This present study aims to describe a school activity called ‘homestay’ that is carried out at SDIT Cahaya Bangsa Semarang, Central Java to shape the students’ character. This activity is originally inspired by “Jika Aku Menjadi”, a reality show program, broadcasted by an Indonesian private television station. Homestay manages the students to stay at a landlord house for several days and do all activities there such as farming, gardening, selling goods, and other domestic business for training them to be an independent individual. Homestay can be categorized as a character education performing self-habituation and conditioning. They represent extracurricular activities to be integrated into the school curriculum. The self-habituation and conditioning attempt to build the students’ character, including their personality, which is environmentally shaped through their life experiences during the Homestay program. In this school activity, the students are expected to stay for three days and experience what the landlord does. In 24-hour domestic activities, they are supposed to demonstrate togetherness and help each other. As a result, the students may adapt with their new condition that is completely different from what they experience in reality.
本研究旨在描述一项名为“寄宿家庭”的学校活动，该活动在中爪哇省Cahaya Bangsa Semarang SDIT开展，以塑造学生的性格。这个活动的灵感来源于印尼一家私人电视台播出的真人秀节目“Jika Aku Menjadi”。寄宿家庭管理学生在房东的房子里住几天，在那里做所有的活动，如耕种、园艺、销售商品和其他国内业务，培养他们成为一个独立的个体。寄宿家庭可以被归类为一种自我适应和调节的性格教育。它们代表了融入学校课程的课外活动。自我适应和条件反射试图建立学生的性格，包括他们的个性，这是通过他们在寄宿家庭项目中的生活经历环境塑造的。在这次学校的活动中，学生们将会待上三天，体验房东的工作。在24小时的家庭活动中，他们应该表现出团结一致，互相帮助。因此，学生们可能会适应他们的新环境，这与他们在现实中所经历的完全不同。
{"title":"Model Pendidikan Karakter melalui Homestay di SDIT Cahaya Bangsa Semarang","authors":"Fihris Fihris","doi":"10.28918/jei.v3i2.1684","DOIUrl":"https://doi.org/10.28918/jei.v3i2.1684","url":null,"abstract":"This present study aims to describe a school activity called ‘homestay’ that is carried out at SDIT Cahaya Bangsa Semarang, Central Java to shape the students’ character. This activity is originally inspired by “Jika Aku Menjadi”, a reality show program, broadcasted by an Indonesian private television station. Homestay manages the students to stay at a landlord house for several days and do all activities there such as farming, gardening, selling goods, and other domestic business for training them to be an independent individual. Homestay can be categorized as a character education performing self-habituation and conditioning. They represent extracurricular activities to be integrated into the school curriculum. The self-habituation and conditioning attempt to build the students’ character, including their personality, which is environmentally shaped through their life experiences during the Homestay program. In this school activity, the students are expected to stay for three days and experience what the landlord does. In 24-hour domestic activities, they are supposed to demonstrate togetherness and help each other. As a result, the students may adapt with their new condition that is completely different from what they experience in reality.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80010606","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}
Mitoni is a Javanese tradition that performs special rituals. This tradition highlights a philosophical meaning for Javanese women, particularly educational values for a baby in the womb. Concerning its development, these values have shifted from its original meaning promoted by both native Javanese women and Javanese santri (students in Islamic boarding schools) women. This present study aims to explore educational values for the baby during Mitoni. A descriptive study of continuity was employed in this research. The findings reveal three characteristics of Javanese women’s perspectives on this tradition based on their subjects, namely: 1) formalistic-traditionalist Islamic view, 2) semi-formalistic-traditionalist Islamic view, and 3) pure Islamic view. Meanwhile, Mitoni, the Javanese tradition, proposes several educational values for the baby according to the Javanese santri women in Pati, Central Java. First, Mitoni provides the baby with the recognition basis of tauheed (oneness of Allah). Second, it enhances parents or prospective parents’ spirit when they educate the baby during pregnancy. Third, this tradition emerges as their effort to give good nutrition for the baby, especially in the seventh month-period of pregnancy. Lastly, Mitoni also demonstrates meaningful understanding for current young generations to preserve this cultural Javanese tradition so as to exist in the future
{"title":"Nilai Pendidikan dalam Tradisi Mitoni: Studi Tradisi Perempuan Jawa Santri Mendidik Anak dalam Kandungan di Pati, Jawa Tengah","authors":"Inayatul Ulya","doi":"10.28918/JEI.V3I1.1682","DOIUrl":"https://doi.org/10.28918/JEI.V3I1.1682","url":null,"abstract":"Mitoni is a Javanese tradition that performs special rituals. This tradition highlights a philosophical meaning for Javanese women, particularly educational values for a baby in the womb. Concerning its development, these values have shifted from its original meaning promoted by both native Javanese women and Javanese santri (students in Islamic boarding schools) women. This present study aims to explore educational values for the baby during Mitoni. A descriptive study of continuity was employed in this research. The findings reveal three characteristics of Javanese women’s perspectives on this tradition based on their subjects, namely: 1) formalistic-traditionalist Islamic view, 2) semi-formalistic-traditionalist Islamic view, and 3) pure Islamic view. Meanwhile, Mitoni, the Javanese tradition, proposes several educational values for the baby according to the Javanese santri women in Pati, Central Java. First, Mitoni provides the baby with the recognition basis of tauheed (oneness of Allah). Second, it enhances parents or prospective parents’ spirit when they educate the baby during pregnancy. Third, this tradition emerges as their effort to give good nutrition for the baby, especially in the seventh month-period of pregnancy. Lastly, Mitoni also demonstrates meaningful understanding for current young generations to preserve this cultural Javanese tradition so as to exist in the future","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78875167","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 present study explores how to incorporate values of moderate Islam for the 21st century learners in an English as a Foreign Language (EFL) class. It was conducted in the single class consisting of 44 undergraduate students who took English for Islamic Education course at Institut Agama Islam Negeri Pekalongan, Indonesia. The data were collected through observation and interview. The finding exposes that five values of moderate Islam could be noticed in the EFL class, namely: objectivity, tolerance in encountering diversity, inclusiveness in receiving current issues, logic and flexibility in understanding texts, and innovation in daily life. Another result demonstrates the lecturer’s pivotal roles in incorporating the values of moderate Islamic for the 21st century learners in the classroom setting. The roles included facilitating as a good model to incorporate the values, such as respecting diversity without any discrimination of gender and social backgrounds and having enthusiasm for helping the learners, organizing an online group on Edmodo learning management system, and providing the EFL learners with opportunities to foster good morality in both individual and group learning activities. The study also promotes that relating to the use of learning materials, online news articles containing Islamic values were used as the authentic materials, and EFL teaching may impact on the learners’ disappointment or conflict with the culture embedded in the learning materials.
本研究探讨了如何将伊斯兰教的价值观融入21世纪的英语作为外语(EFL)课程中。它是在印度尼西亚的Agama Islam Negeri Pekalongan学院，由44名参加伊斯兰教育英语课程的本科生组成的一个班级进行的。通过观察和访谈的方式收集数据。研究发现，在英语课堂上可以注意到五种温和伊斯兰教的价值观，即客观性，面对多样性的宽容，接受时事的包容性，理解文本的逻辑性和灵活性以及日常生活的创新性。另一个结果表明，讲师在将21世纪学习者的温和伊斯兰价值观融入课堂环境方面发挥了关键作用。这些角色包括作为一个良好的榜样，促进融入价值观，如尊重多样性，不歧视性别和社会背景，热情帮助学习者，在Edmodo学习管理系统上组织一个在线小组，并为学习者提供在个人和小组学习活动中培养良好道德的机会。研究还发现，在学习材料的使用方面，包含伊斯兰价值观的在线新闻文章被用作真实材料，而英语教学可能会影响学习者对学习材料中嵌入的文化的失望或冲突。
{"title":"Incorporating Values of Moderate Islam for the 21st Century Learners in an English as a Foreign Language Class","authors":"Fachri Ali","doi":"10.28918/jei.v3i1.1676","DOIUrl":"https://doi.org/10.28918/jei.v3i1.1676","url":null,"abstract":"This present study explores how to incorporate values of moderate Islam for the 21st century learners in an English as a Foreign Language (EFL) class. It was conducted in the single class consisting of 44 undergraduate students who took English for Islamic Education course at Institut Agama Islam Negeri Pekalongan, Indonesia. The data were collected through observation and interview. The finding exposes that five values of moderate Islam could be noticed in the EFL class, namely: objectivity, tolerance in encountering diversity, inclusiveness in receiving current issues, logic and flexibility in understanding texts, and innovation in daily life. Another result demonstrates the lecturer’s pivotal roles in incorporating the values of moderate Islamic for the 21st century learners in the classroom setting. The roles included facilitating as a good model to incorporate the values, such as respecting diversity without any discrimination of gender and social backgrounds and having enthusiasm for helping the learners, organizing an online group on Edmodo learning management system, and providing the EFL learners with opportunities to foster good morality in both individual and group learning activities. The study also promotes that relating to the use of learning materials, online news articles containing Islamic values were used as the authentic materials, and EFL teaching may impact on the learners’ disappointment or conflict with the culture embedded in the learning materials.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78618030","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 thought of ideal curriculum development in Indonesia keeps on scrolling. It was started from curriculum 1947, 1949, 1952, 1964, 1968, 1975, 1984, 1994, Competence-based Curriculum (KBK), School-based Curriculum (KTSP), and the 2013 Curriculum. Those changes are the answers of global demand to the education quality. However, by looking at the fact that there are many cases of students fight, drug abuse and free sex among students, it can be concluded that the curriculum changes are not in line with the reality in education world. Based on the explanation above, this paper tries to offer an idea to develop curriculum based Qur’an by reviewing one of the term used in Qur’an to refer to the educational process, namely: ‘ta’lim’. Based on the analysis, the word ta’lim has a deep meaning including cognitive, affective, and psychomotor domains. If it is related to the curriculum development, curriculum based Qur’an is a learning model which focuses on the three domains above, as seen on the meaning coverage of ta’lim used in Qur’an.
{"title":"Relevansi Ayat-ayat Edukatif dalam Pengembangan Kurikulum Pendidikan Islam di Indonesia","authors":"Umiarso Umiarso","doi":"10.28918/JEI.V3I1.1680","DOIUrl":"https://doi.org/10.28918/JEI.V3I1.1680","url":null,"abstract":"The thought of ideal curriculum development in Indonesia keeps on scrolling. It was started from curriculum 1947, 1949, 1952, 1964, 1968, 1975, 1984, 1994, Competence-based Curriculum (KBK), School-based Curriculum (KTSP), and the 2013 Curriculum. Those changes are the answers of global demand to the education quality. However, by looking at the fact that there are many cases of students fight, drug abuse and free sex among students, it can be concluded that the curriculum changes are not in line with the reality in education world. Based on the explanation above, this paper tries to offer an idea to develop curriculum based Qur’an by reviewing one of the term used in Qur’an to refer to the educational process, namely: ‘ta’lim’. Based on the analysis, the word ta’lim has a deep meaning including cognitive, affective, and psychomotor domains. If it is related to the curriculum development, curriculum based Qur’an is a learning model which focuses on the three domains above, as seen on the meaning coverage of ta’lim used in Qur’an.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"30 6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77365647","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 implementation of aqidah (matters of faith) into the soul is one of effective ways in creating elements of goodness which aims to make people able to do their duty well. The determination of implementing akidah as one of subjects in Islamic elementary school is an exact way in creating devout generation who have faith and good behavior because it functions to improve students’ behavior, sanctify their soul, and direct them to the noble and moderate Islamic values. Therefore, in this case, the role of akidah as a subject, should be constructed from the right materials related to the field of divinity and behavior education. This study belongs to library research by using philosophical ontology approach. The aim of this study is to find out the essence of a book entitled “Membina Akidah Akhlak” as one of akidah learning materials used in Islamic elementary school. Moreover, it also tries to analyze its conformity with the curriculum applied as well as jumhur al-mutakallimin.
{"title":"Analisis Bahan Ajar Akidah Madrasah Ibtidaiyah (Studi Kritis atas Buku Membina Akidah Akhlak Karya Wiyadi)","authors":"M. Hidayat","doi":"10.28918/JEI.V3I1.1679","DOIUrl":"https://doi.org/10.28918/JEI.V3I1.1679","url":null,"abstract":"The implementation of aqidah (matters of faith) into the soul is one of effective ways in creating elements of goodness which aims to make people able to do their duty well. The determination of implementing akidah as one of subjects in Islamic elementary school is an exact way in creating devout generation who have faith and good behavior because it functions to improve students’ behavior, sanctify their soul, and direct them to the noble and moderate Islamic values. Therefore, in this case, the role of akidah as a subject, should be constructed from the right materials related to the field of divinity and behavior education. This study belongs to library research by using philosophical ontology approach. The aim of this study is to find out the essence of a book entitled “Membina Akidah Akhlak” as one of akidah learning materials used in Islamic elementary school. Moreover, it also tries to analyze its conformity with the curriculum applied as well as jumhur al-mutakallimin.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75357360","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 promote the implementation of the concept of strengthening moderate Islam through democratic learning in Islamic elementary schools. The ease of internet access and remote communication, as the effect of globalization in the field of technology, can be used to gain any information needed, including the Islamic knowledge that can be freely learned without teachers. A literature study was employed to describe the data related to the internalization of moderate Islam and democratic learning. The findings demonstrate that moderate Islam (tawasuth) is a life principle that upholds justice in social life. The values of moderate Islam can be internalized in the school curriculum as a reinforcement starting from the elementary school level through implementing democratic learning. This application can be carried out through various methods such as discussion, question and answer, group work, and simulation. The implementation of democratic learning encourages communicative relationships between teachers and students, fosters friendship, and enhances the value of ‘ukhuwah’ (good relations). Furthermore, these methods emphasize student-centered learning. This study also illustrates that democratic learning provides a wide array of opportunities for students to creatively and critically express their ideas and thoughts in their own learning styles.
{"title":"Penguatan Islam Moderat melalui Metode Pembelajaran Demokrasi di Madrasah Ibtidaiyah","authors":"Ali Imron","doi":"10.28918/JEI.V3I1.1675","DOIUrl":"https://doi.org/10.28918/JEI.V3I1.1675","url":null,"abstract":"This paper aims to promote the implementation of the concept of strengthening moderate Islam through democratic learning in Islamic elementary schools. The ease of internet access and remote communication, as the effect of globalization in the field of technology, can be used to gain any information needed, including the Islamic knowledge that can be freely learned without teachers. A literature study was employed to describe the data related to the internalization of moderate Islam and democratic learning. The findings demonstrate that moderate Islam (tawasuth) is a life principle that upholds justice in social life. The values of moderate Islam can be internalized in the school curriculum as a reinforcement starting from the elementary school level through implementing democratic learning. This application can be carried out through various methods such as discussion, question and answer, group work, and simulation. The implementation of democratic learning encourages communicative relationships between teachers and students, fosters friendship, and enhances the value of ‘ukhuwah’ (good relations). Furthermore, these methods emphasize student-centered learning. This study also illustrates that democratic learning provides a wide array of opportunities for students to creatively and critically express their ideas and thoughts in their own learning styles.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"55 28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80707728","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}
Prophetic leadership is a leadership model based on the exemplary behavior of Prophet Muhammad SAW. It belongs to one of needed things in leading an Islamic school because an Islamic school leader should have spiritual values based on Islamic law. The implementation of prophetic leadership concept can be done by imitating the four characters of Prophet Muhammad SAW, namely: shidiq, âmanah, tablīgh, and faţânah. The implementation of prophetic leadership makes the leaded human resource in line with the leader desire in achieving common goals. The aim of this study is to describe the implementation of prophetic leadership model in MI Nurul Ulum Bantul. The research result shows that the implementation of prophetic leadership model in MI Nurul Ulum Bantul was done by imitating the four characters of Prophet Muhammad SAW, namely: shidiq, âmanah, tablīgh, and faţânah. Consequently, its implementation led to a positive effect, in which the teachers were in line with the wisdom made by the chief of MI Nurul Ulum Bantul.
{"title":"Implementasi Prophetic Leadership di MI Nurul Ulum Bantul","authors":"Askina Nurani Syams","doi":"10.28918/jei.v3i1.856","DOIUrl":"https://doi.org/10.28918/jei.v3i1.856","url":null,"abstract":"Prophetic leadership is a leadership model based on the exemplary behavior of Prophet Muhammad SAW. It belongs to one of needed things in leading an Islamic school because an Islamic school leader should have spiritual values based on Islamic law. The implementation of prophetic leadership concept can be done by imitating the four characters of Prophet Muhammad SAW, namely: shidiq, âmanah, tablīgh, and faţânah. The implementation of prophetic leadership makes the leaded human resource in line with the leader desire in achieving common goals. The aim of this study is to describe the implementation of prophetic leadership model in MI Nurul Ulum Bantul. The research result shows that the implementation of prophetic leadership model in MI Nurul Ulum Bantul was done by imitating the four characters of Prophet Muhammad SAW, namely: shidiq, âmanah, tablīgh, and faţânah. Consequently, its implementation led to a positive effect, in which the teachers were in line with the wisdom made by the chief of MI Nurul Ulum Bantul.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86869887","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 present study aims to explore students’ communication styles and Islamic values performed in their communication that is mediated in Edmodo learning platform. A qualitative descriptive approach was employed in this research. This study used observation and questionnaire to collect the data and analyzed them descriptively to present a comprehensive interpretation. The findings reveal that the students integrated Islamic values through their communication styles in the online learning atmosphere. It was demonstrated through short expressions and in the content of the conversations. Not only did the values appear explicitly, but they could also be noticed implicitly in the sentences containing suggestions, polite greetings, and consoling others. Another result promotes that the use of Edmodo as a learning management system was able to enhance their active participation in the online learning. This study offers that the students could internalize Islamic values that they learned both formally and informally in their daily communication. It indicates that the use of Islamic terms and the existence of Islamic values in the English conversations made the online learning group differ considerably from other online communities
{"title":"Islamic Values in Higher Education Students’ Communication in Edmodo Learning Platform","authors":"E. M. Sofa","doi":"10.28918/JEI.V3I1.1302","DOIUrl":"https://doi.org/10.28918/JEI.V3I1.1302","url":null,"abstract":"This present study aims to explore students’ communication styles and Islamic values performed in their communication that is mediated in Edmodo learning platform. A qualitative descriptive approach was employed in this research. This study used observation and questionnaire to collect the data and analyzed them descriptively to present a comprehensive interpretation. The findings reveal that the students integrated Islamic values through their communication styles in the online learning atmosphere. It was demonstrated through short expressions and in the content of the conversations. Not only did the values appear explicitly, but they could also be noticed implicitly in the sentences containing suggestions, polite greetings, and consoling others. Another result promotes that the use of Edmodo as a learning management system was able to enhance their active participation in the online learning. This study offers that the students could internalize Islamic values that they learned both formally and informally in their daily communication. It indicates that the use of Islamic terms and the existence of Islamic values in the English conversations made the online learning group differ considerably from other online communities","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87742681","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 present study aims to explore how to incorporate values of moderate Islam for the 21st century learners in an EFL class. This research was conducted in the single class consisting of 44 undergraduate students who took English for Islamic Education course at Institut Agama Islam Negeri Pekalongan. The data were collected through observation and interview. The finding has revealed that five values of moderate Islam could be noticed in the EFL class, namely: 1) objectivity, 2) tolerance in encountering diversity, 3) inclusiveness in receiving something new, 4) logic and flexibility in understanding texts, and 5) innovation in daily life. Another result demonstrates the lecturer’s pivotal roles in incorporating the values of moderate Islamic for the 21st century learners in the EFL class, including 1) facilitating as a good model to incorporate the values such as respecting diversity without any discrimination of gender and social backgrounds, respecting diversity in the learners’ responses, and having enthusiasm for helping the learners, 2) organizing an online group on Edmodo learning management system, and 3) providing the EFL learners with opportunities for enhancing good morality in both individual and group learning activities. Meanwhile, relating to the use of learning materials, online news articles containing Islamic values were used as the authentic materials, and EFL teaching may impact on the learners’ disappointment or conflict with the culture embedded in the learning materials.
本研究旨在探讨如何在英语教学中融入21世纪学习者的温和伊斯兰价值观。这项研究是在一个由44名参加Agama Islam Negeri Pekalongan学院伊斯兰教育英语课程的本科生组成的单一班级中进行的。通过观察和访谈的方式收集数据。研究发现，在英语课堂上可以注意到伊斯兰教的五个价值观，即:1)客观性，2)面对多样性的宽容，3)接受新事物的包容性，4)理解文本的逻辑性和灵活性，以及5)日常生活的创新性。另一个结果表明，讲师在为21世纪的学习者融入温和伊斯兰教价值观方面发挥了关键作用，包括:1)促进作为一个良好的榜样，将尊重多样性，不歧视性别和社会背景，尊重学习者回应的多样性，并积极帮助学习者;2)在Edmodo学习管理系统上组织了一个在线小组。3)为英语学习者提供在个人和小组学习活动中提高良好道德的机会。同时，在学习材料的使用方面，包含伊斯兰价值观的网络新闻文章被用作真实材料，英语教学可能会影响学习者对学习材料中嵌入的文化的失望或冲突。
{"title":"Incorporating Values of Moderate Islam for the 21st Century Learners in an EFL Class","authors":"Fachri Ali","doi":"10.28918/jei.v3i1.1299","DOIUrl":"https://doi.org/10.28918/jei.v3i1.1299","url":null,"abstract":"This present study aims to explore how to incorporate values of moderate Islam for the 21st century learners in an EFL class. This research was conducted in the single class consisting of 44 undergraduate students who took English for Islamic Education course at Institut Agama Islam Negeri Pekalongan. The data were collected through observation and interview. The finding has revealed that five values of moderate Islam could be noticed in the EFL class, namely: 1) objectivity, 2) tolerance in encountering diversity, 3) inclusiveness in receiving something new, 4) logic and flexibility in understanding texts, and 5) innovation in daily life. Another result demonstrates the lecturer’s pivotal roles in incorporating the values of moderate Islamic for the 21st century learners in the EFL class, including 1) facilitating as a good model to incorporate the values such as respecting diversity without any discrimination of gender and social backgrounds, respecting diversity in the learners’ responses, and having enthusiasm for helping the learners, 2) organizing an online group on Edmodo learning management system, and 3) providing the EFL learners with opportunities for enhancing good morality in both individual and group learning activities. Meanwhile, relating to the use of learning materials, online news articles containing Islamic values were used as the authentic materials, and EFL teaching may impact on the learners’ disappointment or conflict with the culture embedded in the learning materials.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77622435","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 present study explores the practices of teaching and learning Arabic among Muslim minorities by using the approach of modernity principles. A qualitative descriptive approach was designed in this research. It was conducted in West Papua, which covered five regencies and one city. The findings demonstrate that the instruction served in a number of pesantren (Islamic boarding schools) in Mayamuk, Aimas, Waisai, Teminabuan, Kaimana, Waigom, and Misol was carried out in a structured manner. In these seven locations, Islamic education that adopted a language skill-based instructional framework was presented by applying a communicative approach among santri (pesantren students). The language component fostered among santri was Arabic expressions without any special emphasis on the mastery of grammar. The pesantren atmosphere equipped with a boarding school for santri as a place to stay facilitated interactions among them as well as the instructors to practice their language skills. The skills were situated in the learning context and the accompanying environment. The existing social aspects were then used to mediate the teaching and learning process. The study also reveals that the variety of learning objectives determining the aspects of the approach and methodology affects Arabic instruction in the pesantren settings. It implies that not only does pesantren internalize a religious spirit, but it also promotes Indonesia based on the spirit of nationalism.
{"title":"Arabic Teaching and Learning on Construction of Modern Instruction in Muslim Minority Pesantren Society","authors":"I. Wekke","doi":"10.28918/JEI.V3I1.1300","DOIUrl":"https://doi.org/10.28918/JEI.V3I1.1300","url":null,"abstract":"This present study explores the practices of teaching and learning Arabic among Muslim minorities by using the approach of modernity principles. A qualitative descriptive approach was designed in this research. It was conducted in West Papua, which covered five regencies and one city. The findings demonstrate that the instruction served in a number of pesantren (Islamic boarding schools) in Mayamuk, Aimas, Waisai, Teminabuan, Kaimana, Waigom, and Misol was carried out in a structured manner. In these seven locations, Islamic education that adopted a language skill-based instructional framework was presented by applying a communicative approach among santri (pesantren students). The language component fostered among santri was Arabic expressions without any special emphasis on the mastery of grammar. The pesantren atmosphere equipped with a boarding school for santri as a place to stay facilitated interactions among them as well as the instructors to practice their language skills. The skills were situated in the learning context and the accompanying environment. The existing social aspects were then used to mediate the teaching and learning process. The study also reveals that the variety of learning objectives determining the aspects of the approach and methodology affects Arabic instruction in the pesantren settings. It implies that not only does pesantren internalize a religious spirit, but it also promotes Indonesia based on the spirit of nationalism.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"106 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73466453","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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