Pub Date : 2018-06-20DOI: 10.21111/AT-TADIB.V13I1.1985
Imam Bahroni, Hilda Waslatul Hidayah
Spreading religious educational message was Islamic mission to overspread the kindness in this modern era. In the modern era the communication of technology and information would be owned by everyone. We are as muslim, we can put the islamic values in the communication technology and information. And one of medium did the people like is the music, because the music has the fervency and harmony. it could make influenced the listeners by emotional through the lyric. One of the popular music in this era is “Despacito”. Originally, this Spanish song has the uneducation purpose, and Gen Halilintar had changed the lyric by Islamic values be source of Al-Qur’an and Hadits. The purpose of this research is to know the religious educational message and to know the Islamic values in Despacito lyric by Gen Halilintar. The analysis method that used in this research was semiotic analysis by Roland Barthes, because the researcher used more text and the analysed by the sign and signed with connotation and denotation form by sourcing Al-Qur’an and Hadits. The output from this process of writing is we get three main of Religious Educational Message there are The faith, Islamic law and the morals.
{"title":"Religious Educational Messages In Despacito Lyrics by Gen Halilintar (Semiotic Analysis)","authors":"Imam Bahroni, Hilda Waslatul Hidayah","doi":"10.21111/AT-TADIB.V13I1.1985","DOIUrl":"https://doi.org/10.21111/AT-TADIB.V13I1.1985","url":null,"abstract":"Spreading religious educational message was Islamic mission to overspread the kindness in this modern era. In the modern era the communication of technology and information would be owned by everyone. We are as muslim, we can put the islamic values in the communication technology and information. And one of medium did the people like is the music, because the music has the fervency and harmony. it could make influenced the listeners by emotional through the lyric. One of the popular music in this era is “Despacito”. Originally, this Spanish song has the uneducation purpose, and Gen Halilintar had changed the lyric by Islamic values be source of Al-Qur’an and Hadits. The purpose of this research is to know the religious educational message and to know the Islamic values in Despacito lyric by Gen Halilintar. The analysis method that used in this research was semiotic analysis by Roland Barthes, because the researcher used more text and the analysed by the sign and signed with connotation and denotation form by sourcing Al-Qur’an and Hadits. The output from this process of writing is we get three main of Religious Educational Message there are The faith, Islamic law and the morals.","PeriodicalId":55739,"journal":{"name":"AtTadib","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49298904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-20DOI: 10.21111/at-tadib.v13i1.2179
Damanhuri Damanhuri
This research is aimed to know the method of University of Darussalam Gontor to develop student’s soft skill and to know the factors that support and hinder the development of soft skills of students methods Unida Gontor Mantingan. This research included in the qualitative study with extending the data collected as scope for this study and field for this research (field research).The characteristic from the study more closer toward on study cases, because the object of its research, UNIDA students in the Business Management Faculty on Management Program in Mantingan Campus. Data collected by using a documentation technique, observation and interview. All the data that has been collected by regulated techniques, tried to sorted, grouped and categorized so that it can be found the theme in accordance with the development soft skills methode for UNIDA students. Based on the results of the researchers analyses concluded that method which are applied in soft skills development on unida students is briefing, the assignment, training, habituation, exemplary, escort and humanity. with the humanity approach, program and idialisme. So the students ready to face life in communities. While the supporting factors, is independence, a strong leadership, environmentalists who support advisory, and infrastructure and their partnership with various institutions. The resistor factors including the lack of awareness of some students of the importance activities held by UNIDA which is in the classroom, dormitory and society.
{"title":"Metode Pengembangan Soft Skills Mahasiswa Universitas Darussalam Gontor","authors":"Damanhuri Damanhuri","doi":"10.21111/at-tadib.v13i1.2179","DOIUrl":"https://doi.org/10.21111/at-tadib.v13i1.2179","url":null,"abstract":"This research is aimed to know the method of University of Darussalam Gontor to develop student’s soft skill and to know the factors that support and hinder the development of soft skills of students methods Unida Gontor Mantingan. This research included in the qualitative study with extending the data collected as scope for this study and field for this research (field research).The characteristic from the study more closer toward on study cases, because the object of its research, UNIDA students in the Business Management Faculty on Management Program in Mantingan Campus. Data collected by using a documentation technique, observation and interview. All the data that has been collected by regulated techniques, tried to sorted, grouped and categorized so that it can be found the theme in accordance with the development soft skills methode for UNIDA students. Based on the results of the researchers analyses concluded that method which are applied in soft skills development on unida students is briefing, the assignment, training, habituation, exemplary, escort and humanity. with the humanity approach, program and idialisme. So the students ready to face life in communities. While the supporting factors, is independence, a strong leadership, environmentalists who support advisory, and infrastructure and their partnership with various institutions. The resistor factors including the lack of awareness of some students of the importance activities held by UNIDA which is in the classroom, dormitory and society.","PeriodicalId":55739,"journal":{"name":"AtTadib","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41804594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-20DOI: 10.21111/AT-TADIB.V13I1.2309
Neri Wijayanti
This study is aimed at describing the implementation of Information Gap teaching technique, describing whether or not Information Gap technique improves the students’ speaking ability and describing the students’ response on Information Gap teaching technique in teaching speaking. The study was implemented in MTs Al Muhajirin at the second grade, using action research. The researcher took 40 students as the subject of the research. The researcher teaches speaking English using Information Gap method. To find the results, the researcher got the information from the students’ answers on oral test in the form of pre-test and post-test. The result of the research using information gap shows that, the researcher used the CAR (Class Action Research) principle to collect the data. The study consist of two cycles with each cycle consist of four elements. By implementing Information Gap technique in teaching speaking, the students have chance to be active and cooperative in teaching speaking. The mean of pre-test is 68,7, post-test is 71,6 and the improvement result of the implementation is 2,9. The students’ responses are positive. Most of the students said that they great this technique. They could easily learn English speaking. The students admitted that their speaking was improved.
{"title":"Improving Students Speaking Ability Through Information Gap Teaching Technique (A Classroom Action Research at The Second Grade Students of MTs Al-Muhajirin Pacitan)","authors":"Neri Wijayanti","doi":"10.21111/AT-TADIB.V13I1.2309","DOIUrl":"https://doi.org/10.21111/AT-TADIB.V13I1.2309","url":null,"abstract":"This study is aimed at describing the implementation of Information Gap teaching technique, describing whether or not Information Gap technique improves the students’ speaking ability and describing the students’ response on Information Gap teaching technique in teaching speaking. The study was implemented in MTs Al Muhajirin at the second grade, using action research. The researcher took 40 students as the subject of the research. The researcher teaches speaking English using Information Gap method. To find the results, the researcher got the information from the students’ answers on oral test in the form of pre-test and post-test. The result of the research using information gap shows that, the researcher used the CAR (Class Action Research) principle to collect the data. The study consist of two cycles with each cycle consist of four elements. By implementing Information Gap technique in teaching speaking, the students have chance to be active and cooperative in teaching speaking. The mean of pre-test is 68,7, post-test is 71,6 and the improvement result of the implementation is 2,9. The students’ responses are positive. Most of the students said that they great this technique. They could easily learn English speaking. The students admitted that their speaking was improved.","PeriodicalId":55739,"journal":{"name":"AtTadib","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47803952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-20DOI: 10.21111/AT-TADIB.V13I1.2188
Samsirin Samsirin, Siti Hardiyanti
One of the most important aspects in a nation is the aspect of education that had been applied. The progress of a nation's resignation is largely determined by the advance of education in that country. Therefore, education must be managed properly to achieve the goal of education that have been aspired. As a country with a predominantly Muslim population, Indonesia should pay special attention to the Islamic educational system as the needs of its community. The purpose of this paper is to discuss about the purpose of education in Indonesia in the perspective of Islam. This paper is written using the literature review method by analyzing a problem based on the relevant literature. After examining several things, such as educational objectives in general, the purpose of education in Islam and the objectives of Islamic education in Indonesia, then obtained the formulation of Islamic education objectives in Indonesia. The research analysis shows that the purpose of education in Indonesia in the Islamic perspective can be seen from several aspects, namely first, making the element of Tawheed as the main goal. Second, make noble character as the fruit of faith and taqwa to God Almighty. And thirdly, it has an element of balance between the purpose of life in the world and in the Hereafter and not only attaches importance to one element.
{"title":"Titik Temu Tujuan Pendidikan Islam dan Indonesia","authors":"Samsirin Samsirin, Siti Hardiyanti","doi":"10.21111/AT-TADIB.V13I1.2188","DOIUrl":"https://doi.org/10.21111/AT-TADIB.V13I1.2188","url":null,"abstract":"One of the most important aspects in a nation is the aspect of education that had been applied. The progress of a nation's resignation is largely determined by the advance of education in that country. Therefore, education must be managed properly to achieve the goal of education that have been aspired. As a country with a predominantly Muslim population, Indonesia should pay special attention to the Islamic educational system as the needs of its community. The purpose of this paper is to discuss about the purpose of education in Indonesia in the perspective of Islam. This paper is written using the literature review method by analyzing a problem based on the relevant literature. After examining several things, such as educational objectives in general, the purpose of education in Islam and the objectives of Islamic education in Indonesia, then obtained the formulation of Islamic education objectives in Indonesia. The research analysis shows that the purpose of education in Indonesia in the Islamic perspective can be seen from several aspects, namely first, making the element of Tawheed as the main goal. Second, make noble character as the fruit of faith and taqwa to God Almighty. And thirdly, it has an element of balance between the purpose of life in the world and in the Hereafter and not only attaches importance to one element.","PeriodicalId":55739,"journal":{"name":"AtTadib","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41376348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-15DOI: 10.21111/AT-TADIB.V13I1.1823
Mohd Anuar Mamat
The rules of conduct for teachers is one of the important elements in Islamic education. It is closely associated with the effort to the realization of a quality education and an effective teaching. This article presents the personal domain in this topic as elaborated by Imam Abū Ḥanīfah in his educational treatises, namely al-‘Ālim wa al-Muta‘allim, Waṣiyyah Abī Ḥanīfah li Abī Yūsuf, Waṣiyyah Abū Ḥanīfah li Ibnihi Ḥammād , and Waṣiyyah Abū Ḥanīfah ilā Tilmīdhihi Yūsuf bin Khālid al-Samtī al-Baṣrī . The authors found that there are seven elements in personal domain suggested by Abū Ḥanīfah in his educational treatises. These elements namely, sincerely in learning and teaching; pay attention in improving the deeds of taqwa, worship, fasting and reciting al-Quran; plan wisely in managing time, avoiding less important matters, optimizing learning, and self-esteem; being aware of God's attention, feeling the sufficiency of His gift, living in khauf (fear) and rajā '(hopefully) and kind thoughts about Him; keeping dignity and acting as a teacher by doing good things and be modest in every business; avoid bad and vain actions and always be enthusiastic in performing a job as a teacher. These elements are very important in teachers’ profession. This study is also intended to reveal this topic based on Islamic scholar thought in order to formulate the professional code of ethics for Islamic teachers and to solve ethical problems nowadays.
教师行为准则是伊斯兰教育的重要内容之一。它与努力实现优质教育和有效教学密切相关。这篇文章介绍了伊玛目阿布乌在这个主题中阐述的个人领域Ḥ在他的教育著作中，即al-‘256lim wa al-Muta'allim，waṣiyyah AbīḤ阿卜·伊素福ṣiyyah AbúḤ伊卜尼希Ḥammād和Waṣiyyah AbúḤanīfah ilāTilmīdhihi Yúsuf bin Khālid al-Samtīal-Baṣrī。作者发现Abú提出的个人领域有七个要素Ḥ在他的教育著作中。这些要素即真诚地学习和教学；注意改善塔克瓦的行为、礼拜、禁食和背诵《古兰经》；明智地计划时间，避免不太重要的事情，优化学习和自尊；意识到上帝的关注，感受到他的天赋的充分性，生活在khauf（恐惧）和rajā'（希望）中，并对他怀有善意的想法；保持尊严，做好事为师，做每一件事都要谦虚；避免不良和虚荣的行为，并始终在履行一个教师的工作热情。这些要素在教师职业中非常重要。本研究也旨在基于伊斯兰学者的思想来揭示这一主题，以制定伊斯兰教师的职业道德准则，解决当今的伦理问题。
{"title":"Domain Diri dalam Adab Guru Menurut Imam Abū Ḥanīfah: Kajian Ke Arah Membentuk Etika Profesion Perguruan Islam","authors":"Mohd Anuar Mamat","doi":"10.21111/AT-TADIB.V13I1.1823","DOIUrl":"https://doi.org/10.21111/AT-TADIB.V13I1.1823","url":null,"abstract":"The rules of conduct for teachers is one of the important elements in Islamic education. It is closely associated with the effort to the realization of a quality education and an effective teaching. This article presents the personal domain in this topic as elaborated by Imam Abū Ḥanīfah in his educational treatises, namely al-‘Ālim wa al-Muta‘allim, Waṣiyyah Abī Ḥanīfah li Abī Yūsuf, Waṣiyyah Abū Ḥanīfah li Ibnihi Ḥammād , and Waṣiyyah Abū Ḥanīfah ilā Tilmīdhihi Yūsuf bin Khālid al-Samtī al-Baṣrī . The authors found that there are seven elements in personal domain suggested by Abū Ḥanīfah in his educational treatises. These elements namely, sincerely in learning and teaching; pay attention in improving the deeds of taqwa, worship, fasting and reciting al-Quran; plan wisely in managing time, avoiding less important matters, optimizing learning, and self-esteem; being aware of God's attention, feeling the sufficiency of His gift, living in khauf (fear) and rajā '(hopefully) and kind thoughts about Him; keeping dignity and acting as a teacher by doing good things and be modest in every business; avoid bad and vain actions and always be enthusiastic in performing a job as a teacher. These elements are very important in teachers’ profession. This study is also intended to reveal this topic based on Islamic scholar thought in order to formulate the professional code of ethics for Islamic teachers and to solve ethical problems nowadays.","PeriodicalId":55739,"journal":{"name":"AtTadib","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44082707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-26DOI: 10.21111/AT-TADIB.V9I2.315
Akhmad Alim
Salah satu masalah besar yang mengancam moralitas anak bangsa adalah virus pornografi. Pengaruh teknologi informasi yang kuat, yang diiringi dengan kurangnya filter akan keterbukaan informasi tersebut, merupakan penyebab utama bagi pelajar untuk mengakses pornografi tersebut. Ditambah lagi dengan adanya pergaulan bebas yang kian marak, yang diiringi dengan lemahnya pengawasan dari lembaga keluarga dan lembaga pendidikan, maupun pemerintah. Untuk itu, memberikan pendidikan tentang seks, dengan cara yang benar dan tepat adalah sebuah keharusan bagi setiap orang tua dan para pendidik, agar para generasi mendatang tumbuh kembang sesuai dengan fitrahnya, serta mengetahui batas halal dan haram dalam hal interaksi dengan lawan jenisnya. Ketidaktahuan mereka tentang pendidikan seks akan menjerumuskannya pada hal-hal negatif, akibat dorongan syahwatnya yang tidak terkendali
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Pub Date : 2016-01-26DOI: 10.21111/AT-TADIB.V9I2.318
Kholili Hasib
Salah satu tantangan dunia pendidikan saat ini adalah model pengajaran Filsafat Ilmu yang masih belum tampak berwarna Islam. Hal ini bisa dipahami dari fenomena minimnya buku-buku teks Filsafat Ilmu dengan menggunakan perspektif pandangan hidup Islam. Di samping itu, pendekatan pendidikan yang digunakan oleh mayoritas lembaga pendidikan di Indonesia masih menggunakan pendekatan orientalis, yaitu historis antropologis. Dalam pendekatan tersebut ditekankan pada pemahaman keagamaan berdasarkan sudut pandang sosial keagamaan yang bersifat multidisipliner. Dalam perspektif Islam, studi keilmuan akan lebih baik apabila dipahami dengan merujuk pada sumber utamanya yaitu al-Qur’an dan al- Hadits. Sebab, kedua sumber tersebut merupakan sumber utama suatu konsep ilmu pengetahuan. Hal itu dapat dianalisa dari berbagai bentuk derivasi kata ‘ilm yang diulang sebanyak 750 kali dalam berbagai konteks. Pada dasarnya, ilmu pengetahuan sangat terkait dengan akidah. Sebab, hakekat ilmu bukanlah sekedar ilmu itu sendiri. Lebih dari itu, penguasaan ilmu seharusnya berdampak secara langsung perilaku atau akhlak seseorang tersebut. Atas dasar inilah Imam al-Ghazali membagi ilmu ke dalam dua klasifikasi utama yaitu ilmu fardhu ‘ain dan ilmu fardhu kifayah. Sebagai umat Islam yang memperhatikan hakekat ilmu pengetahuan melalui dunia pendidikan tentu pemahaman tentang klasifikasi tersebut tidak dapat diabaikan. Untuk itu, dalam konteks pendidikan sekarang, diperlukan segera desain kurikulum pendidikan Islam yang berasaskan dinamisasi konsep fardhu ‘ain dan fardhu kifayah. Dinamisasi demikianlah yang akan membentuk karakter secara kuat terhadap pribadi anak didik.
当今教育挑战之一是一种尚未呈现伊斯兰色彩的科学哲学教学模式。利用伊斯兰教的生活观点，这可以从哲学教科书中所缺乏的现象中了解。此外，大多数印尼教育机构所使用的教育方法仍然采用东方的方法，即人类历史学家的方法。这一方法强调的是基于多学科的社会宗教观点的宗教理解。从伊斯兰教的角度来看，最好通过查阅古兰经和圣训的主要来源来理解科学。因为这两个来源都是一个科学概念的主要来源。它可以从“ilm”一词的各种形式进行分析，这种形式在不同的背景下重复了750次。从本质上说，科学与阿基达有着密切的联系。因为科学不仅仅是科学本身。不仅如此，对科学的掌握应该直接影响一个人的行为或道德。正是在这个基础上，伊玛目·加扎利将科学分为法德胡·安(fardhu’ain)和法德胡·基法达(fardhu kifdad)两大分类。作为一名关注教育知识知识的穆斯林，理解分类是不可忽视的。因此，在当前教育背景下，迫切需要立即设计具有法德胡' ain ' ain ' s和法德胡kifdad理念的伊斯兰教育课程。这样的雾化将有力地塑造对个人学习者的性格。
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Pub Date : 2016-01-26DOI: 10.21111/AT-TADIB.V9I1.308
Imam Bahroni
The development of integrated Islamic education has introduced a new trend in formal educational institutions in Indonesia. The pondok constitutes a typical Islamic boarding school often run and owned by individual religious teachers (kyai), wherein the Islamic subjects become the priority. The references of these Islamic subjects derived from Islamic classical books (kitab kuning) as the aim of this pondok education system is to produce religious scholars. Slightly different from pondok is the madrasah. This educational institution generally teaches 30 percent Islamic subjects alongside secular subjects. Over the last 20 years, many pondoks have adopted the madrasah system and included instruction in secular subjects in their curriculum. This article aims at elaborating the foundation of integrated Islamic education from the conception of Muslim scholars whose original views derived from the Holy Qur’an and the Prophetic Tradition.
{"title":"The Principle of Integrated Islamic Education","authors":"Imam Bahroni","doi":"10.21111/AT-TADIB.V9I1.308","DOIUrl":"https://doi.org/10.21111/AT-TADIB.V9I1.308","url":null,"abstract":"The development of integrated Islamic education has introduced a \u0000new trend in formal educational institutions in Indonesia. The pondok \u0000constitutes a typical Islamic boarding school often run and owned by \u0000individual religious teachers (kyai), wherein the Islamic subjects become \u0000the priority. The references of these Islamic subjects derived from Islamic classical books (kitab kuning) as the aim of this pondok education system is to produce religious scholars. Slightly different from pondok is the madrasah. This educational institution generally teaches 30 percent Islamic subjects \u0000alongside secular subjects. Over the last 20 years, many pondoks have adopted the madrasah system and included instruction in secular subjects in their \u0000curriculum. This article aims at elaborating the foundation of integrated Islamic \u0000education from the conception of Muslim scholars whose original views \u0000derived from the Holy Qur’an and the Prophetic Tradition.","PeriodicalId":55739,"journal":{"name":"AtTadib","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67831020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-26DOI: 10.21111/at-tadib.v9i1.305
Syahrial Z.
Pendidikan bertujuan untuk membentuk manusia yang sempurna. Yaitu manusia yang memahami hakekat penciptaan diri manusia serta tujuan hidup. Dan untuk mengetahui hal tersebut dibutuhkan sarana serta strategi yang tepat supaya manusia mampu menghambakan diri kepada Allah SWT. Langkah tersebut dapat dilakukan melalui pendidikan. Islam sebagai agama dan cara pandang hidup memiliki ketentuan yang tertulis dalam al-Qur’an dan al-Hadits. Di dalamnya terdapat penjelasan tentang tata cara mendidik manusia agar mengenal Tuhannya. Akan tetapi, seiring perkembangan arus globalisasi dalam konteks pendidikan, tata cara mendidik dalam Islam tersebut mengalami dikotomi bahkan dekonstruksi konsep-konsep keilmuan. Dengan itu maka berkembanglah konsep karakter untuk menggantikan konsep akhlak yang sudah mapan dalam syariah Islam. Dalam implementasinya, konsep karakter terdapat misi yaitu upaya menghilangkan nilai-nilai ketauhidan. Padahal, konsep akhlak ingin mengajarkan kepada manusia bahwa tujuan dari pendidikan adalah untuk menjadi manusia yang beradab (berakhlak) sehingga mampu mengenal dan menyembah kepada Allah SWT.
{"title":"Pendidikan Karakter dan Pendidikan Akhlak (Studi Perbandingan)","authors":"Syahrial Z.","doi":"10.21111/at-tadib.v9i1.305","DOIUrl":"https://doi.org/10.21111/at-tadib.v9i1.305","url":null,"abstract":"Pendidikan bertujuan untuk membentuk manusia yang sempurna. \u0000Yaitu manusia yang memahami hakekat penciptaan diri manusia serta \u0000tujuan hidup. Dan untuk mengetahui hal tersebut dibutuhkan sarana serta \u0000strategi yang tepat supaya manusia mampu menghambakan diri kepada \u0000Allah SWT. Langkah tersebut dapat dilakukan melalui pendidikan. Islam \u0000sebagai agama dan cara pandang hidup memiliki ketentuan yang tertulis \u0000dalam al-Qur’an dan al-Hadits. Di dalamnya terdapat penjelasan tentang \u0000tata cara mendidik manusia agar mengenal Tuhannya. Akan tetapi, seiring \u0000perkembangan arus globalisasi dalam konteks pendidikan, tata cara \u0000mendidik dalam Islam tersebut mengalami dikotomi bahkan dekonstruksi \u0000konsep-konsep keilmuan. Dengan itu maka berkembanglah konsep karakter \u0000untuk menggantikan konsep akhlak yang sudah mapan dalam syariah \u0000Islam. Dalam implementasinya, konsep karakter terdapat misi yaitu upaya \u0000menghilangkan nilai-nilai ketauhidan. Padahal, konsep akhlak ingin \u0000mengajarkan kepada manusia bahwa tujuan dari pendidikan adalah untuk \u0000menjadi manusia yang beradab (berakhlak) sehingga mampu mengenal \u0000dan menyembah kepada Allah SWT.","PeriodicalId":55739,"journal":{"name":"AtTadib","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67830245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-01-26DOI: 10.21111/at-tadib.v9i2.312
A. Rahim
Pendidikan Islam memiliki tujuan yang sangat mulia. Secara garis besar tujuan tersebut dapat digambarkan melalui istilah insan kamil atau manusia yang sempurna. Kesempurnaan manusia dapat dilihat dari akhlak yang dimilikinya. Dan akhlak tersebut merupakan pancaran dari ilmu yang ada pada dirinya. Untuk itu, ilmu yang dipelajari di bangku sekolah pada hakekatnya tidak hanya untuk menambah wawasan semata. Lebih dari itu, ilmu diajarkan kepada seseorang agar menjadi lebih baik. Madrasah adalah salah satu model lembaga pendidikan yang ada di Indonesia dengan ciri khas nilai Islam. Dalam tradisi pengajaran agama Islam, madrasah selalu memperhatikan pada penanaman akhlak. Sebab, dalam sistem madrasah terdapat nilai-nilai keislaman yang dituntut untuk selalu dikembangkan. Sehingga nilai tersebut membentuk tradisi sebagian besar masyarakat Indonesia. Dalam perkembangannya, madrasah juga menghadapi tantangan yang begitu besar. Khususnya tantangan dari Barat. Barat dengan model pendidikannya yang tidak bersingggungan dengan Islam tentu menuntut sistem madrasah untuk berubah dan berkembang. Oleh sebab itu, model pendidikan madrasah di Indonesia harus selalu berpegang pada nilai Islam untuk dapat bertahan di dunia global ini
{"title":"Peran Madrasah Sebagai Pendidikan Islam Masa Kini (Studi Tradisi dan Perubahan)","authors":"A. Rahim","doi":"10.21111/at-tadib.v9i2.312","DOIUrl":"https://doi.org/10.21111/at-tadib.v9i2.312","url":null,"abstract":"Pendidikan Islam memiliki tujuan yang sangat mulia. Secara garis \u0000besar tujuan tersebut dapat digambarkan melalui istilah insan kamil atau \u0000manusia yang sempurna. Kesempurnaan manusia dapat dilihat dari akhlak \u0000yang dimilikinya. Dan akhlak tersebut merupakan pancaran dari ilmu yang \u0000ada pada dirinya. Untuk itu, ilmu yang dipelajari di bangku sekolah pada \u0000hakekatnya tidak hanya untuk menambah wawasan semata. Lebih dari \u0000itu, ilmu diajarkan kepada seseorang agar menjadi lebih baik. \u0000Madrasah adalah salah satu model lembaga pendidikan yang ada di \u0000Indonesia dengan ciri khas nilai Islam. Dalam tradisi pengajaran agama \u0000Islam, madrasah selalu memperhatikan pada penanaman akhlak. Sebab, \u0000dalam sistem madrasah terdapat nilai-nilai keislaman yang dituntut untuk \u0000selalu dikembangkan. Sehingga nilai tersebut membentuk tradisi sebagian \u0000besar masyarakat Indonesia. \u0000Dalam perkembangannya, madrasah juga menghadapi tantangan \u0000yang begitu besar. Khususnya tantangan dari Barat. Barat dengan model \u0000pendidikannya yang tidak bersingggungan dengan Islam tentu menuntut \u0000sistem madrasah untuk berubah dan berkembang. Oleh sebab itu, model \u0000pendidikan madrasah di Indonesia harus selalu berpegang pada nilai Islam \u0000untuk dapat bertahan di dunia global ini","PeriodicalId":55739,"journal":{"name":"AtTadib","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67832566","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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