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All Journal ADDIN EDUKASIA Elementary: Islamic Teacher Journal ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Sulthon *
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Religion Arts Humanities Education

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Mengenal Pendidikan Multikultural Bagi Anak Berkebutuhan Khusus Dengan Model Inklusi Dalam Pendidikan Islam *, Sulthon
ADDIN Vol 2, No 1 (2010)
Publisher : ADDIN

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Abstract

Pendidikan adalah hak semua warga Negara tanpa memandang setatus social, ras , etnis, suku, bangsa termasuk anak yang menyandang kecacatan. Dengan demikian anak berkelaianan juga memiliki hak yang sama dengan anak pada umumnya dalam kesempatan berpendidikan yang layak, sesuai dan bermartabat. Semua yang menyangkut aturan undang-undang sudah jelas dan terakomodir keberadaannya, namun dari segi pelaksanaannya masih banyak yang menyimpang dari aturan yang sesungguhnya. Pada kenyataanya anak berkelainan belum bisa mengikuti pendidikan yang leluasa karena tidak semua sekolah yang ada bisa melayaninya karena alasan-alasan klasik yang merugikan anak berkelainan. Sekolah yang memberikan pendidikan bagi anak ini masih bersifat apresiatif dan ironis sehingga perlu perjuangan yang berat menuju pendidikan yang benar-benar demokratis. Secara ideal dengan pendidikan yang terintegrasi berarti anak berkelainan dapat dilayani disekolah manapun mereka inginkan, termasuk memilih sekolah di madrasah. Karena madrasah akan menjadi pilihan bagi mereka karena baik orang tua maupun siswa anak berkelainan ini membutuhkan sentuhan-sentuhan yang berkenaan dengan penyadaran, keimanan, dan keikhasan. Pendekatan keagamaan secara fitrah menjadi bagian yang sangat berpengaruh dalam setiap kondisi dan situasi yang dihadapi manusia, karena pada hakekatnya manusia itu akan selalu menyatu dengan Tuhannya melalui pengembangan spiritualitasnya. Berbagai problem yang dihadapi anak berkelainan dan juga orang tuanya akibat kecacatan yang dideritanya menyebabkan timbulnya berbagai macam masalah yang mengirinya termasuk kesulitan belajar, bersosialisasi, dan kesulitan lain yang berkaitan dengan problem psikologis, yang kesemuanya dibutuhkan kekuatan dalam menghadapinya. Kata Kunci : Pendidikan, Multikultural, Inklusi, dan Islam
MODEL PENDIDIKAN KARAKTER BERBASIS NILAI-NILAI ISLAM UNTUK MEMBENTUK KARAKTER SISWA YANG ISLAMI, SANTUN, BERBUDAYA DAN DAPAT MENGHARGAI PERBEDAAN *, Sulthon
EDUKASIA Vol 9, No 1 (2012): Jurnal Edukasia
Publisher : EDUKASIA

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Character education in Islam has started since the coming of the prophet Muhammad peace be upon him, that He sent Rasullullah Muhammad is to perfect the noble character. Thus, the lessons that can be taken to create a peaceful nation, safe and civilized the major steps that must be taken is to provide good moral or character fi rst before doing another development. Character education should be oriented to the moral component that includes moral knowledge, moral sense and moral action. 1) Moral knowledge consists of moral awareness, knowledge of moral values, moral development moral reasoning and self-knowledge; 2) Moral sense consists of conscience, self-esteem, empathy, loving kindness, self-control, and humility; 3) Moral action consists of competence, willingness, and habits. Character education based on Islam means character education which their components include moral knowledge, moral sense and moral action. Those morals are explored and developed based on Islam values. Character education will make students characterless while character education based on Islam will make students have Islamic character Keywords : character education, Islamic values, Islamic character
POLA KEBERAGAMAAN KAUM TUNA RUNGU WICARA DAN FAKTOR-FAKTOR YANG MEMPENGARUHINYA *, Sulthon
ELEMENTARY Vol 1, No 1 (2013): Jurnal Elementary
Publisher : ELEMENTARY

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The purpose of this study were: 1) To determine the pattern of deaf religiosity; 2) To determine the relationship between religiosity patterns and the psychological impact of deafness; 3) To determine the pattern of deaf religiosity towards the disable self-acceptance. This study was expected to find anatomical problems and the factors causing positive self-acceptance to the impacts of disability through a religious approach. Implicitly , this study provided input and awareness for the deaf, while explicitly contributed to parents, teachers, and community in order to treat them properly and humanely. This qualitative study used a phenomenological approach to ethnography type. Moreover, it was applied criterion and snowball sampling. The data collection was managed by observation, interviews and documentation. The data analysis drew on analytic descriptive analysis of the planned steps. The results showed that the pattern of deaf religiosity was influenced by various aspects and religious dimensions, they are as follows; belief dimensions, worship (religious rituals), character, appreciation, and religious knowledge. The deaf religiosity is varied depending on how much knowledge and religious understanding and appreciation, also their own attitudes towards disability. Generally, there are deafs who have strong faith/religiosity because of having deep religious knowledge and understanding, good religiosity because of simply miming without deep religious knowledge and understanding, medium/ordinary religiosity, and very less one (abangan). The pattern of deaf religiosity have a very significant influence on the psychological and social development. The deep religious deaf is supported by the deep religious knowledge and understanding so that it will produce an impact of soft psychological development. Conversely, the lesser religious deaf will greatly make a major impact on the psychological and social development. The deaf’s religious pattern will affect the psychological and social development and the disable suffered self-acceptance. Key words: deaf religiosity , influenced factors
PENINGKATAN KUALITAS PEMBELAJARAN MELALUI PENDEKATAN KONSTRUKTIVISTIK DALAM PENDIDIKAN BAGI ANAK USIA DINI *, Sulthon
THUFULA Vol 1, No 1 (2013): Jurnal Thufula
Publisher : THUFULA

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Abstract: Education is a conscious effort made by adults to change behavior morepositive and meaningful. Behavioral changes need to hold a variety of serious andcontinuous efforts through meaningful learning. Meaningful learning will be ableto make changes concerning the behavior of cognitive, affective and psychomotor.Learning which is able to achieve all of the three domains of educational objectivesis an active learning model that is performed to build their own knowledge throughteacher designed-learning activities.Constructivist learning is learning that is capable of changing the old style ofteaching where the teacher is always an active role or be a style of teaching wherethe teacher as a facilitator who designed learning by activating his students to learn on their own, learn to interact in a responsible group for achieving learning outcomes individually, while he provides guidance and facilitates them to learn. Keywords: Quality Learning , Constructivistic Approach , Early Childhood
PENINGKATAN KUALITAS PEMBELAJARAN MELALUI PENDEKATAN KONSTRUKTIVISTIK DALAM PENDIDIKAN BAGI ANAK USIA DINI *, Sulthon
THUFULA Vol 1, No 1 (2013): THUFULA
Publisher : THUFULA

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Abstract

Abstract: Education is a conscious effort made by adults to change behavior morepositive and meaningful. Behavioral changes need to hold a variety of serious andcontinuous efforts through meaningful learning. Meaningful learning will be ableto make changes concerning the behavior of cognitive, affective and psychomotor.Learning which is able to achieve all of the three domains of educational objectivesis an active learning model that is performed to build their own knowledge throughteacher designed-learning activities.Constructivist learning is learning that is capable of changing the old style ofteaching where the teacher is always an active role or be a style of teaching wherethe teacher as a facilitator who designed learning by activating his students to learn on their own, learn to interact in a responsible group for achieving learning outcomes individually, while he provides guidance and facilitates them to learn. Keywords: Quality Learning , Constructivistic Approach , Early Childhood
POLA KEBERAGAMAAN KAUM TUNA RUNGU WICARA DAN FAKTOR-FAKTOR YANG MEMPENGARUHINYA *, Sulthon
ELEMENTARY Vol 1, No 1 (2013): ELEMENTARY
Publisher : ELEMENTARY

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Abstract

The purpose of this study were: 1) To determine the pattern of deaf religiosity; 2) To determine the relationship between religiosity patterns and the psychological impact of deafness; 3) To determine the pattern of deaf religiosity towards the disable self-acceptance. This study was expected to find anatomical problems and the factors causing positive self-acceptance to the impacts of disability through a religious approach. Implicitly , this study provided input and awareness for the deaf, while explicitly contributed to parents, teachers, and community in order to treat them properly and humanely. This qualitative study used a phenomenological approach to ethnography type. Moreover, it was applied criterion and snowball sampling. The data collection was managed by observation, interviews and documentation. The data analysis drew on analytic descriptive analysis of the planned steps. The results showed that the pattern of deaf religiosity was influenced by various aspects and religious dimensions, they are as follows; belief dimensions, worship (religious rituals), character, appreciation, and religious knowledge. The deaf religiosity is varied depending on how much knowledge and religious understanding and appreciation, also their own attitudes towards disability. Generally, there are deafs who have strong faith/religiosity because of having deep religious knowledge and understanding, good religiosity because of simply miming without deep religious knowledge and understanding, medium/ordinary religiosity, and very less one (abangan). The pattern of deaf religiosity have a very significant influence on the psychological and social development. The deep religious deaf is supported by the deep religious knowledge and understanding so that it will produce an impact of soft psychological development. Conversely, the lesser religious deaf will greatly make a major impact on the psychological and social development. The deaf’s religious pattern will affect the psychological and social development and the disable suffered self-acceptance. Key words: deaf religiosity , influenced factors
MENGENAL ANAK UNDER ACHIEVER DAN UPAYA PENINGKATAN PRESTASI BELAJARNYA DI MADRASAH IBTIDAIYAH (MI) *, Sulthon
ELEMENTARY Vol 2, No 1 (2014): ELEMENTARY
Publisher : ELEMENTARY

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Abstract

MENGENAL PENDIDIKAN MULTIKULTURAL BAGI ANAK BERKEBUTUHAN KHUSUS DENGAN MODEL INKLUSI DALAM PENDIDIKAN ISLAM *, Sulthon
ADDIN Vol 7, No 1 (2013): ADDIN
Publisher : P3M STAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/addin.v7i1.576

Abstract

PENINGKATAN KUALITAS PEMBELAJARAN MELALUI PENDEKATAN KONSTRUKTIVISTIK DALAM PENDIDIKAN BAGI ANAK USIA DINI *, Sulthon
ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Vol 5, No 1 (2017): THUFULA
Publisher : PIAUD IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v1i1.267

Abstract

Abstract: Education is a conscious effort made by adults to change behavior morepositive and meaningful. Behavioral changes need to hold a variety of serious andcontinuous efforts through meaningful learning. Meaningful learning will be ableto make changes concerning the behavior of cognitive, affective and psychomotor.Learning which is able to achieve all of the three domains of educational objectivesis an active learning model that is performed to build their own knowledge throughteacher designed-learning activities.Constructivist learning is learning that is capable of changing the old style ofteaching where the teacher is always an active role or be a style of teaching wherethe teacher as a facilitator who designed learning by activating his students to learn on their own, learn to interact in a responsible group for achieving learning outcomes individually, while he provides guidance and facilitates them to learn. Keywords: Quality Learning , Constructivistic Approach , Early Childhood
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