This research discusses “A Holistic Model for Character Education in Schools.†Character education is considered an important solution to a variety of ongoing moral vulnerability phenomena. It is expected that through education the cognitive, affective, psychomotor, and spiritual aspects in learners can be harmonized. To this end, a holistic model for character education can be applied to learners. This study was carried out using a qualitative approach through library research. The data were collected by documentation technique and later analyzed by descriptive analysis. The research results indicated that character education is a process of positive values internalization in learners for them to possess good character, which comprises cognitive, feeling, and action aspects. Therefore, it is deemed necessary to introduce and internalize life values that are useful for learners to become whole human beings, that is, as individual-social, physical-spiritual, or autonomous-God’s human beings. The holistic character education model can be implemented in schools in an integrated manner across all school subjects. Otherwise put, it can be implemented through the learning process at school on a day-to-day basis.
{"title":"A Holistic Model for Character Education in Schools (An Alternative Educational Model)","authors":"Abdul Khobir, Sopi Sopiah, F. Hasanah","doi":"10.28918/jei.v6i2.4731","DOIUrl":"https://doi.org/10.28918/jei.v6i2.4731","url":null,"abstract":"This research discusses “A Holistic Model for Character Education in Schools.†Character education is considered an important solution to a variety of ongoing moral vulnerability phenomena. It is expected that through education the cognitive, affective, psychomotor, and spiritual aspects in learners can be harmonized. To this end, a holistic model for character education can be applied to learners. This study was carried out using a qualitative approach through library research. The data were collected by documentation technique and later analyzed by descriptive analysis. The research results indicated that character education is a process of positive values internalization in learners for them to possess good character, which comprises cognitive, feeling, and action aspects. Therefore, it is deemed necessary to introduce and internalize life values that are useful for learners to become whole human beings, that is, as individual-social, physical-spiritual, or autonomous-God’s human beings. The holistic character education model can be implemented in schools in an integrated manner across all school subjects. Otherwise put, it can be implemented through the learning process at school on a day-to-day basis.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"89 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74754516","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 character education carried by Ki Hajar Dewantara plays a role in preparing the nation's children to build and preserve the nation's identity that is characterized and cultured. The purpose of this study was to reflect on the thinking of Ki Hajar Dewantara's character education in the global era. The method used was qualitative with a philosophical approach. The research type was through an intellectual biographical. The analytical technique used was philosophical interpretative. Reflections on Ki Hajar Dewantara's philosophy of character education are relevant to be applied in the education curriculum in Indonesia, especially on the independent learning perspective in the digital literacy era. Ki Hajar Dewantara's character education emphasizes humanist values, based on reconstruction and nationalist spirit. Reflections on Ki Hajar Dewantara's character education have five basic aspects of character namely: smart, excellence, soft-skill, perfect, and global character education. Ki Hajar Dewantara's character education is relevant in the context of education in post-reformation Indonesia seen from the relevance of religiosity, ethical, social, cultural, and universality. Ki Hajar Dewantara's character education also helps to minimize various national multidimensional crises, namely: religious, moral, model, orientation, and social crisis solutions.
{"title":"Reflection of Ki Hajar Dewantara’s Character Education Philosophy on Independent Learning","authors":"","doi":"10.28918/jei.v6i2.2625","DOIUrl":"https://doi.org/10.28918/jei.v6i2.2625","url":null,"abstract":"The character education carried by Ki Hajar Dewantara plays a role in preparing the nation's children to build and preserve the nation's identity that is characterized and cultured. The purpose of this study was to reflect on the thinking of Ki Hajar Dewantara's character education in the global era. The method used was qualitative with a philosophical approach. The research type was through an intellectual biographical. The analytical technique used was philosophical interpretative. Reflections on Ki Hajar Dewantara's philosophy of character education are relevant to be applied in the education curriculum in Indonesia, especially on the independent learning perspective in the digital literacy era. Ki Hajar Dewantara's character education emphasizes humanist values, based on reconstruction and nationalist spirit. Reflections on Ki Hajar Dewantara's character education have five basic aspects of character namely: smart, excellence, soft-skill, perfect, and global character education. Ki Hajar Dewantara's character education is relevant in the context of education in post-reformation Indonesia seen from the relevance of religiosity, ethical, social, cultural, and universality. Ki Hajar Dewantara's character education also helps to minimize various national multidimensional crises, namely: religious, moral, model, orientation, and social crisis solutions.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74381420","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}
Mochamad Iskarim, S. Sutrisno, T. Hamami, Muhammad Zubair Khan
This paper discusses the motivation and vision of state Islamic higher education leaders in their attempt to improve higher education quality after the institutional change. This is a field descriptive qualitative study which is conducted in IAIN Purwokerto and IAIN Pekalongan. The data collection is done using documentation and interview method; the data is analyzed using an interactive analysis model which covers steps of data collection, data reduction, data presentation, and verification/conclusion. The results of the study are as follows: (1) the institutional change which is frequently experienced by state Islamic higher education institutions is considered as the starting point of the effort to increase academic and institutional quality. This institutional change must be followed by well-prepared quality management of higher education institutions; planned, executed, monitored, and evaluated synergically; (2) the leader’s motivation and vision serve as an important aspect in the effort to improve the institutional quality. The motivation and vision must be elaborated into real and calculated actions, as well as supported by transformational leadership; and (3) the accreditation and fulfillment of facilities and infrastructure of higher education is a tool the final objective of which is the establishment of true quality, namely quality culture displayed by the academic community. As a recommendation, the motivation and vision of higher education leaders should focus on improving internal institutions, improving education services and public accountability, and the relevance of education to the future needs of the new generation in the future.
{"title":"Islamic Higher Education Institutional Change: Leader's Motivation and Vision","authors":"Mochamad Iskarim, S. Sutrisno, T. Hamami, Muhammad Zubair Khan","doi":"10.28918/jei.v6i2.4296","DOIUrl":"https://doi.org/10.28918/jei.v6i2.4296","url":null,"abstract":"This paper discusses the motivation and vision of state Islamic higher education leaders in their attempt to improve higher education quality after the institutional change. This is a field descriptive qualitative study which is conducted in IAIN Purwokerto and IAIN Pekalongan. The data collection is done using documentation and interview method; the data is analyzed using an interactive analysis model which covers steps of data collection, data reduction, data presentation, and verification/conclusion. The results of the study are as follows: (1) the institutional change which is frequently experienced by state Islamic higher education institutions is considered as the starting point of the effort to increase academic and institutional quality. This institutional change must be followed by well-prepared quality management of higher education institutions; planned, executed, monitored, and evaluated synergically; (2) the leader’s motivation and vision serve as an important aspect in the effort to improve the institutional quality. The motivation and vision must be elaborated into real and calculated actions, as well as supported by transformational leadership; and (3) the accreditation and fulfillment of facilities and infrastructure of higher education is a tool the final objective of which is the establishment of true quality, namely quality culture displayed by the academic community. As a recommendation, the motivation and vision of higher education leaders should focus on improving internal institutions, improving education services and public accountability, and the relevance of education to the future needs of the new generation in the future. \u0000 ","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"85 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75633132","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}
A mosque is a place of worship that can be used for religious activities, especially Islamic education activities. This research objective was to discuss how the efforts of Al-Jihad Mosque foundation management in realizing the taklim assembly activities as Islamic education for the Medan Baru community. This research design was field research with a descriptive qualitative approach. The research subjects consisted of the head of da'wah (Islamic teachings) and education, treasurer, mosque takmir, and Medan Baru people. Data collection techniques used interview techniques, observation, and documentation. The data that has been collected was then reduced and presented, and conclusions were drawn. The results showed that the Al-Jihad mosque’s administrators were very active in realizing the taklim assembly to the maximum extent. It was evidenced by the busy schedule of the taklim assembly in a week. The scheduled research material had Islamic scientific studies such as fiqh, interpretation, monotheism, history, and other materials. The implementation of the taklim assembly began after the congregational prayer guided by the mosque takmir. The taklim assembly at the Al-Jihad mosque received a positive response and community support. Islamic youth communities and organizations also implemented religious activities, especially education at the Al-Jihad Mosque.
{"title":"The Efforts of Al-Jihad Mosque's in Realizing the Taklim Assembly as an Islamic Education for Medan Baru Community","authors":"Muhammad Alpin Hascan","doi":"10.28918/jei.v6i2.4406","DOIUrl":"https://doi.org/10.28918/jei.v6i2.4406","url":null,"abstract":"A mosque is a place of worship that can be used for religious activities, especially Islamic education activities. This research objective was to discuss how the efforts of Al-Jihad Mosque foundation management in realizing the taklim assembly activities as Islamic education for the Medan Baru community. This research design was field research with a descriptive qualitative approach. The research subjects consisted of the head of da'wah (Islamic teachings) and education, treasurer, mosque takmir, and Medan Baru people. Data collection techniques used interview techniques, observation, and documentation. The data that has been collected was then reduced and presented, and conclusions were drawn. The results showed that the Al-Jihad mosque’s administrators were very active in realizing the taklim assembly to the maximum extent. It was evidenced by the busy schedule of the taklim assembly in a week. The scheduled research material had Islamic scientific studies such as fiqh, interpretation, monotheism, history, and other materials. The implementation of the taklim assembly began after the congregational prayer guided by the mosque takmir. The taklim assembly at the Al-Jihad mosque received a positive response and community support. Islamic youth communities and organizations also implemented religious activities, especially education at the Al-Jihad Mosque.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"2009 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86269040","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}
Parents are more aware of the urgency of spiritual intelligence for their children. Spiritual intelligence is the ability of a person to always present his Lord in every activity. Various studies show that one of the success factors people is mostly determined by his spiritual intelligence. Parents also want the teacher to be able to develop their children's spiritual intelligence. This desire was responded to by the head of kindergarten al-Irsyad al-Islamiyyah Purwokerto by managing the learning central based on theological values. This qualitative research is intended to describe the internalization of theological values in the management of learning centrals in kindergarten al-Irsyad al-Islamiyyah Purwokerto. Data were collected using interview, observation, and documentation techniques and then analyzed using the Miles and Huberman data analysis technique. The results showed that the internalization of theological values in the management of learning centrals was carried out through five attempts. First, the internalization of theological value into the vision and quality assurance of graduates. Second, the internalization of theological values by organizing ritual centrals. Third, the internalization of theological values by integrating religion and science into learning themes. Fourth, the internalization of theological values through habituation activities. Fifth, the internalization of theological value through the activities of telling stories about the Prophet and the Prophet and the Companions of the Prophet. The implication of internalization theological values in the management of learning centrals is that students become obedient individuals to their Lord, their Prophet, and their teachers and parents.
{"title":"Theological Values Internalization in Central Learning Management at Kindergarten","authors":"Tutuk Ningsih, Novan Ardy Wiyani","doi":"10.28918/jei.v6i1.3680","DOIUrl":"https://doi.org/10.28918/jei.v6i1.3680","url":null,"abstract":"Parents are more aware of the urgency of spiritual intelligence for their children. Spiritual intelligence is the ability of a person to always present his Lord in every activity. Various studies show that one of the success factors people is mostly determined by his spiritual intelligence. Parents also want the teacher to be able to develop their children's spiritual intelligence. This desire was responded to by the head of kindergarten al-Irsyad al-Islamiyyah Purwokerto by managing the learning central based on theological values. This qualitative research is intended to describe the internalization of theological values in the management of learning centrals in kindergarten al-Irsyad al-Islamiyyah Purwokerto. Data were collected using interview, observation, and documentation techniques and then analyzed using the Miles and Huberman data analysis technique. The results showed that the internalization of theological values in the management of learning centrals was carried out through five attempts. First, the internalization of theological value into the vision and quality assurance of graduates. Second, the internalization of theological values by organizing ritual centrals. Third, the internalization of theological values by integrating religion and science into learning themes. Fourth, the internalization of theological values through habituation activities. Fifth, the internalization of theological value through the activities of telling stories about the Prophet and the Prophet and the Companions of the Prophet. The implication of internalization theological values in the management of learning centrals is that students become obedient individuals to their Lord, their Prophet, and their teachers and parents.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82602083","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 reveal the impact of the charismatic leadership of six (6) pesantren’s kiai and their leadership succession on the sustainability of the pesantren in the future. The research method uses historical and phenomenological approaches. This research reveals the fact that the pesantren that still exist and continue today are due to the charismatic leadership of the kiai accompanied by the institutional development of the pesantren. Likewise, the succession of pesantren leadership is carried out through good regeneration. On the other hand, the pesantren which were "destroyed" after the kiai's founders died, was due to the charismatic leadership of kiai not being accompanied by the formalization of the pesantren by developing formal educational institutions or other institutions under the pesantren, and the succession of pesantren leadership was not accompanied by structured regeneration.
{"title":"Sustainability of Pesantren In The Future: Study of Charismatic Leadership of Kiai and Leadership Succession of Pesantren in Pekalongan","authors":"Ahmad Ta'rifin, Ahmad Halid","doi":"10.28918/jei.v6i1.4727","DOIUrl":"https://doi.org/10.28918/jei.v6i1.4727","url":null,"abstract":"This study aims to reveal the impact of the charismatic leadership of six (6) pesantren’s kiai and their leadership succession on the sustainability of the pesantren in the future. The research method uses historical and phenomenological approaches. This research reveals the fact that the pesantren that still exist and continue today are due to the charismatic leadership of the kiai accompanied by the institutional development of the pesantren. Likewise, the succession of pesantren leadership is carried out through good regeneration. On the other hand, the pesantren which were \"destroyed\" after the kiai's founders died, was due to the charismatic leadership of kiai not being accompanied by the formalization of the pesantren by developing formal educational institutions or other institutions under the pesantren, and the succession of pesantren leadership was not accompanied by structured regeneration.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82667953","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 paper aims to formulate a model of character education in shaping students' awareness about the balance of cosmology and ecological continuity based on its implementation at As Suffah Institute Rembang. The research method used is a qualitative case study. The data was obtained from in-depth interviews, participant observations, and related reference studies. The collected data was analyzed using Miles and Huberman's interactive analysis model. The result of this study is As-Shuffah Institute developed a character education model based on the concept of Islamic Cosmology reflected from Suluk Syahadatain Sheikh Achmad Mutammakin and practical experience of KH. Ubaidillah Achmad in the assistance of the community Tolak Semen Kendeng. Character education steps used include four strategies, namely Uswah ḥasanah, the study of the yellow book riyaá¸ah, and Sufistic counseling. Therefore, students can be aware of the central identity in religion, such as how much monotheism and faith can produce the broadest possible benefit for humanity (the gift of the universe).
{"title":"The Character Education for Cosmological and Ecological Awareness in Pesantren","authors":"E. Apriliana, M. Junaedi","doi":"10.28918/jei.v6i1.3750","DOIUrl":"https://doi.org/10.28918/jei.v6i1.3750","url":null,"abstract":"This paper aims to formulate a model of character education in shaping students' awareness about the balance of cosmology and ecological continuity based on its implementation at As Suffah Institute Rembang. The research method used is a qualitative case study. The data was obtained from in-depth interviews, participant observations, and related reference studies. The collected data was analyzed using Miles and Huberman's interactive analysis model. The result of this study is As-Shuffah Institute developed a character education model based on the concept of Islamic Cosmology reflected from Suluk Syahadatain Sheikh Achmad Mutammakin and practical experience of KH. Ubaidillah Achmad in the assistance of the community Tolak Semen Kendeng. Character education steps used include four strategies, namely Uswah ḥasanah, the study of the yellow book riyaá¸ah, and Sufistic counseling. Therefore, students can be aware of the central identity in religion, such as how much monotheism and faith can produce the broadest possible benefit for humanity (the gift of the universe).","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79130541","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 study aims to analyze the concept of independent education in Ki Hadjar Dewantara’s (KHD) perspective and determine its relevance to the independent learning policy implemented in Indonesia. This study is a literature review of character analysis with the main objective of profoundly investigating KHD’s concept of education about independent education through documentation studies and interviews, which were then analyzed using Content Analysis. According to the findings of this study, KHD presents the concept of independent education, starting from the purpose of educating students to liberate them esoterically, mentally, and physically by implementing Pancadarma, which is implemented in Taman Siswa, with among system using various methods that are continuously carried out from an early childhood to adulthood presented in the Taman Siswa. The concept of KHD’s independent education is relevant to that of independent learning in Indonesia today, in terms of its purposes, education system, teachers, and students.
{"title":"Ki Hajar Dewantara's Perspective on The Concept of Independent Education and Its Relevance to The Independent Learning in Indonesia","authors":"Taufikin Taufikin, L. Ma’shumah","doi":"10.28918/jei.v6i1.3210","DOIUrl":"https://doi.org/10.28918/jei.v6i1.3210","url":null,"abstract":"The study aims to analyze the concept of independent education in Ki Hadjar Dewantara’s (KHD) perspective and determine its relevance to the independent learning policy implemented in Indonesia. This study is a literature review of character analysis with the main objective of profoundly investigating KHD’s concept of education about independent education through documentation studies and interviews, which were then analyzed using Content Analysis. According to the findings of this study, KHD presents the concept of independent education, starting from the purpose of educating students to liberate them esoterically, mentally, and physically by implementing Pancadarma, which is implemented in Taman Siswa, with among system using various methods that are continuously carried out from an early childhood to adulthood presented in the Taman Siswa. The concept of KHD’s independent education is relevant to that of independent learning in Indonesia today, in terms of its purposes, education system, teachers, and students.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"148 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79365090","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: first, describe and analyze the ROHIS Islamic study materials used in SMA Negeri 2 Pemalang; second, formulate the design of Islamic study materials based on the Islamic values ​​of rahmatan lil 'alamin which is needed by ROHIS students at SMA Negeri 2 Pemalang; and third, analyze the effectiveness of using ROHIS Islamic study materials based on Islamic values ​​rahmatan lil 'alamin in the form of book at SMA Negeri 2 Pemalang. Based on the formulation of the first problem, this study used qualitative approach, while based on the formulation of the second and third problems, this study used Research and Development (R&D) approach presented by Borg and Gall. The results showed: (1) ROHIS Islamic Study Materials at SMA N 2 Pemalang consisted of several references, including: the yellow book in the field of fiqh and the material presented by each Islamic study mentor which was not specifically codified in one unity; (2) The formulation of the design of the ROHIS Islamic study material was developed in the formulation of Basic Competence and Indicators which was then developed in the form of the Islamic Book of Rahmatan Lil 'Alamin; and (3) the results of statistical tests using SPSS 18 software showed the average value of the pretest was 47.50 and the posttest was 88.50. Statistical tests were carried out at a significance level of 5%, which resulted in a correlation value of 0.636 which means greater than the significance level of 0.05. (0.636> 0.050) until H0 is rejected. In other words, there is a significant difference in students' understanding of the Islamic values ​​of rahmatan lil 'alamin between before and after using the Rahmatan Lil 'Alamin Islamic Book
本研究旨在:首先，描述和分析SMA Negeri 2 Pemalang中使用的ROHIS伊斯兰研究材料;第二，根据SMA Negeri 2 Pemalang的ROHIS学生所需要的rahmatan lil 'alamin的伊斯兰价值观制定伊斯兰学习材料的设计;第三，分析了在SMA Negeri 2 Pemalang以书籍形式使用基于伊斯兰价值观的ROHIS伊斯兰学习材料的有效性。基于第一个问题的表述，本研究采用了定性方法，而基于第二个和第三个问题的表述，本研究采用了Borg和Gall提出的研究与发展(R&D)方法。结果表明:(1)马马郎第2期的ROHIS伊斯兰研究材料由多个参考文献组成，包括:伊斯兰教领域的黄皮书和每位伊斯兰研究导师提供的材料，这些材料没有具体编纂成一个统一体;(2) ROHIS伊斯兰学习材料设计的制定是在基本能力和指标的制定中制定的，然后以Rahmatan Lil 'Alamin的伊斯兰书的形式制定;(3)采用SPSS 18软件进行统计检验，前测平均值为47.50，后测平均值为88.50。在5%的显著性水平下进行统计学检验，相关值为0.636，大于0.05的显著性水平。(0.636> 0.050)，直到H0被拒绝。换句话说，学生在使用rahmatan lil’alamin伊斯兰书之前和之后对rahmatan lil’alamin伊斯兰价值观的理解存在显著差异
{"title":"Islamic Study Materials based on the Values of Rahmatan Lil ‘Alamin in Preventing Radical Religious Understanding for ROHIS Students","authors":"Rahmat Kamal","doi":"10.28918/jei.v6i1.4267","DOIUrl":"https://doi.org/10.28918/jei.v6i1.4267","url":null,"abstract":"This study aims to: first, describe and analyze the ROHIS Islamic study materials used in SMA Negeri 2 Pemalang; second, formulate the design of Islamic study materials based on the Islamic values ​​of rahmatan lil 'alamin which is needed by ROHIS students at SMA Negeri 2 Pemalang; and third, analyze the effectiveness of using ROHIS Islamic study materials based on Islamic values ​​rahmatan lil 'alamin in the form of book at SMA Negeri 2 Pemalang. Based on the formulation of the first problem, this study used qualitative approach, while based on the formulation of the second and third problems, this study used Research and Development (R&D) approach presented by Borg and Gall. The results showed: (1) ROHIS Islamic Study Materials at SMA N 2 Pemalang consisted of several references, including: the yellow book in the field of fiqh and the material presented by each Islamic study mentor which was not specifically codified in one unity; (2) The formulation of the design of the ROHIS Islamic study material was developed in the formulation of Basic Competence and Indicators which was then developed in the form of the Islamic Book of Rahmatan Lil 'Alamin; and (3) the results of statistical tests using SPSS 18 software showed the average value of the pretest was 47.50 and the posttest was 88.50. Statistical tests were carried out at a significance level of 5%, which resulted in a correlation value of 0.636 which means greater than the significance level of 0.05. (0.636> 0.050) until H0 is rejected. In other words, there is a significant difference in students' understanding of the Islamic values ​​of rahmatan lil 'alamin between before and after using the Rahmatan Lil 'Alamin Islamic Book \u0000 ","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90649930","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}
Some experts believe that students are considered to be a distinctive target for radical groups’ mobilization, especially for those who are enrolled for Rohis activities at schools. This is in line with some survey result revealing that the rampant radicalism among students has increased. Unfortunately, studies on radicalism prevention tend to be more theoretical and focusing more on MA / SMA / SMK students. This study aims to reveal the rationale behind the radicalism prevention which includes some various efforts to prevent radicalism, and the results accomplished from such effort in Madrasah Tsanawiyah (MTs) students. This is significantly important because MTs students are in their early adolescence phase that is unstable, imitative, and aggressive which makes them vulnerable for being exposed to radicalism. This study utilizes a qualitative approach. The data were collected through interviews, observations, and documentation, which were then, analyzed using the interactive models of Miles, Huberman, and Saldana which consisted of condensation, presentation, and verification. This study suggested that radicalism prevention was driven by the deep concern of principals and teachers of Madrasah over the rise of students who are exposed to radicalism. Madrasahs are seen to be seriously giving vaccines to students so that they are immune from the radicalism virus. The vaccine is internalized systemically and continuously involving the process of strengthening nationalism in daily routine and extracurricular activities, strengthening the counter-radicalization through the subject of PAI and PPKn, and developing the Aswaja-NU based curriculum. The vaccine is at a certain level capable of establishing students’ religious moderation values ​​as well as it can strengthen their immunity from the confrontation of the radicalism virus. Student immunity, of course, is not interminable for the conflict between vaccines and viruses is timeless so that Madrasah must always continuously update the types of vaccines and the internalization methods.
一些专家认为，学生被认为是激进组织动员的独特目标，特别是那些在学校参加罗希活动的人。这与一些调查结果显示，学生中猖獗的激进主义有所增加是一致的。不幸的是，关于激进主义预防的研究往往更理论化，更多地关注于MA / SMA / SMK学生。本研究旨在揭示激进主义预防背后的基本原理，其中包括预防激进主义的各种努力，以及这些努力在伊斯兰学校Tsanawiyah (MTs)学生中取得的成果。这一点非常重要，因为麻省理工学院的学生正处于青春期的早期阶段，这个阶段是不稳定的、模仿的、好斗的，这使他们很容易受到激进主义的影响。本研究采用定性方法。通过访谈、观察和文档收集数据，然后使用Miles、Huberman和Saldana的交互模型进行分析，该模型包括凝聚、呈现和验证。本研究表明，激进主义的预防是由伊斯兰学校的校长和教师对暴露于激进主义的学生人数上升的深切关注推动的。伊斯兰学校正在认真地给学生接种疫苗，以使他们免受激进主义病毒的侵害。通过在日常和课外活动中加强民族主义，通过PAI和PPKn主题加强反激进化，以及开发以Aswaja-NU为基础的课程，系统地持续内化疫苗。该疫苗在一定程度上能够建立学生的宗教温和价值观，并能增强他们对激进主义病毒对抗的免疫力。当然，学生的免疫力不是无止境的，因为疫苗和病毒之间的冲突是永恒的，因此伊斯兰学校必须不断更新疫苗的类型和内化方法。
{"title":"Inculcating Religious Moderation Values to Counter Radicalism in Islamic Junior Secondary School Students","authors":"Z. Abidin, Rizha Ulfatul Fitriana","doi":"10.28918/jei.v6i1.3325","DOIUrl":"https://doi.org/10.28918/jei.v6i1.3325","url":null,"abstract":"Some experts believe that students are considered to be a distinctive target for radical groups’ mobilization, especially for those who are enrolled for Rohis activities at schools. This is in line with some survey result revealing that the rampant radicalism among students has increased. Unfortunately, studies on radicalism prevention tend to be more theoretical and focusing more on MA / SMA / SMK students. This study aims to reveal the rationale behind the radicalism prevention which includes some various efforts to prevent radicalism, and the results accomplished from such effort in Madrasah Tsanawiyah (MTs) students. This is significantly important because MTs students are in their early adolescence phase that is unstable, imitative, and aggressive which makes them vulnerable for being exposed to radicalism. This study utilizes a qualitative approach. The data were collected through interviews, observations, and documentation, which were then, analyzed using the interactive models of Miles, Huberman, and Saldana which consisted of condensation, presentation, and verification. This study suggested that radicalism prevention was driven by the deep concern of principals and teachers of Madrasah over the rise of students who are exposed to radicalism. Madrasahs are seen to be seriously giving vaccines to students so that they are immune from the radicalism virus. The vaccine is internalized systemically and continuously involving the process of strengthening nationalism in daily routine and extracurricular activities, strengthening the counter-radicalization through the subject of PAI and PPKn, and developing the Aswaja-NU based curriculum. The vaccine is at a certain level capable of establishing students’ religious moderation values ​​as well as it can strengthen their immunity from the confrontation of the radicalism virus. Student immunity, of course, is not interminable for the conflict between vaccines and viruses is timeless so that Madrasah must always continuously update the types of vaccines and the internalization methods.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91150309","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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