The birth of the Mamluk dynasty in Egypt in the 13th century marked an important period in the history of the Middle East. This dynasty was born from a military slave system which then took over political power. The Mamluk lifestyle was manifested by great military power, a prosperous economy, and a rich cultural heritage. The Mamluk dynasty also had an influence on Islamic civilization, including in the fields of architecture, art, science, science, and others. But before giving its glor to Islamic civilization The Mamluk dynasty went through a very long and difficult process. The destruction of Baghdad by the Mongol army made the Mamluk dynasty the savior of Islamic civilization with the success of the Mamluk troops who were able to repel the threat of destruction from the Mongol troops which ultimately made Egypt, Iraq and the surrounding areas intact and safe. So that Islamic civilization can develop religious values. The end of the Mamluk dynasty’d rule came in the 16th century when they faced external pressure and internal upheaval, ending their dominance in the region. Based on the background above, the focus of this article is: (1) the birth of the Mamluk Dynasty. (2) lifestyke of the Mamluk Dyasty (3) the collaps of the Mamluk Dynasty. This article uses a qualitative method, namely by collecting information or darta from literature and journal analysis as a reference. The purpose of this article (1) to find out the history of the founding of th Mamlu dynasty? (2) what wasthe lifestyle of the Mamluk dynasty? (3) how did the reign of the Mamluk dynasty end? The fina step that the author obtains the results of the research and writes the results into a scientific work so that readers know the history of the founding of te Mamluk kingdom until the collapse of the dynasty. The Mamluk dynasty was a dynasty that was founded in the 13th century in Egypt and this dynasty had a fairly lon history which resulted in the enthusiasm of the Mamluk to eradicate the threat from the Mongols.
{"title":"MASA PERADABAN DINASTI MAMLUK DI MESIR","authors":"Rafi'atun Najah Qomariah, Diva Maylana Surya, Dinda Novrika Fitria Yusup","doi":"10.62748/tarbawi.v11i01.71","DOIUrl":"https://doi.org/10.62748/tarbawi.v11i01.71","url":null,"abstract":"The birth of the Mamluk dynasty in Egypt in the 13th century marked an important period in the history of the Middle East. This dynasty was born from a military slave system which then took over political power. The Mamluk lifestyle was manifested by great military power, a prosperous economy, and a rich cultural heritage. The Mamluk dynasty also had an influence on Islamic civilization, including in the fields of architecture, art, science, science, and others. But before giving its glor to Islamic civilization The Mamluk dynasty went through a very long and difficult process. The destruction of Baghdad by the Mongol army made the Mamluk dynasty the savior of Islamic civilization with the success of the Mamluk troops who were able to repel the threat of destruction from the Mongol troops which ultimately made Egypt, Iraq and the surrounding areas intact and safe. So that Islamic civilization can develop religious values. The end of the Mamluk dynasty’d rule came in the 16th century when they faced external pressure and internal upheaval, ending their dominance in the region. Based on the background above, the focus of this article is: (1) the birth of the Mamluk Dynasty. (2) lifestyke of the Mamluk Dyasty (3) the collaps of the Mamluk Dynasty. This article uses a qualitative method, namely by collecting information or darta from literature and journal analysis as a reference. The purpose of this article (1) to find out the history of the founding of th Mamlu dynasty? (2) what wasthe lifestyle of the Mamluk dynasty? (3) how did the reign of the Mamluk dynasty end? The fina step that the author obtains the results of the research and writes the results into a scientific work so that readers know the history of the founding of te Mamluk kingdom until the collapse of the dynasty. The Mamluk dynasty was a dynasty that was founded in the 13th century in Egypt and this dynasty had a fairly lon history which resulted in the enthusiasm of the Mamluk to eradicate the threat from the Mongols.","PeriodicalId":33712,"journal":{"name":"Tarbawi","volume":"92 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140513127","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}
Khoda Siti Khoda, Abas Mansur Tamam, Imas Kania Rahman
In an era of increasingly advanced technology, more and more information is easily accessible to students, so that students in schools, especially vocational schools, experience many difficulties in forming religious characteristics. Seeing the phenomenon of degradation that occurs in education in Indonesia today, it is necessary to take the role of an appropriate education curriculum in order to overcome these problems.The focus of the problem in this study is the effect of implementing the hidden curriculum in the formation of the religious character of students in SMK. Researchers limit the problems that will be the object of research at SMK Islam Lukman Al Hakim. This study aims to determine the implementation of the hidden curriculum at SMK Islam Lukman Al Hakim. The approach used in this research is filed research. Researchers searched for data based on interviews, questionnaires, and reviewed documents and FGDs related to the research focus. Data analysis was performed using descriptive analysis and triangulation methods.The results found by the researcher were that the effect of the implementation of hidden curriculum activities at SMK Islam Lukman Al Hakim had a positive influence on the formation of the religious character of students. Hidden curriculum is a driving force to achieve national education goals. The form of hidden curriculum activities in the formation of religious character which is carried out in SMK is an activity of habituation, exemplary and advice and motivation given by teachers to students. This becomes the basis for formulating the concept of hidden curriculum in the moral development of students in junior high schools, among others, by mapping the moral problems of students in junior high schools, making policies, making strategies, planning activities and conducting ongoing evaluations
在科技日益发达的时代，越来越多的信息容易接触到学生，使学校尤其是职业学校的学生在形成宗教特色方面遇到了很多困难。鉴于今天印度尼西亚教育中出现的退化现象，有必要发挥适当的教育课程的作用，以克服这些问题。本研究的重点是隐性课程的实施对SMK学生宗教性格形成的影响。研究人员限制了SMK Islam Lukman Al Hakim将研究的问题。本研究旨在确定SMK Islam Lukman Al Hakim隐匿课程的实施情况。本研究采用的方法是实地研究。研究人员根据访谈、问卷、查阅与研究重点相关的文献和fgd进行数据检索。数据分析采用描述性分析和三角测量方法。研究者发现，SMK Islam Lukman Al Hakim隐蔽课程活动的实施效果对学生宗教性格的形成有积极的影响。隐性课程是实现国家教育目标的动力。SMK开展的宗教品格形成隐性课程活动形式是教师对学生的一种习惯化、示范性、劝导性和激励性活动。这就成为形成初中学生道德发展隐性课程概念的基础，通过绘制初中学生的道德问题，制定政策，制定策略，策划活动，并进行持续的评价
{"title":"Pengaruh hidden curriculum dalam Pembentukan karakter Religius peserta didik di SMK Islam Lukman Al Hakim Kabupaten Bogor","authors":"Khoda Siti Khoda, Abas Mansur Tamam, Imas Kania Rahman","doi":"10.26618/jtw.v8i02.4922","DOIUrl":"https://doi.org/10.26618/jtw.v8i02.4922","url":null,"abstract":"In an era of increasingly advanced technology, more and more information is easily accessible to students, so that students in schools, especially vocational schools, experience many difficulties in forming religious characteristics. Seeing the phenomenon of degradation that occurs in education in Indonesia today, it is necessary to take the role of an appropriate education curriculum in order to overcome these problems.The focus of the problem in this study is the effect of implementing the hidden curriculum in the formation of the religious character of students in SMK. Researchers limit the problems that will be the object of research at SMK Islam Lukman Al Hakim. This study aims to determine the implementation of the hidden curriculum at SMK Islam Lukman Al Hakim. The approach used in this research is filed research. Researchers searched for data based on interviews, questionnaires, and reviewed documents and FGDs related to the research focus. Data analysis was performed using descriptive analysis and triangulation methods.The results found by the researcher were that the effect of the implementation of hidden curriculum activities at SMK Islam Lukman Al Hakim had a positive influence on the formation of the religious character of students. Hidden curriculum is a driving force to achieve national education goals. The form of hidden curriculum activities in the formation of religious character which is carried out in SMK is an activity of habituation, exemplary and advice and motivation given by teachers to students. This becomes the basis for formulating the concept of hidden curriculum in the moral development of students in junior high schools, among others, by mapping the moral problems of students in junior high schools, making policies, making strategies, planning activities and conducting ongoing evaluations","PeriodicalId":33712,"journal":{"name":"Tarbawi","volume":"36 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038183","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}
Luluul Mukarromah, Misykat Malik Ibrahim, Saprin Saprin
Penelitian ini bertujuan untuk mengevaluasi program CB di SAIK dari aspek context, input, process, dan product. Jenis penelitian ini adalah penelitian evaluasi dengan pendekatan Mixed-Methods Research (MMR) dengan menggunakan model CIPP (Context, Input, Process, and Product) oleh Daniel L. Stufflebeam. Adapun metode yang digunakan adalah wawancara, observasi, angket, dan dokumentasi. Hasil penelitian menunjukkan bahwa (1) tahapan konteks; tujuan program CB adalah untuk meningkatkan mutu penyelenggaraan dan hasil pendidikan di sekolah yang mengarah pada pencapaian pembentukan karakter PD, (2) tahapan masukan; pelaksanaan program CB sudah sesuai dengan apa yang telah direncanakan, (3) tahapan proses; penerapan program CB di SAIK diintegrasikan ke dalam pembelajaran, (4) tahapan hasil; program CB telah berhasil mencapai tujuan berdasarkan kriteria yang telah ditetapkan. Rekomendasi penelitian ini adalah (1) tahapan context; hal yang berkaitan dengan program perlu dibuat dalam bentuk softcopy dan hardcopy (2) tahapan input; fasilitator diberikan pelatihan tentang bagaimana karakter yang harus dibangun di sekolah, (3) tahapan process; perlu pendekatan dan kerjasama antara fasilitator dan orang tua siswa, (4) tahapan product; perlu ditingkatkan dalam penyusunan buku pedoman atau juknis pelaksanaan program CB.
本研究的目的是评估文本、输入、过程和生产方面的CB程序。这一类型的研究是使用Daniel L. Stufflebeam模型的Mixed-Methods Research (MMR)方法的评估研究。至于所使用的方法包括采访、观察、预算和记录。研究结果表明(1)语境的顺序;CB项目的目的是改善学校的安排和教育结果，从而达到性格塑造的目的，(2)输入阶段;CB项目的实施符合计划，(3)进程阶段;泽尼克大学CB项目的应用融入学习，(4)成绩阶段;CB程序根据既定标准成功地达到了目标。本研究的建议为(1)密文的各个阶段;与程序相关的东西需要以软件和硬拷贝的形式(2)输入阶段;主持人对学校应该如何构建角色进行了培训，(3)流程;需要主持人和学生家长之间的方法和合作，(4)生产阶段;需要在手册编写中增加，或在CB程序中执行juknis。
{"title":"Evaluasi Program Character Building Berbasis Model CIPP (Context, Input, Process, and Product) di Sekolah Alam Insan Kamil Kabupaten Gowa","authors":"Luluul Mukarromah, Misykat Malik Ibrahim, Saprin Saprin","doi":"10.26618/jtw.v8i02.9368","DOIUrl":"https://doi.org/10.26618/jtw.v8i02.9368","url":null,"abstract":"Penelitian ini bertujuan untuk mengevaluasi program CB di SAIK dari aspek context, input, process, dan product. Jenis penelitian ini adalah penelitian evaluasi dengan pendekatan Mixed-Methods Research (MMR) dengan menggunakan model CIPP (Context, Input, Process, and Product) oleh Daniel L. Stufflebeam. Adapun metode yang digunakan adalah wawancara, observasi, angket, dan dokumentasi. Hasil penelitian menunjukkan bahwa (1) tahapan konteks; tujuan program CB adalah untuk meningkatkan mutu penyelenggaraan dan hasil pendidikan di sekolah yang mengarah pada pencapaian pembentukan karakter PD, (2) tahapan masukan; pelaksanaan program CB sudah sesuai dengan apa yang telah direncanakan, (3) tahapan proses; penerapan program CB di SAIK diintegrasikan ke dalam pembelajaran, (4) tahapan hasil; program CB telah berhasil mencapai tujuan berdasarkan kriteria yang telah ditetapkan. Rekomendasi penelitian ini adalah (1) tahapan context; hal yang berkaitan dengan program perlu dibuat dalam bentuk softcopy dan hardcopy (2) tahapan input; fasilitator diberikan pelatihan tentang bagaimana karakter yang harus dibangun di sekolah, (3) tahapan process; perlu pendekatan dan kerjasama antara fasilitator dan orang tua siswa, (4) tahapan product; perlu ditingkatkan dalam penyusunan buku pedoman atau juknis pelaksanaan program CB.","PeriodicalId":33712,"journal":{"name":"Tarbawi","volume":"35 52","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038185","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}
Penelitian ini bertujuan untuk mengetahui dari pemahaman positivisme dan mengkaji Humanisme sebagai sebuah aliran filsafat. Penelitian ini menggunakan pendekatan kualitatif deskriptif dan pada saat penelitian dilakukan perlu memiliki persepsi, penghayatan, pengalaman dan penilaian tertentu yang merefleksikan persepsi tersebut terhadap aspek mengenai filsafat positivisme dan humanisme yang menjadi obyek penelitan. Metode analisis yang dalam penelitian ini adalah data yang dianalisis secara deskriptif dengan menggunakan analisis mendasar tentang pemahaman positivisme dan mengkaji Humanisme Hasil analisis menggambarkan dan menbahas secara detail tentang positivisme dan humanisme kaitannya dengan kajian filsafat Islam dengan menggunakan berbagai landasan teori dan penyelesaian terhadap suatu permasalahan yang telah dirumuskan sebelumnya dan memberikan gambaran mengenai Filsafat Positivisme menunjukkan suatu aliran filsafat yang menyatakan ilmu alam sebagai satu-satunya sumber pengetahuan yang benar dan menolak aktivitas yang berkenaan dengan metafisik. Sebagai dampak dari revolusi itu, muncul aliran-aliran filsafat yang terang-terangan menyuarakan pentingnya ilmu pengetahuan terkhusus pada ilmu pengetahuan yang dapat dicerna secara empiris, dan Humanisme memberikan pandangan yang memandang bahwa manusia memiliki satu kehidupan yang diisi dengan kreatifitas dan kebahagiaan, yang tidak membutuhkan persetujuan ataupun dukungan dari entitas supernatural manapun, dimana entitas ini sama sekali tidak ada. Dan manusia, dengan kecerdasan dan saling bekerjasama, dapat membangun sebuah kedamaian dan keindahan di muka bumi ini.Kata Kunci : Positivisme, Humanisme
{"title":"Filsafat Positivisme dan Humanisme (Suatu Kajian Filsafat Islam)","authors":"Husain Abdullah","doi":"10.26618/jtw.v8i02.7091","DOIUrl":"https://doi.org/10.26618/jtw.v8i02.7091","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui dari pemahaman positivisme dan mengkaji Humanisme sebagai sebuah aliran filsafat. Penelitian ini menggunakan pendekatan kualitatif deskriptif dan pada saat penelitian dilakukan perlu memiliki persepsi, penghayatan, pengalaman dan penilaian tertentu yang merefleksikan persepsi tersebut terhadap aspek mengenai filsafat positivisme dan humanisme yang menjadi obyek penelitan. Metode analisis yang dalam penelitian ini adalah data yang dianalisis secara deskriptif dengan menggunakan analisis mendasar tentang pemahaman positivisme dan mengkaji Humanisme Hasil analisis menggambarkan dan menbahas secara detail tentang positivisme dan humanisme kaitannya dengan kajian filsafat Islam dengan menggunakan berbagai landasan teori dan penyelesaian terhadap suatu permasalahan yang telah dirumuskan sebelumnya dan memberikan gambaran mengenai Filsafat Positivisme menunjukkan suatu aliran filsafat yang menyatakan ilmu alam sebagai satu-satunya sumber pengetahuan yang benar dan menolak aktivitas yang berkenaan dengan metafisik. Sebagai dampak dari revolusi itu, muncul aliran-aliran filsafat yang terang-terangan menyuarakan pentingnya ilmu pengetahuan terkhusus pada ilmu pengetahuan yang dapat dicerna secara empiris, dan Humanisme memberikan pandangan yang memandang bahwa manusia memiliki satu kehidupan yang diisi dengan kreatifitas dan kebahagiaan, yang tidak membutuhkan persetujuan ataupun dukungan dari entitas supernatural manapun, dimana entitas ini sama sekali tidak ada. Dan manusia, dengan kecerdasan dan saling bekerjasama, dapat membangun sebuah kedamaian dan keindahan di muka bumi ini.Kata Kunci : Positivisme, Humanisme","PeriodicalId":33712,"journal":{"name":"Tarbawi","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038184","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}
Penelitian ini dilakukan bertujuan untuk: (1) mengetahui pembelajaran Al-Qur’an di SDIT Ikhtiar Makassar; (2) menganalisis perkembangan pembelajaran Al-Qur’an di SDIT Ikhtiar Makassar; (3) mendeskripsikan strategi guru dalam pengembangan pembelajaran Al-Qur’an di SDIT Ikhtiar Makassar. Pendekatan dan jenis penelitian ini adalah penelitian kualitatif. Lokasi penelitian di SD Islam Terpadu Ikhtiar Makassar, sumber data dalam penelitian ini ada dua yaitu data primer dan data sekunder. Teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Teknik analisis data melalui display data, verifikasi data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran Al-Qur’an di SDIT Ikhtiar Makassar tidak lepas dari sistem pembelajaran yang digunakan, baik dari kualifikasi guru yang bersertifikasi, siswa yang mengikuti pembelajaran berkelompok sesuai kemampuan masing-masing, dan pembelajaran Al-Qur’an dengan menggunakan metode Ummi. Pembelajean Al-Qur’an di SDIT Ikhtiar menggunakan target tertentu sebagai acuan hasil belajar, dan dalam 3 tahun terakhir telah mengalami perkembangan ditandai dengan adanya peningkatan capaian hasil pembelajaran, dari 42% di 2020-2021, 48% di 2021-2022, dan 92% di tahun 2022-2023. Capaian tersebut tentu dipengaruhi oleh strategi yang dilakukan guru dalam mengawal pembelajaran. Selain melekukan strategi sesuai standar Ummi Foundation, para guru juga berinisiatif untuk mengembangkan strategi seperti: (1) Pemberian punishment dan reward; (2) Penambahan waktu belajar di luar jam belajar; (3) Mengadakan bimbingan khusus bagi kelompok dengan kemapuan siswa yang berbeda; (4) Membangun komunikasi dengan orangtua siswa.Kata kunci: Pengajar Al Qur'an; Metode; Pengembangan; Strategi
{"title":"STRATEGI GURU DALAM PENGEMBANGAN PEMBELAJARAN AL-QUR’AN DI SDIT IKHTIAR MAKASSAR","authors":"Kameriah Saraswati, Hasibuddin Mahmud, Rosmiati Rosmiati","doi":"10.26618/jtw.v8i02.11816","DOIUrl":"https://doi.org/10.26618/jtw.v8i02.11816","url":null,"abstract":"Penelitian ini dilakukan bertujuan untuk: (1) mengetahui pembelajaran Al-Qur’an di SDIT Ikhtiar Makassar; (2) menganalisis perkembangan pembelajaran Al-Qur’an di SDIT Ikhtiar Makassar; (3) mendeskripsikan strategi guru dalam pengembangan pembelajaran Al-Qur’an di SDIT Ikhtiar Makassar. Pendekatan dan jenis penelitian ini adalah penelitian kualitatif. Lokasi penelitian di SD Islam Terpadu Ikhtiar Makassar, sumber data dalam penelitian ini ada dua yaitu data primer dan data sekunder. Teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Teknik analisis data melalui display data, verifikasi data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran Al-Qur’an di SDIT Ikhtiar Makassar tidak lepas dari sistem pembelajaran yang digunakan, baik dari kualifikasi guru yang bersertifikasi, siswa yang mengikuti pembelajaran berkelompok sesuai kemampuan masing-masing, dan pembelajaran Al-Qur’an dengan menggunakan metode Ummi. Pembelajean Al-Qur’an di SDIT Ikhtiar menggunakan target tertentu sebagai acuan hasil belajar, dan dalam 3 tahun terakhir telah mengalami perkembangan ditandai dengan adanya peningkatan capaian hasil pembelajaran, dari 42% di 2020-2021, 48% di 2021-2022, dan 92% di tahun 2022-2023. Capaian tersebut tentu dipengaruhi oleh strategi yang dilakukan guru dalam mengawal pembelajaran. Selain melekukan strategi sesuai standar Ummi Foundation, para guru juga berinisiatif untuk mengembangkan strategi seperti: (1) Pemberian punishment dan reward; (2) Penambahan waktu belajar di luar jam belajar; (3) Mengadakan bimbingan khusus bagi kelompok dengan kemapuan siswa yang berbeda; (4) Membangun komunikasi dengan orangtua siswa.Kata kunci: Pengajar Al Qur'an; Metode; Pengembangan; Strategi","PeriodicalId":33712,"journal":{"name":"Tarbawi","volume":"35 51","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038186","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 : 2023-11-12DOI: 10.26618/jtw.v8i02.10057
Agung Wahyu Adhy, Abas Mansur Tamam, Imas Kania Rahman
AbstrakPendidikan anak adalah amanah yang Allah bebankan kepada para orang tua. Mereka adalah madrasah ula bagi anak-anak sebelum mereka mengenal sekolah formal. Pendidikan orang tua terhadap anak adalah amanah surat al-Tahrim ayat 6. Islam sangat memperhatikan pendidikan anak karena mereka akan menjadi Sumber Daya Manusia yang akan mempengaruhi perkembangan peradaban. Perhatian Islam terhadap pendidikan anak yang menjadi amanah bagi orang tuanya, dimulai jauh sebelum anak tersebut lahir ke dunia, yang dikenal dengan istilah pendidikan prenatal atau pra lahir. Sebelum terjadinya pembuahan (prakonsepsi), anak harus sudah mendapatkan hak yang disebut fase persiapan mendidik, di antaranya haknya adalah dipilihkan untuknya calon ayah atau ibu yang baik. Pendidikan kemudian berlanjut pascakonsepsi sampai anak dilahirkan. Pada fase ini peran orang tua sangat besar sekali. Orang tua pada masa pendidikan preanatal bisa memulainya dengan memberikan stimulus-stimulus yang dapat merangsang otak dan perkembangan syaraf sebelum lahir. Sayangnya pendidikan prenatal yang merupakan masa kritis bagi perkembangan fisik, emosi dan mental bayi masih jarang dilakukan oleh orang tua, padahal ini adalah bagian dari amanah orang tua terhadap anak-anaknya. Penyebabnya bisa karena kurangnya pengetahuan dan pengalaman, serta adanya anggapan keliru bahwa pendidikan anak baru dimulai ketika anak telah lahir yaitu pada masa preschool. Kata kunci: Amanah, Pendidikan, Prenatal AbstractChildren's education is a mandate that Allah burdens parents with. They are ula madrasas for children before they know formal schooling. Parental education for children is the mandate of Surat al-Tahrim verse 6. Islam pays great attention to children's education because they will become human resources who will influence the development of civilization. Islam's concern for children's education, which is a mandate for their parents, begins long before the child is born into the world, which is known as prenatal or prenatal education. Prior to conception (preconception), the child must have obtained the right which is called the educational preparation phase, one of which is the right to choose a good father or mother for him. Education then continues postconception until the child is born. In this phase the role of parents is very big. Parents during the prenatal education period can start by providing stimuli that can stimulate the brain and nerve development before birth. Unfortunately prenatal education which is a critical period for the physical, emotional and mental development of babies is still rarely carried out by parents, even though this is part of the mandate of parents towards their children. The reason could be due to a lack of knowledge and experience, as well as the mistaken assumption that a child's education begins only when the child is born, namely during the preschool period.Keywords: Mandate, Education, Prenatal
{"title":"Amanah Orang Tua Terhadap Perkembangan dan Pendidikan Anak Prenatal Dalam Perspektif Islam","authors":"Agung Wahyu Adhy, Abas Mansur Tamam, Imas Kania Rahman","doi":"10.26618/jtw.v8i02.10057","DOIUrl":"https://doi.org/10.26618/jtw.v8i02.10057","url":null,"abstract":"AbstrakPendidikan anak adalah amanah yang Allah bebankan kepada para orang tua. Mereka adalah madrasah ula bagi anak-anak sebelum mereka mengenal sekolah formal. Pendidikan orang tua terhadap anak adalah amanah surat al-Tahrim ayat 6. Islam sangat memperhatikan pendidikan anak karena mereka akan menjadi Sumber Daya Manusia yang akan mempengaruhi perkembangan peradaban. Perhatian Islam terhadap pendidikan anak yang menjadi amanah bagi orang tuanya, dimulai jauh sebelum anak tersebut lahir ke dunia, yang dikenal dengan istilah pendidikan prenatal atau pra lahir. Sebelum terjadinya pembuahan (prakonsepsi), anak harus sudah mendapatkan hak yang disebut fase persiapan mendidik, di antaranya haknya adalah dipilihkan untuknya calon ayah atau ibu yang baik. Pendidikan kemudian berlanjut pascakonsepsi sampai anak dilahirkan. Pada fase ini peran orang tua sangat besar sekali. Orang tua pada masa pendidikan preanatal bisa memulainya dengan memberikan stimulus-stimulus yang dapat merangsang otak dan perkembangan syaraf sebelum lahir. Sayangnya pendidikan prenatal yang merupakan masa kritis bagi perkembangan fisik, emosi dan mental bayi masih jarang dilakukan oleh orang tua, padahal ini adalah bagian dari amanah orang tua terhadap anak-anaknya. Penyebabnya bisa karena kurangnya pengetahuan dan pengalaman, serta adanya anggapan keliru bahwa pendidikan anak baru dimulai ketika anak telah lahir yaitu pada masa preschool. Kata kunci: Amanah, Pendidikan, Prenatal AbstractChildren's education is a mandate that Allah burdens parents with. They are ula madrasas for children before they know formal schooling. Parental education for children is the mandate of Surat al-Tahrim verse 6. Islam pays great attention to children's education because they will become human resources who will influence the development of civilization. Islam's concern for children's education, which is a mandate for their parents, begins long before the child is born into the world, which is known as prenatal or prenatal education. Prior to conception (preconception), the child must have obtained the right which is called the educational preparation phase, one of which is the right to choose a good father or mother for him. Education then continues postconception until the child is born. In this phase the role of parents is very big. Parents during the prenatal education period can start by providing stimuli that can stimulate the brain and nerve development before birth. Unfortunately prenatal education which is a critical period for the physical, emotional and mental development of babies is still rarely carried out by parents, even though this is part of the mandate of parents towards their children. The reason could be due to a lack of knowledge and experience, as well as the mistaken assumption that a child's education begins only when the child is born, namely during the preschool period.Keywords: Mandate, Education, Prenatal","PeriodicalId":33712,"journal":{"name":"Tarbawi","volume":"35 50","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038187","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}
Dalam konsep dan pelaksanaan pendidikan terdapat beberapa komponen yang terdapat di dalam sebuah pendidikan yaitu pendidik, peserta didik, kurikulum, proses belajar mengajar dan serana-praserana. Dari beberapa komponen-komponen pendidikan yang di sebutkan di atas yang sangat vital yaitu pada proses pembelajaran, karena di dalam komponen proses pembelajaran ini terjadi interaksi edukatif antara guru dan murid. Interaksi edukatif merupakan suatu proses hubungan timbal balik yang memiliki tujuan yang khsus yaitu agar dapat mendewasakan peserta didik agar dapat berdiri sendiri, dapat menemukan jati diri peserta didik. Menurut Sardiman dalam memberikan motivasi kearah yang ingin dicapai, hubungan peserta didik dan pendidik harus bersifat edukatif. Dalam hal ini salah satu factor yang dapat menyebabkan interaksi berjalan dengan baik yaitu kemampuan seorang guru. Seorang guru dituntut agar mampu menggunakan sebagai macam keterampilan, strategi, dan alat bantu saat sedang berinteraksi dengan peserta didik. Alat bantu yang dimaksud didalam penelitian merupakan reward dan punishment. Jenis penelitian didalam penelitian ini merupakan jenis penelitian asosiasif hubungan kausal dengan pendekatan Kuantitatif deskriptif. Populasi didalam penelitian ini adalah seluruh peserta didik kelas V SD Negeri 4 Kuripan pada tahun pelajaran 2021-2022 yang berjumlah 113 peserta didik, sampel nya 28 peserta didik dan tehnik pengambilan sampel menggunakan randem sampling atau secara acak. Tehnik pengumpulan data didalam penelitian ini menggunakan angket, wawancara dan dokumentasi. Data yang didapatkan dianalisis dengan menggunakan tehnik analisis data berupa analisis normalitas, linieritas, regresi berganda dan koefesien determinan
{"title":"Pengaruah Interaksi Edukatif Dan Reward Punishment Terhadap Hasil Belajar Peserta Didik Pada Mata Pelajaran Pendidikan Agama Islam Kelas V Sd Negeri 4 Kuripan, Kecamatan Kotaagung, Kabupaten Tanggamus","authors":"Agil Nanda Pariangan","doi":"10.26618/jtw.v8i02.8713","DOIUrl":"https://doi.org/10.26618/jtw.v8i02.8713","url":null,"abstract":"Dalam konsep dan pelaksanaan pendidikan terdapat beberapa komponen yang terdapat di dalam sebuah pendidikan yaitu pendidik, peserta didik, kurikulum, proses belajar mengajar dan serana-praserana. Dari beberapa komponen-komponen pendidikan yang di sebutkan di atas yang sangat vital yaitu pada proses pembelajaran, karena di dalam komponen proses pembelajaran ini terjadi interaksi edukatif antara guru dan murid. Interaksi edukatif merupakan suatu proses hubungan timbal balik yang memiliki tujuan yang khsus yaitu agar dapat mendewasakan peserta didik agar dapat berdiri sendiri, dapat menemukan jati diri peserta didik. Menurut Sardiman dalam memberikan motivasi kearah yang ingin dicapai, hubungan peserta didik dan pendidik harus bersifat edukatif. Dalam hal ini salah satu factor yang dapat menyebabkan interaksi berjalan dengan baik yaitu kemampuan seorang guru. Seorang guru dituntut agar mampu menggunakan sebagai macam keterampilan, strategi, dan alat bantu saat sedang berinteraksi dengan peserta didik. Alat bantu yang dimaksud didalam penelitian merupakan reward dan punishment. Jenis penelitian didalam penelitian ini merupakan jenis penelitian asosiasif hubungan kausal dengan pendekatan Kuantitatif deskriptif. Populasi didalam penelitian ini adalah seluruh peserta didik kelas V SD Negeri 4 Kuripan pada tahun pelajaran 2021-2022 yang berjumlah 113 peserta didik, sampel nya 28 peserta didik dan tehnik pengambilan sampel menggunakan randem sampling atau secara acak. Tehnik pengumpulan data didalam penelitian ini menggunakan angket, wawancara dan dokumentasi. Data yang didapatkan dianalisis dengan menggunakan tehnik analisis data berupa analisis normalitas, linieritas, regresi berganda dan koefesien determinan","PeriodicalId":33712,"journal":{"name":"Tarbawi","volume":"35 48","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135038189","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 : 2023-06-12DOI: 10.32939/tarbawi.v19i1.2370
Herri Mulyono
The present study aimed to examine the academic writing creativity and self-efficacy of Indonesian school teachers. Under a survey design, a five-point Likert scale of Academic Writing Creativity and Self-Efficacy (ACSE) questionnaire was distributed to school teachers in Jakarta, Bogor, Depok, Tangerang, and Bekasi, of whom 262 voluntarily completed it. Rasch analysis was conducted on the quantitative data, with the results showing that almost half of Indonesian school teachers possess a low level of academic writing creativity and self-efficacy (N = 112, or 48.7%), some with a moderate level (N = 88, or 38.3%), and a few with a high level (N = 30, or 13%). Although teachers were found to have a strong ability to seek feedback on their writing from their colleagues and to make decisions about whether to accept or reject it, they lacked creativity in their academic writing, particularly their skill to express original ideas using a wide range of words and expressions in a grammatically correct manner. Moreover, their competence in utilizing technology for writing resources and assistance, such as researching pertinent literature, referencing accurately, paraphrasing effectively, and addressing spelling and other language errors, was limited. A discussion of the findings was presented in the article, and recommendations were offered regarding further academic writing training and research.
{"title":"School Teachers’ Creativity and Self-efficacy in Writing an Academic Text: A Rasch-Based Survey Analysis","authors":"Herri Mulyono","doi":"10.32939/tarbawi.v19i1.2370","DOIUrl":"https://doi.org/10.32939/tarbawi.v19i1.2370","url":null,"abstract":"The present study aimed to examine the academic writing creativity and self-efficacy of Indonesian school teachers. Under a survey design, a five-point Likert scale of Academic Writing Creativity and Self-Efficacy (ACSE) questionnaire was distributed to school teachers in Jakarta, Bogor, Depok, Tangerang, and Bekasi, of whom 262 voluntarily completed it. Rasch analysis was conducted on the quantitative data, with the results showing that almost half of Indonesian school teachers possess a low level of academic writing creativity and self-efficacy (N = 112, or 48.7%), some with a moderate level (N = 88, or 38.3%), and a few with a high level (N = 30, or 13%). Although teachers were found to have a strong ability to seek feedback on their writing from their colleagues and to make decisions about whether to accept or reject it, they lacked creativity in their academic writing, particularly their skill to express original ideas using a wide range of words and expressions in a grammatically correct manner. Moreover, their competence in utilizing technology for writing resources and assistance, such as researching pertinent literature, referencing accurately, paraphrasing effectively, and addressing spelling and other language errors, was limited. A discussion of the findings was presented in the article, and recommendations were offered regarding further academic writing training and research.","PeriodicalId":33712,"journal":{"name":"Tarbawi","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84569798","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 Covid-19 pandemic has compelled a shift to online learning, thereby necessitating parental involvement in their children's education at home. In this study, we aim to explore the perceptions and roles of parents in guiding their children's mathematics education during the pandemic. Our research comprises a sample of 67 participants who are parents of junior high school students with diverse occupational backgrounds in Jambi, Riau, and West Sumatra. We adopted an accidental sampling technique to select our research sample. The primary instrument for our study is a questionnaire that consists of closed questions that probe parents' emotions, knowledge, and perceptions regarding their responsibility in supporting their children's learning at home. Our survey was conducted in two phases: the initial phase spanning six months at the onset of the pandemic, and the second phase occurring several months later. Our findings indicate that during the first phase, parents were generally unaware of their roles and held negative perceptions of the online learning process. However, in the second phase, parents demonstrated a more proactive and mentoring role in supporting their children's online learning. Our study highlights the vital role of parents in facilitating their children's education during the pandemic and suggests that parental involvement is essential for optimizing online learning outcomes.
{"title":"Role and Perception of Parents in Guiding Students’ Mathematics Learning During the Covid-19 Pandemic","authors":"Mhmd Habibi, Rizki Erdayani, Emelya Putri Mulfina, Winda Fajar Qomariah, Muhammad Ilham, Intan Fitri","doi":"10.32939/tarbawi.v18i2.1500","DOIUrl":"https://doi.org/10.32939/tarbawi.v18i2.1500","url":null,"abstract":"The Covid-19 pandemic has compelled a shift to online learning, thereby necessitating parental involvement in their children's education at home. In this study, we aim to explore the perceptions and roles of parents in guiding their children's mathematics education during the pandemic. Our research comprises a sample of 67 participants who are parents of junior high school students with diverse occupational backgrounds in Jambi, Riau, and West Sumatra. We adopted an accidental sampling technique to select our research sample. The primary instrument for our study is a questionnaire that consists of closed questions that probe parents' emotions, knowledge, and perceptions regarding their responsibility in supporting their children's learning at home. Our survey was conducted in two phases: the initial phase spanning six months at the onset of the pandemic, and the second phase occurring several months later. Our findings indicate that during the first phase, parents were generally unaware of their roles and held negative perceptions of the online learning process. However, in the second phase, parents demonstrated a more proactive and mentoring role in supporting their children's online learning. Our study highlights the vital role of parents in facilitating their children's education during the pandemic and suggests that parental involvement is essential for optimizing online learning outcomes.","PeriodicalId":33712,"journal":{"name":"Tarbawi","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88271733","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 : 2022-06-08DOI: 10.32939/tarbawi.v18i1.1689
Nuzmi Sasferi
The most crucial inventory of literacy skills for students is completing a final project in the form of a thesis. However, many students experience high levels of anxiety during the guidance process, due to worries about conducting difficult research and demands from parents, as well as finding problems that can be used as titles, understanding how to write scientific papers, finding references, and meeting supervisors. This leads to stress among students, who feel pressured and lack confidence in their abilities, which is an important phenomenon studied here. Therefore, this study aims to determine the influence of student self-efficacy factors on their ability to complete their thesis. This research is a form of correlation between student self-efficacy and the ability to write a thesis, and it involved 117 seventh-semester students of the Islamic Religious Education study program at one of the Islamic universities in Jambi, Indonesia. The study used a Thesis Writing Resilience questionnaire consisting of 43 items and an Academic Self-Efficacy questionnaire consisting of 35 items. The study found a strong correlation between self-efficacy and the ability to complete a thesis with a correlation coefficient of -0.8. Therefore, there is a strong influence of student self-efficacy on their ability to write a thesis. Self-efficacy can reduce or decrease student anxiety in preparing a thesis. This level of academic self-efficacy is more influenced by the level of individual resilience to their beliefs and individual ability to master a task. By improving student self-efficacy, students can feel more confident and less anxious in the thesis writing process. Therefore, universities and educators should develop interventions to improve student self-efficacy, such as providing guidance and support to help students develop the necessary skills to complete their thesis successfully. Additionally, future research should explore other factors that may influence student self-efficacy, such as family support, cultural backgrounds, and personal motivation, to gain a more comprehensive understanding of the topic.
{"title":"Effect of Academic Self-Efficacy on Students’ Thesis Writing Resilience","authors":"Nuzmi Sasferi","doi":"10.32939/tarbawi.v18i1.1689","DOIUrl":"https://doi.org/10.32939/tarbawi.v18i1.1689","url":null,"abstract":"The most crucial inventory of literacy skills for students is completing a final project in the form of a thesis. However, many students experience high levels of anxiety during the guidance process, due to worries about conducting difficult research and demands from parents, as well as finding problems that can be used as titles, understanding how to write scientific papers, finding references, and meeting supervisors. This leads to stress among students, who feel pressured and lack confidence in their abilities, which is an important phenomenon studied here. Therefore, this study aims to determine the influence of student self-efficacy factors on their ability to complete their thesis. This research is a form of correlation between student self-efficacy and the ability to write a thesis, and it involved 117 seventh-semester students of the Islamic Religious Education study program at one of the Islamic universities in Jambi, Indonesia. The study used a Thesis Writing Resilience questionnaire consisting of 43 items and an Academic Self-Efficacy questionnaire consisting of 35 items. The study found a strong correlation between self-efficacy and the ability to complete a thesis with a correlation coefficient of -0.8. Therefore, there is a strong influence of student self-efficacy on their ability to write a thesis. Self-efficacy can reduce or decrease student anxiety in preparing a thesis. This level of academic self-efficacy is more influenced by the level of individual resilience to their beliefs and individual ability to master a task. By improving student self-efficacy, students can feel more confident and less anxious in the thesis writing process. Therefore, universities and educators should develop interventions to improve student self-efficacy, such as providing guidance and support to help students develop the necessary skills to complete their thesis successfully. Additionally, future research should explore other factors that may influence student self-efficacy, such as family support, cultural backgrounds, and personal motivation, to gain a more comprehensive understanding of the topic.","PeriodicalId":33712,"journal":{"name":"Tarbawi","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84963863","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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