This study focuses on the theme of the modernization of Islamic education by reintroducing a Muslim intellectual in the repertoire of Islamic thought in modern era, Fazlur Rahman, a Muslim scholar who positioned himself in the Neo-modernist group. This type of research is library research, with a descriptive-qualitative approach, a research methods that aim to describe in full and in depth about social reality and various phenomena that occur in society. The results showed that the Fazlul Rahman's idea of the modernization of Islamic education was motivated by his anxiety about the development of Islamic education which was increasingly left behind and tended to be stagnant. According to Rahman this is due to the many problems in Islamic education, such as: 1) the purpose of education that is not directed in a positive, education tends to be incentive, 2) the existence of educational dichotomy 3) low quality of students, 4) lack of quality and professional educators 5) and the limited Islamic literature available in several libraries and educational institutions. Through his ideas, he tried to renew Islamic education by not forgetting the classical heritage of Muslims. His criticism is directed at the orientation of Islamic education which should not only focus on the needs of the world or the hereafter, but must be both, the world and the hereafter. The contribution of thought and renewal of Islamic education that has been inscribed by Fazlur Rahman has been widely applied in various countries, including in Indonesia.�Keywords: Fazlur rahman, Modernization, Islamic Education
{"title":"KONSEP PEMIKIRAN FAZLUR RAHMAN TENTANG MODERNISASI PENDIDIKAN ISLAM DAN RELEVANSINYA TERHADAP PENDIDIKAN ISLAM DI INDONESIA","authors":"H. Prayitno, Aminul Qodat","doi":"10.30659/JSPI.V2I2.5150","DOIUrl":"https://doi.org/10.30659/JSPI.V2I2.5150","url":null,"abstract":"This study focuses on the theme of the modernization of Islamic education by reintroducing a Muslim intellectual in the repertoire of Islamic thought in modern era, Fazlur Rahman, a Muslim scholar who positioned himself in the Neo-modernist group. This type of research is library research, with a descriptive-qualitative approach, a research methods that aim to describe in full and in depth about social reality and various phenomena that occur in society. The results showed that the Fazlul Rahman's idea of the modernization of Islamic education was motivated by his anxiety about the development of Islamic education which was increasingly left behind and tended to be stagnant. According to Rahman this is due to the many problems in Islamic education, such as: 1) the purpose of education that is not directed in a positive, education tends to be incentive, 2) the existence of educational dichotomy 3) low quality of students, 4) lack of quality and professional educators 5) and the limited Islamic literature available in several libraries and educational institutions. Through his ideas, he tried to renew Islamic education by not forgetting the classical heritage of Muslims. His criticism is directed at the orientation of Islamic education which should not only focus on the needs of the world or the hereafter, but must be both, the world and the hereafter. The contribution of thought and renewal of Islamic education that has been inscribed by Fazlur Rahman has been widely applied in various countries, including in Indonesia.�Keywords: Fazlur rahman, Modernization, Islamic Education","PeriodicalId":373787,"journal":{"name":"Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134334207","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}
In the hadith of the Prophet explained one of the attributes called the term al-haya '. The nature of al-haya �is translated in Indonesian with the meaning of shame. Most people assume the nature of shame is a bad trait that should be kept away from someone's personal. But the shame is actually recommended by the Prophet because it is a good quality as stipulated in the hadith of Imran Ibn Husain, narrated by Ahmad Ibn Hanbal. This study aims to provide an explanation of the nature of shame mentioned by the Prophet as one of the good qualities. The conclusion of this study is the answer for people who still have the notion that shame is a bad trait that must be abandoned. The nature of shame is very urgent in Islamic education that should be fostered by all Muslims. That is due to the nature of shame can contribute to education, among others: 1) Education in shame can foster human ability to maintain the mind; 2) Keeping away actions that consume things that are prohibited; 3) Always remember death; 4) Become a person who is zuhud; 5) Contribute to the education of faith; 6) Education to decorate and beautify yourself with commendable qualities namely shame; 7) Human education to achieve the love of Allah.�Keywords: Hadith, Prophet, Imran, Embarrassed, Education
{"title":"URGENSI PENDIDIKAN SIFAT MALU DALAM HADITS (Telaah Hadits Imran Ibn Husain tentang Sifat Malu dalam Kitab Musnad Ahmad Ibn Hanbal)","authors":"Supian Sauri","doi":"10.30659/JSPI.V2I2.5153","DOIUrl":"https://doi.org/10.30659/JSPI.V2I2.5153","url":null,"abstract":"In the hadith of the Prophet explained one of the attributes called the term al-haya '. The nature of al-haya �is translated in Indonesian with the meaning of shame. Most people assume the nature of shame is a bad trait that should be kept away from someone's personal. But the shame is actually recommended by the Prophet because it is a good quality as stipulated in the hadith of Imran Ibn Husain, narrated by Ahmad Ibn Hanbal. This study aims to provide an explanation of the nature of shame mentioned by the Prophet as one of the good qualities. The conclusion of this study is the answer for people who still have the notion that shame is a bad trait that must be abandoned. The nature of shame is very urgent in Islamic education that should be fostered by all Muslims. That is due to the nature of shame can contribute to education, among others: 1) Education in shame can foster human ability to maintain the mind; 2) Keeping away actions that consume things that are prohibited; 3) Always remember death; 4) Become a person who is zuhud; 5) Contribute to the education of faith; 6) Education to decorate and beautify yourself with commendable qualities namely shame; 7) Human education to achieve the love of Allah.�Keywords: Hadith, Prophet, Imran, Embarrassed, Education","PeriodicalId":373787,"journal":{"name":"Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121117363","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}
This study aims to describe how the strategy of Islamic Education teachers in handling inclusion children in SD Hj Isriati Baiturahman 1 Semarang which consists of: planning, learning process, and evaluation or handling carried out by the Islamic Religious Education teacher right when studying at SD Hj Isriati Baiturahman 1 Semarang.�������������� The research conducted by the author is qualitative research. The research subjects were Islamic Education teachers who taught inclusion children from class I to class VI and collaborated with Counseling Guidance teachers. While the object of this research is the right strategy for inclusion children in Islamic Education subjects. Data is carried out through observation, interviews, documentation. The validity of the data used is Triangulation. Analysis of the data used is Reduction, Display, Conclusing Drawing.�������������� This research is intended to answer the problem: How is the strategy of Islamic Education teachers in handling inclusion children in SD Hj Isriati Baiturahman 1 Semarang. This study shows that: (a) planning of personal records is carried out to Islamic Religious Education teachers with data obtained from homeroom teachers who are followed up by Counseling Guidance teachers. This makes it easy for Islamic Education teachers to plan treatment strategies before learning takes place for inclusion children with various characteristics in different classes. (b) For the implementation of learning carried out in various classes, Islamic Education teachers are assisted by Shadow or accompanying teachers. (c) the handling or evaluation of the study that the strategies of the four Islamic Education teachers have strategies that vary according to the level of characteristics of the inclusion child (Slow Learner, ADHD, mentally disabled).�Keywords : inclusion, Islamic Studies Teacher, strategy
{"title":"STRATEGI GURU PENDIDIKAN AGAMA ISLAM DALAM MENANGANI ANAK INKLUSI DI SD HJ ISRIATI BAITURAHMAN 1 SEMARANG TAHUN 2018","authors":"Azzah Nor Musthofiyah, Hidayatus Sholihah","doi":"10.30659/JSPI.V2I2.5148","DOIUrl":"https://doi.org/10.30659/JSPI.V2I2.5148","url":null,"abstract":"This study aims to describe how the strategy of Islamic Education teachers in handling inclusion children in SD Hj Isriati Baiturahman 1 Semarang which consists of: planning, learning process, and evaluation or handling carried out by the Islamic Religious Education teacher right when studying at SD Hj Isriati Baiturahman 1 Semarang.�������������� The research conducted by the author is qualitative research. The research subjects were Islamic Education teachers who taught inclusion children from class I to class VI and collaborated with Counseling Guidance teachers. While the object of this research is the right strategy for inclusion children in Islamic Education subjects. Data is carried out through observation, interviews, documentation. The validity of the data used is Triangulation. Analysis of the data used is Reduction, Display, Conclusing Drawing.�������������� This research is intended to answer the problem: How is the strategy of Islamic Education teachers in handling inclusion children in SD Hj Isriati Baiturahman 1 Semarang. This study shows that: (a) planning of personal records is carried out to Islamic Religious Education teachers with data obtained from homeroom teachers who are followed up by Counseling Guidance teachers. This makes it easy for Islamic Education teachers to plan treatment strategies before learning takes place for inclusion children with various characteristics in different classes. (b) For the implementation of learning carried out in various classes, Islamic Education teachers are assisted by Shadow or accompanying teachers. (c) the handling or evaluation of the study that the strategies of the four Islamic Education teachers have strategies that vary according to the level of characteristics of the inclusion child (Slow Learner, ADHD, mentally disabled).�Keywords : inclusion, Islamic Studies Teacher, strategy","PeriodicalId":373787,"journal":{"name":"Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115366810","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 main problem in this research is how the implementation of strategy of the teacher� in selectif the method variation on the learning of SKI in MTs. Miftahul Ulum Weding Bonang Demak and how is the positive response of learners to the variation of methods on learning SKI in MTs. Miftahul Ulum Weding Bonang Demak.The method used in this study is a qualitative method, data collection techniques used by researchers are interviews, observation, and documentation.The result s of this study are: 1) there are variations of strategy used by the teacher on learning SKI in MTs. Miftahul Ulum, the consideration of using strategies are: the healt condition of learners; the psychological condition of learners; the scheduled time for SKI subjects;the contens of the SKI lesson material to be delivered. 2) positive response of learners to the variation of methods on learning SKI in MTs. Miftahul Ulum is shown by the spirit of learning when the lesson of SKI is delivered by using variation of learning method, the learners are not sleepy when subjects of SKI are delivered with varied method, they feel good and not bored when SKI lesson is presented by using varied method, lacking of the subject of SKI organized by the school, and felt the need to add additional hours of SKI subject.�Keywords: method variation, learning SKI
{"title":"Variasi Metode Pembelaran Sejarah Kebudayaan Islam (SKI) di MTS Miftahul Ulum Weding Bonang Demak","authors":"Eni Rifriyanti","doi":"10.30659/JSPI.V2I2.5146","DOIUrl":"https://doi.org/10.30659/JSPI.V2I2.5146","url":null,"abstract":"The main problem in this research is how the implementation of strategy of the teacher� in selectif the method variation on the learning of SKI in MTs. Miftahul Ulum Weding Bonang Demak and how is the positive response of learners to the variation of methods on learning SKI in MTs. Miftahul Ulum Weding Bonang Demak.The method used in this study is a qualitative method, data collection techniques used by researchers are interviews, observation, and documentation.The result s of this study are: 1) there are variations of strategy used by the teacher on learning SKI in MTs. Miftahul Ulum, the consideration of using strategies are: the healt condition of learners; the psychological condition of learners; the scheduled time for SKI subjects;the contens of the SKI lesson material to be delivered. 2) positive response of learners to the variation of methods on learning SKI in MTs. Miftahul Ulum is shown by the spirit of learning when the lesson of SKI is delivered by using variation of learning method, the learners are not sleepy when subjects of SKI are delivered with varied method, they feel good and not bored when SKI lesson is presented by using varied method, lacking of the subject of SKI organized by the school, and felt the need to add additional hours of SKI subject.�Keywords: method variation, learning SKI","PeriodicalId":373787,"journal":{"name":"Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam","volume":"50 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123395520","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}
Evaluation is a component of education that must be carried out systematically and planned as a measure of the success of the education and learning process. The author limits the discussion of evaluation of Islamic education in this article to 2 aspects, namely aspects of teacher performance and the learning process. The main problems that are often discussed related to aspects of teacher performance are the problems of teacher qualifications and competencies and the implementation of learning. While the problems faced in the learning process generally occur because of the low skill of mastering the latest technology also becomes a serious problem in the fast-paced information age. If the government previously determined four basic competencies that must be mastered by teachers in addition to a minimum educational qualification of S1 or D4, it is necessary to seriously study the offer of one new competency that must be possessed by teachers and education personnel, namely Technology Mastery Competence.�����Keywords: evaluation, teacher performance, learning process
{"title":"EVALUASI KINERJA PENDIDIK DAN TENAGA KEPENDIDIKAN DAN PROSES PEMBELAJARAN PENDIDIKAN ISLAM DI INDONESIA","authors":"Umi Faizah","doi":"10.30659/JSPI.V2I2.5151","DOIUrl":"https://doi.org/10.30659/JSPI.V2I2.5151","url":null,"abstract":"Evaluation is a component of education that must be carried out systematically and planned as a measure of the success of the education and learning process. The author limits the discussion of evaluation of Islamic education in this article to 2 aspects, namely aspects of teacher performance and the learning process. The main problems that are often discussed related to aspects of teacher performance are the problems of teacher qualifications and competencies and the implementation of learning. While the problems faced in the learning process generally occur because of the low skill of mastering the latest technology also becomes a serious problem in the fast-paced information age. If the government previously determined four basic competencies that must be mastered by teachers in addition to a minimum educational qualification of S1 or D4, it is necessary to seriously study the offer of one new competency that must be possessed by teachers and education personnel, namely Technology Mastery Competence.�����Keywords: evaluation, teacher performance, learning process","PeriodicalId":373787,"journal":{"name":"Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126867509","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}
This article discusses an institution that has long existed and has a very important role in Pontianak. Beginning with the study conducted at the home of H. Arif until the establishment of an institution called "Islamic University". Islamic educational institutions are institutions or places where the educational process takes place with the aim to change the behavior of individuals for the better through interaction with the surrounding environment. The change in question is certainly based on Islamic values. This study uses a qualitative method with a narrative approach that narrates and interprets the role of an Islamic educational institution from its foundation. Research Findings show that Islamic schools experience development and progress as Islamic education institutions in Pontianak and have challenges in dealing with invaders.�Keywords: Perguruan Islamiyah, Institutions, Islamic Education
{"title":"PERGURUAN ISLAMIYAH SEBAGAI LEMBAGA PENDIDIKAN ISLAM TERTUA DI PONTIANAK","authors":"Dendy Ramadhan, Hariansyah Hariansyah, Wahab Wahab","doi":"10.30659/JSPI.V2I2.5154","DOIUrl":"https://doi.org/10.30659/JSPI.V2I2.5154","url":null,"abstract":"This article discusses an institution that has long existed and has a very important role in Pontianak. Beginning with the study conducted at the home of H. Arif until the establishment of an institution called \"Islamic University\". Islamic educational institutions are institutions or places where the educational process takes place with the aim to change the behavior of individuals for the better through interaction with the surrounding environment. The change in question is certainly based on Islamic values. This study uses a qualitative method with a narrative approach that narrates and interprets the role of an Islamic educational institution from its foundation. Research Findings show that Islamic schools experience development and progress as Islamic education institutions in Pontianak and have challenges in dealing with invaders.�Keywords: Perguruan Islamiyah, Institutions, Islamic Education","PeriodicalId":373787,"journal":{"name":"Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123064970","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}
ABSTRACTAffective evaluation is one of the evaluation types in PAI learning. However, problems found in the field, that teachers tend to ignore affective evaluation and focus more on learning on cognitive completion alone. So that a gap emerges, the values listed on the student's affective column are not necessarily in accordance with student behavior. So the problem in this study is how to implement affective evaluations of students in Sultan Agung� Islamic Junior High School 4 Semarang in PAI learning.This research is a field research with a qualitative descriptive approach. The subject of this study were the principal, PAI teacher, and students of Sultan Agung� Islamic Junior High School 4 Semarang. While the object of research is the affective evaluation of PAI learning with researchers as a key instrument in research. Data in the study were collected using observation and interview techniques to obtain primary data and documentation to obtain secondary data. In the process of collecting data, researchers always make field notes so that the data obtained is not forgotten and can be accurate data. Increasing the persistence of observation, triangulation, and� analyzing the negative case, and member check is the technique used to test data credibility. Furthermore, the data are analyzed by steps: analyzing the data that has been collected, conducting data reduction, arranging data, checking the validity of the data, interpreting the data, and concluding the results of the research inductively.The results showed that the implementation of affective evaluations of students at Sultan Agung� Islamic Junior High School 4 Semarang had not been done effectively. This is because the teacher has not prepared a good affective evaluation plan and in its implementation is not yet in accordance with what is stated in the planning. The teacher only uses daily observations and observations without using observation sheets in conducting evaluations.�Keywords: Affective Evaluation, PAI Learning
{"title":"PENTINGNYA EVALUASI AFEKTIF PADA PEMBELAJARAN PAI DI SEKOLAH","authors":"Betwan Betwan","doi":"10.30659/JSPI.V2I1.4015","DOIUrl":"https://doi.org/10.30659/JSPI.V2I1.4015","url":null,"abstract":"ABSTRACTAffective evaluation is one of the evaluation types in PAI learning. However, problems found in the field, that teachers tend to ignore affective evaluation and focus more on learning on cognitive completion alone. So that a gap emerges, the values listed on the student's affective column are not necessarily in accordance with student behavior. So the problem in this study is how to implement affective evaluations of students in Sultan Agung� Islamic Junior High School 4 Semarang in PAI learning.This research is a field research with a qualitative descriptive approach. The subject of this study were the principal, PAI teacher, and students of Sultan Agung� Islamic Junior High School 4 Semarang. While the object of research is the affective evaluation of PAI learning with researchers as a key instrument in research. Data in the study were collected using observation and interview techniques to obtain primary data and documentation to obtain secondary data. In the process of collecting data, researchers always make field notes so that the data obtained is not forgotten and can be accurate data. Increasing the persistence of observation, triangulation, and� analyzing the negative case, and member check is the technique used to test data credibility. Furthermore, the data are analyzed by steps: analyzing the data that has been collected, conducting data reduction, arranging data, checking the validity of the data, interpreting the data, and concluding the results of the research inductively.The results showed that the implementation of affective evaluations of students at Sultan Agung� Islamic Junior High School 4 Semarang had not been done effectively. This is because the teacher has not prepared a good affective evaluation plan and in its implementation is not yet in accordance with what is stated in the planning. The teacher only uses daily observations and observations without using observation sheets in conducting evaluations.�Keywords: Affective Evaluation, PAI Learning","PeriodicalId":373787,"journal":{"name":"Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116838860","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}
ABSTRACTInclusive education (IE) has emerged worldwide since the United Nations held the international campaign of the World Declaration on Education for All. In 2003, the Indonesian government began to promote this new system by a new Law on the National Education System (Act N0. 20/ 2003) that directs its regions to have a minimum four inclusive schools. With the IE system, the school attendance of special need students (SNS) increased from 29,104 to 1,500,625. Previous studies suggest that the success of IE implementation depends on teachers. However, the results indicate that Indonesian teachers lack skills and knowledge that lead to their low levels of self-efficacy to support SNS in their classes. Many studies suggest the use of Bandura�s sources of self-efficacy theory to provide adequate related professional development programs for teachers. However, they partially discussed strategies to improve teachers� self-efficacy. Thus, the current study aims to synthesize the existing literature on strategies to improve teachers� self-efficacy. Adjustments to Indonesian inclusive education context are discussed. �Keywords: Inclusive Education, Self-Efficacy, Elementary School.
{"title":"STRATEGIES TO IMPROVE TEACHERS� SELF-EFFICACY IN INDONESIAN INCLUSIVE ELEMENTARY SCHOOLS A LITERATURE REVIEW","authors":"Luluk Shoviana","doi":"10.30659/JSPI.V2I1.4011","DOIUrl":"https://doi.org/10.30659/JSPI.V2I1.4011","url":null,"abstract":"ABSTRACTInclusive education (IE) has emerged worldwide since the United Nations held the international campaign of the World Declaration on Education for All. In 2003, the Indonesian government began to promote this new system by a new Law on the National Education System (Act N0. 20/ 2003) that directs its regions to have a minimum four inclusive schools. With the IE system, the school attendance of special need students (SNS) increased from 29,104 to 1,500,625. Previous studies suggest that the success of IE implementation depends on teachers. However, the results indicate that Indonesian teachers lack skills and knowledge that lead to their low levels of self-efficacy to support SNS in their classes. Many studies suggest the use of Bandura�s sources of self-efficacy theory to provide adequate related professional development programs for teachers. However, they partially discussed strategies to improve teachers� self-efficacy. Thus, the current study aims to synthesize the existing literature on strategies to improve teachers� self-efficacy. Adjustments to Indonesian inclusive education context are discussed. �Keywords: Inclusive Education, Self-Efficacy, Elementary School.","PeriodicalId":373787,"journal":{"name":"Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128391715","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}
ABSTRACTThis paper will describe a problem concerning Islamic education in Indonesia which is still underestimated. This is very much related to the history of the Indonesian nation which had been colonized for centuries by the Dutch. Therefore, the Islamic community is disadvantaged by the rampant terrorist terrorism, and the severity of this terrorist is associated with Islam, because in practice it always carries Islamic symbols. This has an impact on the assessment of some people who say that Islamic society (santri, kiai, pesantren) do not have a spirit of nationalism. Whereas if we look at history, that Islamic society has a very big contribution to Indonesian independence, we know with the resistance made by Prince Diponegoro which ended with the Diponegoro war, as well as with other resistance carried out by Islamic communities throughout Indonesia. This illustrates how deep the sense of nationalism is owned by the Islamic community. Efforts to counter the notion that the Islamic community does not have a spirit of nationalism is to study the characters, although briefly. With Ahmad Dahlan and Abdul Wahab Khasbullah taken as a presentation of this paper.�Keywords : Influence, Islam, Nationalism.
{"title":"GAMBARAN AHMAD DAHLAN DAN WAHAB HASBULLAH DALAM PENDIDIKAN ISLAM TERHADAP NASIONALISME INDONESIA","authors":"S. Setiawan, Budi Sujati","doi":"10.30659/JSPI.V2I1.4013","DOIUrl":"https://doi.org/10.30659/JSPI.V2I1.4013","url":null,"abstract":"ABSTRACTThis paper will describe a problem concerning Islamic education in Indonesia which is still underestimated. This is very much related to the history of the Indonesian nation which had been colonized for centuries by the Dutch. Therefore, the Islamic community is disadvantaged by the rampant terrorist terrorism, and the severity of this terrorist is associated with Islam, because in practice it always carries Islamic symbols. This has an impact on the assessment of some people who say that Islamic society (santri, kiai, pesantren) do not have a spirit of nationalism. Whereas if we look at history, that Islamic society has a very big contribution to Indonesian independence, we know with the resistance made by Prince Diponegoro which ended with the Diponegoro war, as well as with other resistance carried out by Islamic communities throughout Indonesia. This illustrates how deep the sense of nationalism is owned by the Islamic community. Efforts to counter the notion that the Islamic community does not have a spirit of nationalism is to study the characters, although briefly. With Ahmad Dahlan and Abdul Wahab Khasbullah taken as a presentation of this paper.�Keywords : Influence, Islam, Nationalism.","PeriodicalId":373787,"journal":{"name":"Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121827123","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}
ABSTRACTPhilosophy and education are two things that cannot be separated. Philosophy is the basic foundation or direction for achieving the implementation and goals of education. Education aims to shape human beings in achieving complete humanity. Even Islam offers a concept of human beings, namely the prototype of humans who carry out their duties as khalifatullah fil ardh; humans who not only have intellectual intelligence (IQ), but also spiritual (SQ) and emotional intelligence (EQ). The problems that arise, complaints about the increasingly widespread individualist, materialist, and pragmatic nature of the community are allegedly because the modern education system ignores the basics of the value of education and only pursues material benefits. This article offers a solution to answer the challenges of education in the modern era which refers to the philosophical value of education. Especially the concept of the philosophy of Islamic education taught by al-Ghazali. In his education philosophy, al-Ghazali did not recognize the separation between religious education and general education without linking of them. There is no aqliyah term without including syar'iyyah. Cognitive aspects are not developed without involving affective and psychomotor aspects at once. Because faith, knowledge, and charity always go side by side.�Keywords: Philosophy, al-Ghazali, Education, Modern Era, Islamic Education
{"title":"IMPLEMENTATION OF AL-GHAZALI�S ISLAMIC EDUCATION PHILOSOPHY IN THE MODERN ERA","authors":"Ahmad Muflihin, M. Madrah","doi":"10.30659/jspi.v2i1.4012","DOIUrl":"https://doi.org/10.30659/jspi.v2i1.4012","url":null,"abstract":"ABSTRACTPhilosophy and education are two things that cannot be separated. Philosophy is the basic foundation or direction for achieving the implementation and goals of education. Education aims to shape human beings in achieving complete humanity. Even Islam offers a concept of human beings, namely the prototype of humans who carry out their duties as khalifatullah fil ardh; humans who not only have intellectual intelligence (IQ), but also spiritual (SQ) and emotional intelligence (EQ). The problems that arise, complaints about the increasingly widespread individualist, materialist, and pragmatic nature of the community are allegedly because the modern education system ignores the basics of the value of education and only pursues material benefits. This article offers a solution to answer the challenges of education in the modern era which refers to the philosophical value of education. Especially the concept of the philosophy of Islamic education taught by al-Ghazali. In his education philosophy, al-Ghazali did not recognize the separation between religious education and general education without linking of them. There is no aqliyah term without including syar'iyyah. Cognitive aspects are not developed without involving affective and psychomotor aspects at once. Because faith, knowledge, and charity always go side by side.�Keywords: Philosophy, al-Ghazali, Education, Modern Era, Islamic Education","PeriodicalId":373787,"journal":{"name":"Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128652083","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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