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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah TARBAWI: Jurnal Pendidikan Agama Islam Muaddib : Studi Kependidikan dan Keislaman IQRO: Journal of Islamic Education Al-Muaddib : Jurnal Ilmu-Ilmu Sosial & Keislaman Instructional Development Journal
Difa'ul Husna
Universitas Ahmad Dahlan
Education Social Sciences Other

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Sentiment Analysis of Religious Moderation in Virtual Public Spaces during the Covid-19 Pandemic Unik Hanifah Salsabila; Anggi Pratiwi; Yazida Ichsan; Difa'ul Husna
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 6, No 1 (2021): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (819.658 KB) | DOI: 10.24042/tadris.v6i1.8839

Abstract

In Indonesia, the COVID-19 pandemic has resulted in the virtualization of most social and educational activities, including discourse on the dynamics of Islamic education, which is colored by contextual differences in manhaj, ideology, and religious practice. Social media has evolved into a new role as a multicultural public space that reflects the Indonesian people's religious literacy diversity. As a subsystem of national education, Islamic education plays a critical role in internalizing the Indonesian people's competencies. Religious moderation literacy will lead Indonesian people who are multicultural to a more accepting and inclusive attitude while reducing social conflicts. The purpose of this research is to ascertain public sentiment toward religious literacy in Indonesia during the 2020 Covid-19 outbreak. Twitter was chosen as the virtual public space to study in this context because, according to previous research, it is a social media platform widely used by Indonesians to discuss serious topics in education and religion. The researcher employs a type of quantitative exploration as a statistical testing technique. The data collection technique was crawling through open public data associated with Twitter's Application Programming Interface (API). This research generated findings in a word cloud labeling graph containing data on religious moderation participation. The sentiment analysis score obtained is - 0.9183, which is higher than 0.4588 on religious moderation content. The combined score is 0.565, which is higher than 0.333. the results are also contained in a sentiment analysis heat map visualization. The researchers recommend future researchers compare the ratio of religious moderation material on Islamic religious education subjects in online learning.
Model Pendidikan Islam Dalam Program Pendidikan Homeschooling (Studi Terhadap Homeschooling keluarga Syahirul Alim) Difa'ul Husna
TARBAWI : Jurnal Pendidikan Agama Islam Vol 5, No 02 (2020): TARBAWI: JURNAL PENDIDIKAN AGAMA ISLAM
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jtw.v5i02.3266

Abstract

Pendidikan adalah usaha untuk menciptakan suasana yang kondusif untuk belajar dan mengembangkan potensi. Sejatinya pendidikan tidak hanya memberikan perhatian pada aspek akademis belaka, akan tetapi juga menjaga dan menumbuhkembangkan fitrah anak sesuai perkembangan usianya. Penelitian lapangan yang bersifat deskriptif kualitatif ini bertujuan untuk mengungkap bagaimana homeschooling keluarga Syahirul Alim, S.Kp., M.Sc., Ph.D. mendidik, menjaga dan mengembangkan fitrah anak-anaknya. Penelitian dilakukan melalui observasi, wawancara dan dokumentasi. Berdasarkan penelitian dapat disimpulkan bahwasanya pendidikan Islam dalam homeschooling keluarga Syahirul Alim, S.Kp., M.Sc., Ph.D. menjadi salah satu model dalam menyeimbangkan dimensi pokok yang mendidik anak-anaknya sesuai dengan fitrahnya.
Peran Kepribadian Guru terhadap Prestasi Belajar Siswa Fitriyani Sanuhung; Difa'ul Husna; Mira Ifta Rimadhani; Ita Rosyada
IQRO: Journal of Islamic Education Vol 4, No 2 (2021): DESEMBER 2021
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v4i2.1887

Abstract

Setiap orang menempuh pendidikan di berbagai lembaga pendidikan, baik pesantren maupun sekolah umum. Setiap manusia terdapat sebuah keinginan untuk mengetahui hal yang ingin diketahui oleh mereka, dari hal itu manusia belajar. Belajar tidak harus ketika kita sedang di sekolah, berada di kelas untuk mendengarkan materi yang disampaikan oleh Guru. Setiap manusia dapat belajar dan mempelajari hal baru dari lingkungan sekitarnya. Namun di sekolah, peserta didik diajar dan dibimbing oleh pendidik yang disebut dengan Guru, setiap pendidik memiliki karakter dan kepribadian yang berbeda-beda, serta cara mengajar yang berbeda yang akan berpengaruh pada hasil belajar siswa.
TRANFORMASI DAN AKTUALISASI MAJELIS TARJIH DALAM PENDIDIKAN ISLAM DI SEKOLAH MUHAMMADIYAH Yazida Ichsan; Unik Hanifah Salsabila; Difa'ul Husna
MUADDIB Jurnal Kependidikan dan Keislaman Vol. 12. No 1 (2022)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/muaddib.v12i1.3830

Abstract

This article seeks to describe how the Tarjih Council transformed from time to time both in terms of decisions, manhaj, sources, techniques and approaches in historical perspectives and their actualization in Muhammadiyah education. Education itself is the most effective and strategic da'wah medium within Muhammadiyah so that the internalization and transmission of ideology, understanding and practicing religious teachings based on the Tarjih decision are absolute. The function of education within Muhammadiyah itself is inseparable from three things: integral scientific development, development of learning innovation and internalization of AIK in the social sphere. Research related to this theme is library research research. The approaches used are historical-analysis and philosophical. The results of the study indicate that in actualizing Tarjih products in Muhammadiyah education, three policy directions need to be applied, which include: first, planting tarjih and ta'did insights to educators and students. Second. Actualization of learning materials in accordance with the problems and challenges of changing times. Third, coaching educators in the AIK field as an effort to strengthen ideology and crystallization of values.
Pembelajaran Pendidikan Agama Islam Pada Anak Berkebutuhan Khusus Tunanetra Aulia Farkhan; Sifa Azahra; Bunga Melati Sukma; Wahyu Ramadan; Difa'ul Husna
Instructional Development Journal Vol 5, No 3 (2022): IDJ
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/idj.v5i3.20004

Abstract

Education To ensure a more dignified life, everyone has a fundamental interest in education. According to Article 31 of the 1945 Constitution, the state is obliged to provide high-quality education services to all its citizens, including those with potential inequalities (disabled). Children with special needs have unique characteristics that distinguish them from other children but do not necessarily exhibit mental, emotional, or physical disabilities. Because of their uniqueness, children with special needs (ABK) require special care. Great children is the first term used to refer to children with special needs in Indonesia. Because some disabilities (children with special needs) and Children with Special Needs have only temporary characteristics, children with special needs include children with special needs that are permanent. Children with special needs are those who struggle to adjust because of trauma, confusion, or difficulty concentrating. With the right help, temporary special needs children can become permanent. Islamic education learning methods have discussed various teaching strategies that educators can use in their classroom activities. In this case, several approaches have been presented, including the lecture method, question and answer, discussion, and giving assignments, among others. Similar to other forms of education, the instructor prepares the necessary tools and media, such as braille, shaped teaching aids, speakers, or other items that can help blind students in learning activities. These materials are ensubywith the lessons to be taughTRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian //  TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//
KONSEP PEMBELAJARAN PAI UNTUK SISWA PENYANDANG TUNAGRAHITA RINGAN An Nisaa Zukhrufatul Jannah; Muhammad Annas Budiarto; Ardhian Muhammad Noor Fikriansyah; Faniya Nurul Rohmah; Difa'ul Husna
Al-Muaddib : Jurnal Ilmu-Ilmu Sosial & Keislaman Vol 8, No 1 (2023): Al-Muaddib : Jurnal Ilmu-Ilmu Sosial & Keislaman
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/muaddib.v8i1.21-30

Abstract

Proses belajar dapat dikatakan baik apabila menimbulkan perubahan tingkah laku peserta didik selama proses pembelajaran berlangsung. Belajar mengajar adalah proses yang tersusun secara rapi yang terdapat perencanaa, pelaksanaan, serta evaluasi di dalamnya. Pendidikan agama islam merupakan upaya pembentukan karakter dan usaha mengamalkan serta menghayari ajaran agama. Dalam masyarakat kita terdapat istilah ABK (Anak Berkebutuhan Khusus), yakni mereka para penyandang keterbatasan. Tunagrahita merupakan anak yang mengalami gangguan dalam perkembangan mental dan intelektualnya mengalami hambatan. Hal tersebut berdampak negatif kepada anak salah satunya adalah sulit mengendalikan emosi sehingga mengakibatkan anak kurang bahkan tidak dapat beradaptasi dengan lingkungannya. Terdapat klasifikasi tunagrahita salah satunya adalah unagrahita ringan (mampu dididik) Dalam segi pendidikan anak tunagrahita diajarkan akademik untuk kemandirian biasa disebut dengan akademik fugnsional. Anak tunagrahita dimaksimalkan kemampuannya dalam bidang keterampilannya. Pendidikan agama islam bagi penyandang tunagrahita tentunya bertujuan agar mereka mampu mengerjakan kewajibannya sebagai seorang muslim. Maka metode peragaan bagi anak tunagrahita akan sangat membantu mereka dalam materi sholat ataupun wudhu.
Co-Authors An Nisaa Zukhrufatul Jannah Anggi Pratiwi Ardhian Muhammad Noor Fikriansyah Aulia Farkhan Bunga Melati Sukma Faniya Nurul Rohmah Fitriyani Sanuhung Ita Rosyada Mira Ifta Rimadhani Muhammad Annas Budiarto Sifa Azahra Unik Hanifah Salsabila Wahyu Ramadan Yazida Ichsan