Falasifa (Jurnal Studi Keislaman
Not a member yet
207 research outputs found
Sort by
The Responsibility of Islamic Education (Syara’ Verses Review)
Full text linkAbstract
Every son of Adam has responsibility for himself as well as those for whom he is responsible. Especially for educators who are responsible for Islamic education for their students. The responsibility of Islamic education is broad and detailed, not only about spiritual education, and physical education but also getting more attention. Therefore, it is very important to know what responsibility that educators should fulfill for each student to be accepted by them. This article aims to describe how the responsibility of Islamic education is strengthened by syara' verses so that there is no doubt about carrying out these responsibilities. Every educator must fulfill his Islamic education responsibilities, both in terms of faith, character, physical, intellectual, social, and sexual education to realize an individual who has good behavior according to Islam.
 
Teacher Skill Improvement Training in Conducting Information Technology System-Based Learning and Communication in Vocational High Schools
Full text linkTeachers at vocational schools are facilitators in implementing an effective learning process. The learning process is inextricably linked to the media, methods and learning outcomes. In this case, the media play an important role. As we know, online learning platforms are very diverse, but not all of these platforms can be used effectively to create meaningful, interesting and interactive learning in office administration. The objectives of Training to Improve Teacher Skills in Conducting Information Technology Based Learning and Communication in Vocational Schools are 1) Improve Teacher Skills in Development of Innovative Learning Models 2) Improve Teacher Skills in Development of Learning Management System (LMS) to become Professional and Competent Teachers who design learning media and implement them in learning activities. 3) Improving teachers' communication skills in learning through live virtual meetings and live chat through Whatsapp desktop application in vocational schools. The results of the training were: 1) Increasing the ability of teachers to develop innovative learning models by 80%, 2) Increasing the ability to develop a Znaplink-based Learning Management System (LMS) by 86%, and 3) The Improving the ability of teachers to communicate while learning through live virtual meetings and live chats with Whatsapp desktop application has reached 88%
Posisi dan Stategi Pendidikan Islam di Eraglobalisasi
Full text linkABSTRACT Opportunities and challenges of globalization require superior and competitive human resources, which need to be responded positively by Islamic education. These opportunities need to be fulfilled by utilizing all the positive potentials of globalization, spreading Islamic values to the world as an effort to save humanity from the scularization virus that ignores the spiritual dimension in humans. In addition, Islamic education must develop a spiritual-based education that is fully supported by teachers, students and educational organizations that fully support prophetic transformational leadership, therefore the teaching and learning strategy can be developed in accordance with the demands of the times. Keywords: globalization, Islamic education, position, strategy
ABSTRAK Peluang dan tantangan globalisasi membutuhkan sumber daya manusia yang unggul dan kompetitif, yang perlu direspon secara positif oleh pendidikan Islam. Peluang-peluang ini perlu dipenuhi dengan memanfaatkan semua potensi positif globalisasi, menyebarkan nilai-nilai Islam ke dunia sebagai upaya menyelamatkan manusia dari virus skularisasi yang mengabaikan dimensi spiritual dalam diri manusia. Selain itu, pendidikan Islam harus mengembangkan pendidikan berbasis spiritual yang didukung penuh oleh para guru, pelajar, dan organisasi pendidikan yang sepenuhnya mendukung kepemimpinan transformasional kenabian, oleh karena itu starategi pengajaran dan pembelajaran bisa dikemangakan sesuai dengan tuntutan zaman. Kata Kunci: globalisasi, pendidikan Islam, Posisi, Strategi
 
Kepemimpinan Spritual Guru PAI pada Masa Pandemi Covid-19
Full text linkThe leadershipteachers of Islamic Religious Education during the Covid-19 pandemic has an effect in every area of Indonesian people's life, one of the sectors is the world of education. Education in Indonesia seems to get a shock that creates a new order in the learning process. The implication is that the learning process becomes distance learning, inevitably it must be applied considering the Ministry of Education and Culture's instructions to continue learning in the midst of the Covid-19 outbreak. Teachers at all levels of education are required to make new learning plans related to Distance Learning, which has never been implemented before. From the limitations of Islamic Religious Education teachers at the junior high school level who in fact are accustomed to face-to-face learning, they must turn learning into distance learning. Teachers of Islamic Religious Education at the primary school, primary school and and tertiary levels have a significant impact on the aspects of distance / online / online learning, as a respondent the author turned out to have an advantage in preparing for the learning process during the Covid-19 period. In distance learning they are able to continue working by optimizing all the potential that exists through electronic media. difficulty and also ease in implementing distance learning cannot be avoided, considering that the distance and access of students in following the learning process does not go as desired. This is also an attraction for research related to the distance learning process in schools
Epistemologi Pendidikan Islam (Sistem, Kurikulum, dan Pembaharuan Epistemologi Pendidikan Islam)
Full text linkEpistemology of Islamic Education is an effort, method, or steps to gain educational knowledge based on the Qur'an and As-Sunnah. The influence of Western education on Islamic education is that it is only physically advanced, but spiritually dry. The measure of educational outcomes is only seen from how much knowledge is absorbed by students, but not on the self-awareness of students to act in accordance with the knowledge they have. The Islamic education system must place the Qur'an and As-Sunnah as a guide in which direction the educational process is moved. The renewal of the epistemology of Islamic education should be developed to improve the quality of human resources. Islamic education must be able to produce scientists who think creatively, authentically and originally, not by remembering or repeating but by thinking. In an effort to build the epistemology of Islamic education, experts and policy makers in Islamic education should carry out a comprehensive renewal of the methods or approaches used to build Islamic education
Epistemologi Pendidikan Islam adalah upaya, cara, atau langkahlangkah untuk mendapatkan pengetahuan pendidikan yang berdasarkan Alquran dan As-Sunah. Pengaruh pendidikan Barat terhadap pendidikan Islam yaitu hanya maju secara lahiriyah, tapi kering secara rohaniyah. Ukuran hasil pendidikan hanya dilihat dari seberapa banyak pengetahuan yang diserap peserta didik, tetapi tidak pada kesadaran diri peserta didik untuk bertindak sesuai dengan pengetahuan yang dimilikinya. Sistem pendidikan Islam harus menempatkan Alquran maupun As-Sunah sebagi pemberi petunjuk ke arah mana proses pendidikan digerakkan. Pembaharuan epistemologi pendidikan Islam seharusnya dikembangkan untuk meningkatkan kualitas sumber daya manusia. Pendidikan Islam harus mampu melahirkan ilmuwan yang berfikir kreatif, otentik dan orisinal, tidak dengan cara mengingat atau mengulang tetapi dengan cara berfikir. Dalam upaya membangun epistemologi pendidikan Islam seharusnya para pakar dan pemegang kebijakan dalam pendidikan Islam mengadakan pembaharuan secara komprehensif terhadap metode atau pendekatan yang dipakai membangun pendidikan Islam
Kontribusi KH. Mustofa Bisri Terhadap Pengembangan Pemikiran Hukum Islam di Indonesia
Full text linkThis article is about muslim religious of teacher thoughts. Mustofa Bisri on the development of Islamic law and his new thoughts on legal issues that he answered. Other important contributions given by muslim religious of teacher Mustofa Bisri is his attitude in issuing fatwas that is not bound by a particular madhhab. This attitude becomes important in the midst of encouraging the development of Islamic legal thought which requires freedom of thought and is not tied to a particular madhhab. Of course the freedom of thought is muslim religious of teacher version. Mustofa Bisri is a freedom that is measured and framed in the maqasid al-shar'iyyah which is the purpose of the revelation of Islamic shari'ah the implication is a fact that there is a gap between the nass-nass of law that is very limited and the issues of life that are not limited. To provide a solution to the gap that exists today, the Qur'an and al-H} adith as a source of complete Islamic teachings in the sense of the basic principles of law with its various aspects must be understood with the methods of ijtihad with emphasis on the maqasid ash -shari'ah.  
Dinamika Pendidikan Islam dan Liberalisasi Pendidikan di Indonesia
Full text linkThis paper on the dynamics of Islamic education and the liberalization of education departs from the regulation of Islamic education that entered the vortex of western libelism. Liberalization of education is a new formula to formulate the concept of education ideally so that in the process of teaching and learning a teacher must understand the development of his students critically and sustainably. Islamic education and education liberalization is an attempt to change or reform the order of education so that the world of education is more advanced and provides fresh colors so that Islamic education runs dynamically. Liberalization of education does not mean free but must be in line with islamic educational values that must be adapted to the times so as not to be left behind to keep up with the development of the world of education. While in Islamic education the concept of essence in accordance with the values in the Islamic concept is oriented not only to the world but also at the same time to achieve success, happiness, and benefit in the afterlife.
Tulisan ini tentang dinamika pendidikan Islam dan liberalisasi pendidikan hal ini berangkat dari regulasi pendidikan Islam yang masuk pada pusaran libelisme barat. Liberalisasi pendidikan merupakan formula baru untuk merumuskan konsep pendidikan secara ideal sehingga dalam proses belajar-mengajar seorang guru harus memahami perkembangan anak-anak didiknya secara kritis dan berkelanjutan. Pendidikan Islam dan liberalisasi pendidikan adalah suatu usaha untuk merubah atau mereformasi tatanan pendidikan sehingga dunia pendidikan lebih maju dan memberikan warna segar agar pendidikan Islam berjalan secara dinamis. Liberalisasi pendidikan bukan berarti sebebas-bebasnya tetapi harus sejalan dengan nilai-nilai pendidikan Islam yang harus disesuaikan dengan perkembangan zaman sehingga tidak tertinggal untuk mengikuti perkembangan dunia pendidikan. Sementara dalam pendidikan Islam konsep hakiki yang sesuai dengan nilai dalam konsep Islam berorientasi tidak hanya untuk dunia semata melainkan juga sekaligus untuk meraih kesuksesan, kebahagiaan, dan kemaslahatan di alam akhirat
Al-Islam dan Kemuhammadiyahan (Aik) dalam Pandangan Mahasiswa Universitas Muhammadiyah Malang (Umm)
Full text linkThere are three reasons for al-Islam and Kemuhammadiyahan (AIK) to be used as courses at Muhammadiyah Higher Education, including: so that students are able to become Indonesians who are Muslim and have a modern mindset; students can be touched by their souls and able to practice their values; and fostering student ethics in the midst of the Muhammadiyah Higher Education environment. However, when AIK came into contact with students who had various religious ideological backgrounds, it gave birth to various perceptions. Based on this reality, the focus of this research is formulated in the form of a question: how are students' responses and perceptions to the AIK course system? This research is descriptive analytical with data collection techniques in the form of interviews and open-ended questionnaires. This research concluded that all respondents agreed that AIK was used as a subject for reasons, among others: it was able to understand Muhammadiyah's struggle; and he is able to have a strong Islamic provision, knowledge and understanding of pure Islam, and can practice Islamic values in real life. However, AIK learning is considered too monotonous which emphasizes cognitive aspects, so that AIK does not encourage the awakening of daily values; learning methods, facilities and infrastructure also need improvement so that students avoid burnout.
Keywords: religion, Islam, students
Ada tiga alasan al-Islam dan Kemuhammadiyahan (AIK) dijadikan mata kuliah di Perguruan Tinggi Muhammadiyah, antara lain: agar mahasiswa mampu menjadi bangsa Indonesia yang beragama Islam dan mempunyai alam pikiran modern; mahasiswa dapat tersentuh jiwanya serta mampu mengamalkan nilai-nilainya; dan menumbuhkan etika kemahasiswaan di tengah-tengah lingkungan Perguruan Tinggi Muhammadiyah. Namun, ketika AIK bersentuhan dengan mahasiswa yang mempunyai latar ideologi keagamaan yang beragam melahirkan berbagai persepsi. Berdasarkan realitas tersebut, fokus riset ini dirumuskan dalam bentuk pertanyaan: bagaimana respon dan persepsi mahasiswa terhadap sistem mata kuliah AIK?. Riset ini bersifat deskriptif analitis dengan teknik pengumpulan data berupa wawancara dan angket yang sifatnya terbuka. Riset ini menyimpulkan, semua responden menyetujui AIK dijadikan mata kuliah dengan alasan, antara lain: bisa untuk memahami perjuangan Muhammadiyah; dan ia mampu memiliki bekal keislaman yang kuat, pengetahuan dan pemahaman tentang Islam yang murni, serta dapat mengamalkan nilai-nilai Islam dalam kehidupan yang sebenarnya. Namun pembelajaran AIK dinilai terlalu monoton yang menekankan pada aspek kognitif, sehingga AIK kurang mendorong terbangunnya penjiwaan nilai nilai keseharian; metode pembelajaran, sarana maupun prasarana juga perlu pembenahan agar mahasiswa terhindar dari kejenuhan.
Kata Kunci: agama, Islam, mahasisw
Peran Orang Tua dalam Pendidikan Karakter Berbasis Keluarga di Masa Pandemi Covid-19
Full text linkAbstractThis research explains the role that parents should play in the educational process of their children during the Covid-19 pandemic. By using a qualitative descriptive approach to this type of research library, the researchers concluded that the role of parents in the current pandemic is becoming more urgent to develop children's character in a better direction. Three main points need to be internalized to children, namely religious education, social education, and moral education. Religious education is related to the issue of belief in God and all aspects related to Him. Social education is related to the cultivation of the values of social interaction, both those originating from culture and religion and so on which have positive values. Meanwhile, moral education is related to the refraction of moral values, both individually and socially. Individual moral values are related to how to treat oneself, while social moral values are related to how to treat others well.
Abstrak
Penelitian ini menjelaskan peran yang sewajarnya dan patut untuk dilakanakan oleh orang tua dalam proses pendidikan anak-anak mereka di masa pandemic covid-19. Dengan menggunakan pendekatan deskriptif kualitatif jenis library research, peneliti menyimpulkan bahwa peran orang tua di masa pandemi saat ini menjadi lebih urgen dalam rangka menumbuhkembangkan karakter anak ke arah yang lebih baik. Terdapat tiga poin utama yang perlu diinternalisasikan kepada anak, yaitu pendidikan agama, pendidikan sosial dan pendidikan akhlak. Pendidikan agama terkait dengan masalah keyakinan kepada Tuhan dan segala aspek yang berhubungan dengan-Nya. Pendidikan sosial berkaitan dengan penanaman nilai-nilai interaksi sosial, baik yang bersumber dari budaya dan agama dan sebagainya yang bernilai positif. Sementara pendidikan akhlak berkaitan dengan pembiasan nilai-nilai moral, baik individual maupun sosial. Nilai moral individual berkaitan dengan bagaimana memperlakukan diri, sementara nilai moral sosial berkaitan dengan bagaimana memperlakukan orang lain dengan baik.
Kata Kunci: Peran Orang Tua, Pendidikan Karakter Berbasis Keluarga, Pandemi Covid-1
Merdeka Belajar dan Pendidikan Kritis Paulo Friere dalam Pembelajaran Pendidikan Agama Islam
Full text linkThe focus of this study is how the concept of independent learning which is a policy in education in Indonesia is currently associated with Paulo Friere's critical education and its implementation in learning Islamic Religious Education. For Paulo Friere, independent learning is a teaching process that frees students from all kinds of colonialism, such as the banking system. Freire's construction of education leads to education which will lead people out of the shackles of oppression. In line with that, the Merdeka Learning Program according to the Minister of Education and Culture will be the direction of future learning that focuses on improving the quality of human resources. Merdeka Learning is the beginning of the idea of improving the monotonous national education system. Overall, the humanistic values promoted by the Minister of Education and Culture's policies and the educational concepts offered by Friere are very relevant to be applied in education in Indonesia, especially Islamic Religious Education through the elements of educators, students and educational goals.
Fokus kajian ini adalah bagaimana konsep merdeka belajar yang menjadi kebijakan pada pendidikan di Indonesia saat ini dikaitkan dengan pendidikan kritis Paulo Friere dan implementasinya dalam pembelajaran Pendidikan Agama Islam. Bagi Paulo Friere, merdeka belajar adalah proses pengajaran yang membebaskan peserta didik dari segala macam penjajahan, seperti banking system. Konstruksi pendidikan Freire mengarah kepada pendidikan yang nantinya menghantar orang keluar dari belenggu penindasan. Selaras dengan itu, Program Merdeka Belajar menurut Mendikbud akan menjadi arah pembelajaran ke depan yang fokus pada meningkatkan kualitas sumber daya manusia, Merdeka Belajar merupakan permulaan dari gagasan untuk memperbaiki sistem pendidikan nasional yang terkesan monoton. Secara menyeluruh, nilai humanis yang diusung oleh kebijakan mendikbud dan konsep pendidikan yang ditawarkan Friere sangat relevan untuk diaplikasikan dalam pendidikan di Indonesia, khususnya Pendidikan Agama Islam melalui unsur pendidik, peserta didik dan tujuan pendidika