Ajeng Yuri Eka Sasmita Sari, Nur Hadi, Ahmad Imron Rozuli, Dano Purba
This study examines the impact of curriculum system changes on student behavior and character patterns at SMA Negeri 2 Batu, Kota Batu, related to the transition from Curriculum 13 to the Merdeka Curriculum. The Merdeka Curriculum is part of the Merdeka Belajar program, which aims to provide freedom to educational units, teachers, and students to develop their potential to the fullest. The results show that students face complex dilemmas. Although project-based learning in the Merdeka Curriculum offers a deeper learning experience, students face various challenges such as high workloads, risk of stress, and the "flood" of information through technology. Students must filter information, develop critical thinking skills, and maintain moral sensitivity. It is important for the education sector to pay attention to student welfare in implementing project-based learning. Measures such as managing workloads wisely, increasing access to resources, and psychological and social approaches can help reduce the negative impact of this curriculum change. The application of Pancasila values is also necessary to shape good attitudes, behavior, and morals in students. Thus, students can reap the maximum benefits of project-based learning without sacrificing their well-being and life balance. Penelitian ini menginvestigasi keterhubungan antara sistem kurikulum yang diberlakukan dengan pola perilaku dan karakter siswa di SMA Negeri 2 Batu, Kota Batu, terkait peralihan dari Kurikulum 13 ke Kurikulum Merdeka. Kurikulum Merdeka merupakan bagian dari program Merdeka Belajar yang bertujuan memberikan kebebasan kepada satuan pendidikan, guru, dan peserta didik untuk mengembangkan potensi mereka secara maksimal. Hasil penelitian menunjukkan bahwa siswa dihadapkan pada dilema kompleks. Meskipun pembelajaran berbasis proyek dalam Kurikulum Merdeka menawarkan pengalaman belajar yang lebih mendalam, siswa menghadapi berbagai tantangan seperti beban kerja yang tinggi, risiko stres, dan "bajirnya" informasi melalui teknologi. Siswa harus memfilter informasi, mengembangkan kemampuan kritis, dan menjaga kepekaan moral. Penting bagi pihak pendidikan untuk memperhatikan kesejahteraan siswa dalam mengimplementasikan pembelajaran berbasis proyek. Langkah-langkah seperti pengelolaan beban kerja yang bijaksana, peningkatan aksesibilitas sumber daya, serta pendekatan psikologis dan sosial dapat membantu mengurangi dampak negatif dari perubahan kurikulum ini. Penerapan nilai-nilai Pancasila juga diperlukan untuk membentuk sikap, perilaku, dan akhlak yang baik pada siswa. Dengan demikian, siswa dapat merasakan manfaat yang maksimal dari pembelajaran berbasis proyek tanpa mengorbankan kesejahteraan dan keseimbangan hidup mereka.
本研究探讨了课程体系改革对峇都市内格利2峇都中学（SMA Negeri 2 Batu）学生行为和性格模式的影响，这些影响与从课程13过渡到默迪卡课程（Merdeka Curriculum）有关。默迪卡课程是 "默迪卡美好未来"（Merdeka Belajar）计划的一部分，该计划旨在为教育单位、教师和学生提供自由空间，以充分发挥他们的潜能。研究结果表明，学生面临着复杂的困境。虽然默迪卡课程中的项目式学习提供了更深层次的学习体验，但学生们也面临着各种挑战，如高负荷的学习、压力风险以及技术带来的信息 "泛滥"。学生必须过滤信息，培养批判性思维能力，保持道德敏感性。教育界在推行项目式学习时，必须关注学生的福利。明智地管理工作量、增加获取资源的机会、采取心理和社会方法等措施，都有助于减少这种课程变革带来的负面影响。此外，还必须应用潘查希拉（Pancasila）价值观来塑造学生的良好态度、行为和道德。本研究调查了峇都市内格利2峇都中学（SMA Negeri 2 Batu）从第13门课程过渡到默迪卡课程后，现行课程体系与学生行为和品德模式之间的关系。默迪卡课程是 "默迪卡美好未来"（Merdeka Belajar）计划的一部分，该计划旨在为教育单位、教师和学生提供充分发挥潜能的自由。研究结果表明，学生面临着复杂的两难境地。虽然默迪卡课程中的项目式学习提供了更深入的学习体验，但学生们也面临着各种挑战，如高负荷的工作量、压力风险以及技术带来的信息 "泛滥"。学生必须过滤信息，培养批判性技能，保持道德敏感性。教育当局在实施项目式学习时，必须关注学生的福祉。明智的工作量管理、改善资源的可获得性以及心理和社会方法等措施，都有助于减轻这种课程变革的负面影响。此外，还必须应用潘查希拉（Pancasila）价值观来塑造学生的态度、行为和良好品德。这样，学生就能体验到基于项目的学习所带来的最大益处，同时又不会损害他们的福祉和生活平衡。
{"title":"Dilema Pembentukan Karakter Siswa dalam Penerapan Kurikulum Merdeka","authors":"Ajeng Yuri Eka Sasmita Sari, Nur Hadi, Ahmad Imron Rozuli, Dano Purba","doi":"10.59001/pjier.v2i1.150","DOIUrl":"https://doi.org/10.59001/pjier.v2i1.150","url":null,"abstract":"This study examines the impact of curriculum system changes on student behavior and character patterns at SMA Negeri 2 Batu, Kota Batu, related to the transition from Curriculum 13 to the Merdeka Curriculum. The Merdeka Curriculum is part of the Merdeka Belajar program, which aims to provide freedom to educational units, teachers, and students to develop their potential to the fullest. The results show that students face complex dilemmas. Although project-based learning in the Merdeka Curriculum offers a deeper learning experience, students face various challenges such as high workloads, risk of stress, and the \"flood\" of information through technology. Students must filter information, develop critical thinking skills, and maintain moral sensitivity. It is important for the education sector to pay attention to student welfare in implementing project-based learning. Measures such as managing workloads wisely, increasing access to resources, and psychological and social approaches can help reduce the negative impact of this curriculum change. The application of Pancasila values is also necessary to shape good attitudes, behavior, and morals in students. Thus, students can reap the maximum benefits of project-based learning without sacrificing their well-being and life balance.\u0000Penelitian ini menginvestigasi keterhubungan antara sistem kurikulum yang diberlakukan dengan pola perilaku dan karakter siswa di SMA Negeri 2 Batu, Kota Batu, terkait peralihan dari Kurikulum 13 ke Kurikulum Merdeka. Kurikulum Merdeka merupakan bagian dari program Merdeka Belajar yang bertujuan memberikan kebebasan kepada satuan pendidikan, guru, dan peserta didik untuk mengembangkan potensi mereka secara maksimal. Hasil penelitian menunjukkan bahwa siswa dihadapkan pada dilema kompleks. Meskipun pembelajaran berbasis proyek dalam Kurikulum Merdeka menawarkan pengalaman belajar yang lebih mendalam, siswa menghadapi berbagai tantangan seperti beban kerja yang tinggi, risiko stres, dan \"bajirnya\" informasi melalui teknologi. Siswa harus memfilter informasi, mengembangkan kemampuan kritis, dan menjaga kepekaan moral. Penting bagi pihak pendidikan untuk memperhatikan kesejahteraan siswa dalam mengimplementasikan pembelajaran berbasis proyek. Langkah-langkah seperti pengelolaan beban kerja yang bijaksana, peningkatan aksesibilitas sumber daya, serta pendekatan psikologis dan sosial dapat membantu mengurangi dampak negatif dari perubahan kurikulum ini. Penerapan nilai-nilai Pancasila juga diperlukan untuk membentuk sikap, perilaku, dan akhlak yang baik pada siswa. Dengan demikian, siswa dapat merasakan manfaat yang maksimal dari pembelajaran berbasis proyek tanpa mengorbankan kesejahteraan dan keseimbangan hidup mereka.","PeriodicalId":500562,"journal":{"name":"Peradaban Journal of Interdisciplinary Educational Research","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140265274","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}
Madrasah in Indonesia often face challenges in improving the quality of education, especially regarding management, curriculum, teacher quality, and community participation. The ISO 21001:2018 standard is important as it can help madrasah improve the quality of educational management and provide the best services for students. This article highlights the importance of strategic management in the implementation of this standard, clarifying strategic management steps such as environmental analysis, strategy formulation, strategy implementation, and strategy evaluation that can be applied in the madrasah context. With this approach, it is hoped that madrasah can be more effective in meeting the established educational quality standards. Madrasah di Indonesia seringkali menghadapi kendala dalam peningkatan kualitas pendidikan, terutama terkait manajemen, kurikulum, kualitas tenaga pendidik, dan partisipasi masyarakat. Standar ISO 21001:2018 menjadi penting karena dapat membantu madrasah meningkatkan kualitas pengelolaan pendidikan dan memberikan pelayanan terbaik bagi peserta didik. Artikel ini menggarisbawahi pentingnya manajemen strategis dalam implementasi standar ini, memperjelas langkah-langkah manajemen strategis seperti analisis lingkungan, formulasi strategi, implementasi strategi, dan evaluasi strategi yang dapat diterapkan dalam konteks madrasah. Dengan pendekatan ini, diharapkan madrasah dapat lebih efektif dalam memenuhi standar mutu pendidikan yang ditetapkan.
{"title":"Manajemen Strategis dalam Penerapan ISO 21001:2018 di Madrasah","authors":"Rubhan Masykur, Eti Hadiati, Koderi, K. Kunci","doi":"10.59001/pjier.v2i1.151","DOIUrl":"https://doi.org/10.59001/pjier.v2i1.151","url":null,"abstract":"Madrasah in Indonesia often face challenges in improving the quality of education, especially regarding management, curriculum, teacher quality, and community participation. The ISO 21001:2018 standard is important as it can help madrasah improve the quality of educational management and provide the best services for students. This article highlights the importance of strategic management in the implementation of this standard, clarifying strategic management steps such as environmental analysis, strategy formulation, strategy implementation, and strategy evaluation that can be applied in the madrasah context. With this approach, it is hoped that madrasah can be more effective in meeting the established educational quality standards.\u0000Madrasah di Indonesia seringkali menghadapi kendala dalam peningkatan kualitas pendidikan, terutama terkait manajemen, kurikulum, kualitas tenaga pendidik, dan partisipasi masyarakat. Standar ISO 21001:2018 menjadi penting karena dapat membantu madrasah meningkatkan kualitas pengelolaan pendidikan dan memberikan pelayanan terbaik bagi peserta didik. Artikel ini menggarisbawahi pentingnya manajemen strategis dalam implementasi standar ini, memperjelas langkah-langkah manajemen strategis seperti analisis lingkungan, formulasi strategi, implementasi strategi, dan evaluasi strategi yang dapat diterapkan dalam konteks madrasah. Dengan pendekatan ini, diharapkan madrasah dapat lebih efektif dalam memenuhi standar mutu pendidikan yang ditetapkan.","PeriodicalId":500562,"journal":{"name":"Peradaban Journal of Interdisciplinary Educational Research","volume":"12 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140266042","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}
Cases of bullying have been deeply concerning in schools or even Islamic schools. Educational institutions, which should be safe and comfortable places for learning, have unfortunately become hellish and traumatic places remembered as painful scars by the victims. This article explores the importance of instilling the character of tolerance as an effort to address bullying in educational institutions. Programs such as child-friendly schools and the internalization of tolerance through school programs are key to building an inclusive school culture that respects diversity. The process of internalizing the character of tolerance in schools can be done by referring to the theory of social construction, through externalization, objectification, and internalization. Instilling attitudes of tolerance in the context of anti-bullying can be done in various ways, including character development programs, anti-bullying movements, integration with school culture, integration into curriculum and school self-development programs, as well as building communication and cooperation with parents. With a comprehensive and integrated approach, instilling the character of tolerance can be one of the effective solutions to address bullying in educational institutions. Kasus bullying sudah sangat memprihatinkan terjadi di sekolah atau madrasah bahkan pesantren. Lembaga Pendidikan yang seharusnya menjadi tempat aman dan nyaman untuk menimba ilmu harus berbanding terbalik menjadi neraka dan tempat traumatik yang diingat sebagai luka menyakitkan oleh para korban. Artikel ini mengeksplorasi pentingnya pembiasaan karakter toleransi sebagai upaya mengatasi bullying di lembaga pendidikan. Program-program seperti sekolah ramah anak dan internalisasi karakter toleransi melalui program-program sekolah menjadi kunci dalam membangun budaya sekolah yang inklusif dan menghormati keberagaman. Proses internalisasi karakter toleransi di sekolah dapat dilakukan dengan mengacu pada teori konstruksi sosial, melalui eksternalisasi, obyektifikasi, dan internalisasi. Pembiasaan sikap toleransi dalam konteks anti bullying bisa dilakukan melalui berbagai cara, termasuk program pengembangan karakter, gerakan anti bullying, integrasi dengan budaya sekolah, integrasi dalam program pembelajaran dan pengembangan diri sekolah, serta membangun komunikasi dan kerjasama dengan orang tua. Dengan pendekatan yang komprehensif dan terintegrasi, pembiasaan karakter toleransi dapat menjadi salah satu solusi efektif dalam mengatasi bullying di lembaga pendidikan.
{"title":"Habituasi Toleransi sebagai Upaya Menguatkan Pendidikan Anti Bullying di Sekolah","authors":"Z. Ni'mah","doi":"10.59001/pjier.v2i1.143","DOIUrl":"https://doi.org/10.59001/pjier.v2i1.143","url":null,"abstract":"Cases of bullying have been deeply concerning in schools or even Islamic schools. Educational institutions, which should be safe and comfortable places for learning, have unfortunately become hellish and traumatic places remembered as painful scars by the victims. This article explores the importance of instilling the character of tolerance as an effort to address bullying in educational institutions. Programs such as child-friendly schools and the internalization of tolerance through school programs are key to building an inclusive school culture that respects diversity. The process of internalizing the character of tolerance in schools can be done by referring to the theory of social construction, through externalization, objectification, and internalization. Instilling attitudes of tolerance in the context of anti-bullying can be done in various ways, including character development programs, anti-bullying movements, integration with school culture, integration into curriculum and school self-development programs, as well as building communication and cooperation with parents. With a comprehensive and integrated approach, instilling the character of tolerance can be one of the effective solutions to address bullying in educational institutions.\u0000Kasus bullying sudah sangat memprihatinkan terjadi di sekolah atau madrasah bahkan pesantren. Lembaga Pendidikan yang seharusnya menjadi tempat aman dan nyaman untuk menimba ilmu harus berbanding terbalik menjadi neraka dan tempat traumatik yang diingat sebagai luka menyakitkan oleh para korban. Artikel ini mengeksplorasi pentingnya pembiasaan karakter toleransi sebagai upaya mengatasi bullying di lembaga pendidikan. Program-program seperti sekolah ramah anak dan internalisasi karakter toleransi melalui program-program sekolah menjadi kunci dalam membangun budaya sekolah yang inklusif dan menghormati keberagaman. Proses internalisasi karakter toleransi di sekolah dapat dilakukan dengan mengacu pada teori konstruksi sosial, melalui eksternalisasi, obyektifikasi, dan internalisasi. Pembiasaan sikap toleransi dalam konteks anti bullying bisa dilakukan melalui berbagai cara, termasuk program pengembangan karakter, gerakan anti bullying, integrasi dengan budaya sekolah, integrasi dalam program pembelajaran dan pengembangan diri sekolah, serta membangun komunikasi dan kerjasama dengan orang tua. Dengan pendekatan yang komprehensif dan terintegrasi, pembiasaan karakter toleransi dapat menjadi salah satu solusi efektif dalam mengatasi bullying di lembaga pendidikan.\u0000 ","PeriodicalId":500562,"journal":{"name":"Peradaban Journal of Interdisciplinary Educational Research","volume":"35 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140276931","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 explores the impact of language models on undergraduate thesis writing skills among higher education students. With advancements in technology, language models have become integral to the digital writing landscape. This study examined the influence of language models on students' confidence and motivation in academic writing. The research employs a qualitative approach, conducting semi-structured interviews with five students from an English Language Education program who utilized AI tools in their thesis writing process. Despite acknowledging the advantages, participants underscored challenges encompassing overreliance, inaccuracies, and disruptions in the natural flow of their writing. The impact of these tools on participants' confidence and motivation in academic writing manifested diversely, introducing varying degrees of perceived artificiality in writing proficiency. There were already numerous researches regarding the pretinence of language models usage on students’ writing aptitude. However, there remains a gap in understanding their specific influence on undergraduate thesis writing. Thematic analysis of the interview data reveals insights into the influence of language models, on the writing proficiency of higher education students engaged in the process of crafting undergraduate theses. Employing a methodology encompassing interviews, participants reported noteworthy enhancements in the coherence, clarity, grammar, syntax, and vocabulary of their theses facilitated by the utilization of these language tools. Overall, the incorporation of language models in the writing process emerged as a catalyst for heightened efficiency, skills development, and enhanced clarity in undergraduate theses, affirming the constructive role of AI technology in educational settings. Individualized experiences with language models exhibited variance contingent upon personal preferences and attitudes towards the writing process.
{"title":"Exploring the Impact of Language Models on Undergraduate Thesis Writing Skills among Higher Education Students","authors":"Agnia Ilma, Riza Ady Sampurna","doi":"10.59001/pjier.v2i1.152","DOIUrl":"https://doi.org/10.59001/pjier.v2i1.152","url":null,"abstract":"This article explores the impact of language models on undergraduate thesis writing skills among higher education students. With advancements in technology, language models have become integral to the digital writing landscape. This study examined the influence of language models on students' confidence and motivation in academic writing. The research employs a qualitative approach, conducting semi-structured interviews with five students from an English Language Education program who utilized AI tools in their thesis writing process. Despite acknowledging the advantages, participants underscored challenges encompassing overreliance, inaccuracies, and disruptions in the natural flow of their writing. The impact of these tools on participants' confidence and motivation in academic writing manifested diversely, introducing varying degrees of perceived artificiality in writing proficiency. There were already numerous researches regarding the pretinence of language models usage on students’ writing aptitude. However, there remains a gap in understanding their specific influence on undergraduate thesis writing. Thematic analysis of the interview data reveals insights into the influence of language models, on the writing proficiency of higher education students engaged in the process of crafting undergraduate theses. Employing a methodology encompassing interviews, participants reported noteworthy enhancements in the coherence, clarity, grammar, syntax, and vocabulary of their theses facilitated by the utilization of these language tools. Overall, the incorporation of language models in the writing process emerged as a catalyst for heightened efficiency, skills development, and enhanced clarity in undergraduate theses, affirming the constructive role of AI technology in educational settings. Individualized experiences with language models exhibited variance contingent upon personal preferences and attitudes towards the writing process.","PeriodicalId":500562,"journal":{"name":"Peradaban Journal of Interdisciplinary Educational Research","volume":"154 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140276765","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}
{"title":"Pemikiran Tranformasi Pendidikan Islam di Indonesia","authors":"Maqhfira Maulia Rossyka","doi":"10.59001/pjier.v1i1.103","DOIUrl":"https://doi.org/10.59001/pjier.v1i1.103","url":null,"abstract":"","PeriodicalId":500562,"journal":{"name":"Peradaban Journal of Interdisciplinary Educational Research","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135471536","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 research aims to assess the aptitude for composing review texts through the employment of the mind mapping method among students of Class VIII C at SMP Negeri 10 Bengkulu Selatan during the academic year 2022/2023. The study adopts a classroom action research design, conducted over two cycles: Cycle I and Cycle II. Each cycle involves stages encompassing planning, implementation, observation, and reflection. Research data comprises student-written scores obtained throughout the instructional period. The analysis of student compositions reveals that the pedagogical approach of teaching review text composition via the mind mapping method yields an enhancement in the mean learning outcomes. This augmentation is evident in the shift from a mean score of 64.4 in Cycle I to an elevated average of 79.75 in the subsequent instructional phase of Cycle II. In conclusion, the pedagogy of teaching review text composition through the utilization of the mind mapping method substantiates an advancement in students' narrative writing proficiency. It is recommended that educators incorporate this method into their instructional practices to foster students' writing skills, particularly concerning review text composition. Tujuan penelitian ini untuk mengetahui kemampuan menulis teks ulasan dengan metode peta pikiran pada siswa kelas VIII C SMP Negeri 10 Bengkulu Selatan tahun ajaran 2022/2023. Penelitian ini merupakan penelitian tindakan kelas. Penelitian tindakan kelas ini dilakukan dalam dua tahap, yaitu siklus I dan siklus II. Tiap siklus terdiri atas perencanaan, tindakan, observasi, dan refleksi. Data penelitian ini berupa nilai hasil tulisan siswa selama pembelajaran berlangsung. Dari hasil analisis tulisan siswa diketahui bahwa pembelajaran menulis teks ulasan dengan metode peta pikiran dapat meningkatkan rata-ata hasil belajar siswa. Peningkatan dapat dilihat dari hasil tulisan siswa pada siklus I dengan atau-rata 64,4 dan meningkat pada proses pembelajaran siklus II dengan nilai rata-rata mencapai 79,75. Disimpulkan bahwa pembelajaran Pembelajaran menulis teks ulasan dengan menggunakan metode peta pikiran dapat meningkatkan kemampuan keterampilan menulis pengalaman siswa. Disarankan agar guru dapat menggunakan metode peta pikiran ini untuk meningkatkan kemampuan menulis siswa khususnya menulis teks ulasan.
本研究的目的是在2022/2023学年期间，通过使用思维导图法评估内格里10班班学生撰写复习文本的能力。本研究采用课堂行动研究设计，分两个周期进行:周期一和周期二。每个周期都包括计划、实施、观察和反思的阶段。研究数据包括在整个教学期间获得的学生书面分数。通过对学生作文的分析发现，运用思维导图法进行复习作文教学可以提高学生的平均学习成绩。这种增长明显体现在从第一阶段的平均分数64.4到第二阶段随后教学阶段的平均分数79.75的上升。综上所述，运用思维导图法的教学复习语篇写作教学法有助于提高学生的叙事写作水平。建议教育工作者将这种方法纳入他们的教学实践中，以培养学生的写作技巧，特别是关于评论文本的写作。Tujuan penelitian ini untuk mengetahui kemampuan menulis teks ulasan dengan方法peta pikiran pada siswa kelas VIII C SMP Negeri 10 Bengkulu Selatan tahun ajaran 2022/2023。Penelitian ini merupakan Penelitian tindakan kelas。Penelitian tindakan kelas ini dilakukan dalam dua tahap, yitu siklus I和siklus II。Tiap siklus terdiri包括:长年累月、长年累月、长年累月、长年累月、长年累月、长年累月、长年累月、长年累月、长年累月、长年累月、长年累月。数据penelitian ini berupa nilai hasil tulisan siswa selama pembelajaran berlangsung。Dari hasil analysis tulisan siswa diketahui bahwa pembelajan menulis teks ulasan dengan方法peta pikiran dapat脑膜炎katkan rata-ata hasil belajar siswa。Peningkatan dapat dilihat dari hasil tulisan siswa pada siklus I dengan atau-rata 64,4 dengkat pada proses penbelajan siklus II dengan nilai rata-rata menapai 79,75这句话的意思是:“我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是，我的意思是。”Disarankan agar guru dapat menggunakan metta pikiran ini untuk meningkatkan kemampuan menulis siswa khususnya menulis teks ulasan。
{"title":"Peningkatan Kemampuan Menulis Teks Ulasan dengan Metode Peta Pikiran: Pengalaman dari Bengkulu Selatan","authors":"None Rosmaidah, None Dafid Hudan Dardiri","doi":"10.59001/pjier.v1i1.102","DOIUrl":"https://doi.org/10.59001/pjier.v1i1.102","url":null,"abstract":"The research aims to assess the aptitude for composing review texts through the employment of the mind mapping method among students of Class VIII C at SMP Negeri 10 Bengkulu Selatan during the academic year 2022/2023. The study adopts a classroom action research design, conducted over two cycles: Cycle I and Cycle II. Each cycle involves stages encompassing planning, implementation, observation, and reflection. Research data comprises student-written scores obtained throughout the instructional period. The analysis of student compositions reveals that the pedagogical approach of teaching review text composition via the mind mapping method yields an enhancement in the mean learning outcomes. This augmentation is evident in the shift from a mean score of 64.4 in Cycle I to an elevated average of 79.75 in the subsequent instructional phase of Cycle II. In conclusion, the pedagogy of teaching review text composition through the utilization of the mind mapping method substantiates an advancement in students' narrative writing proficiency. It is recommended that educators incorporate this method into their instructional practices to foster students' writing skills, particularly concerning review text composition. Tujuan penelitian ini untuk mengetahui kemampuan menulis teks ulasan dengan metode peta pikiran pada siswa kelas VIII C SMP Negeri 10 Bengkulu Selatan tahun ajaran 2022/2023. Penelitian ini merupakan penelitian tindakan kelas. Penelitian tindakan kelas ini dilakukan dalam dua tahap, yaitu siklus I dan siklus II. Tiap siklus terdiri atas perencanaan, tindakan, observasi, dan refleksi. Data penelitian ini berupa nilai hasil tulisan siswa selama pembelajaran berlangsung. Dari hasil analisis tulisan siswa diketahui bahwa pembelajaran menulis teks ulasan dengan metode peta pikiran dapat meningkatkan rata-ata hasil belajar siswa. Peningkatan dapat dilihat dari hasil tulisan siswa pada siklus I dengan atau-rata 64,4 dan meningkat pada proses pembelajaran siklus II dengan nilai rata-rata mencapai 79,75. Disimpulkan bahwa pembelajaran Pembelajaran menulis teks ulasan dengan menggunakan metode peta pikiran dapat meningkatkan kemampuan keterampilan menulis pengalaman siswa. Disarankan agar guru dapat menggunakan metode peta pikiran ini untuk meningkatkan kemampuan menulis siswa khususnya menulis teks ulasan.","PeriodicalId":500562,"journal":{"name":"Peradaban Journal of Interdisciplinary Educational Research","volume":"2677 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135716218","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 research aims to examine the implementation of the Child-Friendly School (CFS) concept at SMAN 3 Kediri, constructed through a religious-cultural framework, to establish a safe and comfortable environment for students. A qualitative methodology was employed, with data collected through observations, documentation, and interviews involving both Islamic Studies teachers and students from various classes at SMAN 3 Kediri. The research findings reveal that SMAN 3 Kediri has integrated the principles of the CFS into the school’s culture, enriched by religious values. Implementation of the CFS concept at SMAN 3 Kediri, influenced by the religious-cultural approach, is manifested through a non-violent education approach, the elimination of discrimination, and an emphasis on enhancing children’s participation. The process of instilling a religious-cultural ethos within the educational context encompasses various methods, including role modeling, the application of reward and punishment systems (targhib and tarhib), habitual practices, and the dissemination of advice (mau’idzah). Penelitian ini bertujuan untuk mengkaji implementasi konsep Sekolah Ramah Anak (SRA) di SMAN 3 Kediri, yang dibangun melalui budaya religius, dengan fokus pada pembentukan lingkungan yang aman dan nyaman bagi siswa. Metode kualitatif digunakan dengan data diperoleh melalui observasi, dokumentasi, dan wawancara yang melibatkan guru PAI dan siswa dari berbagai kelas di SMAN 3 Kediri. Hasil penelitian mengungkapkan bahwa SMAN 3 Kediri mengintegrasikan prinsip-prinsip SRA ke dalam budaya sekolah, yang diperkaya oleh nilai-nilai religius. Implementasi konsep SRA di SMAN 3 Kediri yang diperkaya oleh budaya religius diwujudkan melalui pendekatan pendidikan tanpa kekerasan, penghapusan diskriminasi, dan pemberian perhatian pada peningkatan partisipasi anak. Proses pembentukan budaya religius dalam konteks pendidikan melibatkan berbagai metode, termasuk keteladanan, penerapan sistem reward dan punishment (targhib dan tarhib), pembiasaan, serta penyampaian nasehat (mau’idzah)
本研究旨在探讨儿童友好学校(CFS)概念在SMAN 3 Kediri的实施情况，通过宗教文化框架构建，为学生建立一个安全舒适的环境。采用定性方法，通过观察、文件和访谈收集数据，涉及SMAN 3 Kediri各个班级的伊斯兰研究教师和学生。研究结果显示，SMAN 3 Kediri已经将CFS的原则融入了学校的文化中，并通过宗教价值观丰富了这些原则。受宗教文化方法的影响，在Kediri SMAN 3实施了儿童服务中心的概念，体现在非暴力教育方法、消除歧视和强调加强儿童参与。在教育环境中灌输宗教文化精神的过程包括各种方法，包括角色塑造、奖惩制度的应用(targhb和tarhib)、习惯做法和建议的传播(mau 'idzah)。Penelitian ini bertujuan untuk mengkaji implementasi konsep Sekolah Ramah Anak (SRA) di SMAN 3 Kediri, yang dibangun melalui budaya religius, dengan fokus padpadbentukan lingkungan yang aman dannyaman bagi siswa。Metode quality of digunakan dengan data diperoleh melalui observasi, dokumentasi, danwancara yang melibatkan大师PAI dansiswa dari berbagai kelas di SMAN 3 Kediri。Hasil penelitian mengungkapkan bahwa SMAN 3 Kediri mengintegrasikan prinsip-prinsip SRA ke dalam budaya sekolah, yang diperkaya oleh nilai-nilai religius。3 Kediri yang diperkaya oleh budaya religius diwujudkan melalui pendekatan pendidikan tanpa kekerasan, penghapusan diskriminasi, dan pemberian perhatipada peningkatan partisipasi anak。《penbentukan budaya religius dalam konteks pendidikan melibatkan berbagai方法》、《termasuk keteladanan》、《penbiasaan》、《serta penyampaian nasehat》(maoidzah)。
{"title":"Implementasi Sekolah Ramah Anak melalui Pengembangan Budaya Religius di SMAN 3 Kediri","authors":"Fitria Arifa Dewi","doi":"10.59001/pjier.v1i1.70","DOIUrl":"https://doi.org/10.59001/pjier.v1i1.70","url":null,"abstract":"This research aims to examine the implementation of the Child-Friendly School (CFS) concept at SMAN 3 Kediri, constructed through a religious-cultural framework, to establish a safe and comfortable environment for students. A qualitative methodology was employed, with data collected through observations, documentation, and interviews involving both Islamic Studies teachers and students from various classes at SMAN 3 Kediri. The research findings reveal that SMAN 3 Kediri has integrated the principles of the CFS into the school’s culture, enriched by religious values. Implementation of the CFS concept at SMAN 3 Kediri, influenced by the religious-cultural approach, is manifested through a non-violent education approach, the elimination of discrimination, and an emphasis on enhancing children’s participation. The process of instilling a religious-cultural ethos within the educational context encompasses various methods, including role modeling, the application of reward and punishment systems (targhib and tarhib), habitual practices, and the dissemination of advice (mau’idzah). Penelitian ini bertujuan untuk mengkaji implementasi konsep Sekolah Ramah Anak (SRA) di SMAN 3 Kediri, yang dibangun melalui budaya religius, dengan fokus pada pembentukan lingkungan yang aman dan nyaman bagi siswa. Metode kualitatif digunakan dengan data diperoleh melalui observasi, dokumentasi, dan wawancara yang melibatkan guru PAI dan siswa dari berbagai kelas di SMAN 3 Kediri. Hasil penelitian mengungkapkan bahwa SMAN 3 Kediri mengintegrasikan prinsip-prinsip SRA ke dalam budaya sekolah, yang diperkaya oleh nilai-nilai religius. Implementasi konsep SRA di SMAN 3 Kediri yang diperkaya oleh budaya religius diwujudkan melalui pendekatan pendidikan tanpa kekerasan, penghapusan diskriminasi, dan pemberian perhatian pada peningkatan partisipasi anak. Proses pembentukan budaya religius dalam konteks pendidikan melibatkan berbagai metode, termasuk keteladanan, penerapan sistem reward dan punishment (targhib dan tarhib), pembiasaan, serta penyampaian nasehat (mau’idzah)","PeriodicalId":500562,"journal":{"name":"Peradaban Journal of Interdisciplinary Educational Research","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135716352","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 investigates the significance of using word-by-word translations of the Qur’an to enhance Arabic language learning and expand students’ vocabulary. Employing a literature review approach, this research gathers pertinent data from academic sources related to the subject. The collected data is analyzed using content analysis techniques. Findings from the literature review demonstrate that utilizing word-by-word translations of the Qur’an aids students in comprehending Arabic words more effectively, thereby improving their capacity to memorize and apply Arabic vocabulary. Additionally, such translations can expedite the Arabic learning process, given the Qur’an’s prominent role as a primary Arabic source. However, it’s important to note that reliance solely on translation might curtail students’ holistic understanding of Arabic and foster dependency on translation. Thus, the proper and discerning use of word-by-word Qur’an translations is crucial to avoid diminishing students’ comprehensive grasp of Arabic. In conclusion, word-by-word translation of the Qur’an holds importance in enhancing Arabic language learning and vocabulary expansion among students, but its application should be judicious. This study contributes to the evolution of Arabic curriculum and pedagogical methods.
{"title":"Enriching Arabic Vocabulary: Examining the Impact of Quranic Word-by-Word Translation on Student Proficiency","authors":"Erna Herawati, None Ainil Mawaddah","doi":"10.59001/pjier.v1i1.98","DOIUrl":"https://doi.org/10.59001/pjier.v1i1.98","url":null,"abstract":"This study investigates the significance of using word-by-word translations of the Qur’an to enhance Arabic language learning and expand students’ vocabulary. Employing a literature review approach, this research gathers pertinent data from academic sources related to the subject. The collected data is analyzed using content analysis techniques. Findings from the literature review demonstrate that utilizing word-by-word translations of the Qur’an aids students in comprehending Arabic words more effectively, thereby improving their capacity to memorize and apply Arabic vocabulary. Additionally, such translations can expedite the Arabic learning process, given the Qur’an’s prominent role as a primary Arabic source. However, it’s important to note that reliance solely on translation might curtail students’ holistic understanding of Arabic and foster dependency on translation. Thus, the proper and discerning use of word-by-word Qur’an translations is crucial to avoid diminishing students’ comprehensive grasp of Arabic. In conclusion, word-by-word translation of the Qur’an holds importance in enhancing Arabic language learning and vocabulary expansion among students, but its application should be judicious. This study contributes to the evolution of Arabic curriculum and pedagogical methods.","PeriodicalId":500562,"journal":{"name":"Peradaban Journal of Interdisciplinary Educational Research","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135969663","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}
Inclusive-humanist education is a pedagogical concept that endeavors to create an educational environment conducive to individuals with disabilities. This form of education aims to develop a system that humanizes disabled learners, enabling them to strive and cultivate their potential independently. To formulate the concept of inclusive-humanist education for individuals with disabilities, the author conducts a comparative analysis of the viewpoints of several influential figures focused on humanistic thought, namely John Dewey, Paulo Freire, and Abuddin Nata. John Dewey, a notable humanist thinker, asserts that learners are deemed autonomous in making decisions, solving problems, and unfolding their potential, devoid of external influences. Conversely, Paulo Freire constructs an educational framework that emerges from exigent circumstances, rooted in the fundamental assumption that the realities experienced by individuals constitute an evolving process, destined to become a stepping stone towards freedom. Abuddin Nata, a distinguished scholar in Islamic education, expounds that education is a means to explore the process of humanizing individuals, wherein each person is endowed with the freedom to determine their life choices, in accordance with the decree of Allah SWT. This decree signifies that a community’s transformation hinges upon the transformation of its constituents.The synthesis of these perspectives highlights the urgency of a humanistic, inclusive approach to education for individuals with disabilities. Pendidikan inklusif-humanis merupakan konsep pendidikan yang berupaya menciptakan lingkungan pendidikan yang ramah bagi bagi difabel. Pendidikan ini juga mengembangkan sistem yang memanusiakan peserta didik difabel, sehingga mereka dapat berjuang dan mengembangkan potensinya dengan kemampuannya sendiri. Untuk memformulasikan pemikiran pendidikan inklusif-humanis bagi difabel, penulis mengkomparasikan pemikiran beberapa tokoh yang berfokus pada pemikiran humanisme, yakni John Dewey, Paulo Freire, dan Abuddin Nata. John Dewey adalah salah satu pemikir humanis dan mengemukakan bahwa peserta didik dianggap memiliki kemandirian dalam mengambil keputusan, memecahkan masalah dan mengembangkan potensinya tanpa dipengaruhi faktor di luar dirinya. Paulo Freire, di sisi lain, membangun sebuah konsep pendidikan yang berangkat dari keadaan yang memaksa dirinya untuk berkembang, dan pada dasarnya manusia menggunakan asumsi dasar bahwa kenyataan yang dialami oleh manusia merupakan sebuah proses, dan nantinya akan menjadi batu pijakan menuju sebuah kebebasan. Sedangkan Abuddin Nata yang merupakan salah satu pakar pendidikan Islam, yang menjelaskan bahwa pendidikan adalah salah satu metode dalam mempelajari proses memanusiakan manusia, dan setiap manusia diberikan kebebasan untuk menentukan pilihan hidupnya, sesuai dengan firman Allah SWT. yang menjelaskan tidak akan mengubah keadaan suatu kaum sebelum mereka mengubah keadaan diri mereka sendiri
全纳人文教育是一种致力于创造有利于残疾人的教育环境的教育理念。这种形式的教育旨在建立一种人性化的残疾学习者体系，使他们能够自主地努力和培养他们的潜力。为了形成包容的残疾人人文主义教育理念，笔者对约翰·杜威、保罗·弗莱雷、阿布丁·纳塔等几位人文主义思想影响人物的观点进行了比较分析。著名的人文主义思想家约翰·杜威认为，学习者在做决定、解决问题和发挥潜力方面是自主的，不受外部影响。相反，保罗·弗莱雷构建了一个从紧急情况中出现的教育框架，植根于个人所经历的现实构成了一个进化过程的基本假设，注定要成为通往自由的垫脚石。伊斯兰教育领域的杰出学者阿布丁·纳塔(Abuddin Nata)阐述了教育是一种探索使个体人性化的过程的手段，在这个过程中，每个人都被赋予了按照安拉的旨意决定自己生活选择的自由。这项法令表明，一个社区的转变取决于其组成部分的转变。这些观点的综合凸显了对残疾人教育采取人性化、包容性方法的紧迫性。Pendidikan inklusif-humanis merupakan konsep Pendidikan yang berupaya menciptakan lingkungan Pendidikan yang ramah bagi bagi difabel。Pendidikan ini juga mengembangkan系统yang memanusiakan peserta didik difabel, sehinga mereka dapat berjuang dan mengbangkan potentisinya dengan kemampuannya sendiri。Untuk memformulasikan pemikiran pendidikan inklusif-humanis bagi difabel, penulis mengkom寄生性kan pemikiran beberapa tokoh yang berfus pada pemikiran humanisme, yakni John Dewey, Paulo Freire, dan Abuddin Nata。约翰·杜威adalah salah研究pemikir humanis丹mengemukakan bahwa peserta didik dianggap memiliki kemandirian dalam mengambil keputusan, memecahkan masalah丹mengembangkan potensinya tanpa dipengaruhi faktor di luar dirinya。保罗·弗莱雷，迪塞西·兰，成员们都知道自己是谁，他们都知道自己是谁，他们都知道自己是谁，他们都知道自己是谁，他们都知道自己是谁，他们都知道自己是谁。Sedangkan Abuddin Nata yang merupakan salah satu pakar pendidikan Islam, yang menjelaskan bahwa pendidikan adalah salah satu metode dalam mempelajari promeanusianakan manusia, dan setiap manusia diberikan kebebasan untuk menentukan pilihan hidupnya, sessuai dengan firman Allah SWT。Yang menjelaskan tidak akan mengubah keadaan suatu kaum sebelum mereka mengubah keadaan diri mereka sendiri
{"title":"Formulasi Pendidikan Inklusif-Humanis bagi Disabilitas","authors":"Sugeng Santoso","doi":"10.59001/pjier.v1i1.99","DOIUrl":"https://doi.org/10.59001/pjier.v1i1.99","url":null,"abstract":"Inclusive-humanist education is a pedagogical concept that endeavors to create an educational environment conducive to individuals with disabilities. This form of education aims to develop a system that humanizes disabled learners, enabling them to strive and cultivate their potential independently. To formulate the concept of inclusive-humanist education for individuals with disabilities, the author conducts a comparative analysis of the viewpoints of several influential figures focused on humanistic thought, namely John Dewey, Paulo Freire, and Abuddin Nata. John Dewey, a notable humanist thinker, asserts that learners are deemed autonomous in making decisions, solving problems, and unfolding their potential, devoid of external influences. Conversely, Paulo Freire constructs an educational framework that emerges from exigent circumstances, rooted in the fundamental assumption that the realities experienced by individuals constitute an evolving process, destined to become a stepping stone towards freedom. Abuddin Nata, a distinguished scholar in Islamic education, expounds that education is a means to explore the process of humanizing individuals, wherein each person is endowed with the freedom to determine their life choices, in accordance with the decree of Allah SWT. This decree signifies that a community’s transformation hinges upon the transformation of its constituents.The synthesis of these perspectives highlights the urgency of a humanistic, inclusive approach to education for individuals with disabilities. Pendidikan inklusif-humanis merupakan konsep pendidikan yang berupaya menciptakan lingkungan pendidikan yang ramah bagi bagi difabel. Pendidikan ini juga mengembangkan sistem yang memanusiakan peserta didik difabel, sehingga mereka dapat berjuang dan mengembangkan potensinya dengan kemampuannya sendiri. Untuk memformulasikan pemikiran pendidikan inklusif-humanis bagi difabel, penulis mengkomparasikan pemikiran beberapa tokoh yang berfokus pada pemikiran humanisme, yakni John Dewey, Paulo Freire, dan Abuddin Nata. John Dewey adalah salah satu pemikir humanis dan mengemukakan bahwa peserta didik dianggap memiliki kemandirian dalam mengambil keputusan, memecahkan masalah dan mengembangkan potensinya tanpa dipengaruhi faktor di luar dirinya. Paulo Freire, di sisi lain, membangun sebuah konsep pendidikan yang berangkat dari keadaan yang memaksa dirinya untuk berkembang, dan pada dasarnya manusia menggunakan asumsi dasar bahwa kenyataan yang dialami oleh manusia merupakan sebuah proses, dan nantinya akan menjadi batu pijakan menuju sebuah kebebasan. Sedangkan Abuddin Nata yang merupakan salah satu pakar pendidikan Islam, yang menjelaskan bahwa pendidikan adalah salah satu metode dalam mempelajari proses memanusiakan manusia, dan setiap manusia diberikan kebebasan untuk menentukan pilihan hidupnya, sesuai dengan firman Allah SWT. yang menjelaskan tidak akan mengubah keadaan suatu kaum sebelum mereka mengubah keadaan diri mereka sendiri","PeriodicalId":500562,"journal":{"name":"Peradaban Journal of Interdisciplinary Educational Research","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135969664","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}
Gender equality and women’s emancipation have remained intriguing topics over the past decade, spanning a spectrum of discussions from the academic sphere to religious scholars, and even the general public. In reality, women continue to face discrimination, stereotypes, and subordination across various facets of life. Women have not yet achieved an equal footing with men when it comes to taking on public roles, particularly within the realm of education. Paradoxically, Islamic civilization has witnessed the presence of remarkable women figures who have made substantial contributions in religious, educational, economic, and socio-cultural domains. M. Quraish Shihab, an intellectual and Islamic scholar, as well as a distinguished professor in the field of Quranic exegesis, has demonstrated significant concern for gender equality and the role of women. Employing the methodology of library research, this research article seeks to delve into M. Quraish Shihab’s thoughts on gender equality, through his work in the interpretation of Al-Misbah and numerous other scholarly works related to the subject matter. The article concludes that Quraish Shihab provides a lucid portrayal by interpreting Quranic verses regarding women and gender equality issues based on his multifaceted approach to interpretation, which offers diverse interpretations relevant to societal contexts. Quraish Shihab successfully constructs a vision of gender equality within the framework of Islamic values to eradicate all forms of discrimination against women, encompassing aspects of household, marriage, societal interactions, and particularly education. Isu kesetaraan gender dan emansipasi wanita dalam dekade akhir ini masih menjadi perbincangan yang menarik di berbagai kalangan, mulai dari kalangan akademisi, Ulama, hingga masyarakat umum. Realitas menujukkan bahwa kaum wanita masih banyak mendapatkan perlakuan diskriminatif, steorotipe, dan tersubordinasi dalam berbagai aspek kehidupan. Wanita belum mendapatkan ruang yang sama layaknya pria dalam mengambil peran publik, terutama dalam pendidikan. Padahal dalam peradaban Islam telah banyak tokoh wanita hebat yang memiliki andil besar dalam bidang agama, pendidikan, ekonomi, serta sosial-kultural. M. Quraish Shihab merupakan Intelektual-Ulama sekaligus guru besar bidang tafsir Al-Qur’an yang menaruh perhatian besar terhadap isu kesetaraan gender dan peran wanita. Melalui metode penelitian library research, artikel penelitian ini berusaha mengupas pemikiran M. Quraish Shihab tentang kesetaraan gender dan wanita melalui tafsirnya Al-Misbah dan banyak karya ilmiah lainnya yang berkaitan. Tulisan Ini menyimpulkan bahwa Quraish Shihab memberikan gambaran yang jelas dengan menafsirkan ayat-ayat Al-Qur’an tentang wanita dan isu-isu kesetaraan gender berdasarkan corak penafsirannya yang memiliki beragam interpretasi yang relevan dengan kondisi masyarakat. Quraish Shihab berhasil membangun visi kesetaraan gender dalam bingkai nilai-nilai Islam u
在过去的十年里，性别平等和妇女解放一直是一个有趣的话题，从学术领域到宗教学者，甚至是公众都在讨论这个话题。实际上，妇女在生活的各个方面继续面临歧视、刻板印象和从属地位。在担任公共角色方面，特别是在教育领域，妇女尚未达到与男子平等的地位。矛盾的是，伊斯兰文明见证了杰出女性人物的出现，她们在宗教、教育、经济和社会文化领域做出了重大贡献。Quraish Shihab先生是一位知识分子和伊斯兰学者，也是古兰经训诂学领域的杰出教授，他对性别平等和妇女的作用表现出了极大的关注。本文采用图书馆研究的方法，试图通过古莱什·希哈布先生对《密斯巴》的解读和其他与该主题相关的学术著作，深入探讨他对性别平等的看法。文章的结论是，古莱什·希哈卜对《古兰经》中涉及妇女和性别平等问题的经文的解读是一个清晰的写照，他的解读方法是多方面的，根据社会背景提供了不同的解读。quuraish Shihab成功地在伊斯兰价值观的框架内构建了性别平等的愿景，以消除对妇女的一切形式的歧视，包括家庭、婚姻、社会交往，特别是教育等方面。Isu kesetaraan gender dan emansipasi wanita dalam dekade akhir ini masih menjadi perbincangan yang menarik di berbagai kalangan akademisi, Ulama, hinga masyarakat umum。Realitas menujukkan bahwa kaum wanita masih banyak mendapatkan perlakuan diskmini, steotipe, and tersubsubasi dalam berbagai askehidupan。万尼塔belum mendapatkan ruang yang sama layaknya pria dalam mengambil peran public, terutama dalam pendidikan。Padahal dalam peradaban Islam, telah banyak tokoh wanita, the yang memiliki and dididikan，经济，社会文化。库拉希什·希哈卜·默鲁帕坎知识分子乌拉玛·希哈布·默鲁帕坎先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生，古兰经先生。Melalui方法的研究，文章penelitian ini berusaha mengupas pemikiran M. Quraish Shihab tentang kesetaraan性别danwanita Melalui tafsirnya Al-Misbah danbanyak karya ilmiah lainnya yang berkaitan。turisan Ini menyimpimpkan bahwa quuraish Shihab成员，kan gambaran yang jelas dengan menafsirkan ayat-ayat Al-Qur 'an tentantanita dan isu-isu kesetaraan gender berdasarkan corak penafsirannya yang memiliki beragam interpretasi yang关联，dengan kondisi masyarakat。Quraish Shihab berhasil成员访问kesetaraan性别dalam bingkai nilai-nilai Islam untuk mengikis segala bentuk diskriminasi terhadap wanita, baik dalam bidang rumah tangga, pernikahan，社会masyarakat, terutamanya dalam hal pendidikan。
{"title":"Kesetaraan Gender dalam Pendidikan Islam Perspektif M. Quraish Shihab","authors":"Luqman Hakim","doi":"10.59001/pjier.v1i1.101","DOIUrl":"https://doi.org/10.59001/pjier.v1i1.101","url":null,"abstract":"Gender equality and women’s emancipation have remained intriguing topics over the past decade, spanning a spectrum of discussions from the academic sphere to religious scholars, and even the general public. In reality, women continue to face discrimination, stereotypes, and subordination across various facets of life. Women have not yet achieved an equal footing with men when it comes to taking on public roles, particularly within the realm of education. Paradoxically, Islamic civilization has witnessed the presence of remarkable women figures who have made substantial contributions in religious, educational, economic, and socio-cultural domains. M. Quraish Shihab, an intellectual and Islamic scholar, as well as a distinguished professor in the field of Quranic exegesis, has demonstrated significant concern for gender equality and the role of women. Employing the methodology of library research, this research article seeks to delve into M. Quraish Shihab’s thoughts on gender equality, through his work in the interpretation of Al-Misbah and numerous other scholarly works related to the subject matter. The article concludes that Quraish Shihab provides a lucid portrayal by interpreting Quranic verses regarding women and gender equality issues based on his multifaceted approach to interpretation, which offers diverse interpretations relevant to societal contexts. Quraish Shihab successfully constructs a vision of gender equality within the framework of Islamic values to eradicate all forms of discrimination against women, encompassing aspects of household, marriage, societal interactions, and particularly education. Isu kesetaraan gender dan emansipasi wanita dalam dekade akhir ini masih menjadi perbincangan yang menarik di berbagai kalangan, mulai dari kalangan akademisi, Ulama, hingga masyarakat umum. Realitas menujukkan bahwa kaum wanita masih banyak mendapatkan perlakuan diskriminatif, steorotipe, dan tersubordinasi dalam berbagai aspek kehidupan. Wanita belum mendapatkan ruang yang sama layaknya pria dalam mengambil peran publik, terutama dalam pendidikan. Padahal dalam peradaban Islam telah banyak tokoh wanita hebat yang memiliki andil besar dalam bidang agama, pendidikan, ekonomi, serta sosial-kultural. M. Quraish Shihab merupakan Intelektual-Ulama sekaligus guru besar bidang tafsir Al-Qur’an yang menaruh perhatian besar terhadap isu kesetaraan gender dan peran wanita. Melalui metode penelitian library research, artikel penelitian ini berusaha mengupas pemikiran M. Quraish Shihab tentang kesetaraan gender dan wanita melalui tafsirnya Al-Misbah dan banyak karya ilmiah lainnya yang berkaitan. Tulisan Ini menyimpulkan bahwa Quraish Shihab memberikan gambaran yang jelas dengan menafsirkan ayat-ayat Al-Qur’an tentang wanita dan isu-isu kesetaraan gender berdasarkan corak penafsirannya yang memiliki beragam interpretasi yang relevan dengan kondisi masyarakat. Quraish Shihab berhasil membangun visi kesetaraan gender dalam bingkai nilai-nilai Islam u","PeriodicalId":500562,"journal":{"name":"Peradaban Journal of Interdisciplinary Educational Research","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136064570","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：