Institutional Repository UIN Sunan Kalijaga Yogyakarta: No conditions. Results ordered -Date Deposited. 2024-03-29T12:45:45ZEPrintshttp://digilib.uin-suka.ac.id/images/sitelogo.pnghttps://digilib.uin-suka.ac.id/2022-04-19T02:19:16Z2022-04-19T02:19:16Zhttp://digilib.uin-suka.ac.id/id/eprint/50539This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/505392022-04-19T02:19:16ZPENDIDIKAN ISLAM BERASASKAN MODERASI AGAMA
DI PONDOK PESANTREN NURUL UMMAHAT KOTAGEDE YOGYAKARTAThis research is motivated by the results of a survey that indicate the spread of intolerant understanding in educational institutions. Meanwhile, institutions and teory in Islamic education by observers of Islamic education in Indonesia were criticized for having practiced an educational process that was exclusive, dogmatic, and lacked the moral aspect. This process occurs in Islamic educational institutions such as madrassas, Islamic schools, and pesantren. Then in relation to extremism actors, the developing discourse is understood as a group that has taken pesantren education. As a result of this issue, public opinion towards pesantren has become worse. But the facts about the roots and actors of the extremism movement are pesantren, not entirely true, So that not a few pesantren try to counter the issue. Because actually pesantren is on of the institutions that has a strategic role in spreading moderate Islam. This study takes place in the Nurul Ummahat Islamic Boarding School which is one of the Islamic boarding schools in Yogyakarta that applies Islamic education based on religious moderation. The problems examined in this study are : (1) understanding of the kyai and students of the Islamic boarding school Nurul Ummahat about moderate Islam, (2) the implementation of Islamic education based on religious moderation in the Nurul Ummahat boarding school in Kotagede, Yogyakarta, (3) the results of Islamic education are based on religious moderation in the Islamic boarding school Nurul Ummahat Kotagede Yogyakarta.
This research is a field research using qualitative analysis. This research takes place in the Nurul Ummahat Islamic Boarding School in Kotagede, Yogyakarta. Data collection techniques in this study were carried out by observation, interview, and documentation using the Miles and Huberman model analysis with three data analysis activities, namely: data reduction, data presentation, conclusion drawing and verification.
The results showed that, first, the kyai and students of Islamic boarding school Nurul Ummahat, understand moderate Islam as a non-doctrinal perspective in understanding religious teachings. Second, the
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implementation of Islamic education based on religious moderation is carried out through two channels, namely: through learning in the classroom and outside the classroom. Classroom learning is carried out by integrating religious moderation values with the study of the yellow book. While learning outside the classroom is reflected in the activities and activities that exist in the boarding school environment. Third, students have a strong basis of thinking and character base not only address differences but to respond to differences, can be open-minded, harmonious and cooperative with different religious groups, and so forth.NIM: 18204011028 Ade Putri Wulandari2022-04-19T02:13:30Z2022-04-19T02:13:30Zhttp://digilib.uin-suka.ac.id/id/eprint/50538This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/505382022-04-19T02:13:30ZUPAYA DAN DAMPAK ORANGTUA
DALAM MENDISIPLINKAN IBADAH SHALAT ANAK
DI MUSHALLA AL HIDAYAH DESA SUMBER JAYA BELITANG II
OKU TIMUR SUMATERA SELATANThis type of research is a descriptive study with a qualitative approach or method. The data collection techniques of this study are: 1) observation; 2) interview; 3) documentation. While data analysis techniques use data reduction, data presentation and draw conclusions or verification. The results of this study indicate that (1) the efforts of parents to discipline child prayer services at Al Hidayah Mushalla are to conduct child prayer services, more or less for three months. Provide motivation and advice so that children are always disciplined in carrying out the five daily prayers. Instilling the values of kindness to children in terms of discipline in carrying out the prayer. Putting children in the right environment. Give awards in the form of praise to the child when the child performs the five daily prayers. Invite children to mingle or practice worship directly. (2) The impact of parents' efforts to discipline the child prayer service in Al Hidayah Mosque is that the child has a commitment to go to the mosque without being ordered again. Children become aware of which should take precedence between play and worship. Children will maintain their social scope, so as to facilitate parents in supervision. The efforts of parents to discipline their children in this study are very good, it can be seen from observations and interviews from trusted sources.NIM : 18204011023 Geza Kharisma Melsandy2022-04-18T04:15:59Z2022-04-18T04:15:59Zhttp://digilib.uin-suka.ac.id/id/eprint/50527This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/505272022-04-18T04:15:59ZKEMAMPUAN SIKAP KONTROL DIRI SANTRI DALAM
MENGIKUTI PEMBELAJARAN DI PONDOK PESANTREN
MODERN MIFTAHUNNAJAH 2 YOGYAKARTAThe background of this study is that Islamic boarding schools have an
education system that requires students to stay in dormitories for 24
hours. Besides attending school in the morning, students have the
obligation to recite the Qur'an, memorize the Qur'an, take part in the
study of the book, and all the activities of the school that has been
programmed. Living in a boarding school is not an easy thing to live,
especially for students who are still in their teenage phase. When
students are not able to control themselves properly in participating in
all learning activities in boarding school, they will have an undesirable
self-control attitude and vice versa.
This research is a qualitative study with the type of field research (Field
Research). The approach used is a case study that takes the background
of the Miftahunnajah 2 Islamic Boarding School in Yogyakarta. The
main research subjects in this study were female students of class X.
Data collection techniques in this study were carried out by observation,
interviews, and documentation. Data analysis techniques used in this
study are data reduction, data presentation, and data
conclusions/verification. The data validity technique uses source
triangulation and technique triangulation.
The results showed that the forms of activities in the Islamic Boarding
School Miftahunnajah 2 include teaching and learning activities,
memorization of Qur'an, mentoring, extracurricular, mabit, and other.
Female students of class X at the Miftahunnajah 2 Islamic boarding
school in Yogyakarta who were the subjects of the study had different
levels of self-control, there were students who had good or appropriate
control that was able to control themselves appropriately with behavior
and social conditions, but there are students who have self-control that
is over control or restraint in behavior so that it tends to be difficult to
express themselves in dealing with all situations encountered. This is
due to differences in backgrounds such as the home environment in the
area of origin, knowledge of parents about boarding schools, the
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motivation of subjects to enter boarding schools, the influence of the
environment of the cottage such as roommates, seniors, and board
administrators. Factors affecting the condition of students self-control
include: from internal factors is motivation from within the students,
and from external factors such as family background, educational
background before entering the boarding school, the environment, and
also the interactions that exist with friends.NIM: 18204011020 Ajeng Tri Utami2022-04-18T03:45:56Z2022-04-18T03:45:56Zhttp://digilib.uin-suka.ac.id/id/eprint/50525This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/505252022-04-18T03:45:56ZINTERNALISASI NILAI-NILAI PENDIDIKAN AGAMA ISLAM
DALAM MEMBENTUK BUDAYA TOLERANSI BERAGAMA
DI SMP NEGERI 15 YOGYAKARTAAdanya sikap toleransi beragama pada saat ini sangat dibutuhkan sebagai nilai-nilai dasar guna memperkuat hubungan interaksi sosial di tengah-tengah masyarakat multikultular. Dalam menanamkan sikap toleransi beragama, dibutuhkan banyak pihak dalam pelaksanaan. Seperti sekolah baik sekolah formal maupun sekolah informal. Lembaga pendidikan ternyata dinilai cukup berpengaruh dalam menumbuhkan pemikiran mengenai sikap toleransi beragama generasi masa depan. Lembaga pendidikan dinilai sebagai wadah bagi para siswa dalam memperoleh nilai-nilai. Baik nilai yang baik maupun nilai yang buruk. Melalui dunia pendidikan, ruang untuk proses pembangunan dan kemajemukan bangsa dapat terbuka dengan lebar. Menumbuhkan dan meningkatkan kemampuan daya saing antar manusia. Pendidikan dapat digunakan sebagai media mempersiapkan dan menciptakan kehidupan berbasis sosial, yang nantinya diharapkan mampu menjadi institusi pendidikan yang memuat nilai-nilai idealisme sosial. Keragaman ini harus senantiasa dijaga dan dirawat secara bersamaan untuk menggapai sebuah kehidupan yang rukun dan damaiNIM: 18204011010 Novenalia Soviandarin2022-04-18T03:15:35Z2022-04-18T03:15:35Zhttp://digilib.uin-suka.ac.id/id/eprint/50513This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/505132022-04-18T03:15:35ZPENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM BERBASIS AFKAARUNA LEARNING PACK (ALP) DIRASAH ISLAMIYAH DI AFKAARUNA ISLAMIC SCHOOLThis research is motivated by 1) Curriculum development in schools requires the creativity of related parties so that it can be adjusted to the conditions of students, schools, and socio-cultural communities within the school environment. 2) In an Islamic education environment, striving to create professional teachers, an up to date curriculum, supporting infrastructure to produce graduates that are in accordance with the needs and expectations of the community. 3) ALP Dirasah Islamiyah is the result of curriculum development created by Afkaaruna Islamic School to support the learning process at the educational institution.
This study aims to reveal the concept and implementation of the ALP Dirasah Islamiyah curriculum implemented by Afkaaruna Islamic School as curriculum development in Islamic religious education learning. This type of this research used field research with qualitative descriptive analytic properties at Afkaaruna Islamic School. The data sources of this research includes: 1) head master of Madrasa, 2) deputy head master of the ALP curriculum, 3) two Islamic teachers. In collecting the data, the researcher used observation, interviews, and documentation.
The result of this research indicate that: 1) The concept of ALP Dirasah Islamiyah curriculum extends PAI / Dirasah Islamiyah material through bridging programs, namely the application of English in learning and mentoring religious activities on a regular basis to support mastery of the material and its practice to students in depth, 2) Implementation of the curriculum Dirasah Islamiyah-based ALP PAI is carried out through stages: a) Planning, preparing a learning plan in order to realize the achievement of learning objectives. b) Implementation, understanding the use of the Dirasah Islamiyah ALP curriculum and finding solutions in dealing with obstacles encountered and changing the behavior of students with the learning model applied. c) evaluation of the PAI-based ALP Dirasah Islamiyah curriculum at Afkaaruna Islamic School was carried out properly according to the applicable rules.NIM : 18204011001 Siti Annisa Rahmayani2022-04-18T03:10:18Z2022-04-18T03:10:18Zhttp://digilib.uin-suka.ac.id/id/eprint/50512This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/505122022-04-18T03:10:18ZSTRATEGI GURU PAI DALAM MENGEMBANGKAN KECERDASAN EMOSIONAL SISWA MAN 1 LAMPUNG TIMURThe type of this research is qualitative approach, with the background of MAN 1 East Lampung.The methods used in collecting data are interviews, observation, and dokumentation. Data analysis was used the Psychology and Islamic Education approach, by doing data reduction, data presentation, and conclusion drawing. Data validity was tested by triangulation of techniques and sources.
The results of this study indicate that strategies used by PAI teachers in developing emotional intelligence of MAN 1 East Lampung students based on aspects of emotional intelligence expressed by Daniel Goleman such as the ability to recognize self-awareness, self-regulation, self-motivation, empathy and social skills, namely by conducting training, applying learning methods, and humanistic approaches. In addition, teachers develop emotional intelligence through Islamic teachings to shape student morals, such as habituation education, spiritual training with worship (riyadah), and efforts to refrain from lust (mujahadah) . This can be seen from the satisfying results of students .NIM. 18204010052 LUTFI FADILAH2022-04-18T03:05:19Z2022-04-18T03:05:19Zhttp://digilib.uin-suka.ac.id/id/eprint/50510This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/505102022-04-18T03:05:19ZPENDIDIKAN PERDAMAIAN DALAM PERSPEKTIF PAI
(Studi terhadap Implementasi Program Desa Damai
di Desa Nglinggi)The background of this research is the increasing practices of violence and intolerance that occur in society. Efforts made to erode and eliminate violence and intolerance can be pursued through peace education. The declaration of a peaceful village in Nglinggi village is a commitment to continue to maintain and develop a culture of peace in the village. The peace education process that took place in the village of Nglinggi can be seen from before and after the declaration. Departing from these problems, the research aims to: a) analyze the implementation of peace education through the peaceful village program in Nglinggi village, and b) analyze the implementation of peace education through the village program by reviewing it using the PAI perspective.
This research is a qualitative study using a phenomenological approach. Observation, documentation, and in-depth interviews are techniques used to collect research data. Data analysis is carried out using reduction, display, and verification.
The results of this study explained that the peaceful village program was motivated by the strengthening of the symptoms of violence that encouraged the Wahid Foundation to work with the Nglinggi Village to establish a peaceful village program. Village programs are activities that contain peace education. Peace education in the peaceful village program is manifested in wise activities (woman participatory for inclusive society), peaceful schools, watching films and sinau together, and early community awareness forums. this program has quite good effectiveness, this can be seen from the results shown by the peaceful village program. Then, peace education in the peaceful village program has used the principles of Islamic religious education in the context of building peace, namely justice, equality, peace building, peace-seeking, pluralism and diversity.NIM. 18204010050 Maulana Iskandar2022-04-18T01:56:15Z2022-04-18T01:56:15Zhttp://digilib.uin-suka.ac.id/id/eprint/50508This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/505082022-04-18T01:56:15ZPENDIDIKAN MULTIKULTURAL
BERBASIS KEARIFAN LOKAL
PERSPEKTIF PENDIDIKAN AGAMA ISLAM
(Studi di Paguyuban Mejing Tabon, Gamping, Sleman, Yogyakarta)This study aims to 1) find out the reasons underlying the founding of the Mejing Tabon Society, 2) find out the role of these actors in implementing multicultural education based on local wisdom in the Mejing Tabon Society, 3) analyze multicultural education based on local wisdom in a review of the Islamic Religious Education of the Mejing Tabon community.
This type of research is qualitative by using an anthropological approach. Data collection techniques are through observation, interviews and documentation. Data analysis uses Spardley analysis which consists of domain, taxonomic and component analysis.
The results showed. First, Mejing Tabon established to overcome conflict between different religion communities. The establishment of Mejing Tabon aims to unite people who have different religious backgrounds and produce a positive life, calm and develop together. Mejing Tabon has statutes of bylaws as one of the references in social life. Second, the actors involved for the Mejing Tabon development are the boards starting from the Head of the RT and their apparatus, and each religion representatives. The strategy applied by approaching slowly, and also apply the philosophy of Mejing Tabon: Rawuh, Lungguh, Aruh, and the principle of Nguwongke or Humanize human being. Third, the implementation of multicultural education in Mejing Tabon by involving citizens in every activity. Tradition of 5 Kalender Pokok is an icon of Mejing Tabon, which was awarded as the Cultural-Based Pancasila Pioneer Village. The local wisdom consist of 5 Kalender Pokok tradition, Mejing Tabon philosophy Rawuh, Lungguh, Aruh and Gagrak Ngayogyakarta clothes. Religious humanism in Mejing Tabon is proven by the existence of the Nguwongke principle, the community is educated to be able to do humanization and humanization is relevant to the Islamic education essence. When contextualized with the PAI principle, in the 5 Kalender Pokok tradition is an effort to prosper and bring benefit to others, because there is mutual coorporation and help each other but still do not interfere in other religious matters.NIM:18204010049 Aridlah Sendy Robikhah2022-04-18T01:51:09Z2022-04-18T01:51:09Zhttp://digilib.uin-suka.ac.id/id/eprint/50507This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/505072022-04-18T01:51:09ZMODEL PENANAMAN KARAKTER CINTA AL-QUR’AN
BERBASIS KELUARGAThis study was motivated by the erasure of religious values in today’s modern era, where the influences of the mass media easily infiltrate family environment. Hence, instilling character of loving Qur’an in the hearts of children as early as possible is necessarily important. Parents need to recognize the model referenced in the process of instilling the character of loving Qur’an within the family environment.
This study aimed to investigate the motivation of KH. Thoha Alawy dan Mrs. Nuraini’s families in instilling the character of loving Qur’an and to explore the portrait of family-based model of instilling character of loving Qur'an.
This study took the form of field research using case study approach. The subjects were the parents of Tahfidzul Qur'an families, namely KH. Thoha Alawy dan Mrs. Nuraini’s families, whose children had completely memorized the whole Qur'an. The object of this study is the family-based model of instilling character of loving Qur'an. The technique employed in determining the subjects of the study was purposive sampling technique by specifying certain criterias to strengthen the rationales of the chosen subjects. Data collection techniques used were interview, observation and documentation.
The results indicated that the two families had intrinsic and extrinsic motivation in designing the system of instilling character of loving Qur'an to their children, and both motivations were used as the key to success. Through these motivations, the two families applied a model covering four components, they are objectives, programs, process and evaluation. The program component involves teaching their own children at home, adopting the environment of Qur’an education, designing Qur’anic home, and admitting their children to Islamic boarding schools. Furthermore, the process component includes educators, learners, materials, methods and tools. After all, the last component is evaluation which employs the techniques of test and non-test.NIM. 18204010039 IDA AYU LARASATI2022-04-18T01:44:06Z2022-04-18T01:44:06Zhttp://digilib.uin-suka.ac.id/id/eprint/50506This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/505062022-04-18T01:44:06ZPENDEKATAN EDUKATIF PERSUASIF
MAJELIS DZIKIR DAN DO’A ḤAYĀTAN ṬAYYIBAH
NGOTO DAN KRAPYAK BANTUL
PERSPEKTIF SOSIOLOGI PENDIDIKANThe background of this research is community needs for the importance of Islamic religius values. Islam as a guide and core part of society. This makes religion a source of dynamic social change. At present there are several approaches to sharing knowledge of Islam with the public. the community approach becomes an attraction in influencing the community. Therefore, the Dzikir and Do'a Ḥayātan Ṭayyibah Assembly, when interacting with their worshipers, used a persuasive educational approach in the Ngoto and Krapyak Bantul areas. This approach is the Assembly's initial step to attract pilgrims to follow this study. With the view that Islam is a religion that is not rigid and dynamic. The researcher aims to elaborate on the study approach of the Dzikir and Do'a Ḥayātan Ṭayyibah Assembly in guiding the pilgrims of Nurul Huda Ngoto Mosque and Kamaluddin Krapyak Mosque Krapyak Wetan Bantul Mosque in the Sociology of Education perspective, and the implications of this Assembly for the congregation.
This research is a qualitative research, taking the background of Nurul Huda Mosque and Kamaluddin Krapyak Wetan Mosque as one of the fostered Dzikir and Do'a Ḥayātan Ṭayyibah Assembly. Data collection is done by observation, interviews, and documentation. The method of analysis uses the Educational Sociology approach, by performing data reduction, data presentation and drawing conclusions. Test the validity of the data using source triangulation and triangulation techniques.
The results of this study indicate: (1)Use a persuasive educational approach as a manifestation in the application of gentle and dynamic education (2) Persuasive Educative Approach of the Ṭayyibah Dhikr and Prayers Council, include two things: First, Implementation structurally includes Tawasul, shalawat, material, muṣafahah and eating together. Second, Implementation strategi includes, First, Humorous, so that the congregation is not tense. Second, the Gentle, so that pilgrims feel comfortable. Third, relax, so that the congregation can easily get along with the Assembly Leader. Fourth, easy to understand by way of wisdom and advice. Fifth, feeling happy. (3) Implications for pilgrims is the Council of Dhikr and Prayer Ḥayātan Ṭayyibah knowledge aspects of worship and muamalah, aspects of attitude foster love, and sosial aspects to achieve mutual happiness, towards self-improvement for each assembly member.NIM : 18204010037 Mokhamad Saefudin2022-04-18T01:37:33Z2022-04-18T01:37:33Zhttp://digilib.uin-suka.ac.id/id/eprint/50505This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/505052022-04-18T01:37:33ZEFEKTIVITAS PROGRAM TAḤFĪẒ AL-QUR’AN
DI PONDOK PESANTREN AN NUR YOGYAKARTAQuran in Muslims perspective become a main reference and a way of life of them. The Quran must be taught for all muslim‘s childrens. The historically fact that the Quran was delivered to the Messenger of Allah. to be spread to humans through memorizing it. This is a manifestation of the way of Allah in keeping the authenticity of the Quran connectedly. Indonesia since the 20th century, through people who teach the science of Islam also begun to memorize the Quran. Now, it was not difficult to find the hafidz of the Quran whose connectedly to the Prophet Muhammad. Memorizing of the Quran as tradistion mostly done through education. The Tahfidz al-Qur‟an program is often to used in formal and non-formal educational institutions including the An Nur Islamic Boarding School in Ngrukem Village, Sewon District, Bantul Regency, DI Yogyakarta Province. An Nur Islamic Boarding School has carried out the program for more than 40 years and made it as a fovourite program. Nosday, An Nur Islamic Boarding School was progress well and became it known on various islands in Indonesia. Today, there are more than 500 life in the boarding school to learn and memorize the Quran. By seeing the facts of Tahfidz al-Qur‟an at the An Nur Islamic Boarding Scool, an evaluation to find out that the program is going well or not. An evaluation is carried out to measure how high the program was successful. Furthermore, from the evaluation activities we try to answer whether the program is running effectively or not? Finally, this research would be conducted to measure the Tahfidz al-Qur‟an program in An Nur Islamic Boarding School.
The type of this research is evaluation research with a qualitative approach. Evaluations are carried out using the CIPP - context, input, process, product - model. The methods used in collecting data are interviews, observation and documentation. Data analysis was performed by data analysis, data presentation and conclusion drawing. Data validity was tested by triangulation of techniques and sources.
The results of this study indicate that first, the context effectivity of the Tahfidz al-Qur‟an Program at An Nur Islamic Boarding School is very effective. Secondly, the input effectivity of the Tahfidz a-Qur'an Program at An Nur Islamic Boarding School is very effective. Third, The process effectivity of the Tahfidz al-Qur‟an Program at An Nur Islamic Boarding School is very effective. Fourth, the product effectivity of the Tahfidz al-Qur‟an Program at An Nur Islamic Boarding School is effective.NIM. 18204010031 Fikriansyah2022-04-18T01:32:49Z2022-04-18T01:32:49Zhttp://digilib.uin-suka.ac.id/id/eprint/50504This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/505042022-04-18T01:32:49ZANALISIS KEKERASAN SIMBOLIK DALAM BUKU PELAJARAN
PENDIDIKAN AGAMA ISLAM DI SEKOLAH DASARThis research was conducted against the background of the desire of the writer to
research about symbolic violence, because until now research on symbolic
violence on Islamic religious education books is still rarely done. Research
question in this thesis is whether the books used so far contain symbolic violence
or not, because there should be no difference in religious education between upper
and lower classes.
The formulation of the problem in this research is how the mechanism of
symbolic violence in Islamic education textbooks in elementary schools, and how
the proportion of upper class habitus and lower class habitus in Islamic religious
education textbooks in elementary schools.
This research is a qualitative research with a type of literature study. This research
uses a descriptive method. Data collection techniques in this study through
documentation and data analysis techniques using content analysis.
The conclusion obtained from this is study, the results of the study indicate that
there is still symbolic violence that occurs in elementary schools, the mechanism
that takes place is through an educational strategy by hiding the process of
symbolic violence in the curriculum or what we are familiar with as the term
hidden curriculum. One of the media used to perpetuate violence is textbooks. In
Islamic Religion and Character Education books for elementary school level, there
is an element of upper class domination of the lower classes. Upper class
domination of the lower classes can be seen from the proportion of habitus
presented in textbooks, the number of upper class habitus presented through
sentences and illustrated images are much bigger than lower class habitus.NIM: 18204010025 Nur Ika Fatmawati2022-04-14T06:56:42Z2022-04-14T06:56:42Zhttp://digilib.uin-suka.ac.id/id/eprint/50503This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/505032022-04-14T06:56:42ZANALISIS KEKERASAN SIMBOLIK DALAM BUKU PELAJARAN
PENDIDIKAN AGAMA ISLAM DI SEKOLAH DASARThis research was conducted against the background of the desire of the writer to
research about symbolic violence, because until now research on symbolic
violence on Islamic religious education books is still rarely done. Research
question in this thesis is whether the books used so far contain symbolic violence
or not, because there should be no difference in religious education between upper
and lower classes.
The formulation of the problem in this research is how the mechanism of
symbolic violence in Islamic education textbooks in elementary schools, and how
the proportion of upper class habitus and lower class habitus in Islamic religious
education textbooks in elementary schools.
This research is a qualitative research with a type of literature study. This research
uses a descriptive method. Data collection techniques in this study through
documentation and data analysis techniques using content analysis.
The conclusion obtained from this is study, the results of the study indicate that
there is still symbolic violence that occurs in elementary schools, the mechanism
that takes place is through an educational strategy by hiding the process of
symbolic violence in the curriculum or what we are familiar with as the term
hidden curriculum. One of the media used to perpetuate violence is textbooks. In
Islamic Religion and Character Education books for elementary school level, there
is an element of upper class domination of the lower classes. Upper class
domination of the lower classes can be seen from the proportion of habitus
presented in textbooks, the number of upper class habitus presented through
sentences and illustrated images are much bigger than lower class habitus.NIM: 18204010025 Nur Ika Fatmawati2022-04-14T06:51:06Z2022-04-14T06:51:06Zhttp://digilib.uin-suka.ac.id/id/eprint/50502This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/505022022-04-14T06:51:06ZPENDIDIKAN AKHLAK DALAM SENI SASTRA
“MADIHIN KOCAK JOHN TRALALA”
KALIMANTAN SELATANThe background of this research is that there are so many people who do
not pay attention to the values contained in Madihin poetry, especially the value
of moral education. This study aims to determine moral education contained in
the hilarious Madihin poem of John Tralala, analyze its relevance with moral
education, and identify the impact on Banjar society in South Kalimantan as the
listeners to the art of Madihin.
This study takes the form of qualitative research by employing content
analysis method which analyzes the contents of the data source. In this case, the
content of the hilarious Madihin poem of John Tralala is the primary source of
the present study, supported with several books about moral values and moral
education as the secondary sources which are purposefully analyzed to determine
(1) the values of moral education contained in the literary arts of Madihin of John
Tralala, (2) the relevance of the hilarious Madihin poem of John Tralala with
moral education, and (3) its impact on Banjar society in South Kalimantan as the
listeners to the art of Madihin.
The results of the study found the values of moral education within the
literary arts of Madihin in the book “Syair Madihin Kocak John Tralala”, they
are: 1) good character to Allah SWT, 2) good character to the Prophet
Muhammad SAW, 3) personal characters, 4) family characters, 5) social
characters, and 6) patriotic characters. The hilarious Madihin poem of John
Tralala is very relevant to the moral education resources, Qur'an and Hadits, and
has a positive impact for the listeners of the society since it provides lots of advice
concerning moral education.NIM: 18204010024 MUHAMMAD ROSSI2022-01-06T06:03:55Z2022-01-06T06:03:55Zhttp://digilib.uin-suka.ac.id/id/eprint/47973This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/479732022-01-06T06:03:55ZINTEGRASI PEMBELAJARAN BAHASA ARAB DENGAN MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI MA BERBAUR KABUPATEN WONOSOBOPembelajaran bahasa Arab memiliki keterkaitan erat dengan mata pelajaran pendidikan agama Islam sehingga keduanya dapat diintegrasikan untuk menunjang ketercapaian tujuan pembelajaran yang telah ditetapkan seperti halnya yang telah diterapkan di MA Berbaur kabupaten Wonosobo. Meski demikian, tidak semua tujuan pembelajaran tercapai dengan sempurna. Oleh karena itu, peneliti tertarik untuk mengevaluasi integrasi pembelajaran bahasa Arab dengan mata pelajaran pendidikan agama Islam. Untuk mengetahui keberhasilan pembelajaran tidak cukup hanya dengan meneliti materi ajar, namun juga diperlukan adanya evaluasi pendekatan dan metode pembelajaran yang guru gunakan pada kegiatan belajar mengajar. Oleh karena itu, peneliti merancang empat rumusan masalah yaitu: 1) Bagaimana konsep integrasi pembelajaran integrasi bahasa Arab dengan mata pelajaran pendidikan agama Islam? 2) Nilai-nilai keislaman apa saja yang dapat dikembangkan dalam integrasi pembelajaran bahasa Arab dengan mata pelajaran pendidikan agama Islam? 3) Bagaimana ketercapaian integrasi pembelajaran bahasa Arab dengan mata pelajaran pendidikan agama Islam? 4) Apa hasil evaluasi integrasi pembelajaran bahasa Arab dengan mata pelajaran pendidikan agama Islam?
Penelitian ini merupakan jenis penelitian kualitatif, subjek penelitian ini adalah peserta didik dan guru. Sedangkan untuk sumber data berasal dari informan (guru dan peserta didik), dokumentasi dan pembelajaran. Teknik pengumpulan data adalah dengan observasi, wawancara dan dokumentasi. Validitas data menggunakan triangulasi sumber. Teknik analisis data dengan menggunakan konsep dari Miles dan Huberman yang meliputi pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan.
Hasil penelitian dapat dinyatakan sebagai berikut: 1) konsep pembelajaran integrasi yang terjadi di MA Berbaur mencakup tujuan, pendekatan, metode dan teknik pembelajaran. 2) Nilai-nilai keislaman yang dikembangkan yaitu berakhlak yang baik, mempraktekkan ibadah, menghafal ayat-ayat al-Qur’an. 3) Ketercapaian pembelajaran integrasi 100% pada aspek sosial dan spiritual, 70% pada aspek pengetahuan dan 58% pada aspek keterampilan. 4) hasil evaluasi integrasi pembelajaran bahasa Arab dengan mata pelajaran pendidikan agama Islam yaitu realita integrasi hanya pada materi ajar, selain motivasi peserta didik yang perlu ditingkatkan kemampuan pedagogik guru juga perlu ditingkatkan. Dari hasil penelitian ini, pihak sekolah dapat melakukan perbaikan guna mencapai tujuan pembelajaran yang sudah ditentukan.NIM.: 17204021013 Ayu’ Atisah, S.Pd.2022-01-05T07:19:58Z2022-01-05T07:19:58Zhttp://digilib.uin-suka.ac.id/id/eprint/47951This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/479512022-01-05T07:19:58ZPENGEMBANGAN ALAT PERAGA PENDIDIKAN AGAMA ISLAM
DI SMKN 1 MAGELANGPenelitian ini dilatarbelakangi perlunya inovasi media pembelajaran sesuai perkembangan zaman, satunya pengembangan alat peraga Pendidikan Agama Islam di tingkat SMA sederajat. Terlebih alat peraga saat ini masih sangat terbatas dan belum adanya tambahan teknologi. Maka perlua adanya inovasi alat peraga yang mana satu alat atau wadah berisi beberapa materi pembelajaran (3 in 1).
Penelitian ini merupakan jenis penelitian Research and Development dengan model 4D (four-D) dari Thiagarajan, dimana meliputi empat tahapan yaitu: pendefinisian (define), perancangan (design), pengembangan (develop), dan penyebaran (disseminate). Subjek penelitian siswa-siswi dan GPAI SMKN 1 Magelang.
Hasil pengembangan media pembelajaran diketahui berdasarkan alat peraga PAI yang dikembangkan, hasil validasi ahli materi sebesar (90%) termasuk kriteria “Sangat Layak”, ahli media (product & packaging) sebesar (93%) termasuk kriteria “Sangat Layak”, ahli media (audio, video & programing) sebesar (85%) termasuk kriteria “Layak”, maka berdasarkan validasi pengembangan alat peraga tersebut sangatlah layak digunakan dalam pembelajaran PAI di SMKN 1 MagelangNIM.: 17204011119 Dimas Adam Saputra, S.Pd.2022-01-05T07:17:22Z2022-01-05T07:17:22Zhttp://digilib.uin-suka.ac.id/id/eprint/47950This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/479502022-01-05T07:17:22ZPENUMBUHAN BUDI PEKERTI MELALUI GERAKAN
LITERASI SEKOLAH DALAM PERSPEKTIF PENDIDIKAN
AGAMA ISLAM DI SMP N 4 PAKEM SLEMANLatar belakang penumbuhan budi pekerti karena maraknya kasus
kejahatan, kekerasan dan lainnya membuktikan adanya kemerosotan moral
karakter bangsa. Padahal, pendidikan karakter merupakan suatu pondasi
bangsa yang penting dan perlu ditanamkan sejak dini pada peserta didik.
Permasalahan tersebut mendasari pemerintah menetapkan Permendikbud
No. 23 Tahun 2015 tentang Penumbuhan Budi Pekerti (PBP). Salah satu
kegiatan PBP adalah Gerakan literasi Sekolah yang secara umum
bertujuan menumbuhkembangkan budi pekerti peserta didik melalui
pembudayaan ekosistem literasi sekolah. Kegiatan ini juga di dukung
melalui pembiasaan program guru pendidikan agama islam.
Berkaitan dengan jenis dan obyek penelitian, peneliti menggunakan
jenis penelitian kualitatif, yakni suatu penelitian yang ditujukan untuk
mendeskripsikan dan menganalisis fenomena atau peristiwa. Subjek penelitian
ini adalah kepala sekolah, tim gerakan literasi sekolah, wali kelas, guru
pendidikan agama islam dan siswa. Metode pengumpulan data dengan observasi,
wawancara, dan dokumentasi. Sedangkan uji keabsahan data dengan
perpanjangan pengamatan, peningkatan ketekunan dalam penelitian, dan
triangulasi.
Hasil penelitian menujukkan bahwa (1) gerakan literasi sekolah
memberikan kesempatan kepada peserta didik mampu berfikir analitik,
besar kemungkinan peserta didik dapat menjadi baik dalam segi kognitif
dan afektif. Melalui pembiasaan kegiatan yang positif, gerakan literasi
sekolah diyakini mampu menumbuh kembangkan peserta didik menjadi
insan yang berbudi pekerti luhur. (2) Tahap pelaksanaan penumbuhan budi
pekerti melalui gerakan literasi sekolah melalui tahap. Tahap pertama,
pembiasaan membaca 15 menit sebelum pelajaran dimulai, tim pelaksana
belum memberikan tugas secara wajib, karena tahap ini bersifat sebagai
tahap awal yang menyenangkan. Tahap kedua, pengembangan
pembiasaan yang mendorong peserta didik untuk mengembangkan bacaan
yang telah dibaca, melalui karya ilmiah, cerita pendek, ringkasan buku,
dan lain sebagainya. Tahap ketiga, tahap pembelajaran berbasis literasi,
tahap yang mengaitkan pembelajaran di kelas dengan pengalaman pribadi
sehingga menjadi pembelajar sepanjang hayat. Sedangkan pelaksanaan
PBP melalui gerakan literasi sekolah dalam perspektif keagamaan melalui
tiga pembiasaan yakni one day one hadits, tadarrus al-Qur an, dan
peningkatan imtaq. (3) Beberapa sikap peserta didik yang dapat diamati
telah baik. Antara lain: Religius, Jujur, Percaya diri, Rasa ingin tahu,
Kreatif, Komunikatif, Gemar membaca dan cinta Ilmu, dan Patuh pada
aturan sosial.NIM.: 17204010187 Nur Yudha Isticha2022-01-05T07:12:47Z2022-01-05T07:12:47Zhttp://digilib.uin-suka.ac.id/id/eprint/47947This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/479472022-01-05T07:12:47ZEVALUASI PELAKSANAAN PENILAIAN AUTENTIK MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SMA NEGERI 1 TEMANGGUNGLatar belakang, tuntutan guru PAI untuk memahami tentang penilaian autentik mata pelajaran PAI sesuai dengan undang-undang permendikbud yang berlaku yaitu undang-undang permendikbud no 23 Tahun 2016, adanya keluhan dari guru mata pelajaran PAI mengenai proses pelaksanaan penilaian autentik pada pembelajaran PAI, dan kurang mampunya guru PAI dalam mengolah laporan hasil belajar pesera didik (sikap, pengetahuan, dan keterampilan) pada mata pelajaran PAI. Permasalahan tersebut memberikan kesadaran bagi peneliti, perlu adanya evaluasi terhadap proses pelaksanaan penilaian autentik mata pelajaran PAI yang dibutuhkan oleh sekolah di tempat peneliti lakukan.
Jenis penelitian ini adalah penelitian evaluatif, dengan mengambil latar di SMA Negeri 1 Temanggung. pengumpulan data dilakukan dengan cara observasi, wawancara mendalam dan dokumentasi. Analisis data dilakukan dengan mereduksi data-data yang telah dikumpulkan kemudian menyajikan data yang berupa analisis tentang hasil penelitian dan menyimpulkannya berupa hasil tentang evaluasi pelaksanaan penilaian autentik mata pelajaran PAI.
Hasil penelitian menujukkan bahwa (1) Pada tahap perencanaan (antacedents) guru PAI belum sepenuhnya memahami tentang komponen pelaksanaan penilaian autentik berdasarkan Permendikbud No 23 Tahun 2016. (2) pelaksanaan (transaction) penilaian auentik mata pelajaran PAI di SMA Negeri 1 Temanggung dalam mengukur ranah sikap menggunakan tiga jenis instrumen penilaian yaitu observasi, penilaian diri (self assesment) dan Penilaian Jurnal. Untuk ranah pengetahuan menggunakan teknik tes tulis, lisan dan penugasan. Dan untuk ranah keterampilan menggunakan teknik unjuk kerja/praktik Kemampuan guru PAI dalam melaksanakan penilaian autentik belum cukup mahir dalam mengembangkan pembelajaran berbasis penilaian autentik, khususnya dalam penyusunan soal hots(3) pelaporan (outcomes) hasil belajar meliputi tiga aspek yaitu nilai hasil belajar sikap yang di interpretasikan dengan catatan jurnal dan predikat, hasil belajar aspek pengetahuan yang diinterpretasikan dengan nilai angka, predikat dan catatan, aspek keterampilan diinterpretasikan menggunakan nilai angka, predikat dan catatan. Berdasarkan cata yang diperoleh menunjukkan bahwa untuk mata pelajaran PAI di SMA Negeri 1 Temanggung sudah mencapai Kriteria Ketuntasan Minimal yang ditetapkan..NIM.: 17204010180 Muchammad Iqbal Chailani2022-01-05T07:06:25Z2022-01-05T07:06:25Zhttp://digilib.uin-suka.ac.id/id/eprint/47946This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/479462022-01-05T07:06:25ZPENGEMBANGAN KURIKULUM
PROGRAM STUDI PENDIDIKAN
KEAGAMAAN ISLAM
DI PERGURUAN TINGGI UMUM
(STUDI KASUS DI PROGRAM STUDI
ILMU PENDIDIKAN AGAMA ISLAM -
UNIVERSITAS PENDIDIKAN INDONESIA)Perubahan bentuk Perguruan Tinggi dari Sekolah Tinggi
menjadi Universitas memberikan kesempatan bagi Perguruan
Tinggi Umum membuka program studi rumpun Kajian
Keislaman. Peluang tersebut ditangkap oleh Dosen Mata
Kuliah Umum Pendidikan Agama Islam di Universitas
Pendidikan Indonesia untuk membuka program studi
Pendidikan Keagamaan Islam, yaitu Ilmu Pendidikan Agama
Islam. Inisiatif tersebut diambil karena kegelisahan pendidikan
hari ini menggunakan teori dan konsep dari Barat yang
cenderung sekuler dan bebas nilai. Tulisan ini bertujuan untuk
mengetahui pengembangan kurikulum yang dilakukan oleh
Program Studi Ilmu Pendidikan Agama Islam – Universitas
Pendidikan Indonesia sebagai salah satu Program Studi
Pendidikan Keagamaan Islam di Perguruan Tinggi Umum di
Indonesia. Teknik pengumpulan data pada penelitian ini
wawancara, observasi, dan studi dokumentasi. Teknik analisis
data menggunakan model Miles dan Huberman dengan
tahapan reduksi data, penyajian data, interpretasi data, dan
penarikan kesimpulan. Uji keabsahan data dengan triangulasi
pada sumber data, metode dan teori serta member check.
Berdasarkan hasil penelitian, Pendirian Program Studi
Ilmu Pendidikan Agama Islam bertujuan untuk melahirkan
keilmuan, teorisasi dan konsep pendidikan yang bersumber
langsung dari Al-Qur`ān dan Sunnah. Program Studi Ilmu
Pendidikan Agama Islam berbeda dengan Program Studi
Pendidikan Keagamaan Islam pada Perguruan Tinggi
Keagamaan Islam dikarenakan orientasinya yang tidak hanya
mencetak guru Pendidikan Agama Islam, namun menjadi ilmuan di bidang ilmu pendidikan Islam, entrepreneur, serta
praktisi di lembaga Pendidikan Islam nonformal dan informal.
Karakter kurikulum yang dikembangakan oleh Program Studi
Ilmu didominasi pengembangan ilmu-ilmu Islam murni
kemudian ilmu-ilmu kependidikan yang general dalam artian
tidak secara khusus dikaitkan dengan mata pelajaran yang
nantinya akan diajarkan di sekolah/madrasah. Implementasi
kurikulum Program Studi Ilmu Pendidikan Agama Islam
terbagi menjadi empat bentuk yakni kurikuler, kokurikuler,
ekstrakurikuler, dan kurikulum tersembunyi. Kurikulum
Program Studi Ilmu Pendidikan Agama Islam sebagai alat
mencapai tujuan sudah mewujudkan tujuan-tujuan dari
Program Studi Ilmu Pendidikan Agama Islam dan
memberikan warna religius Islami bagi kampus Universitas
Pendidikan Indonesia yang memiliki motto Ilmiah, Edukatif,
Religius.NIM.: 17204010161 Nida Shofiyah, S. Pd.2022-01-05T07:02:26Z2022-01-05T07:02:26Zhttp://digilib.uin-suka.ac.id/id/eprint/47944This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/479442022-01-05T07:02:26ZPENDIDIKAN AGAMA ISLAM BERBASIS SENI BUDAYA
(STUDI KASUS DI PONDOK PESANTREN KALIOPAK YOGYAKARTA)Perkembangan agama Islam di Indonesia tidak dapat dilepaskan dari kebudayaan
yang berkembang. Bahkan kebudayaan digunakan sebagai sarana dakwah dan
pendidikan, terutama pesantren yang merupakan lembaga pendidikan Islam tertua
di Indonesia. Penelitian ini ingin mencoba menggali pendidikan agama Islam
berbasis budaya yang dilaksanakan di Pesantren Budaya Kaliopak.
Penelitian ini merupakan penelitian kualitatif yang mengambil jenis penelitian
lapangan untuk mendapatkan dan mengolah data penelitian. Dalam penelitian ini
penelti langsung terlibat dalam proses pendidikan di Pesantren Kaliopak dengan
ditunjang wawancara dan dokumentasi untuk mendapatkan data yang diperlukan.
Analisis data menggunakan analisis Etnografi Spradley yang terdiri dari analisis
domain, struktur analisis taksonomi, analisis komponensial, dan analisis tema
kultural.
Hasil penelitian menunjukkan bahwa: Pertama, Alasan Pondok Pesantren
Kaliopak Yogyakarta menggunakan seni budaya sebagai basis Pendidikan Agama
Islam karena budaya menekankan kepada manusia, baik yang berhubungan
dengan manusia itu sendiri maupun dengan Allah Swt. Kedua hal tersebut bukan
hanya membentuk manusia secara individu tetapi juga dibarengi dengan
membentuk manusia dalam sebuah tatanan masyarakat. Kedua, Kebudayaan yang
dikaji di Pondok Pesantren Kaliopak Yogyakarta antara lain antara lain wayang,
emprak, jathilan, dan macapat. Dengan kajian tersebut, kebudayaan dapat
dikembangkan mengikuti perkembangan zaman tanpa kehilangan esensi yang ada
di dalamnya. Ketiga, Dalam implementasi pendidikan agama Islam berbasis
Budaya orientasi pendidikan membentuk santri menjadi manusia seutuhnya dan
mencintai serta mengembangkan budaya Indonesia. Hal tersebut ditunjang oleh
pemateri yang mempunyai keilmuan yang dapat mengajarkan agama Islam
berbasis budaya. Materi pendidikan dalam rangka ini antara lain pemikiran para
ulama Nusantara, sejarah perkembangan Islam di Indonesia, manusia sebagai
subjek kebudayaan, dan nilai-nilai agama Islam yang terkandung dalam suatu
kebudayaan. Untuk menyampaikan materi tersebut, digunakan strategi pendidikan
yang melibatkan santri dalam kerja kebudayaan. Selain itu ditampilkan
kebudayaan agar santri dapat mengamati secara langsung. Oleh karena itu, alatalat
kebudayaan diperlukan guna menunjang proses pendidikan yang dilakukan.
Alat tersebut baik yang dimiliki oleh pesantren sendiri maupun meminjam dari
lembaga kebudayaan yang ada di Yogyakarta.NIM.: 17204010159 Muchamad Mufid2022-01-05T06:54:00Z2022-01-05T06:54:00Zhttp://digilib.uin-suka.ac.id/id/eprint/47943This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/479432022-01-05T06:54:00ZPENDIDIKAN BERBASIS ISLAMISME DALAM PEMBENTUKAN KARAKTER PESERTA DIDIK
DI SMPIT GENERASI MUSLIM CENDEKIA LOMBOK TENGAHLatar Belakang penelitian ini adalah berawal dari ketidak koherensinya antara amanat UU SISDIKNAS terkait usaha untuk membentuk dan mengembangkan potensi spritualitas yang menjadi salah satu tujuan harus diwujudkan akan tetapi disisi lain realitas pendidikan di Lombok Tengah terdapat dua model sekolah yang terdiri dari sekolah umum dan pesantren. Namun kepuasan masyarakat Lombok Tengah atas output yang dihasilkan oleh sekolah umum maupun pesantren belum maksimal dan antusiasme masyarakat belum memadai secara kolektif. Dalam pola pikir masyarakat Lombok Tengah, mereka cenderung takut akan pengaruh lingkungan modernitas, Sejak kemunculan Sekolah Islam Terpadu, yang beresensi wacana ideologis dengan pendekatan hegemoni agama berupa kembali kepada Al-Qur‟an sebagai pedoman hidup dalam menjalani kehidupan. Berdasarkan beberapa paparan di atas, maka peneliti tertarik untuk melakukan penelitian terkait bagaimana kontruksi historis, proses pelaksanaan kegiatan dan implikasi terhadap pembentukan karakter peserta didik di SMPIT Generasi Muslim Cendekia Lombok Tengah.
Penelitian ini merupakan penelitian lapangan (field research) yang bersifat kualitatif. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan hegemoni ideologis pendidikan islam terpadu. Sumber penelitian ini terbagi menjadi 2 yakni; sumber primer dan sumber sekunder yang diperoleh dari penelitian. Sedangkan teknik pengumpulan data yang digunakan adalah observasi, wawancara dan dokumentasi,analisis data, reduksi data, display data, verifikasi data dan simpulan.
Hasil penelitian ini adalah di Indonesia secara apologis komunitas jaringan Sekolah Islam Terpadu yang ber-ideologi Islamis dalam konteks kenegaraan terjadi tumpang tindih dalam ideologi Negara sehingga menghasilkan misi yang kurang efektif, akan tetapi menjadikan Islamisme sebagai hegemoni cultural gerakan ideologi ini dalam hal dunia Pendidikan Islam Terpadu menjadi tren di masa kini khususnya di Lombok Tengah dan berhasil mentranformasikan sistem pendidikan Nasional dengan memadukan kurikulum keterpaduan.dalam proses pelaksanaan program Pendidikan Berbasis Islamisme Dalam Pembentukan Karakter Peserta Didik di SMPIT Generasi Muslim Cendekia Lombok Tengah, yang lebih difokuskan pada integrasi Scientific dan Qur’ani dan terrealisasi dikarenakan dalam proses pelaksanaannya terdapat intisari program unggulan yang dilaksanakan diantaranya: Mencetak Generasi Qur‟ani yang scientific, Berakhlak Mulia, Berbudi Pekerti dan Berdaya Saing. Implikasi yang ditimbulkan dari proses pendidikan Islamisme ini antara lain menciptakan Sikap tanggung jawab, sikap kepemimpinan dan kenamndirian, disiplin dalam segala hal dan bersemangat dalam mempelajari agama.NIM. : 17204010157 Musabbihin2022-01-05T06:47:32Z2022-01-05T06:47:32Zhttp://digilib.uin-suka.ac.id/id/eprint/47942This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/479422022-01-05T06:47:32ZPENGEMBANGAN APLIKASI GONO SCHOOL DALAM PEMBELAJARAN AL-QUR’AN BERBASIS MOBILE LEARNING DI SMP MUHAMMADIYAH 1 LARANGAN BREBESAplikasi pembelajaran Al-Qur’an berbasis Mobile Learning di SMP Muhammadiyah 1 Larangan Brebes, yaitu mencakup beberapa hal yaitu; 1) potensi dan masalah, adapun potensi yakni pendidik yang berkualitas dan berkopetensi baik, semangat belajar siswa-siswi, ketersediaan WIFI sekolah, waktu luang siswa setelah sekolah, dan banyaknya siswa-siswi yang memiliki smartphone bagus. Sedangkan masalahnya yaitu keterbatasan siswa memahami Al-Qur’an, tidak ada jadwal mengaji Al-Qur’an, dan pendampingan Al-Qur’an yang kurang diminati; 2) pengumpulan data, bahwa aplikasi pembelajaran Al-Qur’an merupakan sebuah media pembelajaran bagi siswa yang dapat diakses dimanapun dan kapanpun; 3) desain produk, yakni aplikasi bernama Gono School yang memiliki tampilan menarik, efektif, dan mudah untuk digunakan; 4) validasi desain, hasil validasi desain media pembelajaran dan materi pembelajaran pada aplikasi Gono School dinyatakan sangat baik; 5) revisi desain, yakni peneliti merevisi desain aplikasi menjadi lebih menarik, efektif, dan mudah digunakan sebagai pembelajaran Al-Qur’an; 6) ujicoba produk, bahwa dari hasil uji coba produk dinyatakan sangat baik; 7) revisi produk, peneliti merevisi sehingga produk yang dihasilkan dapat lebih bermanfaat.
Hasil validasi media pembelajaran yang peneliti lakukan menunjukan bahwa persentase tingkat pencapaian adalah 80%. Sedangkan rata-rata skor dari validator ahli media adalah 3.2. Adapun hasil validasi materi pembelajaran yang telah peneliti dapatkan yakni menunjukan persentase tingkat pencapaian adalah 80.5%. Sedangkan rata-rata skor dari validator ahli materi adalah 3.2. berdasarkan tabel konversi data kuantitatif ke data kualitatif skala 4 termasuk kedalam kategori sangat baik. oleh karena itu dapat disimpulkan bahwa persentase dan skor rata-rata media dan materi pembelajaran Al-Qur’an tersebut berada pada tingkat kualitas valid dengan keriteria sangat baik.
Hasil dari kelayakan pengembangan aplikasi pembelajaran Al-Qur’an berbasis Mobile Learning di SMP Muhammadiyah 1 Larangan Brebes menunjukan bahwa jumlah keseluruhan yaitu 43.72 dengan persentase tingkat pencapaian adalah 84.07%. Sedangkan rata-rata skor aplikasi adalah 3.35. Berdasarkan tabel konversi data kuantitatif ke data kualitatif skala 4 termasuk kedalam kategori sangat baik. Oleh karena itu dapat dinyatakan bahwa produk media pembelajaran Al-Qur’an berbasis Mobile Learning sudah layak digunakan.NIM.: 17204010149 Wahyu Lenggono2022-01-05T06:21:01Z2022-01-05T06:21:01Zhttp://digilib.uin-suka.ac.id/id/eprint/47939This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/479392022-01-05T06:21:01ZPENGEMBANGAN KAMUS PENDIDIKAN DAN PENELITIAN
INDONESIA-ARAB ARAB-INDONESIA
(STUDI KASUS S1 JURUSAN PENDIDIKAN BAHASA ARAB
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
UIN SUNAN KALIJAGA YOGYAKARTA)Penelitian ini merupakan penelitian pengembangan (reseach and
development). Tujuan dari penelitian ini adalah mengembangkan kamus Indonesia-
Arab Arab-Indonesia khusus istilah-istilah dalam bidang pendidikan dan penelitian
serta mengetahui validasi atau penilaian atas produk tersebut dari validator ahli
materi dan desain.
Untuk mengetahui kelayakan produk tersebut, penulis menggunakan skala
likert dengan kategori nilai : sangat baik (SB), baik (B), cukup (C), kurang (K),
sangat kurang (SK). Penilaian dilakukan oleh ahli materi, ahli desain serta 30
mahasiswa Pendidikan Bahasa Arab UIN Sunan Kalijaga sebagai responden.
Hasil penelitian ini berupa produk kamus yang berjudul Kamus Indonesia-
Arab, Arab Indonesia Tematik Istilah Khusus Pendidikan dan Penelitian. Istilahistilah
dalam kamus ini khusus istilah dalam lingkup pendidikan dan penelitian.
Adapun komponen kamus terdiri dari : (1) sampul, (2) pendahuluan, (3) petunjuk
penggunaan kamus, (4) daftar isi, (5) tema pendidikan, (6) tema penelitian, (7)
Arab-Indonesia, (8) daftar pustaka.
Hasil uji kelayakan produk diperoleh nilai dan interpretasi sebagai berikut :
(1) ahli materi 1 diperoleh nilai rata-rata 86.6% dengan interpretasi Sangat Layak,
(2) ahli materi 2 diperoleh nilai rata-rata 93.3% dengan interpretasi Sangat Layak
(3) rata-rata nilai ahli desain 66.6% dengan interpretasi Layak, (4) rata-rata nilai
pada uji coba kelas kecil 84.5% dengan interpretasi Sangat Layak, (5) rata-rata nilai
pada uji coba kelas besar 88.58% dengan interpretasi Sangat Layak. Adapun ratarata
penilaian keseluruhan 83.1 % dengan interpretasi Sangat Layak. Dengan
demikian, produk penelitian yang berupa Kamus Indonesia-Arab Arab Indonesia
Tematik Istilah Khusus Pendidikan dan Penelitian layak untuk dipublikasikan.NIM.: 17204010069 Faiz Mazdha Aufa2022-01-05T06:18:10Z2022-01-05T06:18:10Zhttp://digilib.uin-suka.ac.id/id/eprint/47938This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/479382022-01-05T06:18:10ZPENGEMBANGAN MODEL PEMBELAJARAN BAHASA ARAB BERBASIS NEUROSAINS BAGI SISWA KELAS IX MTsN 9 BANTULLatar belakang penelitian ini adalah belum dilakukannya pembelajaran yang sesuai kebutuhan siswa berdasarkan konsep kerangka kerja otak sebagai organ sentral yang berperan dalam proses individu belajar. Maka peneltian ini bertujuan untuk mengembangkan model pembelajaran bahasa Arab berbasis neurosains (ilmu otak) dan mengetahui efektifitas model pembelajaran terhadap hasil belajar siswa. Jenis penelitian yang digunakan adalah research and development (R & D), dengan model pengembangan 4D Triagaran, yaitu : tahap define, tahap design, tahap develop, dan tahap disseminate. Pengumpulan data menggunakan metode observasi, wawancara, dokumentasi, kuisioner dan tes. Analisis data dilakukan dengan metode deskriptif-kuantitatif.
Hasil penelitian pengambangan ini adalah pertama, model pembelajaran bahasa Arab berbasis neurosain ini terdiri dari lima tahap yaitu tahap kesiapan mental/emosional, tahap stimulus sensoris – motorik, tahap reward / kondisi motivasional, dan tahap konsolidasi memori, yang diimplementasikan melalui kegiatan pembelajaran : 1) Kegiatan Awal : menyiapkan fisik dan psikis, memotivasi, appersepsi, menjelaskan tujuan dan cakupan materi / kegiatan pembelajaran 2) kegiatan inti : eksplorasi dan elaborasi materi . 3) Kegiatan akhir yang meliputi menemukan kesimpulan dan nilai-nilai yang terdapat dalam materi, memberi project dan follow up yang berkaitan dengan pembelajaran yang akan datang.
Kedua, model pembelajaran bahasa Arab berbasis neurosains ini dapat diterapkan dalam pembelajaran dengan kategori sangat baik, hal ini berdasarkan angka capaian keterterapan model sebesar 89 dengan rata-rata 3,56 dan persentase sebesar 89%. Ketiga, terdapat perbedaan tingkat capaian akademik (hasil belajar) siswa antara sebelum dan sesudah dilakukan treatment belajar bahasa Arab menggunakan model pembelajaran berbasis neurosains, hal ini berdasarkan perhitungan uji beda (t test) nilai pretest dan posttest siswa sebesar 19,197 > 2,819 (t tabel) dan signifikansinya sebesar (p) = 0,000 < 0,01 dengan nilai rata-rata pretest sebesar 45,87 dan mengalami peningkatan rata-rata posttest sebesar 74,79. Hal ini menunjukkan bahwa model pembelajaran bahasa Arab berbasis neurosains secara umum efektif dalam meningkatkan kompetensi akademik (hasil belajar ) siswa. Keempat, respon perserta didik terhadap pembelajaran bahasa Arab berbasis neurosain pada uji coba terbatas adalah baik, hal ini berdasarkan skor yang diperoleh dari angket respon siswa sebesar 496 dengan rata-rata 29,18 dan persentase sebesar 72,94 %. Sedangkan pada uji coba diperluas, respon siswa terhadap model pembelajaran bahasa Arab berbasis neurosains adalah sangat baik, hal ini berdasarkan skor yang diperoleh dari angket respon siswa sebesar 1232 dengan rata-rata sebesar 72,48 dan persentase sebesar 78,77%.NIM.: 17204010010 Nurlaila2022-01-05T06:14:01Z2022-01-05T06:14:01Zhttp://digilib.uin-suka.ac.id/id/eprint/47935This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/479352022-01-05T06:14:01ZPENGEMBANGAN BAHAN AJAR BUKU TEKS BAHASA ARAB
TERPADU UNTUK KELAS 1 MADRASAH DINIYAH TAKMILIYYAH
WUSTA AL-IRSYAD BANJAR JAWA BARATLeni Nurazizah. Pengembangan Bahan Ajar Buku Teks Bahasa Arab
Terpadu Untuk Kelas I Madrasah Diniyah Takmiliyah Wustha Al-Irsyad Banjar
Jawa Barat. Tesis, Yogyakarta: Program Magister Fakultas Ilmu Tarbiyah dan
Keguruan UIN Sunan Kalijaga Yogyakarta, 2020.
Bahan ajar memiliki peranan yang sangat penting dalam proses
pembelajaran. Karena bahan ajar merupakan salah satu unsur yang sangat
menentukan tercapainya tujuan pembelajaran. Penelitian ini bertujuan untuk
menghasilkan produk berupa bahan ajar buku teks Bahasa Arab Terpadu yang
dirancang khusus sesuai kurikulum MDT 2013 dan menguji kelayakannya dengan
tujuan agar dapat dipergunakan sebagai bahan ajar Bahasa Arab di Madrasah
Diniyah Takmiliyah Wustha Al-Irsyad Banjar Jawa Barat. Adapun model
pengembangan yang digunakan peneliti yaitu model pengembangan Borg & Gall
dengan tahapan yang terdiri dari: potensi dan masalah, mengumpulkan
informasi/data, desain produk, validasi, revisi, uji coba, revisi produk akhir.
Teknik pengumpulan data menggunakan angket/kuisioner, observasi dan
wawancara tidak terstruktur.
Hasil penelitian menunjukkan bahwa penilaian ahli materi terhadap
kelayakan buku teks Bahasa Arab kelas 1 Madrasah Diniyah takmiliyah wustha
dari aspek isi/materi dengan rata-rata skor 4,1 dengan kategori baik dan aspek
pembelajaran dengan rata-rata skor 4,4 dengan kategori sangat baik. Penilaian ahli
desain pembelajaran terhadap kelayakan buku teks buku teks bahasa Arab dari
aspek tampilan dengan rata-rata skor 4,75 dengan kategori sangat baik dan aspek
penggunaan dengan rata-rata skor 4,2 dengan kategori baik. Hasil respon guru
terhadap kelayakan buku menunjukkan bahwa guru memberikan respon positif
dengan rata-rata skor 4,6 dengan kategori sangat baik. Hasil respon siswa kelas
kecil diperoleh skor rata-rata 4,45 dengan kategori sangat baik dan respon siswa
kelas besar diperoleh skor rata-rata 4,5 dengan kategori sangat baik. Oleh karena
itu, secara keseluruhan hasil dari penelitian dan pengembangan ini, bahwa buku
teks bahasa Arab yang dikembangkan layak untuk digunakan siswa kelas 1
Madrasah Diniyah takmiliyah wustha.NIM.: 1620411066 Leni Nurazizah2021-12-03T08:17:47Z2021-12-03T08:17:47Zhttp://digilib.uin-suka.ac.id/id/eprint/47502This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/475022021-12-03T08:17:47ZPENINGKATAN KOMPETENSI PEDAGOGIK GURU
PENDIDIKAN AGAMA ISLAM (Studi di SMP Negeri 1 Prambanan, SMP
Negeri 1 Berbah, SMP Negeri 1 Kalasan)Based on the importance of pedagogical competencies that must be
possessed by teachers, the authors try to get information about the pedagogical
competencies possessed by Islamic Religious Education teachers. This research is
a qualitative field research. The subjects in this study were the Principal of the
School, PAI Educators (Teachers), Students. While the technique of using data
uses observation, interviews and documentation.
The results showed that in general the pedagogical competence of Islamic
Religious Education teachers at SMP N 1 Berbah, SMP N 1 Prambanan and SMP
N 1 Kalasan had met several indicators of the pedagogic components, namely by
understanding students, developing curriculum, learning design, implementing
educational learning and dialogue, evaluation of learning outcomes, and
development of the potential of students. Efforts made by Islamic Religious
Education teachers in improving pedagogical competence, namely by
participating in the Subject Teacher Deliberation (MGMP), teacher training held
internally and externally at school, supervision, some participating in discussions,
seminars and workshops, PAI teacher pedagogical competence, if seen from some
of its activities it can be said that there is an increase. The improvement of the
pedagogical competence of Islamic Education teachers is shown by the existence
of products that are produced in the form of lesson plans, student worksheets,
syllabus and so on in MGMP activities, besides that the teacher gets knowledge
about IT which can be applied to students in a lesson through seminars and
workshops. And supervision carried out by supervisors can make teachers more
competent in educating students. The factors that influence the improvement of
the pedagogical competence of Islamic Religious Education teachers, the
background of Islamic Education teachers, the teaching experience of Islamic
Education teachers and besides the learning support facilities in the three schools.NIM: 1620411067 Arina Dewi Susilaningsih2021-10-25T07:41:04Z2021-10-25T07:41:04Zhttp://digilib.uin-suka.ac.id/id/eprint/45904This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/459042021-10-25T07:41:04ZJUDULKERJASAMA GURU PENDIDIKAN AGAMA ISLAM
DENGAN GURU BIMBINGAN DAN KONSELING DALAM MENGEMBANGKAN KECERDASAN EMOSIONAL DAN SOSIAL PESERTA DIDIK
DI MAN II YOGYAKARTAThis study aims to: 1) determine the importance of the cooperation between Islamic Education teachers and Guidance Counseling teachers in developing emotional and social intelligence of MAN II Yogyakarta students, 2) knowing the forms of cooperation between Islamic Education teachers and Guidance Counseling teachers in developing emotional and social intelligence of MAN II Yogyakarta students, and 3) knowing the impact of the cooperation between Islamic education teachers and guidance counseling teachers on the emotional and social intelligence of MAN II Yogyakarta students.
This research uses the type of field research (Field Research), and the approach used is descriptive qualitative analysis, which is a research method that aims to gain an understanding of reality with an inductive thinking process. The method used is the snowball sampling technique and purposive sampling. Data collection techniques using interviews, observation, and documentation.
The results of this study are as follows: (1) the cooperation between Islamic Education teachers and Guidance Counseling teachers is emphasized to develop social-emotional intelligence due to realizing madrasah people who are devout, independent, achievement, innovative, environmentally friendly, and Islamic (TAMPIL Islami); (2) the form of cooperation between Islamic Education teachers and Guidance Counseling teachers in developing the emotional and social intelligence of students, namely through several activities that can support the success of students, namely yaumiyah activities (dhuha prayer in congregation, dhuhur prayer in congregation, reading Asmaul Husna, Tadarus together, 5k enforcement, habituation 5s, prayer readings before and after learning), Islamic boarding schools Saturday Sunday, mubaligh hijrah, MIC, Hajj rituals, tahfidz graduation; (3) the impact of the collaboration between Islamic Education teachers and Guidance Counseling teachers, students become more disciplined in acting and behaving, can manage their emotions, and can interact socially well.NIM: 18204011030 Wisang Liyen Permanasari2021-10-25T07:28:50Z2021-10-25T07:28:50Zhttp://digilib.uin-suka.ac.id/id/eprint/45902This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/459022021-10-25T07:28:50ZPEMBINAAN SIKAP TOLERANSI PESERTA DIDIK INKLUSI PADA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM
DI SD TUMBUH 2 YOGYAKARTAThis research originated from the admiration for inclusive schools that are able to embrace students from various backgrounds and diversity. Being children or at the age of elementary school, of course it is not an easy thing to foster a tolerant attitude, especially for inclusive students. As it is known that in a business like this, children tend to put their will only, without considering the impact that will be caused. The success of inclusive schools in providing students with tolerant values, of course, cannot be separated from the hard work of the entire academic community, especially for teachers of Islamic Religious Education. Therefore, in this study, the authors focus more on fostering tolerance for inclusive students.
This research was conducted with a qualitative approach, located at SD Tumbuh 2 Yogyakarta. In the data collection process, the writer used several techniques, namely, interviews, observation and documentation. Whereas in the data analysis section, the writer uses several steps, namely, processing and preparing the data, reading the entire data, organizing the data, describing the data, presenting the results of the analysis, and making the interpretation of the research results.
The results of this study indicate that there are several actions taken by Islamic Religious Education teachers in the process of fostering tolerance for inclusive students at SD Tumbuh 2 Yogyakarta, namely 1) The Islamic Religious Education teacher provides examples of good tolerance for inclusive students. 2) The Islamic Religious Education teacher provides a tolerance stimulus for inclusion students 3) The Islamic Religious Education teacher minimizes intolerance attitudes of inclusive students that have the potential to occur.Nim: 18204010074 Muhammad Fadhil Alghi Fari Majid2021-10-25T07:05:05Z2021-10-25T07:05:05Zhttp://digilib.uin-suka.ac.id/id/eprint/45900This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/459002021-10-25T07:05:05ZSTRATEGI GURU PAI DALAM
MENGEMBANGKAN KECERDASAN
EMOSIONAL SISWA MAN 1 LAMPUNG TIMURThe type of this research is qualitative approach, with
the background of MAN 1 East Lampung.The methods
used in collecting data are interviews, observation, and
dokumentation. Data analysis was used the Psychology
and Islamic Education approach, by doing data reduction,
data presentation, and conclusion drawing. Data validity
was tested by triangulation of techniques and sources.
The results of this study indicate that strategies used
by PAI teachers in developing emotional intelligence of
MAN 1 East Lampung students based on aspects of
emotional intelligence expressed by Daniel Goleman such
as the ability to recognize self-awareness, self-regulation,
self-motivation, empathy and social skills, namely by
conducting training, applying learning methods, and
humanistic approaches. In addition, teachers develop
emotional intelligence through Islamic teachings to shape
student morals, such as habituation education, spiritual
training with worship (riyadah), and efforts to refrain from
lust (mujahadah) . This can be seen from the satisfying
results of studentsNIM. 18204010052 LUTFI FADILAH2021-10-25T06:57:50Z2021-10-25T06:57:50Zhttp://digilib.uin-suka.ac.id/id/eprint/45894This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/458942021-10-25T06:57:50ZPENDEKATAN PENDIDIKAN MULTIKULTURAL
OLEH GURU AGAMA DI SMP NEGERI 2 NGEMPLAKResearch background is that students in 2 Ngemplak public schools have
diversity in terms of religion, and there are religions found in SMPN 2 Ngemplak,
Islam, Christianity, Catholicism and Hinduism. This creates good harmony
between students and school residents, which makes this school get an adiwyata
school. This study aims to 1) find out the implementation of the multicultural
education approach by James Bank, 2) find out the results of implementing a
multicultural approach, 3) find out the obstacles in applying the multicultural
education approach. This type of research is qualitative using data collection
techniques through observation, interviews and documentation. Data reduction
data analysis techniques by collecting data according to research focus, narrative
data display, data verification and drawing conclusions.
The results showed that the first SMP N 2 Ngemplak had implemented 4
multicultural approaches and the most dominant approach to social action Second,
the results of the multicultural education approach were divided into 3 namely
outcomes for schools for teachers and for students. Third, there are obstacles in
the multicultural education approach which is divided into three: Obstacles
sourced from the School Facilities for the teaching and learning process are still
lacking, such as special space for each religion, the scriptures of each student
according to their religion. In addition, media about multiculturalism is also
lacking. The constraints originating from the teacher are the lack of cultural
understanding of each religion and the transformation approach has not been
implemented so that multicultural education in SMP N 2 Ngemplak is less than
optimal. Students are still joking about the SARA problem, besides that there are
still students who only carry out the teachings of the teachings which are oriented
only on report cards, not purely because of the awareness that has been formed.NIM:18204010051 Muhammad Irfan Fadholi2021-10-25T06:53:37Z2021-10-25T06:53:37Zhttp://digilib.uin-suka.ac.id/id/eprint/45892This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/458922021-10-25T06:53:37ZPENDIDIKAN PERDAMAIAN DALAM PERSPEKTIF PAI
(Studi terhadap Implementasi Program Desa Damai
di Desa Nglinggi)The background of this research is the increasing practices of violence and intolerance that occur in society. Efforts made to erode and eliminate violence and intolerance can be pursued through peace education. The declaration of a peaceful village in Nglinggi village is a commitment to continue to maintain and develop a culture of peace in the village. The peace education process that took place in the village of Nglinggi can be seen from before and after the declaration. Departing from these problems, the research aims to: a) analyze the implementation of peace education through the peaceful village program in Nglinggi village, and b) analyze the implementation of peace education through the village program by reviewing it using the PAI perspective.
This research is a qualitative study using a phenomenological approach. Observation, documentation, and in-depth interviews are techniques used to collect research data. Data analysis is carried out using reduction, display, and verification.
The results of this study explained that the peaceful village program was motivated by the strengthening of the symptoms of violence that encouraged the Wahid Foundation to work with the Nglinggi Village to establish a peaceful village program. Village programs are activities that contain peace education. Peace education in the peaceful village program is manifested in wise activities (woman participatory for inclusive society), peaceful schools, watching films and sinau together, and early community awareness forums. this program has quite good effectiveness, this can be seen from the results shown by the peaceful village program. Then, peace education in the peaceful village program has used the principles of Islamic religious education in the context of building peace, namely justice, equality, peace building, peace-seeking, pluralism and diversityNIM. 18204010050 Maulana Iskandar2021-10-25T06:48:02Z2021-10-25T06:48:02Zhttp://digilib.uin-suka.ac.id/id/eprint/45891This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/458912021-10-25T06:48:02ZPENDIDIKAN MULTIKULTURAL
BERBASIS KEARIFAN LOKAL
PERSPEKTIF PENDIDIKAN AGAMA ISLAM
(Studi di Paguyuban Mejing Tabon, Gamping, Sleman, YogyakartaThis study aims to 1) find out the reasons underlying the founding of the Mejing Tabon Society, 2) find out the role of these actors in implementing multicultural education based on local wisdom in the Mejing Tabon Society, 3) analyze multicultural education based on local wisdom in a review of the Islamic Religious Education of the Mejing Tabon community.
This type of research is qualitative by using an anthropological approach. Data collection techniques are through observation, interviews and documentation. Data analysis uses Spardley analysis which consists of domain, taxonomic and component analysis.
The results showed. First, Mejing Tabon established to overcome conflict between different religion communities. The establishment of Mejing Tabon aims to unite people who have different religious backgrounds and produce a positive life, calm and develop together. Mejing Tabon has statutes of bylaws as one of the references in social life. Second, the actors involved for the Mejing Tabon development are the boards starting from the Head of the RT and their apparatus, and each religion representatives. The strategy applied by approaching slowly, and also apply the philosophy of Mejing Tabon: Rawuh, Lungguh, Aruh, and the principle of Nguwongke or Humanize human being. Third, the implementation of multicultural education in Mejing Tabon by involving citizens in every activity. Tradition of 5 Kalender Pokok is an icon of Mejing Tabon, which was awarded as the Cultural-Based Pancasila Pioneer Village. The local wisdom consist of 5 Kalender Pokok tradition, Mejing Tabon philosophy Rawuh, Lungguh, Aruh and Gagrak Ngayogyakarta clothes. Religious humanism in Mejing Tabon is proven by the existence of the Nguwongke principle, the community is educated to be able to do humanization and humanization is relevant to the Islamic education essence. When contextualized with the PAI principle, in the 5 Kalender Pokok tradition is an effort to prosper and bring benefit to others, because there is mutual coorporation and help each other but still do not interfere in other religious matters.NIM:18204010049 Aridlah Sendy Robikhah2021-10-25T06:43:38Z2021-10-25T06:43:38Zhttp://digilib.uin-suka.ac.id/id/eprint/45890This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/458902021-10-25T06:43:38ZPENDIDIKAN AKHLAK BERBASIS KULTUR MADRASAH DI
MADRASAH ALIYAH NEGERI 2 SLEMANThis research is motivated by the increasing number of decadence in this modern era.
Moral education is the main foundation for educating someone, especially students.
Therefore madrasa is one of the main environments that can shape student morals.
Morals can be formed through moral education which is carried out through routine
activities in madrasas, routine activities can be a good culture if the activity is
positive. Therefore it is very necessary that there is a culture of culture and positive
values to educate student morals. This study aims to find out the priority values in
Madrasah Aliyah Negeri 2 Sleman, culture that is relevant for moral education in
Madrasah Aliyah Negeri 2 Sleman, and actualization of moral values in students in
Madrasah Aliyah Negeri 2 Sleman.
This research uses descriptive qualitative data collection techniques using interviews,
passive participatory observation and documentation conducted in Madrasah Aliyah
Negeri 2 Sleman. Data sources in this study are the words and actions of those
observed or interviewed. The data analysis of this research used three stages, namely
data reduction, data presentation and drawing conclusions and verification. Test the
validity of the data of this study using triangulation techniques.
The results of the study are in educating the madrasa culture based morals in
Madrasah Aliyah Negeri 2 Sleman has several values that ultimately become beliefs
and priorities. Values that are the main priority of madrasa are religious values,
character values and social values. There are two cultural cultures in the village,
namely culture in the form of artifacts and non-artifact cultures. Culture in the form
of artifacts includes physical images of madrasas in terms of buildings, while for
non-artifact culture there are learning activities, habituation, exemplary, supervision,
and also the provision of penalties and prizes aimed at educating the morals of
students. The actualization of moral values in students, that is, changes occur in
terms of behavior that reflects religious values, character values, or social values
such as being more diligent in praying in congregation, more fluent in reading the
Qu’ran, disciplined and responsible for tasks that are given, always very active, being
honest, social relations between friends are well established, helping each other
especially the friend of the blind and diligent in protecting the environment.NIM : 18204010043 Siti Kasanah2021-10-25T06:34:01Z2021-10-25T06:34:01Zhttp://digilib.uin-suka.ac.id/id/eprint/45887This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/458872021-10-25T06:34:01ZPEMAHAMAN LINTAS AGAMA PENGURUS LEMBAGA DAKWAH
KAMPUS (LDK) JAMA’AH SHALAHUDDIN UNIVERSITAS GADJAH
MADA YOGYAKARTAThe background of this writing is that cases of radicalism and inter-religious
intolerance spread in higher education institutions, one of them at Gadjah Mada
University as the research of Survey Circle of Indonesia and Denny's J. A Foundation
and SETARA Institute. Jama'ah Shalahuddin is one of the most important exponents
in the Islamic Movement activism of UGM and has been the trigger of similar
movements in other campuses in Indonesia. Researchers are interested to research the
extent of cross-religious understanding of the management of LDK Jama'ah
Shalahuddin How the factors influencing cross-religious understanding of the
management of LDK Jama'ah Shalahuddin at Gadjah Mada University Yogyakarta.
This research is a Field research, using qualitative data analysis (Qualitative
research). The research approach uses the phenomenology approach. Data collection
techniques using observation methods, interviews and decumentation then test the
validity of data using methods of triangulation of sources and techniques. Then the
data analysis technique uses the deductive method.
The result of this study is the interfaith understanding of the Board of LDK
Jama'ah Shalahuddin divided into two, subjective understanding and intersubjective
understanding. The officers of LDK Jama'ah Shalahuddin in the understanding of the
majority still have subjective understanding of the intersubjective. Factors that affect
the subjective understanding of the management of the Board of the Jama'ah
Shalahuddin because Jama'ah Shalahuddin has an association with the movement of
Tarbiyah while the factors that affect the intersubjective understanding of Jama'ah
Shalahuddin among others because of the background management of LDK Jama'ah
Shalahuudin is heterogeneous, The ideal social environment, as well as the goals and
objectives of Da'wah Shalahuddin.NIM. 18204010040 RESPI PRADINA VIKA2021-10-25T06:30:28Z2021-10-25T06:30:28Zhttp://digilib.uin-suka.ac.id/id/eprint/45886This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/458862021-10-25T06:30:28ZKEMAMPUAN RESILIENSI DIRI SANTRI PUTRI PENGHAFAL AL-QURAN DI KOMPLEK ANISAH PONDOK PESANTREN KRAPYAK YOGYAKARTAStudent in the process of memorizing The Quran and participating in academic activities are not separated from to face difficulties. The recitation of the Quran must maintain, understand, and practice the memorization. The consequence of the responsibility of the memorization of Al-Quran is quite heavy coupled with other obligations students namely responsibility as a student in the school. It demands students to have a good adaptation process and have the power and determination to respond and to face challenges and difficulties. This research aims to know the description of the experience of Quran memorization. Besides, the research aims to determine the ability of the resilience of the students of the Al-Quran memorization. As well as supporting factors that influence the formation of self-resiliency students Al-Quran memorization.
The research methods used are qualitative research methods with field research. The approach used in this research is the case study with the research location in the complex of Anisah Krapyak Boarding School. And he used four participants and six people. The data sources in this study were derived from observations, interviews, and documentation. Process analysis and interpretation using three stages namely data reduction, data presentation, and withdrawal of data conclusions or verifications. The validity technique of data using source triangulation, technique triangulation, and triangulation time.
The results showed that the depiction of the Al-Quran memorization experience varies from the background following the memorization program, the difficulties experienced by students, the response to difficulties, and the wisdom gained from difficulties. Besides, the students of Al-Quran memorization generally have various self-resilience abilities. There are two findings of resiliency ability in this study: first, the ability to overcome the difficulties of two events namely problem analysis and coping strategy. Secondly, self-reconstructing ability characterized by the students of the Al-Quran memorization begins to adapt and coexist with problems. With the wisdom behind the difficulty of making students can bounce back and become a resilient person.
The supporting factor is the formation of self-resilience of the students the Al-Quran memorization includes internal factors that are keeping the straightness of intent; Motivation development: from external to internal; and characteristics. While external factors include parental support; Peer support; Support of advisers, teachers, and caregivers complex Anisah; and the boarding school environment.NIM: 18204010038 Umi Sholehah, S.Pd.2021-10-25T06:26:02Z2021-10-25T06:26:02Zhttp://digilib.uin-suka.ac.id/id/eprint/45885This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/458852021-10-25T06:26:02ZPENDEKATAN EDUKATIF PERSUASIF
MAJELIS DZIKIR DAN DO’A ḤAYĀTAN ṬAYYIBAH
NGOTO DAN KRAPYAK BANTUL
PERSPEKTIF SOSIOLOGI PENDIDIKANThe background of this research is community needs for the importance of Islamic religius values. Islam as a guide and core part of society. This makes religion a source of dynamic social change. At present there are several approaches to sharing knowledge of Islam with the public. the community approach becomes an attraction in influencing the community. Therefore, the Dzikir and Do'a Ḥayātan Ṭayyibah Assembly, when interacting with their worshipers, used a persuasive educational approach in the Ngoto and Krapyak Bantul areas. This approach is the Assembly's initial step to attract pilgrims to follow this study. With the view that Islam is a religion that is not rigid and dynamic. The researcher aims to elaborate on the study approach of the Dzikir and Do'a Ḥayātan Ṭayyibah Assembly in guiding the pilgrims of Nurul Huda Ngoto Mosque and Kamaluddin Krapyak Mosque Krapyak Wetan Bantul Mosque in the Sociology of Education perspective, and the implications of this Assembly for the congregation.
This research is a qualitative research, taking the background of Nurul Huda Mosque and Kamaluddin Krapyak Wetan Mosque as one of the fostered Dzikir and Do'a Ḥayātan Ṭayyibah Assembly. Data collection is done by observation, interviews, and documentation. The method of analysis uses the Educational Sociology approach, by performing data reduction, data presentation and drawing conclusions. Test the validity of the data using source triangulation and triangulation techniques.
The results of this study indicate: (1)Use a persuasive educational approach as a manifestation in the application of gentle and dynamic education (2) Persuasive Educative Approach of the Ṭayyibah Dhikr and Prayers Council, include two things: First, Implementation structurally includes Tawasul, shalawat, material, muṣafahah and eating together. Second, Implementation strategi includes, First, Humorous, so that the congregation is not tense. Second, the Gentle, so that pilgrims feel comfortable. Third, relax, so that the congregation can easily get along with the Assembly Leader. Fourth, easy to understand by way of wisdom and advice. Fifth, feeling happy. (3) Implications for pilgrims is the Council of Dhikr and Prayer Ḥayātan Ṭayyibah knowledge aspects of worship and muamalah, aspects of attitude foster love, and sosial aspects to achieve mutual happiness, towards self-improvement for each assembly member.NIM : 18204010037 Mokhamad Saefudin2021-10-25T06:21:52Z2021-10-25T06:21:52Zhttp://digilib.uin-suka.ac.id/id/eprint/45883This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/458832021-10-25T06:21:52ZPENDIDIKAN AGAMA
DAN RESOLUSI KONFLIK SOSIAL KEAGAMAAN
PADA MASYARAKAT MULTIKULTURAL
DI DUSUN SINAR BANTEN, DESAWARGOMULYOThe background of this research is the beginning of the existence of socioreligious
conflicts and the erosion of the sense of tolerance that occurs in the
multicultural society in the sub-village of Sinar Banten, the village of Wargomulyo.
Efforts are made to dissolve and eliminate socio-religious conflicts and foster
awareness of a sense of tolerance in the community through religious education.
Sinar Banten Hamlet consists of three tribes namely Sundanese, Lampung and
Javanese. This is what makes the character difference in society. The process of
religious education taking place in Sinar Banten hamlet, Wargomulyo village can
be seen from the efforts of the village elites to reduce conflict. Departing from these
problems, the research aims to: a) analyze religious education as conflict resolution
in Sinar Banten hamlet, and b) analyze efforts to resolve socio-religious conflicts
that occurred in Sinar Banten hamlet.
This research is a qualitative study using a sociological approach.
Observation, documentation and in-depth interviews are techniques used to collect
research data. The analysis used is reduction, display and verification.
The results of this study explain that the socio-religious conflict in the
Sinar Banten hamlet is motivated by regional power, social status and social
jealousy due to the influence of the development of Islamic teachings broadcast by
religious figures from generation to generation in Sinar Banten hamlet. Islamic
education in the resolution of socio-religious conflicts that has been pursued
through mediation, clarification, peace and mutual forgiveness. This effort has a
fairly good effectiveness, this can be seen from the results shown by the socioreligious
activities of Sinar Banten hamlet. Then, Islamic education in the resolution
of social conflict has used the principles of Islamic religious education in the
context of peace, namely diversity, plurasime, welfare and building peace.NIM: 18204010032 Nikmatul Mukarromah2021-10-25T06:17:20Z2021-10-25T06:17:20Zhttp://digilib.uin-suka.ac.id/id/eprint/45878This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/458782021-10-25T06:17:20ZPENGUATAN PATRIOTISME PESERTA DIDIK
MELALUI PENDIDIKAN AGAMA ISLAM
DI SMA KEMALA BHAYANGKARI 1 SURABAYAThe emergence of the crisis phenomenon of patriotism in the nation's generation is the reason for the importance of strengthening patriotism. Islamic religious education as a subject must participate in efforts to strengthen the attitude of patriotism and nationalism. Therefore, it is necessary to have a proportional role and position for Islamic Religious Education to strengthen the patriotism of students.
This study aims to clarify that Islamic Religious Education Subjects can strengthen the patriotism of students. The theory used as analysis is B.F Skinner's Reinforcement Theory.
This research uses qualitative research methods and field approaches (field research). The object of this research is located at SMA Kemala Bhayangkari 1 Surabaya. And, data collection is done through observation techniques, interviews with respondents, and data documentation. The results of this study indicate that the concept of Islamic Religious Education which is appropriate to strengthen the patriotism of students is to provide motivation, reinforcement, and present material related to patriotism in the learning process. Then, this concept is applied to strengthen the patriotism of students by taking several steps, namely (1) a scheduled habituation program, (2) providing reinforcement to students, (3) emotional mentoring of students. The contribution of this research is to
xii
explain the pattern of habituation that is applied through Islamic Religious Education to strengthen the enthusiasm of students in loving their country. In addition, this study also confirms that Islamic Religious Education is in line with national values.NIM: 18204010016 Moh. Fatkur Rohman2021-10-25T04:19:33Z2021-10-25T04:19:33Zhttp://digilib.uin-suka.ac.id/id/eprint/45869This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/458692021-10-25T04:19:33ZPROBLEMATIKA PENDIDIKAN AGAMA ISLAM DALAM MEMBENTUK NILAI-NILAI MORAL SISWA DI SMP MUHAMMADIYAH BANTULThis research is motivated by several problems experienced by educational institutions, especially Islamic educational institutions. Among the problems underlying the researchers are, the existence of Islamic education problems that will have an impact on the decline in moral quality, the high number of delinquency, and the low attitude of courtesy of students in associating with teachers and the community. This research uses a qualitative approach. Sources of information for this research are Islamic religious education teachers and school principals and other sources that can support and add research data. The data collection techniques are done through interviews, participant observation, and documentation. First, there is a lack of good communication and coordination between parents at home and teachers who teach at school, so that parents do not know how their children's days are at school and what they learn, besides the lack of parental assistance in providing motivation to children. their children are good at doing each of their assignments and helping with any material that their children still don't understand at school. Second, learning methods that do not focus on inproving moral behavior so that it bicomes an obstacle in echieving the desired learning gols namely moral or moral inprovement. Many learning materials are wasted for free and are not conveyed to students. Therefore the material can be delivered if the use of the method must be in accordance with the needs of students. And the use of methods can support the achievement of teaching objectives and learning materials can be maximally accepted by students. Third, there is a lack of assessment of student behavior, both spiritual and social in everyday life, both inside and outside the classroom as a result of learning in order to control the development of attitudes and facilitate the growth of student behavior.NIM: 18204010014 Su’aidin2021-10-21T13:30:40Z2021-10-22T02:47:40Zhttp://digilib.uin-suka.ac.id/id/eprint/45748This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/457482021-10-21T13:30:40ZNILAI PENDIDIKAN KARAKTER MODEL PESANTREN
PADA PROGRAM BILINGUAL CLASS SYSTEM KEAGAMAAN MAN 2 KUDUSThis research is motivated by the rise of moral decadence that occurs among adolescents. Such as brawls between students, the circulation of pornographic photos or videos among students, and so forth. One reason is that education in Indonesia focuses more on cognitive abilities. With a case like this madrasa has a very important role in shaping the character among students. MAN 2 Kudus became one of the breakthroughs in a character building with activities that adopted the pesantren models in it. This research of the problems are 1. how is the concept of the pesantren models in the religious BCS program MAN 2 Kudus, 2. how is the pesantren models in formal and non formal learning in the religious BCS program MAN 2 Kudus and, 3. What values of character education are there in the boarding school model religious program BCS MAN 2 Kudus. The purpose of this study is to find out the concept of the pesantren model in the MAN 2 Kudus BCS program, to know the pesantren model in formal and non-formal learning of the MAN 2 Kudus BCS program, and to find out the value of character education in the Islamic boarding school model of the MAN 2 Kudus religious program.
This research is a field research conducted at MAN 2 Kudus. The subjects in this study were PAI teachers, as well as students of class XI in the religious BCS program MAN 2 Kudus. This research is a qualitative study using data collection techniques by interviewing, documenting, and observing. Data analysis techniques used are triangulation techniques and source triangulation. The theory used in this study is based on Masykuri Bakri's theory of the pesantren models.
The results of this study indicate, that (1) the religious BCS program MAN 2 Kudus applies the concepts of the pesantren model based on routine activities. (2) the implementation of the pesantren model in character building through formal and non-formal learning activities in MAN 2 Kudus religious class. (3) the values of character education in the implementation of the pesantren model are the values of spiritual character, discipline, responsibility, fond of reading, curiosity, independent character, honesty, hard work. This research is expected to be able to contribute in making decisions and policies related to the character education model of students.NIM. 17204011114 Endah Syamsiyati Nur Jannah2021-10-21T13:24:49Z2021-10-22T02:48:54Zhttp://digilib.uin-suka.ac.id/id/eprint/45747This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/457472021-10-21T13:24:49ZOPTIMALISASI PERANAN GURU DALAM PENGUATAN PENDIDIKAN KARAKTER RELIGIUS TERHADAP MOTIVASI BELAJAR SISWA SMP N 3 MLATIThe background of this research is the involvement of teachers as an element of direct implementer and main actors in the educational process in the school to deal with changes in the development of science and technology so rapidly. Strengthening the role of teachers in character education is seeing the implementation of teachers in guiding students to cultivate the character preformance in terms of religiosity. In addition, teachers also must be able to motivate well, any activities that have been implemented in schools. Increasing student motivation is a very important goal in strengthening the student's character. Because it is a tool to achieve the learning objectives and forms of attention that contains the elements of the feeling of a life that is associated with the purpose of the student.
This study is field research are qualitative. The approach used in this study is ethnometodology. Subjects in this study is the Head Teacher of advanced study and SMP N 3 Mlati. This study can be used as a material object is the character of religiosity Students SMP N 3 Mlati and formal object is the Role of Teachers in strengthening character education in the religiosity of motivation to learn. While data collection techniques using Participant observation, interviews, documentation and flat triangulation.
The results showed that the role of the Master in strengthening character education Religiosity on Student Motivation in SMP N 3 Mlati is careful planning and collaboration with all stakeholders of the school, the teacher's role strengthens religiosity as a companion, as a model or a role model, as an observer, teacher, motivator, driving awareness, manage the class. All of these roles is done to provide the best and motivation in learning. Activities undertaken in strengthening the character of religiosity school students, among others: routine, spontaneous activity, and activity terprogam. Then the role of teachers in an effort to motivate students to do Dalan two factors, namely: motivation in the classroom and outside the classroom motivation.NIM 17204011103 Riduwan2021-10-21T13:10:46Z2021-10-21T13:10:46Zhttp://digilib.uin-suka.ac.id/id/eprint/45746This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/457462021-10-21T13:10:46ZPEMBELAJARAN MAHĀRAH AL-KALĀM DI MTS NW TANAH ABROR GERENENG LOMBOK TIMUR (STUDI PERSPEKTIF KONSTRUKTIVISME-SAINTIFIK)Arabic learning generally consists of three problems namely: linguistic, methodological and sociological problems. In this study found problems in the field of methodological problems with the description: The teacher is only a lecturer that causes students to be less active and independent in teaching and learning activities. Seeing this problem, we need a learning that supports the activeness and independence of students, such as: the speaking skills learning with a constructivist-scientific perspective. The limitation of the problem in this study consists of: (1) how is the application of the learning of speaking skills with a constructivism-scientific perspective, (2) how are students' responses to the speaking skills learning with a constructivism-scientific perspective, (3) how is the student's ability to the learning speaking skills with a constructivism-scientific perspective.
This type of research is descriptive research with a mixed method / combination method with a sequential exploratory model. The combination method with the sequential exploratory model is the process of collecting data with an initial stage using qualitative data analysis and subsequently reinforced by quantitative data analysis. Qualitative data analysis was obtained by interview, observation and documentation. Then the quantitative data analysis was obtained by observation sheets, questionnaires and tests.
The results research showed that: (1) The learning of speaking skills with a constructivism-scientific perspective consists of two stages namely: the first stage begins with constructivism learning to form knowledge about speaking skills and the second stage is strengthened with scientific learning to achieve the learning target of speaking skills. Based on the results of the observation sheet that the learning of speaking skills with a constructivism-scientific perspective is applied well in school. (2) Good or bad student responses are influenced by factors of teachers, students, extracurricular activities, school facilities and socializing. Based on the results of the questionnaire that students' responses to the learning of speaking skills with a constructivism-scientific perspective consist of: positive responses with good categories and negative responses with less bad categories. (3) Good or bad ability of students is influenced by aspects of Arabic speaking habits, fluent reading of the Qur'an, mastery of vocabulary, and mastery of grammar. Based on the test results that the ability of students towards the speaking skills learning with a constructivism-scientific perspective with quite good categories. With the description of the results of this research, this research is expected to be useful to explore issues that include Arabic education.NIM. 17204010001 LUQMANUL HAKIM2021-10-06T03:03:54Z2021-10-06T03:03:54Zhttp://digilib.uin-suka.ac.id/id/eprint/44647This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/446472021-10-06T03:03:54ZTRANSFORMASI DIRI SANTRI EKS PELAKU PATOLOGI SOSIAL DI
PONDOK PESANTREN ORA AJI SLEMAN YOGYAKARTAPembahasan dalam tesis ini bertujuan untuk mengetahui konsep diri santri
eks pelaku patologi sosial, alasan serta proses transformasi diri yang dialami oleh
santri eks pelaku patologi sosial, dan kehidupan santri eks pelaku patologi sosial di
Pondok Pesantren Ora Aji Sleman Yogyakarta.
Jenis penelitian ini adalah penelitian kualitatif dengan pendekatan
fenomenologi dan psikologi agama. Metode dalam pengumpulan data
menggunakan observasi partisipan, wawancara, dan dokumentasi. Analisis data
dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan.
Hasil penelitian dalam tesis ini menemukan empat simpulan pokok:
pertama, konsep diri santri eks pelaku patologi sosial terdiri atas dimensi internal
dan eksternal. Pada dimensi internal, terdapat diri identitas, diri pelaku dan diri
penilai. Sedangkan pada dimensi eksternal terdapat diri fisik, diri moral, diri
pribadi, diri keluarga dan diri sosial. Disana terlihat dengan jelas perubahanperubahan
konsep
diri
baik
internal
maupun
eksternal
yang
dialami
oleh
para
subjek
baik
saat melakukan patologi sosial maupun pasca melakukan patologi sosial.
Selain itu, faktor-faktor yang mempengaruhi konsep diri santri eks pelaku patologi
sosial saat ini ada 4 macam, yaitu orang tua, teman sebaya, masyarakat dan hasil
belajar. Kedua, Ada 4 faktor yang menjadi pendorong kelima subjek melakukan
transformasi diri berupa konversi agama. Faktor-faktor tersebut ialah pengaruh
Ilahi, pembebasan dari tekanan batin, situasi pendidikan dan sosialisasi, serta
berbagai pengaruh sosial. Ketiga, proses transformasi diri berupa konversi agama
yang dialami oleh kelima subjek melalui lima tahapan, yaitu masa tenang, masa
ketidaktenangan, masa konversi, masa tenang serta masa ekspresi konversi.
Keempat, Santri eks pelaku patologi sosial membingkai ulang atribut keagamaanya
dengan cara menegosiasikan tato dengan simbol pesantren seperti peci dan sarung
sehingga muncul istilah santri tatoan. Kehidupan santri eks pelaku patologi sosial
di Pondok Pesantren Ora Aji dilalui dengan cara melakukan pembelajaran
pesantren serta melakukan kegiatan-kegiatan yaumiyah. Santri eks pelaku patologi
sosial juga mulai mengekspresikan sikap dan perilakunya sebagai santri di dalam
kehidupan sehari-hari di Pondok Pesantren Ora Aji. Ekspresi sikap serta perilaku
mereka sebagai santri terlihat dari kesadaran dan pengamalan beribadah yang
dilakukannya serta adab santri yang ditunjukkannya.NIM.: 18204010034 Muhammad Amin Qodri Syahnaidi2021-10-06T03:03:15Z2021-10-06T03:03:15Zhttp://digilib.uin-suka.ac.id/id/eprint/44646This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/446462021-10-06T03:03:15ZBAHASA KRAMA SEBAGAI KOMUNIKASI EDUKATIF DALAM PERSPEKTIF PENDIDIKAN ISLAM DI SMP ISLAM PRESTASI AL MUBTADI-IEN BANTULThis research is motivated by the existence of a
communication ethics crisis with minimal ethics that is
happening in the world of education today. In reality, violence
that occurs in the world of education arises from the unethical
language of communication. From the background of the
problem, Islamic Middle School Al Mubtadi-in Bantul
Achievement anticipates violence arising from
communicating with students at school through
communication ethics in the form of boarding language in the
school environment. Under these circumstances, it is necessary
to conduct a review to find out the concepts and forms of the
culture of boarding language applied in schools as well as the
implementation of the culture of the language of boarding in
schools.
This type of research is qualitative research with a
phenomenological approach. Data collection methods used are
in-depth interviews, passive participation observation, and
documentation. Sources of data in this study were school
principals, educators and students. Data analysis techniques
are carried out through the stages of data reduction, data
presentation, and drawing conclusions / data verification. Test
the validity of the data with a theoretical analysis of Islamic
education perspective.
The results of this study indicate: First, the concepts
and forms of the culture of krama as educational communication which are applied in the Islamic Junior High
School of Prestasi Al Mubtadi-in Bantul in the form of rules in
the school environment which include: forms of
communication, krama language at school, gesture language,
language norms. boarding school. Second, the implementation
of the culture of manners as educational communication has
been very effective. With a good chance in the attitude of
communicating between students and teachers, which include:
attitudes to the language of the students in the classroom, the
attitude of speaking in the language of students in the school
environment, and a decrease in the attitude of communication
that is not good for students. The analysis of Islamic education
in the concept and form of krama language in schools as a form
of education in Islam is called qaulan Karima by applying
courtesy in speaking the word krama. The theoretical analysis
of Islamic education in the implementation of krama language
towards students' communication attitudes in schools can
reduce student violence in learning, as Islam in the Al-Qur'an
which requires the use of good, friendly and polite language.NIM.: 18204010042 Moh Iqbal Abdullah Kafi2021-10-06T03:02:37Z2021-10-06T03:02:37Zhttp://digilib.uin-suka.ac.id/id/eprint/44638This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/446382021-10-06T03:02:37ZIMPLEMENTASI PEMBELAJARAN TAUHID DAN ENTREPRENEUR DI TK KHALIFAH GEDONGKUNING YOGYAKARTAThis research is motivated by the inaccuracy in providing
education to children. The early age stage is the golden age and
it is very important to instil values and knowledge at that time.
TK Khalifah Gedongkuning Yogyakarta has a learning
concept that is very appropriate to the world today. That is to
internalize the value of tawhid, which aims to make students
obedient and obey the commands of Allah SWT, and the value
of entrepreneurship to form a strong and resilient person in
everyday life. This research uses qualitative research with a
phenomenological approach. Collecting data using interview,
observation and documentation methods. Sources of research
data are principals, educators, parents, guardians, and students.
The data analysis technique used the stages of data reduction,
data presentation, and data verification. Test the validity of the
data using a data triangulation technique. The results of this
study indicate that TK Khalifah Gedongkuning Yogyakarta in
implementing tauhid learning and the first entrepreneur uses
the concept of combining (collective) the values of tauhid and
entrepreneurship. Second, the implementation process uses the
method of advice, exemplary, habituation, singing, stories or
stories, outing class programs, cooking class programs, and
market day and using concrete media. Third, the problem in
implementing tauhid and entrepreneurial learning is the
conditioning of children and the lack of variation in
entrepreneurial activity programs. Fourth, the results of
learning about monotheism and entrepreneurship, namely: independent, creative, disciplined, honest, confident, and
responsible.NIM.: 18204010045 Wariati2021-10-06T03:01:58Z2021-10-06T03:01:58Zhttp://digilib.uin-suka.ac.id/id/eprint/44637This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/446372021-10-06T03:01:58ZIMPLEMENTASI NILAI-NILAI PENDIDIKAN AHLUSUNNAH WAL-JAMA’AH-NU DALAM PEMBENTUKAN AKHLAK SISWA DI SMK DIPONEGORO DEPOK YOGYAKARTASMK Diponegoro merupakan sekolah menengah kejuruan yang
unggul, terampil, agamais, mandiri dan berakhlakulkarimah. Yang
mencetak tenaga kerja yang berkualitas dimana perpaduan kurikulum
nasional dengan berbasis kompetensi dan kurikulum agama. SMK
Diponegoro Depok mempunyai ciri khusus sebagai SMK unggulan
berbasis pesantren yang mengedepankan nilai-nilai Agama dan
karakter bangsa. Untuk mengimplementasi nilai-nilai pendidikan
Agama maka dilakukan sebuah gagasan yang sudah disusun dengan
begitu cermat seperti tuntunan nilai-nilai pendidikan ahlussunnah
wal-Jama‟ah-NU dalam pembentukan akhlak siswa di SMK
Diponegoro Depok Yogyakarta.
Jenis penelitian yang digunakan penulis yakni jenis penelitian
kualitatif. subyek penelitian ini yaitu guru Aswaja dan siswa SMK
Diponegoro Yogyakarta. Pengumpulan data dilakukan dengan
mengadakan observasi, wawancara, dokumentasi dan triangulasi.
Analisis data dilakukan melalui empat tahap yaitu: klarifikasi data,
reduksi data, interprestasi data dan penarikan kesimpulan. Teknik
pengumpulan data dengan metode induktif yaitu mencari data
sebanyak-banyaknya lalu disimpulkan (umum-khusus).
Adapun hasil penelitian ini yaitu: Pertama konsep dasar nilai
pendidikan ahlussunnah wal-Jama‟ah-NU dalam pembentukan
akhlak di SMK Diponegoro Depok Yogyakarta: mabadi khoira
ummah sebagai konsep awal untuk membentuk umat terbaik dan
konsep ukhuwah nahdliyah sebagai langkah selanjutnya untuk
menanamkan karakter khas NU. Kedua Nilai-nilai pendidikan
ahlussunnah wal-Jama‟ah-NU yang ditetapkan dalam pembentukan
akhlak siswa di SMK Diponegoro Depok: nilai Tasamuh
(Toleransi), Tawasuth (moderat), I‟tidal (adil), Amar ma‟ruf Nahi
Munkar dan Tawazun (seimbang). Ketiga Implementasi ahlussunnahNIM.: 18204010046 Riki Herman2021-10-06T03:00:57Z2021-10-06T03:00:57Zhttp://digilib.uin-suka.ac.id/id/eprint/44634This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/446342021-10-06T03:00:57ZPENGEMBANGAN INTEGRASI KURIKULUM
SEKOLAH DENGAN KURIKULUM PESANTREN DALAM
PEMBELAJARAN PENDIDIKAN AGAMA ISLAM
DI SMP ISLAM PRESTASI AL-MUBTADIEIN BANTULThis study aims to answer two important questions: 1. to find out how the concept of curriculum integration between the school curriculum and the pesantren curriculum at SMP Islam Prestasi AlMubtadi'ien Bantul 2. to find out how to integrate the school curriculum with the pesantren curriculum in Islamic Islamic Studies learning. This research is a qualitative study approach. Data collection techniques through observation, interviews, documentation. Data analysis was performed by means of data reduction, data presentation, data inference. The data were collected using the field method from the school studied, the results were as follows: first, the concept of curriculum integration at the Pretasi Al-Mubtadi'ien Bantul Islamic Junior High School includes curriculum tools that integrate with Islamic boarding schools such as RPP, KKM, learning load, lesson schedule, division of teaching tasks, assessment guidelines. Second, the integration of the curriculum in Islamic Education learning includes 6 components, namely objectives, materials, infrastructure, methods, division of teaching or teacher tasks and evaluation. 1). The objective that supports Islamic Education learning is to hold Madrasah Diniyah learning 2). The material refers to books from Islamic boarding schools including Fasholatan, Tarikhul Anbiya, Aswaja NU, 3). The infrastructure supports this material, especially fiqh learning such as kkafani deceased from Islamic boarding schools. 4). The method used is sorogan and bandongan. 5). Madrasah Diniyah teachers come from the alumni of Islamic boarding schools. . 6). Evaluation is carried out not only in school lessons but evaluating in pesantrenan lessons.NIM.: 18204010027 Abdul Fariz Azizi2021-07-26T06:11:01Z2021-07-26T06:11:01Zhttp://digilib.uin-suka.ac.id/id/eprint/43073This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/430732021-07-26T06:11:01ZPENDIDIKAN ISLAM BERBASIS HUMANISME-TEOSENTRIS
PERSPEKTIF TGKH MUHAMMAD ZAINUDDIN ABDUL MAJID DAN KONTRIBUSINYA TERHADAP MATERI PENDIDIKAN AGAMA ISLAMPenelitian ini merupakan studi tentang pemikiran pendidikan Islam berbasis humanisme-teosentris perspektif TGKH Muhammad Zainuddin Abdul Madjid dan kontribusinya terhadap materi pendidikan agama Islam. Kajian ini penting dilakukan, melihat pendidikan dewasa ini lebih berorientasi vocasional saja yang menyiapkan SDM hanya untuk sektor industri. Sementara itu, tujuan pendidikan adalah peroses humanisasi, lebih jauh lagi pendidikan bertujuan membentuk manusia yang ideal (insan kamil). Sehingga dalam hal ini, TGKH.
Muhammad Zainuddin Abdul Madjid muncul dengan pemikiran pendidikannya yang bercorak humanisme-teosentris. Sebagai tokoh agama sekaligus pahlawan Nasional, pemikiran beliau dalam dunia pendidikan khususnya terkait pendidikan Islam humanisme-teosentris penting dikaji sehingga khazanah pemikiran keislaman di Nusantara dapat muncul di daratan akademik. Selain itu, pemikiran tokoh lokal seperti beliau dapat dijadikan doktrin dalam upaya menangkal pahampaham
radikal dan Islam transnasional.
Penelitian ini merupakan penelitian kepustakaan (library research) yang bersifat kualitatif yang diskriptif analitis. Adapun pendekatan yang digunakan dalam penelitian ini adalah pendekatan hermeneutika. Sumber penelitian ini
terbagi menjadi dua, yakni; sumber primer dan sumber skunder yang diperoleh dari kitab, buku, jurnal, dan didukung dengan data wawancara terhadap beberapa tokoh historis yang merupakan murid-murid terdekat Syekh Zainuddin yang
masih hidup. Sedangkan teknik pengumpulan data yang digunakan adalah dengan membaca, mencatat serta mengolah bahan penelitian dengan meninjau ulang dan konsultasi dengan para ahli.
Hasil penelitian menunjukkan bahwa konsep pendidikan Islam
humanisme-teosentris TGKH. Muhammad Zainuddin Abdul Madjid sangat dipengaruhi oleh fase keilmuan dan jaringan intelektual selama beliau belajar. Adapun, fase tersebut ialah, fase format keilmuan, konstruksi keilmuan di Makkah
dan fase pemantapan sepulangnya dari Makkah, yang melibatkan kondisi sosial budaya masyarakat Lombok pada waktu itu. Kemudian pengaruh pluralitas mazhab dari guru-guru beliau dan juga transfer ilmu pengetahuan dari tiga guru
besarnya yang dominan membentuk pemikiran beliau. Sementara itu, nilai-nilai pendidikan Islam humanisme-teosentris beliau adalah; 1) kewajiban dan hak setiap orang, baik laki-laki maupun perempuan untuk dapat belajar setinggitingginya. 2) manusia yang ideal ialah yang mampu mensinergikan antara iman (jiwa), takwa (prilaku), dan akal (intelektual) dalam kesatuan aktual. 3) integrasi keilmuan baik ilmu agama dan umum serta ilmu syari’at dan ilmu tashawuf yang menghasilkan output pendidikan unggul dan barokah ilmunya. Nilai-nilai tersebut sejauh ini sudah diinternalisasikan dalam buku ajar Pendidikan ke-NW-an yang memuat tentang pemahaman terhadap sejarah organisasi, juga menanamkan
beberapa nilai turunan, yakni; 1) nilai islam ke-Aswajaan (moderat), yang mencakup teologi, fiqih Syafi’iyah dan akhlak tashawuf dan tarekat Hizib Nahdlatul Wathan. 2) nilai kebangsaan yang mengokohkan jiwa nasionalisme peserta didik. 3) doktrin pemahaman Islam rahmatan lil’alamin sebagai alat deradikalisasi dan melestarikan budaya lokal yang tidak bertentangan dengan syari’at.NIM.: 1620410045 Muhamad Tanthowi Jauhari2021-07-26T06:08:52Z2021-07-26T06:08:52Zhttp://digilib.uin-suka.ac.id/id/eprint/43068This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/430682021-07-26T06:08:52ZIMPLEMENTASI NILAI-NILAI PENDIDIKAN KARAKTER JUJUR, DISIPLIN DAN TANGGUNG JAWAB DALAM PEMBELAJARAN PAI DI SMPN 19 PURWOREJO JAWA TENGAHDampak globalisasi yang terjadi saat ini membawa masyarakat Indonesia melupakan pendidikan karakter bangsa. Padahal, penguatan pendidikan karakter dalam konteks sekarang sangat relevan untuk mengatasi krisis moral yang sedang terjadi di Negara kita. Pendidikan karakter ialah mengukir dan
mempatrikan nilai- nilai ke dalam diri peserta didik melalui pendidikan, endapan pengalaman, pembiasaan, aturan, rekayasa lingkungan dan pengorbanan diri peserta didik sebagai landasan dalam berpikir, bersikap, dan berperilaku secara sadar dan bebas.
Penelitian ini merupakan penelitian lapangan (kualitatif) dengan metode observasi, wawancara dan dokumentasi. Analisis yang digunakan adalah dengan reduksi data, display data, verifikasi, dan trianggulasi data, bertujuan untuk
mendeskripsikan penanaman karakter jujur, disiplin dan bertanggung jawab di SMPN 19 Purworejo.
Hasil yang didapatkan dari peneletian menunjukkan pentingnya penanaman pendidikan karakter di sekolah, Implementasi nilai-nilai karakter di dalam pembelajaran Pendidikan Agama Islam mutlak diperlukan. Dengan cara mengaplikasikannya ke dalam proses interaksi belajar mengajar, selain itu peneliti dapat mengetahui sejauh mana; 1) konsep Implementasi karakter jujur, disiplin dan bertanggung jawab di SMPN 19 Purworejo, 2) Implementasi karakter jujur, disiplin dan bertanggung melalui pembelajaran PAI, Pelaksanaan karakter jujur, disiplin dan bertanggung jawab siswa di SMPN 19 Purworejo.NIM.: 1520411071 Muh Muktafil Kirom2020-12-17T03:09:52Z2020-12-17T03:09:59Zhttp://digilib.uin-suka.ac.id/id/eprint/41476This item is in the repository with the URL: http://digilib.uin-suka.ac.id/id/eprint/414762020-12-17T03:09:52ZMODEL KETAATAN ABDI DALEM KARATON NGAYOGYAKARTA DALAM PERSPEKTIF PENDIDIKAN AGAMA ISLAMSEPTI RAIH SUGANDI. Model Ketaatan Abdi Dalem Karaton Ngayogyakarta dalam Perspektif Pendidikan Agama Islam. Tesis. Yogyakarta: Program Magister Jurusan Pendidikan Agama Islam, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta 2020.
Tujuan penelitian yang ingin dicapai adalah ingin mengetahui motivasi dan penyebab ketaatan Abdi Dalem Karaton Ngayogyakarta, ingin mengetahui pengaruh pembinaan keagamaan di Karaton Ngayogyakarta, dan ingin mengetahui pola ketaatan Abdi Dalem Karaton Ngayogyakarta.
Penelitian ini menggunakan jenis penelitian lapangan (Field Research), dan pendekatan yang digunakan yaitu analisis deskriptif kualitatif, yaitu salah satu metode penelitian yang tujuannya untuk mendapat pemahaman tentang kenyataan dengan proses berfikir induktif. Metode yang digunakan adalah dengan teknik snowball sampling dan purposive sampling. Teknik pengumpulan data menggunakan wawancara secara mendalam, observasi, dan dokumentasi.
Hasil penelitian ini adalah sebagai berikut: (1) motivasi dan penyebab ketaatan abdi dalem terhadap Karaton yaitu ingin mencari ketentraman dan merasakan ketentraman, ingin mencari keberkahan dan merasakan keberkahan, ingin mempertahankan identitas diri serta pelestarian budaya, mendapat tanah magersari, dan meneruskan tradisi orang tua; (2) pengaruh pembinaan keagamaan abdi dalem di Karaton Ngayogyakarta yaitu untuk semua abdi dalem tidak ada program khusus dalam pembinaan keagamaan, akan tetapi pembinaan keagamaan hanya untuk abdi dalem kaji saja mereka biasa disebut abdi dalem pethak atau pamethak, mereka bertugas menghidupkan masjid di dalam Karaton. Untuk para abdi dalem tidak hanya mendapatkan penjelasan terkait materi lisan saja akan tetapi dengan praktek. Melalui materi dan praktek abdi dalem sudah termasuk katagori taat terhadap karaton dan membentuk sikap taat, baik secara lahir maupun batin. Secara lahir sikap sopan, tata laku serta wujud taat diajarkan melalui simbol-simbol yang mereka gunakan setiap hari seperti sembah, cara berjalan, berbicara dan berpakaian dan secara batin membentuk manusia yang memiliki jiwa ksatria dan penuh konsentrasi dalam setiap menghadapi permasalahan (nyawiji) juga memiliki pendirian yang kokoh dalam mempertahankan kebenarannya (sengguh), dan berkemauan kuat mengerjakan tugasnya dengan sungguh-sungguh, bersemangat tinggi (greget) serta tidak menyeleweng kekanan dan kekiri tetapi lurus tidak tergoda oleh perkara-perkara apabila sudah memiliki keyakinan akan kebenaran; (3) pola ketaatan abdi dalem yaitu ketaatan pribadi, ketaatan sosial, dan ketaatan aturan. Dari ketiga pola tersebut dapat diambil unsur pentingnya yaitu keteladanan seorang abdi dalem. Perilaku abdi dalem yang bisa kita lihat yaitu melalui simbol-simbol yang biasa mereka gunakan setiap hari, dan itu menjadi sorotan oleh masyarakat, baik ketika abdi dalem berada di karaton maupun di luar karaton.18204011027 Septi Raih Sugandi