, or a combination of intellectual and factual views. They viewed science as a description of something that could be known in nature, the knowledge produced by human thought occurs because it receives information materials sent by the five senses. Some of the Ikhwan al-Shafa's concepts or thoughts about education have an urgent relevance to education that is applied in the current postmodern era. Whether it's how to get knowledge, teacher competency standards, goals, curriculum and methods that are used. Keywords: Concept, Education, Ikhwanas-Shafa, Relevance, Postmodern.
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Pub Date : 2019-06-03DOI: 10.24090/INSANIA.V24I1.2219
Robiatul Awwaliyah
This paper describes the Curriculum Management Approach in Creating a Superior School. A superior school is an educational institution that is able to bring each of its students to achieve measurable abilities and be able to demonstrate their accomplishments. To arrive at this stage, there are several components that must be implemented by each school including curriculum management. The curriculum occupies a very strategic position in a school. The curriculum is a guideline in the learning process. However, formulating a curriculum is not an easy job, the use of a curriculum that is not appropriate in a school or madrasah is also a reason why the failure of a school reaches a superior level. There are several approaches that can be implemented as an effort in creating superior schools, namely the subject of academic approach, humanistic approach, social approach, and competency approach. Keywords: Superior schools, curriculum management, curriculum approach
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Pub Date : 2019-06-03DOI: 10.24090/INSANIA.V24I1.2571
Desti Widiani
Kemampuan tilawah mayoritas umat Islam masih lemah. Hal ini terlihat masih seringnya terjadi kesalahan khaffi maupun jalli ketika membaca ayat suci Al-Qur’an saat berpidato, berkhotbah atau ketika menjadi imam dalam shalat jamaah. Banyak faktor penyebab keadaan ini, dan terutama faktor yang terpenting adalah metode pengajaran yang kurang manhaji. Secara umum, metode-metode dalam pembelajaran Al-Qur’an yang ada dewasa ini belum dapat memberikan solusi alternatif kepada pembelajar pemula untuk belajar membaca Al-Qur’an secara mudah, praktis, sistematis, dan sesuai dengan kaidah ilmu tajwid. Karimah sebagai salah satu metode membaca Al-Qur’an yang diterapkan di pusat pendidikan Al-Qur’an Al Mahir Colomadu Karanganyar merupakan salah satu metode alternatif untuk membantu para pemula yang ingin membaca Al-Qur’an secara mudah, praktis, sistematis, dan sesuai dengan kaidah ilmu tajwid. Tujuan penelitian ini adalah untuk mengetahui implementasi metode Karimah dalam pembelajaran Al-Qur’an di Pusat Pendidikan Al-Qur’an (PPQ) Al Mahir Colomadu Karanganyar. Hasil penelitian ini adalah implementasi pembelajaran membaca Al-Qur’an di Pusat Pendidikan Al-Qur’an (PPQ) Al-Mahir Colomadu Karanganyar mudah, praktis, sistematis, dan sesuai dengan kaidah ilmu tajwid. Implementasi metode Karimah diawali dengan pembukaan, kultum, pengajaran membaca Al Qur’an dan penutup. Pengajaran membaca Al Qu’an dengan metode Karimah ini dibagi menjadi 3 tahap yaitu pemula, pra tahsin dan tahsin.
大多数穆斯林的道德能力仍然很弱。这似乎仍然是哈菲和贾利在演讲、布道或担任宗教祈祷中的牧师时所犯的错误。造成这种情况的许多因素，尤其是最重要的因素是缺乏曼哈吉的教学方法。总的来说，现有的古兰经学习方法并不能为初学的学习者提供一个替代的解决方案，让他们能够轻松、实用、系统地、符合tajwid的指导方针阅读古兰经。Karimah是伊斯兰教教育中心使用的阅读古兰经的方法之一，它是帮助那些想要轻松、实用、系统地、符合tajwid科学规范的初学者阅读古兰经的替代方法之一。本研究的目的是确定古兰经学习中Karimah方法的实施。本研究的结果是在《古兰经》教育中心(PPQ) al -马精通科兰甘贾雷简单、实用、系统，并符合《tajwid》的指导方针，实现了阅读古兰经的学习。Karimah的实施始于开放、文化、古兰经阅读教学和结论。这种Karimah的解读教学分为三个阶段。
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