Article Per Year (5 Year)
p-Index From 2019 - 2024
1.971
P-Index
This Author published in this journals
All Journal Dinamika Ilmu PARAMUROBI Jurnal Basicedu DAYAH: Journal of Islamic Education IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam Jurnal Tarbiyatuna : Kajian Pendidikan Islam Raudhah Proud To Be Professionals : Jurnal Tarbiyah Islamiyah HEUTAGOGIA: Journal of Islamic Education Jurnal Al-Qayyimah Jurnal Basicedu Muslim Education Review Tadris: Jurnal Pendidikan Islam
Hamami, Tasman
Unknown Affiliation
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 13 Documents
Search

 1   2 
The Implementation of Holistic Education in Muhammadiyah’s Madrasah Indonesia Sutarman, Sutarman; Tjahjono, Heru Kurnianto; Hamami, Tasman
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 17 No 2, December 2017
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (413.473 KB) | DOI: 10.21093/di.v17i2.856

Abstract

Holistic education is education which appreciates all of students’ potencies in learning process. This research is aimed at analyzing the implementation of holistic education in multilingual program of Madrasah Mu’allimaat Muhammadiyah Yogyakarta. The  research  was  a descriptive-qualitative  approach  with  data  collection  techniques: in-depth  interviews, participant observation, and documentation. The analysis of the data was by reduction, display, and provided conclusions. The result of the research shows that: (1) the implementation of holistic education toward the students of Multilingual program of Madrasah Mu’allimaat was held through four quotients: spiritual quotient (SQ), emotional quotient (EQ), adversity quotient (AQ), and intellectual quotient (IQ) in which those quotients are integrated to madrasah and boarding. (2) Holistic education has impact on the transformation of the students’ character values, which are (1) intrinsic religiosity with deep faith-planted inside, (2) able to control emotion, self-motivated, care, and well-socialized, (3) the improvement of academic achievement, and (4) tough in facing problems, not easy of being hopeless, stressful, or frustrated.
Strategi Pengembangan Kurikulum Menghadapi Tuntutan Kompetensi Abad 21 Asy’ari, Ari; Hamami, Tasman
IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam Vol. 3 No. 01 (2020): IQ (Ilmu Al-qur'an): Jurnal Pendidikan Islam
Publisher : Fakultas Tarbiyah, Institut PTIQ Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37542/iq.v3i01.52

Abstract

The purpose of this study is to find out how the curriculum development strategy in dealing with the demands of the 21st century, curriculum development according to David Pratt and Winarno Surahmad are more conceptual than material which includes the activities of compiling, implementing, evaluating and refining the curriculum. The research method in this research is the study of literature or literature studies by finding various sources of data derived from relevant books and journal articles that are useful to strengthen the argument of the author The results showed that the curriculum development strategy can be carried out with several steps, namely: identification of needs, searching curriculum materials, curriculum material analysis, curriculum material assessment, decision making adoption of curriculum material.
DESAIN PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM TERPUSAT PADA SISWA Ardani, Muhammad Izudin; Hamami, Tasman
Raudhah - Proud To Be Professional مجلد 8 عدد 3 (2023): Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah- Desember 2023
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raudhatul Ulum (STITRU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48094/raudhah.v8i3.315

Abstract

Abstract The purpose of this research is to find out how to design a student-centered curriculum, its principles, advantages and disadvantages. This research uses a qualitative method, the type of method used is library research. The results of this study are that there are 3 designs and developments, centered curriculum designs are divided into 3 namely alternative school designs, humanistic designs and activities and experience centered designs. An alternative design in PAI learning using a student-centered curriculum design can be done by running a problem solving system. For example, students are invited to discuss solving moral problems about anger. The use of humanistic design in PAI learning in a student-centered design can be used by dividing students based on the students' interests in the focus of PAI learning materials. The teacher teaches the material and gives discussion assignments. design is centered on experience which is difficult to apply not only in PAI subjects but in almost all subjects. The most important of these designs, students must want the material itself. Educators must teach each student with a focus on the material each student chooses and likes.
URGENSI PENGEMBANGAN KURIKULUM PAI MELALUI PENDEKATAN INTEGRATIF-INTERKONEKTIF Dhobith, Anwar; Hamami, Tasman
Raudhah - Proud To Be Professional مجلد 8 عدد 3 (2023): Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah- Desember 2023
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raudhatul Ulum (STITRU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48094/raudhah.v8i3.320

Abstract

Abstract Efforts in the development of the Islamic Religious Education curriculum continue to be made so that it is relevant to the times and is able to equip students in solving life's increasingly complex problems. The problems of human life need to be solved through cooperation because they are aware of each other's shortcomings, which is in line with the concept of integration-interconnection. The method used in this research is descriptive qualitative method with library research. The results of the data analysis show that the integrative-interconnective approach in the development of the PAI curriculum contains a process of uniting religious knowledge with other branches of knowledge which have been considered dichotomous by looking at the reality of the problem more comprehensively, so as to be able to understand plurality with various disciplines. The integration of religious education and general education in schools that implement this curriculum is able to guide the morals and morals of students and provide skills to students that are not offered in public schools.
Signifikansi Pengembangan Pola Pikir (Mindset) Guru dalam Peningkatan Kualitas Pembelajaran Pendidikan Agama Islam Azhar, Chusnul; Hamami, Tasman
DAYAH: Journal of Islamic Education Vol 7, No 1 (2024): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jie.v7i1.18963

Abstract

Pengembangan pola pikir atau mindset guru Pendidikan Agama Islam memainkan peran kunci dalam mempengaruhi proses pembelajaran karena Pendidikan Agama Islam tidak hanya melibatkan pengetahuan tentang ajaran-ajaran agama, tetapi juga merupakan proses pembentukan karakter dan moralitas siswa. Oleh karena itu, pola pikir guru memiliki dampak signifikan terhadap kualitas proses pembelajaran. Penelitian ini bertujuan untuk menggambarkan pentingnya pengembangan pola pikir guru Pendidikan Agama Islam dalam meningkatkan efektivitas pembelajaran agama. Penelitian ini merupakan penelitian kepustakaan dengan menggunakan sumber pustaka sebagai objek penelitian. Penulismengambil analisis dan sintesis dari berbagai artikel kajian lapangan dan kajian literatur. Penelitian ini menyimpulkan bahwa pengembangan pola pikir guru Pendidikan Agama Islam merupakan aspek krusial dalam menciptakan pendidikan agama yang efektif. Guru yang memiliki mindset akan mampu meningkatkan profesionalisme guru serta dapat menyediakan proses pembelajaran yang berkualitas sehingga dapat memainkan peran yang positif dalam membentuk karaktersiswa, membantu siswa menjadi individu yang beriman, dan berkontribusi positif dalam masyarakat. Oleh karena itu, penekanan pada pengembangan pola pikir guru perlu menjadi fokus utama dalam peningkatan kualitas Pendidikan Agama Islam.
Peran Guru Pendidikan Agama Islam Menyiapkan Peserta Didik dalam Menghadapi Tes Asesmen Kompetensi Minimum Yusuf, Muhammad; Hamami, Tasman
Jurnal Basicedu Vol. 6 No. 2 (2022)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i2.2571

Abstract

Tujuan dalam penelitian ini yaitu untuk mengelaborasi bagaimana peran guru dalam pembelajaran yang dapat meningkatkan kemampuan berpikir tingkat tinggi peserta didik. Metode yang digunakan dalam penelitian ini adalah metode kepustakaan yaitu pencarian data dan informasi berupa sumber tulisan yang berhubungan dengan Asesmen Kompetensi Minimum. Teknik pengumpulan data dalam penelitian ini adalah dokumentasi, sedang teknik analisis data yang digunakan adalah dengan deskripsi analisis. Penelitian ini mengungkapkan bahwa guru PAI berperan dalam menyiapkan peserta didik menghadapi Asesmen Kompetensi Minimum dengan mengembangkan model pembelajaran untuk meningkatkan kemampuan berpikir tingkat tinggi peserta didik melalui reasoning dan problem solving. Implementasi model pembelajaran ini meliputi lima tahap yaitu membaca dan berpikir, mengenal dan merencanakan, memilah strategi, menemukan jawaban, dan yang terakhir adalah refleksi dan perluasan.
Konsep Tujuan Pendidikan Islam Menurut Imam Ghazali dan Guru Tua (Habib Idrus bin Salim Al-Jufri) Saidi, Musdar; Hamami, Tasman; Wildan, Syakur
JURNAL AL-QAYYIMAH Vol 6, No 2 (2023): Desember
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/aqym.v6i2.5302

Abstract

This research is a library research which reveals the thoughts of al-Ghazali and the Old Teacher about the purpose of education. The method used in this research is the documentary method. Some of the data collected includes primary and secondary data which discusses the educational thoughts of al-Ghazali and the Old Teacher regarding educational goals. Al-Ghazali is a great thinker and scholar with works in various fields of science including education. The greatest work of Imam Al-Ghazali is the book Ihya 'Ulum Ad-Din, where the purpose of education according to Al-Ghazali is a process of activities carried out systematically to give birth to progressive changes in human behavior, in order to form intellectual and noble morals in students. Such an old teacher is a great scholar and national figure, an educator in the land of Sulawesi, especially Central Sulawesi, the founder of the Al-khairaat educational foundation which now has a university. According to him, the aim of education, as the initial goal of Alkhairaat's founding, is to educate humanity, and that ideal education is not merely filling the brain but also educating all dimensions that exist in human beings, be it intellect, morals, spiritual and social. so that referring to these two objectives, both aim to develop the potential of students and form students who believe in God Almighty, and uphold morality and intellect.
Pembelajaran Melalui Video Proyek Islami di Madrasah Aliyah: Membangun Kreativitas dan Pemahaman Islam Holistik Khoiriyatul Muyassaroh, Iffah; Khamim, Siti; Hamami, Tasman
HEUTAGOGIA: Journal of Islamic Education Vol. 3 No. 1 (2023)
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/hjie.2023.31-03

Abstract

Penelitian ini bertujuan untuk mendeskripsikan model pembelajaran berbasis proyek (PBjL) dalam konteks Pendidikan Agama Islam (PAI), yang diterapkan melalui Video Project Islami di Madrasah Aliyah (MA). Tujuannya adalah untuk menumbuhkan kreativitas holistik dan pemahaman mendalam tentang Islam. Melalui Metode Tinjauan Pustaka, penelitian ini memeriksa berbagai sumber literatur relevan terkait topik, dengan identifikasi dan evaluasi berdasarkan kriteria yang jelas dan objektif. Hasil penelitian menunjukkan bahwa penerapan pembelajaran video berbasis proyek dalam PAI dapat membantu meningkatkan kreativitas siswa dan pemahaman mereka tentang Islam. Konteks proyek yang diberikan melibatkan pembuatan video Islami yang estetis, bermakna, dan informatif. Siswa secara intensif memanfaatkan internet untuk mengumpulkan informasi dan bahan yang diperlukan dalam produksi video, serta untuk menyimpan dan mendistribusikan video Islami hasil proyek tersebut. Diharapkan, temuan ini dapat memberikan kontribusi yang signifikan terhadap peningkatan kualitas pembelajaran PAI di Madrasah Aliyah. Ini juga dapat memfasilitasi peserta didik dalam mengembangkan pemahaman konseptual tentang agama dan penerapan nilai-nilai Islam dalam konteks sosial dan budaya.
DESAIN PENGEMBANGAN KURIKULUM PAI TERPUSAT PADA MATA PELAJARAN Kusumawati, Herlina Arum; Hamami, Tasman
PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM Vol 6 No 2 (2023): PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM
Publisher : Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UNSIQ Jawa Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/paramurobi.v6i2.4783

Abstract

Penelitian ini bertujuan untuk menganalisis desain pengembangan kurikulum Pendidikan Agama Islam yang terpusat pada mata pelajaran. Penelitian ini menggunakan metode kualitatif jenis metode yang digunakan yaitu studi kepustakaan (library research). Penelitian ini berisi rancangan desain pengembangan kurikulum Pendidikan Agama Islam terpusat pada mata pelajaran. Salah satu desain yang paling populer dan paling banyak diminati. Pada penerapannya, desain pengembangan kurikulum Pendidikan Agama Islam terpusat pada mata pelajaran sangatlah sederhana, mudah direncanakan, dilaksanakan, difahami, dan mudah pula untuk diadakan perubahan jika perlu. Desain ini juga disebut sebagai separated subject curriculum, karena kurikulum model ini tersusun atas sejumlah mata pelajaran dan diajarkan secara terpisah-pisah. Tujuan pembelajarannya yaitu untuk menguasai bahan dari tiap-tiap mata pelajaran yang ditentukan. Penekanannya lebih pada pengetahuan, keterampilan dan nilai-nilai masa lalu kemudian dipertahankan dan diwariskan pada generasi setelahnya. Desain ini sangatlah mudah dalam penyusunannya sehingga mudah dilakukan perubahan sewaktu-waktu untuk menyeimbangkan kemampuan peserta.
PENDEKATAN HUMANISTIK DALAM PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM PADA KMA 183 TAHUN 2019 Handayani, Ilham Putri; Hamami, Tasman
Tarbiyatuna Kajian Pendidikan Islam Vol 6 No 2 (2022): (September 2022)
Publisher : LPPM Institut Agama Islam Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/tarbiyatuna.v6i2.1433

Abstract

PAI has faced various problems and challenges in its learning process. PAI education learning is still traditional with a linear interaction pattern and the teacher is more dominant, so that students are passive. This learning process cannot develop all aspects of the individual potential of students as a whole. This problem stems from the design of the PAI curriculum which does not pay attention to holistic individual development. To overcome this problem, the Ministry of Religion developed a madrasa religious education curriculum as outlined in Minister of Religion Decree (KMA) number 183 of 2019. Curriculum development uses various approaches, including humanistic ones. The purpose of this study is to analyze and elaborate on the humanistic approach in developing the PAI curriculum in the Decree of the Minister of Religion (KMA) 183 of 2019. This article is based on literature research that uses content analysis to reveal a humanistic approach in the development of PAI curriculum. This research shows that the development of PAI curriculum in KMA 183 Year 2019 uses a humanistic approach and various other approaches. The humanistic approach in developing PAI curriculum provides a new perspective on PAI learning, characteristics of ideal teachers, as well as the development of evaluations, methods and learning media.
Co-Authors Ardani, Muhammad Izudin Asy’ari, Ari Azhar, Chusnul Dhobith, Anwar Handayani, Ilham Putri Heru Kurnianto Tjahjono Khamim, Siti Khoirin, Dalila Khoiriyatul Muyassaroh, Iffah Kusumawati, Herlina Arum Muhammad Yusuf Putri, Luqyana Azmiya Saidi, Musdar Sutarman Sutarman Wildan, Syakur