5 research outputs found
ISLAMIC CONCEPTS OF EDUCATION IN THE CONTENT
No full textThis research discusses the Islamic Concept of Education in the Womb. Why is this research interesting to discuss? Education during pregnancy is crucial in Islamic concepts, and Islam pays attention to the unborn child from an early stage. Therefore, the author explains how important it is to educate children in the future as an excellent investment to continue the sustainability of civilization as the nation's successors. To obtain an excellent investment in children, it is necessary to pay attention to the education and development of the child during pregnancy. Because the prenatal period is the foundation for further development (postnatal). Methodologically, this article is a literature review. Furthermore, this study is essentially a library research. The data analysis used in this research is content analysis, which involves analyzing the content of books. Another method used is the critical comparative method, which compares the thoughts of experts. From this research, it is found that among the verses about the education of children in the womb are found in Surah Ali-Imran verses 35 and 38, Surah Al-A’raf verse 172, As-Shaffat verse 100, and then Surah Al-Hajj verse 2. The development of the fetus in the womb begins with the creation of the human being in the initial phase, followed by the creation of the human being in the advanced phase, which goes through several stages: the stage of biological chemical elements from the essence of the earth, the stage of semen, the stage of sperm, the stage of clot, the stage of lump, the age of bones, the flesh period, and then the final creation period. Parents have the responsibility to educate and care for their children even during pregnancy
Islamic Boarding School’s Curriculum Management Modernization
No full textIslamic boarding schools, also known as pesantren, as educational institutions are required to revitalize and renew its nature to survive in this modern era. Islamic boarding schools are currently dealing with the modernization flow marked by the rapid pace of changes within informational technology. Therefore, Islamic boarding schools need to change the format, form, orientation, and methods of education without changing the vision, mission, and orientation of the pesantren itself. Among those aspects, the curriculum is the one that needs to be continuously updated. This research focuses on the response of the pesantren's curriculum adaptation efforts to face modernization. One of the Islamic boarding schools that have implemented curriculum modernization is the Madinatul Ulum Islamic Boarding School Cangkring, Jenggawah, in Jember. The method used in this study was descriptive qualitative by implementing a case study approach. The results of this study suggest that Madinatul Ulum Islamic Boarding School Cangkring Jenggawah has sought to modernize its curriculum development. Some of the efforts made are; first, planning which is carried out with accurate considerations of several elements such as philosophical foundations, materials, learning management, teacher training, and learning systems. Second, the implementation was done by combining modern and traditional methods. Third, the evaluation was carried out through educative, instructional, diagnostic, and administrative.
Pesantren sebagai lembaga pendidikan diharuskan mengadakan revitalisasi dan pembaharuan guna bertahan di era modern. Dalam perkembangan zaman, pesantren saat ini berhadapan dengan arus modernisasi yang ditandai dengan cepatnya laju informasi dan teknologi. Karena itu, pesantren harus melakukan perubahan format, bentuk, orientasi dan metode pendidikan dengan catatan tidak sampai merubah visi, misi dan orientasi pesantren. Diantara yang secara signifikan terus diperbaharui adalah kurikululum. Penelitian ini menfokuskan pada proses responupaya adaptasi kurikulum pesantren dalam menghadapi arus modernisasi. Salah satu pesantren yang sudah menerapkan modernisasi kurikulum yakni Pondok Pesantren Madinatul Ulum Cangkring Kecamatan Jenggawah Kabupaten Jember. Metode yang dipakai adalah deskriptif kualitatif dan menggunakan pendekatan studi kasus. Berdasarkan kajian yang dilakukan, temuannya dapat dikonklusikan bahwa kurikulum di Pesantren Madinatul Ulum Cangkring Jenggawah telah mengupayakan modernisasi pengembangan kurikulum. Beberapa diantaranya adalah dengan beberapa langkah pertama, perencanaan dilakukan dengan pertimbangan akurat pada beberapa element seperti dasar filosopis, materi, manajemen pembelajaran, pelatihan guru, dan sistem pembelajaran. Kedua, pelaksanaan dilakukan dengan memadukan metode modern dan tradisional. Ketiga, evalusi dilakukan dengan edukatif, intruksioal, diagnosis dan adiministratif
MODERATE ISLAM IN THOUGHT IBNU RUSYD
No full textThis research discusses the attitude of moderation in fighting radicalism movements, especially in Indonesia. Why is this research interesting to discuss? Radicalism movements must be stemmed by education and understanding of the diversity of religious understandings in Indonesia. Therefore, the author offers Ibn Rushd's thoughts and personality as a famous philosopher. In historical records, Ibnu Rushd was a scholar who never attacked personally and accused his opponents of deviations in religious understanding. The moderation attitude shown by Ibnu Rushd can be used as an example in forming the character of Muslims in Indonesia. In terms of methodology, this article is a type of library research. Next, the author explores data from Ibn Rushd's books and uses a philosophical approach with content analysis. According to Ibnu Rushd, a scholar must have some essential personality traits of moderation. There are three parts: before, in, and after thinking. Before thinking, a scholar must have a personality that is open, honest, curious, skeptical, brave and patient. The ulama's personality in thinking is speculative, willing to be guided by experience and reason, willing to accept, ready to face mistakes and brave in making decisions. Furthermore, his personality after thinking about it was a tolerant and forgiving perso
THE NATURE OF EDUCATORS AND STUDENTS IN ISLAMIC EDUCATION
No full textThis research discusses the Islamic concept of the nature of educators and students. Why is this research interesting to discuss? The Islamic concept of the nature of educators and students is very important in the world of Islamic education so that Islam is very strict in paying attention to the Islamic concept of the nature of educators and students. Therefore, the author explains how important the concept of education is in the future as a superior investment to continue the preservation of civilization as an educated generation. To obtain effective education as an effort to produce great and competent educators and students, Islam explains the nature of educators and students. In terms of methodology, this article is a type of library research. Furthermore, this study is basically library research. The data analysis used in this research is content analysis, namely analyzing the contents of the book. Another method used is the critical comparison method, namely comparing the thoughts of experts. From this research, the results obtained are that among the verses about Islamic concepts regarding educators and students are found in Q.S Al-Alaq verses 1-4. Education is a process of humanization as well as a conscious effort to develop human physical and non-physical potential. On the other hand, Islamic education is basically the instilling of Islamic teaching values in students, namely the Al-Qur'an and Hadith
EPISTEMOLOGICAL BELIEFS IN SCIENCE: AN EXPLORATORY STUDY OF LEBANESE UNIVERSITY STUDENTS' EPISTEMOLOGIES
No full textBeliefs about the nature of knowledge and knowing have been investigated extensively in educational and developmental psychology research. Hofer's framework on personal epistemology is adopted in the present study for assessing Lebanese university students' epistemologies of science. Participants were 213 students in their first year of science-related studies at a private university in Beirut. Two instruments were used for data collection: The science-focused epistemological beliefs questionnaire (Hofer, 2000) and an 8-item instrument adapted from the modified version of the Views on Science-Technology-Society (Dogan and Abd-El-Khalick, 2008), and an additional item developed by the authors. Thirty students were purposively selected for completing the second instrument followed by a semi-structured interview. Data analysis yielded the following assertions regarding students' epistemologies of science: (1) Scientific knowledge is liable to change; (2) the source of scientists' knowledge is inherent to human's construction, whereas the source of personal knowledge is independent from human subjectivity and based on external authority; (3) scientific knowledge is proven and validated through the concerted effort of scientists; and (4) absolute truth cannot be attained because of the lack of means to access knowledge. Findings highlighted the need to foster an academic culture that promotes students' epistemologies and explicitly addresses the nature and processes of science in curricula and instruction. © 2011 National Science Council, Taiwan.AIKENHEAD GS, 1992, SCI EDUC, V76, P477, DOI 10.1002-sce.3730760503; Al-Salhi A. S., 2001, EPISTEMOLOGICAL BELI; BouJaoude S, 1996, ANN M NAT ASS RES SC; Chan K., 2000, ASIA PACIFIC J TEACH, V28, P225, DOI 10.1080-713650691; Conley AM, 2004, CONTEMP EDUC PSYCHOL, V29, P186, DOI 10.1016-j.cedpsych.2004.01.004; Dagher ZR, 1997, J RES SCI TEACH, V34, P429, DOI 10.1002-(SICI)1098-2736(199705)34:5429::AID-TEA23.0.CO;2-S; Dogan N, 2008, J RES SCI TEACH, V45, P1083, DOI 10.1002-tea.20243; Faour MA, 2007, MIDDLE EASTERN STUD, V43, P909, DOI 10.1080-00263200701568279; Frayha N., 2003, STUDIES COMP ED; Gauvain M., 2010, HDB CULTURAL DEV SCI, P239; Haidar A. H., 1999, ANN M NAT ASS RES SC; Haider AH, 2002, INT J SCI EDUC, V24, P611, DOI 10.1080-09500690110074053; Hofer BK, 2000, CONTEMP EDUC PSYCHOL, V25, P378, DOI 10.1006-ceps.1999.1026; Hofer BK, 2001, EDUC PSYCHOL REV, V13, P353, DOI 10.1023-A:1011965830686; Hofer BK, 1997, REV EDUC RES, V67, P88, DOI 10.3102-00346543067001088; Hogan K, 2001, J RES SCI TEACH, V38, P663, DOI 10.1002-tea.1025; Karabenick S. A., 2005, SOC PSYCHOL EDUC, V8, P375, DOI DOI 10.1007-S11218-005-1826-3; Kawagley AO, 1998, J RES SCI TEACH, V35, P133, DOI 10.1002-(SICI)1098-2736(199802)35:2133::AID-TEA43.0.CO;2-T; Kuhn D., 1991, SKILLS ARGUMENT; Lave Jean, 2002, DISTRIBUTED LEARNING, P56; Muis K. R., 2008, KNOWING KNOWLEDGE BE, P137, DOI 10.1007-978-1-4020-6596-5_6; Perry W. G., 1970, INTELLECTUAL ETHICAL; SCHOMMER M, 1990, J EDUC PSYCHOL, V82, P498, DOI 10.1037-0022-0663.82.3.498; Sutherland D, 2002, INT J SCI EDUC, V24, P1, DOI 10.1080-09500690110067011; Wenger E., 1998, COMMUNITIES PRACTICE, P3; Yore LD, 2004, READ RES QUART, V39, P347, DOI 10.1598-RRQ.39.3.8; Yore LD, 2006, INT J SCI EDUC, V28, P291, DOI 10.1080-0950069050033697312
