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The Peaceful Teaching Method of Datok Sulaiman in Spreading Islam in Tana Luwu, Indonesia.
Full text linkThis study discusses the teaching method of Datok Sulaiman in spreading Islam in Tana Luwu, South Sulawesi, Indonesia. This study employed historical and sociological approaches to unpack those research aims. The research findings show that the teachings of Islam transmitted throughout the Tana Luwu region used a peaceful approach without involving any violence with the support of Datok Luwu. Datok Sulaiman mostly used dialogue, Sufistic, and supernatural approaches to spread Islam. Therefore, he could successfully spread Islam in Tana Luwu, including the conversion of XV King Luwu in 1603 which influenced the rapid conversion of Islam in the area.AbstrakStudi ini membahas metode pembelajaran Datok Sulaiman dalam menyebarkan Islam di Tana Luwu. Sulawesi Selatan, Indonesia. Pendekatan yang digunakan adalah pendekatan historis dan sosiologis. Analisis yang digunakan adalah reduksi data, penyajian data, dan penarikan kesimpulan. Hassil penelitian menunjukkan bahwa ajaran Islam berkembang pesat di seluruh wilayah Tana Luwu secara damai tanpa kekerasan berkat peran Datok Sulaiman. Metode pengajaran Islam damai yang digunakan oleh Datok Sulaiman adalah dialog, pembelajran sufisme, dan supranatural. Hal ini berdampak pada adanya dukungan Raja Luwu XV pada 1603 M, sehingga agama Islam berkembang dengan cepa
The Madrasa Resistance Against Radicalism
Full text linkThe background of this article is based on madrasa resistance to radicalism. The purpose of this study is to see how madrasa resistance to face radicalism. The type of this research is qualitative research and data collection methods with observation and in-depth interviews with selected respondents. This study uses Peter L Berger's theory of the fundamental dialectics of society-externalization, objectification, and internalization. The results showed that madrasa resistance to radicalism with social empowerment through the process of social construction (externalization, objectification, and internalization). The tolerant attitude of the community which is manifested in social humanitarian activities such as genduri, sambatan and kerja bakti is contracted by the madrasa as a subjective reality into objective reality, so that the anti-radicalism attitude in this society can become the norm for the madrasas to be deprived and implemented in the daily life of the madrasa. Abstrak Latar belakang artikel ini didasarkan pada resistensi madrasah terhadap radikalisme. Tujuan dari penelitian ini adalah untuk melihat bagaimana cara madrasah menghadapi radikalisme. Jenis penelitian ini adalah penelitian kualitatif dan metode pengumpulan data dengan observasi dan wawancara mendalam kepada responden terpilih. Penelitian ini menggunakan teori Peter L.Berger tentang dialektika fundamental masyarakat-eksternalisasi, objektifikasi dan internalisasi. Hasil penelitian menunjukkan bahwa madrasah menolak radikalisme dengan pemberdayaan sosial melalui proses konstruksi sosial (eksternalisasi, objektifikasi dan internalisasi). Sikap toleran dari masyarakat yang dimanifestasikan dalam kegiatan sosial kemanusiaan seperti genduri, sambatan dan kerja bakti dikontrak oleh madrasah sebagai realitas subjektif ke dalam realitas objektif, sehingga sikap anti-radikalisme dalam masyarakat ini dapat menjadi norma bagi madrasah untuk dicabut dan diimplementasikan di kehidupan sehari-hari madrasah
Islamic Education and Da’wah Strategies Based on Culture in the Ilir-ilir Song of Sunan Kalijaga
Full text linkThe purpose of this study is to examine the educational and da’wah strategies based on the culture in the Song Ilir-ilir Sunan Kalijaga. By using library research methods and content analysis techniques, the results as follows: 1) With a cultural approach, Sunan Kalijaga invites and educates the public to embrace Islam as a new religion that came to Java around the 13-15 century AD. 2). Persuasively, Sunan Kalijaga made people aware of Islam by carrying out the five pillars of Islam while leaving all beliefs and deeds prohibited by Islam. 3) With the metaphor of Blimbing (star fruit). Sunan Kalijaga assures people that whoever obeys the commands of Islam, will find peace and happiness in living in this world and the hereafter. Educators and preachers in various events create the Ilir-ilir Song as a cultural-based educational and da’wah strategy that remains popular in the millennial era. AbstrakTujuan penelitian ini untuk mengkaji strategi pendidikan dan dakwah Islam berbasis kultural dalam lagu Ilir-ilir Sunan Kalijaga. Dengan menggunakan metode penelitian kepustakaan (library research) dan teknik analisis isi (content analisys), maka hasilnya dapat disimpulkan berikut: 1) Dengan pendekatan kultural, Sunan Kalijaga mengajak dan mendidik masyarakat untuk memeluk Islam sebagai agama baru yang datang ke tanah Jawa sekitar abad 13-15 M. 2) Secara persuasif, Sunan Kalijaga menyadarkan masyarakat untuk memeluk Islam dengan melaksanakan rukun Islam yang lima seraya meninggalkan segala keyakinan dan perbuatan yang dilarang Islam; 3) Dengan metafora buah blimbing, Sunan Kalijaga menyakinkan masyarakat bahwa barangsiapa yang taat menjalankan perintah Islam, kelak mendapatkan ketentraman dan kebahagiaan hidup di dunia dan di akhirat. Para pendidik maupun juru dakwah dalam berbagai event mengkreasi lagu Ilir-ilir sebagai strategi pendidikan dan dakwah berbasis kultural yang tetap populer di era millineal.
The Refinement on Character education to Strengthening Islamic Education in Industrial Era 4.0
Full text linkThe research is to know the strengthening of Islamic educations in accordance with the need for the Industrial era 4.0 industrial era (turbulence era). Within those advancements, character education has become an oasis in the middle of morality decadences of millennial generation in the present society and a fort to prevent the destruction of a nation. The research method uses literature study by collecting data from documentation using the descriptive-analysis method. The results of the study concluded, Islamic education transformation is greatly required to gain solutions by strengthening Islamic educational management, Islamic educational leadership, and educational policy on character educations. Character education in Islamic Education does not only teach right or wrong but also teaches students to commit to doing the right thing. The character emphasizes practice in the students’ daily lives such as the implementation of, honest (Siddiq), trustworthy (Amanah), smart (fathonah) and conveys the truth (tabligh), in relationship, a good citizen attitude. AbstrakMasyarakat Islam harus melakukan modernisasi pendidikan Islam dalam segala aspek pendidikan, kurikulum, tata kelola institusi, model dan strategi pembelajaran sesuai dengan kebutuhan era industri 4.0 (era turbulensi). Dalam kemajuan tersebut, pendidikan karakter telah menjadi oase di tengah dekadensi moralitas generasi milenial di masyarakat saat ini dan benteng pencegah kehancuran suatu bangsa. Metode penelitian menggunakan studi pustaka dengan mengumpulkan data dari dokumentasi menggunakan metode analisis deskriptif. Hasil penelitian menyimpulkan, transformasi pendidikan Islam sangat diperlukan untuk mendapatkan solusi dengan memperkuat manajemen pendidikan Islam, kepemimpinan pendidikan Islam, dan kebijakan pendidikan pada pendidikan karakter. Pendidikan karakter dalam Pendidikan Islam tidak mengajarkan benar atau salah, tetapi juga mengajarkan siswa untuk berkomitmen melakukan hal yang benar. Karakter tersebut menekankan pada praktik dalam kehidupan sehari-hari siswa seperti pelaksanaan, jujur (siddiq), amanah (amanah), cerdas (fathonah) dan menyampaikan kebenaran (tabligh), dalam menjalin hubungan, sikap warga negara yang baik.
Adapting to Teaching and Learning During Covid-19: A Case of Islamic School's Initiative of Self-regulated Learning
Full text linkThis study aims to analyze self-regulated learning in Islamic education amid the Covid-19 pandemic. This study incorporates a qualitative approach to understand self-regulated learning at Miftahul Ulum Islamic High School, East Java. The data collection techniques consist of teachers' interviews, teaching and learning observation, and documentation. The results showed that implementing self-regulated learning during the Covid 19 pandemic was carried out online through activities, analysis of learning conditions, determining the learning design, applying strategies, and evaluation. Despite challenges, online self-regulated learning facilitates Miftahul Ulum Islamic School students to participate in learning activities during the Covid-19 Pandemic
Transcendence and Immanence: Teacher Professionalism in Islamic Religious Perspectives
Full text linkThe purpose of this research is to describe what is essence of professionalism teacher in Islamic perspective. This research uses library research. The results showed that the professionalism of teachers in Islam is based on two basic criteria, namely a call of life (Abdullah; transcendence) and expertise (khalifatullah; immanence). Therefore, the Professional teachers in Islam have the dual task of being carriers of religious (trancendence) and scientific missions (immanence). The first mission of professional teacher is to convey the da'wah and values of religious teachings to students, so students can live their lives in accordance with religious norms and have an awareness that all their actions are worthy of pure worship only for their Lord. While the second mission (immanence) of a teacher is to bring students to be intelligent student and master the latest knowledge according to students' interests. Hopefully this idea can be the spirit of future teacher professional development such as the implementation of Teacher Professional Education (TPE / PPG).Keywords: transcendence; immanence: teacher professionalism; Islamic religious; Teacher Professional Education; TPE AbstrakTujuan penelitian ini adalah untuk mendeskripsikan esensi profesionalisme dalam perspektif Islam. Metode penelitian menggunakan studi kepustakaan. Hasil penelitian menunjukkan bahwa profesionalisme guru dalam Islam pada dasarnya didasarkan pada dua kriteria dasar, yaitu panggilan hidup (transendensi Abdillah) dan keahlian (khalifatullah immanence). Oleh karena itu, para guru profesional dalam Islam memiliki tugas ganda yaitu menjadi pembawa misi keagamaan (trancendence) dan misi ilmiah (imanensi). Misi pertama guru profesional adalah untuk menyampaikan dakwah dan nilai-nilai ajaran agama kepada siswa, sehingga siswa dapat menjalani kehidupan mereka sesuai dengan norma-norma agama dan memiliki kesadaran bahwa semua tindakan mereka layak ibadah murni hanya untuk Tuhan mereka. Sedangkan misi kedua (imanensi) seorang guru adalah membawa siswa menjadi siswa yang cerdas dan menguasai pengetahuan terbaru sesuai dengan minat siswa.Kiranya hal ini bisa menjadi semangat pengembangan profesi guru mendatang seperti pelaksanaan Pendidikan Profesi Guru (PPG).Kata Kunci: transendensi; imanensi: profesionalisme guru; agam Islam; Pendidikan Profesi Guru (PPG
De-Radicalization through Prophetic Education in High School
Full text linkThis research analyze the management of de-radicalization through the prophetic education, case study in State Senior High School (SMAN 1) and State Islamic High School (MAN 1) Kendal, Jawa Tengah, Indonesia. The research used qualitative method. Data collection technique in this research are observation, interview and documentation. The results showed; 1) the humanizing human beings is the key in organizing the radicalism ideological movement in prophetic education in Indonesia. Meanwhile, in the relationship between religious values and national culture, it must provide space for pluralism and multiculturalism 2) the process of de-radicalization in prophetic education in Indonesia through prophetic values in Islamic Civilization History (Sejarah Kebudayaan Islam, SKI), Al-Qur'an, Hadith, Akidah Akhlaq, and various extra-curricular activities. Based on the evaluation conducted most of students are already good in showing anti-radicalism attitude.AbstrakPenelitian ini menganalisis pengelolaan de-radikalisasi melalui pendidikan kenabian, study kasus di Sekolah Menengan Atas 1 (SMAN 1) dan Madrasah Aliyah Negeri 1 (MAN 1) Kendal, Jawa Tengah, Indonesia. Penelitian ini menggunakan metode kualitatif. Teknik pengumpulan data dalam penelitian ini adalah observasi, wawancara dan dokumentasi. Hasilnya menunjukkan; 1) bahwa memanusiakan manusia adalah kunci dalam menata gerakan ideologi radikalisme dalam pendidikan profetik di Indonesia. Sedangkan dalam relasi antara nilai-nilai agama dan budaya bangsa maka harus memberi ruang pada pluralisme dan multikulturalisme. 2) proses deradikalisasi dalam pendidikan kenabian di Indonesia melalui nilai-nilai kenabian dalam SKI, Al-Qur'an, Hadits, Akidah Akhlaq, dan berbagai kegiatan ekstra kurikuler. Berdasarkan evaluasi yang dilakukan, sebagian besar siswa sudah bagus dalam menunjukan sikap anti radikalisme
Pathways To Islamic Education Renewal In Aceh (A Case Study of Dayah Ma'had al Ulum Diniyyah Mesjid Raya Samalanga)
Full text linkThis research examines the renewal initiative at Dayah Ma'had al Ulum Diniyyah Mesjid Raya Samalanga Islamic School. This study focuses on the renewal initiative during the leadership of Abon Abdul Aziz and Abu Hasanoel Bashri. This research is qualitative research with a historical approach. This research indicates that the Al Aziziyah Samalanga Islamic Education Foundation's modernization began during the leadership of Abon Abdul Aziz in 1958 and culminated in Abu Hasanoel Bashry in 1989. Social factors had been the most dominant factors of modernization of Islamic education in the foundation, including the birth of Islamic and public universities in Aceh, the adoption of information and communication technology (ICT), the requirement of diplomas for teachers and education personnel, and the involvement of alumni in the foundation
The Problems of Islamic Religious Education Teacher for Curriculum Development in Transmigration Area
Full text linkThis paper aims to analyze the problematics of teacher to develop curriculum Islamic Religious Education . This research used qualitative methods and data were gathered from literature reviews, observations, and in-depth interviews from teacher and student. The data analyzed with reduction, presentation, and conclusion. The results of this research revealed that The problems of Islamic education teachers in transmigration areas can be summarized into five things. They are first, they have to deal with active time management Secondary learning, management documents, such as students daily paper sheets, Learning Perfoming Plan / RPP, and other extra tasks from school and headmaster to the teacher for some training. Third, the lack of teaching materials causes. Fourth, the problem of conditional and competency teachers. Fifth, they have passive studentsKeywords: Islamic education; transmigration era, problem teacher; curriculum developmentAbstrakMakalah ini bertujuan untuk menganalisis problematika guru dalam mengembangkan kurikulum Pendidikan Agama Islam. Penelitian ini menggunakan metode kualitatif dan data dikumpulkan dari tinjauan literatur, observasi, dan wawancara mendalam dari guru dan siswa. Data dianalisis dengan reduksi, presentasi, dan kesimpulan. Hasil penelitian ini mengungkapkan bahwa masalah guru pendidikan Islam di daerah transmigrasi dapat diringkas menjadi lima hal. Mereka adalah yang pertama, mereka harus berurusan dengan manajemen waktu aktif Pembelajaran sekunder, dokumen manajemen, seperti kertas harian siswa, Rencana Pembelajaran Perfoming / RPP, dan tugas tambahan lainnya dari sekolah dan kepala sekolah kepada guru untuk beberapa pelatihan. Ketiga, kurangnya bahan ajar menyebabkan. Keempat, masalah guru bersyarat dan kompetensi. Kelima, mereka memiliki siswa pasifKata kunci: pendidikan Islam; era transmigrasi, guru bermasalah; pengembangan kurikulu
The Management of Strengthening the Mosque-Based Religious Character Education
Full text linkThis study aims to explore the management of strengthening the religious character education of mosque-based students in madrasas. Data collection techniques using observation, interviews, and study documentation. Data analysis used qualitative analysis at Madrasah Aliyah Negeri 2 Kota Bandung. The results showed that the management of mosque-based character strengthening students had fulfilled management principles and was able to instill student character through worship activities. The design of activities to strengthen mosque-based character education that has been carried out includes thaharah, Duha praying, adhan, iqamah, recitation of asma alhusna, tadarus al-Quran, lectures, midday prayers, remembrance, and prayers. This activity is effectively able to develop the character of obedience, responsibility, discipline, cleanliness, neatness, trustworthy, confident, caring, brave and polite.AbstrakPenelitian ini bertujuan untuk mengeksplorasi manajemen penguatan pendidikan karakter religius peserta didik berbasis Mesjid di madrasah. Teknik pengumpulan data menggunakan observasi, wawancara, dan studi dokumentasi. Analisis data menggunakan analisis kualitatif di Madrasah Aliyah Negeri 2 Kota Bandung. Hasil penelitian menunjukkan bahwa manajemen penguatan pendidikan karakter peserta didik berbasis masjid telah memenuhi prinsip manajemen dan mampu menanamkan karakter siswa melalui aktifitas ibadah. Desain aktivitas penguatan pendidikan karakter berbasis mesjid yang telah dilakukan meliputi thaharah, sholat Duha, adzan, iqamah, pembacaan asma alhusna, tadarus al-Quran, kuliah, sholat dzuhur , zikir, dan sholat. Kegiatan ini secara efektif mampu mengembangkan karakter kepatuhan, tanggung jawab, disiplin, kebersihan, kerapian, dapat dipercaya, percaya diri, peduli, berani dan sopa