46 research outputs found
TAKSONOMI TRANSENDEN (PARADIGMA BARU TUJUAN PENDIDIKAN ISLAM)
No full textThe Taxonomy of the Objectives of Islamic Education in the Qur'anic Perspective. This study is initiated from a thought that "the objective of Islamic education is to make students good". The word "good" becomes the key as well as the entrance to formulate the objective of Islamic education in this study, namely by examining the concept of "good" in the Qur’an. The concept studied by using a model of thematic tafsir (mawdhu’iy) approach. With this approach the word "good" was sought through three stems, i.e., the words ahsana-yuhsinu, saluha-yasluhu and khairun with their various shapes and changes in al-Qur’an. Then the classification arranged using the theory of taxonomy. The focus of this research conducted is: How is the taxonomy of the objectives of Islamic education in the Qur’an perspective. The finding this research of the objectives of Islamic education taxonomy is called the Trancendent Taxonomy. Namely the classification of the objectives of Islamic education which is divided into three dimensions based on the Holy Qur’an, these are ilahiyyah (divinity), insaniyyah (humanity) and kauniyyah (naturality) dimensions
DESAIN MATERI PENDIDIKAN KOSMOLOGI (KAWNIYYAH) PERSPEKTIF AL-QURAN
Get PDFBahasa Indonesia:
Eksploitasi dan pemanfaatan sumber kekayaan alam yang berlebihan dan tidak terkendali di Indonesia telah mengakibatkan banyak bencana alam yang menelan korban jiwa dan harta. Bencana alam ini tidak akan terjadi apabila manusia mempunyai hubungan dan pengetahuan yang baik tentang alam semesta. Hal yang harus dilakukan adalah menyiapkan generasi masa depan dengan bekal ilmu yang cukup tentang kosmos/alam semesta/kawniyyah melalui lembaga-lembaga pendidikan. Lembaga pendidikan sebagai desainer harus menyiapkan materi pendidikan kosmologi bagi peserta didik yang baik dan aplikatif. Materi pendidikan kosmologi banyak ditemukan dalam ayat-ayat kawniyyah dalam al-Quran, tetapi ayat-ayat tersebut masih belum didesain sebagi sebuah teori yang aplikatif bagi lembaga pendidikan. Dengan pendekatan tematik (mawdhu’i) ayat-ayat al-Quran yang masih sangat luas bisa dibuat menjadi desain materi pendidikan kosmologi bagi lembaga pendidikan. Materi pendidikan kosmologi dalam al-Quran dibagi menjadi tiga jenis; 1) Kosmologi daratan yang meliputi bumi, tanah, tumbuh-tumbuhan dan hewan. 2) Kosmologi lautan yang meliputi air dan perikanan. 3) Kosmologi angkasa yang meliputi matahari, bulan, bintang, awan, hujan dan angin. Pengetahuan dan pemahaman yang baik tentang kosmologi akan menghindarkan manusia dari musibah dan bencana alam.
English:
Uncontrolled exploitation and utilization of natural resources in Indonesia has caused several natural disasters with victims and financial-material loss. The disasters would not happen if human beings has better understanding about the universe. Therefore, the next generations must be prepared with cosmology/kawniyyah in educational institutions. A more applicative cosmology in school is urgently needed. In a framework of thematic approach, Quranic verses is widely opened for the instructional material in educational institutions. Cosmological mystery in the Quran is defined into the following three categories: (1) land cosmology involving the earth, soil, plants, and animals; (2) sea cosmology including water and fishes; and (3) space cosmology mentioning the sun, the moon, clouds, rains, and winds. Better understanding of cosmology prevents human beings from natural disaster
Rekonstruksi Tujuan Pendidikan Islam Berbasis Taksonomi Transenden
No full textThis article focuses on the reconstruction of the objective of Islamic education based on transcendent taxonomy. This study is based on the idea that “the objective of Islamic education is to make students good”. The word “good” becomes the key as well as the entrance to formulate the objective of Islamic education by examining the concept of “good” in the Qur’ân. The concept is studied using a model of thematic tafsir (mawdû‘î) approach. Using this approach, the word “good” is sought through three stems, i.e., the words ahsan-yuhsin, saluh-yasluh, and khayr with their various forms and changes in the Qur’ân. The classification of verses uses the theory of taxonomy. This article reveals that the objectives of Islamic education taxonomy can be called the ‘transcendent taxonomy.’ The objectives of Islamic education based on the Qur’an can be classified into three dimensions: ilâhîyah (theocentrism; divinity), insânîyah (anthro-pocentrism; humanity), and kawnîyah (cosmocentrism; naturality)
Transformasi tujuan pendidikan nasional perspektif pendidikan Islam
Get PDFThe objectives of national education in Indonesia as stipulated in the law of the Republic of Indonesia are transformed from the old order, the new order, the reformation order until the issuance of the National Education System Law Number 20 of 2003. The transformation of national education objectives is caused by several things; socio-political situation, class interests, parliamentary power and so on. On the other hand had Islamic education designs and concepts of its own in formulating educational objectives that are derived from the Qur'an. The second formulation of the educational objectives of this same same has significance in the learning activities in the institution. It is therefore important to know how the purpose of national education Indonesia prespective Islamic education
TAKSONOMI TRANSENDEN (PARADIGMA BARU TUJUAN PENDIDIKAN ISLAM)
No full text<em>The Taxonomy of the Objectives of Islamic Education in the Qur'anic Perspective. This study is initiated from a thought that "the objective of Islamic education is to make students good". The word "good" becomes the key as well as the entrance to formulate the objective of Islamic education in this study, namely by examining the concept of "good" in the Qur’an. The concept studied by using a model of thematic tafsir (mawdhu’iy) approach. With this approach the word "good" was sought through three stems, i.e., the words ahsana-yuhsinu, saluha-yasluhu and khairun with their various shapes and changes in al-Qur’an. Then the classification arranged using the theory of taxonomy. The focus of this research conducted is: How is the taxonomy of the objectives of Islamic education in the Qur’an perspective. The finding this research of the objectives of Islamic education taxonomy is called the Trancendent Taxonomy. Namely the classification of the objectives of Islamic education which is divided into three dimensions based on the Holy Qur’an, these are ilahiyyah (divinity), insaniyyah (humanity) and kauniyyah (naturality) dimensions.</em></jats:p
DERADIKALISASI MELALUI PEACE EDUCATION DI LEMBAGA PENDIDIKAN DAN MASYARAKAT PLURAL
Get PDFRiset ini bertujuan menemukan prototype lembaga pendidikan dan kehidupan masyarakat plural yang berhasil hidup damai dengan konsep Peace Education. Prototype Peace Education bebasis pengajaran agama yang universal terdapat di Xin Zhong School di Surabaya yang peserta didiknya terdiri dari banyak etnis dan pemeluk agama yang berbeda. Sedangkan prototype Peace Education bebasis budaya ditemukan di desa Balun Kecamatan Turi Kabupaten Lamongan yang masyarakatnya pluralis dan multikultura banyak agama, etnis yang berbeda, tetapi tetap rukun dan damai dalam kehidupan bermasyarakat. Riset ini menggunakan metode kualitiatif- fenomenologi-etnografi yang menghasilkan desian konsep Peace Education, konstruksi Peace Education pada lembaga pendidikan serta Peace Education berbasis budaya pada masyarakat plural. Hasil penelitian ini akan sangat penting sebagai antitesa perilaku radikalisme dan rentannya perdamaian dunia sekarang ini. Konsep Peace Education sekaligus menjadi ”Antibody´ terwujudnya perdamaian dunia yang rusak karena persoalan agama, ekonomi, keadilan hukum, kesenjangan sosial, hak asasi dan kekuasaan absolut yang secara tidak langsung telah menciptakan radikalisme, terorisme, permusuhan dan perang antar manusia
Sejarah Peradaban Islam
Get PDFProblematika yang terjadi dalam belajar sejarah peradaban Islam adalah sulitnya standarisasi buku acuan yang boleh dibaca, dikutip atau dijadikan referensi pemikiran, hak ini disebabkan tidak semua tulisan tentang sejarah bisa menjadi referensi akademik di perguruan tinggi. Realitas yang terjadi ketika mahasiswa menulis tugas artikel atau makalah dan sejenisnya mereka banyak mengutip dari internet yang validitasnya kurang bisa dipertanggung jawabkan. Buku perkuliahan ini berusaha menjawab probleatika tersebut, hal ini disebabkan dari sisi uraian materi dan sumbernya dikutip dari buku-buku sejarah yang sudah standar dipakai di perguruan tinggi dalam mata kuliah Sejarah Peradaban Islam sekaligus tertulis dengan jelas kompetensi yang akan didapat mahasiswa setelah belajar Sejarah Peradaban Islam khususnya di FITK UIN Sunan Ampel Surabaya
Pengembangan desain pembelajaran Full Day School perspektif Ilmu Psikologi Perkembangan dan Ilmu Pendidikan Islam: studi fenomenologi di Lembaga Pendidikan di Kabupaten Lamongan
Get PDFFull day school is an educational system that try to explore of student’s potentials comprehensively, combination between playing and studying, provide additional lessons, especially religious so that the students feel happy to be in the school, so that the children are more creative and innovative by a day school begining at 07.00 AM to 16.00 PM. The object of this research is Madrasah Ibtidaiyah Maarif NU Sunan Drajat (MI Murni) Lamongan and YPPI 1945 Babat Lamongan. This object was chosen because these two educational institutions are icon full day school in regency of Lamongan. The approach which is used in this study is a qualitative and phenomenological approach that is research that seeks to multiply, understanding and interpreting the meaning of events, phenomenas and its relationship with people in certain situations, trying to understand the meaning of an event. With this approach will be able to answer the problem formulation: a). How to implementing full day school in educational institution in lamongan district? b). How is the implementation of full day school in educational institution in the Lamongan district perspective of developmental psychology science and Islamic education? c). How is the problem of the implementation of full day school in the education institution of the district of Lamongan? This research is important to be done in order to find the design of learning with full day school system in accordance with the science of developmental psychology and Islamic education which results will be recommended for the improvement of this syste
PROBLEMATIKA PEMBELAJARAN BAHASA ARAB DI INDONESIA
Get PDFEksistensi dan perkembangan bahasa Arab di Indonesia mengalami transformasi dari waktu ke waktu. Sejak Islam datang bersamaan dengan bahasa Arabsebagai bahasa kitab suci (al-Qur’an) dan bahasa ritual ibadah bagi umat Islam perkembangan bahasa Arab mengalami stagnasi, hal ini disebabkan banyakproblematika dalam proses pemahaman, perkembangan dan pembelajarannya. Problematika tersebut terbagi menjadi tiga aspek: Aspek politik, aspek sosiologis dan aspek metodologis. Problematika pembelajaran bahasa Arab bisa diselesaikan dengan cara merumuskan kebijakan yang berpihak terhadap perkembangan bahasa arab, mempelajari bahasa arab dengan pendekatan continuitas dan integratif serta meningkatkan sumberdaya manusia melalui pendidikan yang profesional sehingga dapat menemukan dan memilih metode yang tepat dalam mengajarkan bahasa Arab sesuai dengan kondisi dan kultur masyarakat Indonesia
DESAIN MATERI PENDIDIKAN KOSMOLOGI (KAWNIYYAH) PERSPEKTIF AL-QURAN
No full text<p><strong>Bahasa Indonesia:</strong></p><p>Eksploitasi dan pemanfaatan sumber kekayaan alam yang berlebihan dan tidak terkendali di Indonesia telah mengakibatkan banyak bencana alam yang menelan korban jiwa dan harta. Bencana alam ini tidak akan terjadi apabila manusia mempunyai hubungan dan pengetahuan yang baik tentang alam semesta. Hal yang harus dilakukan adalah menyiapkan generasi masa depan dengan bekal ilmu yang cukup tentang kosmos/alam semesta/kawniyyah melalui lembaga-lembaga pendidikan. Lembaga pendidikan sebagai desainer harus menyiapkan materi pendidikan kosmologi bagi peserta didik yang baik dan aplikatif. Materi pendidikan kosmologi banyak ditemukan dalam ayat-ayat kawniyyah dalam al-Quran, tetapi ayat-ayat tersebut masih belum didesain sebagi sebuah teori yang aplikatif bagi lembaga pendidikan. Dengan pendekatan tematik (mawdhu’i) ayat-ayat al-Quran yang masih sangat luas bisa dibuat menjadi desain materi pendidikan kosmologi bagi lembaga pendidikan. Materi pendidikan kosmologi dalam al-Quran dibagi menjadi tiga jenis; 1) Kosmologi daratan yang meliputi bumi, tanah, tumbuh-tumbuhan dan hewan. 2) Kosmologi lautan yang meliputi air dan perikanan. 3) Kosmologi angkasa yang meliputi matahari, bulan, bintang, awan, hujan dan angin. Pengetahuan dan pemahaman yang baik tentang kosmologi akan menghindarkan manusia dari musibah dan bencana alam.</p><p> </p><p> </p><p><strong>English:</strong></p><p>Uncontrolled exploitation and utilization of natural resources in Indonesia has caused several natural disasters with victims and financial-material loss. The disasters would not happen if human beings has better understanding about the universe. Therefore, the next generations must be prepared with cosmology/kawniyyah in educational institutions. A more applicative cosmology in school is urgently needed. In a framework of thematic approach, Quranic verses is widely opened for the instructional material in educational institutions. Cosmological mystery in the Quran is defined into the following three categories: (1) land cosmology involving the earth, soil, plants, and animals; (2) sea cosmology including water and fishes; and (3) space cosmology mentioning the sun, the moon, clouds, rains, and winds. Better understanding of cosmology prevents human beings from natural disaster.</p></jats:p
