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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah Al-Jabar : Jurnal Pendidikan Matematika EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Tadbir : Jurnal Studi Manajemen Pendidikan DAYAH: Journal of Islamic Education
Munifah Munifah
Institut Agama Islam Negeri Kediri
Religion Education Mathematics Social Sciences

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Management System of Education: Conceptual Similarity (Integration) between Japanese Learning System and Islamic Learning System in Indonesia Munifah Munifah; Iskandar Tsani; Muhamad Yasin; Hasan Said Tortop; Endah Kinarya Palupi; Rofiqul Umam
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 4, No 2 (2019): 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 (306.687 KB) | DOI: 10.24042/tadris.v4i2.4893

Abstract

The changing times that followed the development of technology made the education system management must be updated to suit the needs and conditions of the environment. In this article, we look for information about the education system in two different countries, namely Japan and Indonesia. The purpose of this research is to find out the integration between the two countries that have different education management systems. The research method used is a descriptive qualitative method. In this research also, the research method is based on the philosophy of postpositivism, using natural conditions or objects. The instrument used to find out information on the education system in each school uses 10 questions and looks for curriculum information data in general in each country. The findings in this study found that, although the management of the education systems of the two countries was slightly different, Indonesian students could compete to continue their tertiary education to developed countries. Besides, the education system in Japan does not make students from Indonesia experience difficulties.
The Concept of Character Learning: A Comparative Study of Al-Ghazali and Thomas Lickona’s Perspectives Syamsul Huda; Muhamim Sarifudin; Munifah Munifah; Anis Humaidi; Saifullah Idris; Mawardi Mawardi
DAYAH: Journal of Islamic Education Vol 5, No 1 (2022): 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.v5i1.11974

Abstract

The main goal in character education is to achieve noble character to create a harmonious human life, helping each other, being fair, and having a balanced relationship in social life. Because of that, instilling character in students is fundamental so that when they grow up, they can become the next generation of solid character. This study uses library research that compares the concept of learning the character of al-Ghazali and Thomas Lickona. The research method carried out in this study was carried out with several steps, such as collecting qualitative data based on reputable data sources and analyzing data to obtain final results. The study results show that Al-Ghazali's educational method is a traditional nuanced method of "lecture and uswah hasanah". Furthermore, Al-Ghazali's educational materials are all forms of teachings contained in the Islamic religion. More clearly and concretely, the concept of education initiated by Al-Ghazali contains two elements: transcendence (rububiyyah: divine) and humanization. Meanwhile, the concept of character learning initiated by Thomas Lickona formulates character learning that involves all components in the education process, both family, school, and community. In addition, the character learning process, according to Thomas Lickona is an effort that involves three aspects of intelligence, including cognitive through moral knowing, affective through moral feeling, and psychomotor through moral acting as follows: The purpose of character learning is to help students become intelligent and good in manners.
Manifestation Of Prophetic Leadership Values In Islamic Education Try Heni Aprilia; Munifah Munifah
Tadbir : Jurnal Studi Manajemen Pendidikan Vol 6, No 2 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v6i2.4896

Abstract

The issue of morality is still a hot issue that is still being discussed. The flow of globalization has resulted in the erosion of human morality so that it only prioritizes the capitalist and materialistic aspects. Educational institutions as the main basis of human civilization and intellectuality should be able to become a place for transmitting moral values that are always based on prophethood and divinity. In reviewing the problems above, this study uses a library research approach with data analysis methods, content analysis, and spiral analysis. The findings of this study are that prophetic leadership is a leadership typology that is oriented towards restoring human nature as caliphs on earth by making the prophet Muhammad a role model in carrying out his leadership activities. Prophetic Islamic education is also an effort to prevent moral degradation because it returns the function of education to a divine basis, and always has high faith so that it can create a generation of rahmatan lil-‘alamin. These prophetic leadership values are inspired by Kuntowijoyo’s ‘social prophetic’ concept, including humanists, liberals, and transcendentals.
How to Manage Numerical Abilities in Algebra Material? Munifah Munifah; Annisa Nurhuda Romadhona; Ilma Ridhona; Rahmi Ramadhani; Rofiqul Umam; Hasan Said Tortop
Al-Jabar: Jurnal Pendidikan Matematika Vol 10, No 2 (2019): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (330.33 KB) | DOI: 10.24042/ajpm.v10i2.5325

Abstract

Numerical ability is very help students understand the material, analyze any problems, and apply math concepts in daily life so that numerical abilities of students is a factor that can affect learning outcomes. Determine the effect of learning model Scramble and learning model with SAVI (Somatic, Auditory, Visual, and Intellegence) on the ability of numerical be the purpose of this article. The design of the research used Quasy Experimental Design, with the instrument used for the study in the form of test numerical ability. Data analysis used the T-test. Based on the results of the research concluded that the learning model Scrambler and learning model SAVI has a significant influence on numerical ability. And both of them is a model of learning which is equally effective against numerical abilities in order to improve learning outcomes is more optimal. But model pembelajaran SAVI is more effective than learning models scramble
Kaderisasi Ulama Melalui Sistem Pembelajaran Pada Madrasah Aliyah Program Keagamaan (MAPK) MAN 4 Jombang Niswah Qonitah; Anis Humaidi; Munifah Munifah
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan Vol. 20 No. 2 (2022): EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v20i2.1151

Abstract

Abstrak Penelitian ini dilatarbelakangi oleh upaya madrasah dalam meningkatkan mutu dan daya saing lulusan melalui pembekalan keagamaan untuk menyiapkan kader ulama berwawasan keislaman, keindonesiaan dan kemoderenan di tengah arus globalisasi, radikalisme, dan liberalisme. MA Program Keagamaan sebagai pusat pendidikan Islam diselenggarakan melalui sistem pembelajaran yang terpadu untuk mengembangkan potensi peserta didik secara optimal sebagai kader ulama di masa mendatang. Hasil penelitian menunjukkan bahwa, Pertama, merumuskan tujuan pembelajaran meliputi tujuan pendidikan nasional tertuang pada UU RI No.20/2003 tentang Sistem Pendidikan Nasional tentang fungsi dan tujuan pendidikan,  tujuan institusional tercemin pada slogan "mencetak ulama yang cendekia, cendekia yang ulama", dan tujuan kurikuler yang merefleksikan pada standar kompetensi lulusan. Kedua, pembekalan materi kaderisasi ulama berbasis kurikulum standar nasional, kitab kuning, keterampilan bahasa asing, tahfidzul qur'an dan tahfidzul hadits, keterampilan pengembangan diri mencakup literasi, pengembangan softskill berbasis IT, bahtsul masail, talkshow, muhadhoroh, diba'iyah, khutbah jum'at, kegiatan ekstrakulikuler, dan pengabdian santri. Ketiga, metode pembelajaran kaderisasi ulama berbasis saintific approach, sorogan, bandongan, maknani, syawir, ilqoul mufrodat, talaqqy, murojaah, dan ziyadah. Keempat, evaluasi pada pembelajaran formal menggunakan kurikulum standar nasional.
Co-Authors Anis Humaidi Annisa Nurhuda Romadhona Endah Kinarya Palupi Hasan Said Tortop Hasan Said Tortop Ilma Ridhona Iskandar Tsani Mawardi Mawardi Muhamad Yasin Muhamim Sarifudin Niswah Qonitah Rahmi Ramadhani Saifullah Idris Syamsul Huda Try Heni Aprilia Umam, Rofiqul