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All Journal ISLAMICA: Jurnal Studi Keislaman Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) EL-BANAT: Jurnal Pemikiran dan Pendidikan Islam Journal of Islamic Civilization Mudir : Jurnal Manajemen Pendidikan Piwulang: Jurnal Pendidikan Agama Islam Soeropati: Journal of Community Service Engagement: Jurnal Pengabdian Kepada Masyarakat

Rangga Sa'adillah SAP

STAI Taswirul Afkar Surabaya

Author-ID : 2527134

Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

Published : 13 Documents Claim Missing Document

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Kajian Filosofis Konsep Epistemologi dan Aksiologi Pendidikan Islam Rangga Sa'adillah SAP; Dewi Winarti; Daiyatul Khusnah
Journal of Islamic Civilization Vol 3 No 1 (2021): Philosophy and Social Change
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/jic.v3i1.2135

The terms of epistemology and axiology in education are endless discussions. The descriptions of epistemology and axiology regarding the concept and its relevance to Islamic education increasingly show views on the horizon of Islamic education. This article aims to elaborate the concepts of epistemology and axiology in the perspective of Islamic education. To describe the terms of epistemology and axiology in the perspective of Islamic education, the method used in this article is literature combined with annotated bibliography as a guide for annotating literature and analyzing discussion. This article produces several elaborative discussions including epistemology as a philosophical way to formulate knowledge, it can help us to develop new concepts in Islamic education such as bayani, burhani and irfani. Meanwhile, axiology as a philosophical guide to capture the existence of values can be used to reaffirm the essence of basic values in Islamic education.

Spiritualitas Muhammadiyah: Kontekstualisasi Gagasan Sufisme Ahmad Dahlan dalam Masyarakat Postmodern Rangga Sa’adillah S.A.P.
EL-BANAT: Jurnal Pemikiran dan Pendidikan Islam Vol. 9 No. 1 (2019): Juni
Publisher : Sekolah Tinggi Agama Islam YPBWI Surabaya

Kiai Dahlan sebagai hoofdBestuur Muhammadiyah adalah tipe ulama purifikatif dan rasional dalam beragama. Ia menekankan pentingnya aksi dari pada berteori, pentingnya akal dari pada takhayul. Dalam praktik keberagamaannya terdapat potret-potret kehidupan sufistik yang merupakan bagian dari wilayah tasawuf. Kiai Dahlan mengajarkan tentang tazkiyat al-nafs, dhikr al-mawt yang merupakan bagian dari tema kesufian. Modernisme dikembangkan atas pelbagai postulat pemikiran rasionalisme, empirisme dan positivisme, sengaja mengabaikan dimensi kehidupan yang sangat mendasar, sedangkan postmodernisme cenderung lebih konstruktif, karena berupaya menawarkan pelbagai visi alternatif mengenai kebenaran. Dus, bukan sekedar dekonstruksi terus-menerus tanpa henti, tetapi juga rekonstruksi yang bersifat positif. Gagasan spiritualime yang dipancarkan oleh kiai Dahlan berpendar dari dimensi esoteris jiwanya, atau lebih nyaman disebut dengan sufi akan tetapi tidak terikat pada tarekat. Sebab, sufi ala kiai Dahlan adalah sufisme makrifat, ketundukkan totalitas pada Tuhan melalui syariat-Nya, kedalaman ilmu, kesabaran amal dan kebijaksanaan dalam penghayatan.

Formulasi Kebijakan Pembelajaran Pendidikan Agama Islam; Refleksi Filosofis Kebijakan Permendikbud No. 22 Tahun 2016 pada PAI: Refleksi Filosofis Kebijakan Permendikbud No. 22 Tahun 2016 pada PAI Rangga Sa'adillah S.A.P.
EL-BANAT: Jurnal Pemikiran dan Pendidikan Islam Vol. 10 No. 1 (2020): Juni
Publisher : Sekolah Tinggi Agama Islam YPBWI Surabaya

Artikel ini memformulasi kebijakan standar proses pendidikan dalam Permendikbud No. 22 Tahun 2016 agar kompatibel dengan karakteristik PAI dengan membedah epistemologi pembelajaran dan taksonomi pembelajaran melalui kajian filosofis. Epistemologi PAI bertumpu pada pemikiran bahwa ilmu adalah milik Allah, maka pendidikan juga berasal dari Allah. Dengan demikian, Allah merupakan pendidik yang pertama dan utama dan juga pengajar pertama. Sebagai peserta didiknya adalah manusia. Manusia diberi bekal berupa akal (penalaran) untuk merumuskan teori-teori. Ini merupakan anugerah agar akal digunakan untuk melakukan perenungan disertai dengan konfirmasi pengalaman dari panca indera –disinergikan dengan intuisi agar jalan berpikir yang digunakan manusia tidak terlepas dari rel yang diatur Allah. Tujuan PAI adalah membuat peserta didik menjadi baik. Kata baik adalah kunci dalam merumuskan tujuan PAI (taksonomi transenden). Dengan metode mawdhu’I, akar kata “baik” dalam Alquran mengacu pada ahsana-yuhsinu, shaluha-yasluhu, dan khayrun. Kemudian data-data tersebut dikorelasikan, dan direduksi –diklasifikasikan (taksonomi) menjadi tiga domain. Pertama “baik” kaitannya antara manusia dengan Tuhan (Illahiyyah/ketuhanan/ teosentris). Kedua “baik” kaitannya dengan hubungan antara manusia dengan manusia dan interaksi sosial di masyarakat (insaniyyah/kemanusiaan/ antroposentris). Dan ketiga, “baik” dalam kaitan hubungan manusia dengan alam semesta (kauniyah/alam semesta/ekosentris). Taksonomi transenden untuk mengatasi krisis spiritual, kemanusiaan, dan kerusakan alam.

Psikologi Humanis; Mengurai Relasi Teoritik antara Psikologi dan Agama Rangga Sa'adillah S.A.P.; Daiyatul Khusnah; Dewi Winarti
EL-BANAT: Jurnal Pemikiran dan Pendidikan Islam Vol. 11 No. 1 (2021): Juni
Publisher : Sekolah Tinggi Agama Islam YPBWI Surabaya

Psychological discourse can be traced through the thoughts of Muslim philosophers such as Al-Kindi, Al-Farabi, Ibn Sina, and Al-Ghazali about the concept of the nafs. Its abstract but real structure forms the human psyche, received a warm welcome from Western thinkers such as Wilhelm Wundt and Ivan Pavlov so that psychology was born. Islamic teachings about psychology and psychology are not two different things but mutually support each other and complement each other, because in the development of psychology there are ups and downs in the relationship between psychology and religion. Through a multidisciplinary study of Islamic religious education, this article describes the terminology of Islamic psychology; human psychological elements; and the human driving force. At the end of this article, the author tries to find an estuary between western psychology and Islamic teachings on psychology which leads to humanist psychology. Humanist psychology is the latest period of the ebb and flow of the relationship between psychology and religion.

Telaah Epistemologis Pendekatan Saintifik Mata Pelajaran Pendidikan Agama Islam Kusaeri Kusaeri; Rangga Sa'adillah
Islamica: Jurnal Studi Keislaman Vol. 9 No. 2 (2015): Maret
Publisher : Postgraduate Studies of Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia

This article seeks to find out the intersection between scientific approach and Islamic religious education as a subject matter. The scientific approach adopts scientific steps in building scientific knowledge, i.e. such featuring dimensions as observation, reasoning, inquiry, validation anD and description of scientific truth. Since the scientific approach is regarded as too empirical, rational and logical. In Cartesian sense, it contradicts the logical structure of the subject of Islamic religious education. Five aspects of Islamic religious education (the Qur??n, Had?th, Aq?dah Akhlaq, Fiqh, history of Islamic culture, and Arabic language) have different characteristics, even demand a non-scientific logics such as intuition and revelation. Aq?dah (belief), for example, which consists of the doctrine of monotheism (tawhid) is difficult to be scrutinized through empirical evidence. There are some other examples in this field which are difficult to be analyzed by means of scientific approach. Through library research, this article nevertheless finds that the logic of scientific approach and Islamic religious education can be integrated, since revelation and reason are mutually supportive.

PENDIDIKAN KARAKTER MENURUT KH. WAHID HASYIM Rangga Sa’adillah S. A. P.
Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Vol. 3 No. 2 (2015)
Publisher : UIN Sunan Ampel Surabaya

Bahasa Indonesia:Studi library research ini berusaha menjawab dua pertanyaan. Pertama bagaimana pemikiran KH. Wahid Hasyim tentang pendidikan karakter? Kedua bagaimana relevansi konsep pendidikan karakter KH. Wahid Hasyim dengan kondisi pendidikan di Indonesia saat ini? Melalui analisis induktif dihasilkan dua temuan. Pertama, terdapat delapan nilai-nilai karakter yang berusaha ditanamkan oleh KH. Wahid Hasyim. Delapan nilai tersebut adalah religius, toleransi, madiri, demokratis, semangat kebangsaan, cinta tanah air, bersahabat atau komunikatif, dan gemar membaca. Temuan kedua pada penelitian ini, bahwa pemikiran pendidikan karakter KH. Wahid Hasyim sejalan dengan tujuan pendidikan karakter. Dia berikhtiar membangun kehidupan kebangsaan yang multikultural; membangun peradaban bangsa yang cerdas, berbudaya luhur, dan mampu berkontribusi terhadap pengembangan kehidupan umat manusia, mengembangkan potensi dasar agar berhati baik, berpikiran baik, dan berperilaku baik serta keteladanan baik; membangun sikap warganegara yang mencintai kedamaian, kreatif, mandiri, dan mampu hidup berdampingan dengan bangsa lain dalam suatu harmoni. English: This library research examined two research questions. They are what thoughts of KH. Wahid Hasyim about the character education are and how the concept of character education by KH. Wahid Hasyim is relevant to the current condition of education in Indonesia. This study reveals two findings through an inductive analysis. The chief finding of this study is that there are eight characteristic values taught by KH.Wahid Hasyim including religious, tolerant, independent, democratic, patriotic, nasionalist, communicative, and keen on reading. Second, this study disclosed that the thought of character education by KH. Wahid Hasyim is in line with the goal of character education. He strove to build a multicultural national life, educate an intelligent civilization, build a noble character, encourage people to contribute to the development of human life, and develop the potential of having kind hearts, positive thoughts and good behavior as well as exemplary models. He also sought to generate enthusiasm of citizens to keep the peace, creativity, independence, and to be able to coexist with other nations in a harmony.

Pendidikan Moral melalui Pembelajaran Kitab Alfiyah ibn Malik di Pondok Pesantren Langitan Tuban Abdul Muhid; Asnawi Asnawi; Rangga Sa’adillah S. A. P.
Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Vol. 6 No. 1 (2018)
Publisher : UIN Sunan Ampel Surabaya

Kitab Alfiyah of Muhammad bin Abdillah bin Malik al-Andalusi or known as Ibnu Malik is famous for resource of Arabic grammar. It is uncommon to find discourse of the kitab apart from the Arabic grammar. It is the fact that moral values are the other side of its contents, implicitly live in the stanzas. Philosophical worldview makes possible to uncover the moral values, then to interpret it, and to internalize it throung learning activities. This article describes the moral contents, internalization methods, and reflection of the internalization towards santri in Pondok Pesantren Langitan Tuban. With naturalistic paradigm, data were collected through interview, observation, and documentation. Findings shows that moral internalization in the kitab Alfiyah Ibn Malik learning activities was going through modelling, rewards, punishment, building habits, and indoctrination. In addition, author finds 31 moral values within stanzas in the kitab and 12 reflective behaviors by santri.

Dampak Pendekatan Saintifik terhadap Sikap Spiritual Siswa dalam Pembelajaran PAI di SMA di Sidoarjo Rangga Sa'adillah S.A.P.; Tobroni Tobroni; Ishomuddin Ishomuddin; Khozin Khozin
Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Vol. 7 No. 2 (2019): December 2019
Publisher : UIN Sunan Ampel Surabaya

This study aims to describe the impact of a scientific approach on students' spiritual attitudes. Through the constructivism paradigm combined with a phenomenological approach, this study involved 19 students. In-depth interviews are used as the main data collection technique while observation and documentation as secondary techniques as well as data validation. The analysis phase is carried out with four stages namely description of the phenomenon, horizonalization, cluster of meaning, essence description. This study reveals that a scientific approach can provide three impacts on students' spiritual attitudes, namely the impact on cognitive, affective, and psychomotor spiritual attitudes. Spiritual attitudes found in the research act as driving forces for human behavior. The findings of this study develop the interaction of character components. The components of a spiritual attitude are interactions not determinants. This means that the components of spiritual attitude only correlate with each other and these components will not be able to validly predict behavior.

KEISTIMEWAAN PENDIDIKAN ISLAM DAN TIPOLOGI PENDIDIK IDEAL DALAM AL-QURAN DAN HADIS Rangga Sa'adillah S.A.P.; Dewi Winarti; Daiyatul Khusnah
Piwulang: Jurnal Pendidikan Agama Islam Vol 4, No 1 (2021): edisi SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/piwulang.v4i1.671

This article seeks to describe two important terms in Islamic education, namely how the specialty of Islamic education is and what is the typology of ideal educators. These two important terms are described based on the authoritative sources of Islamic teachings, namely the Al-Quran and Hadith. The specialty of Islamic education can be parsed from the root word which refers to three terms, namely tabiyah, ta'lim, and ta'dib. From several terms regarding education and teaching, there are three discourses, namely: tarbiyah, ta'lim, ta'dib but have the same thing and the same goals. The term educator in Islamic education is often referred to by several terms including murabbi, mu'allim, muaddib. Apart from these three fairly popular terms, several terms are also used to refer to the word educators such as ustaz, murshid, and mudarris. Some of these words have their depth of meaning and usage.

Management Quality Control in Islamic Education Rangga Sa'adillah S.A.P.; Daiyatul Husna; Dewi Winarti
Mudir : Jurnal Manajemen Pendidikan Vol 3 No 2 (2021): July : Mudir: Jurnal Manajemen Pendidikan
Publisher : Program Studi Manajemen Pendidikan Islam, Fakultas Tarbiyah, Institut Pesantren Sunan Drajat Lamongan

This article aims to examine and elaborate on the terms of quality control management from the perspective of Islamic education. Quality control is important in the world of education because quality control is related to the consistency of Islamic education institutions in ensuring that the quality of these educational institutions is feasible to operate and compete in the national and international education arena. To control the quality of education, this article offers two models, namely total quality management and excellent service-based quality control management. The thing that must be considered in quality control management is not only to pay attention to three aspects of quality control, namely input, process, and output. More than that, in carrying out quality control management, you must also provide excellent service that really shows partiality to the customer.

Co-Authors . Ishomuddin Abdul Muhid Asnawi Asnawi Daiyatul Husna Daiyatul Husna Daiyatul Khusnah Daiyatul Khusnah Daiyatul Khusnah Dewi Winarti Dewi Winarti Dewi Winarti Dewi Winarti Dewi Winarti Indah Manfaati Nur Isdiyana Kusuma Ayu Khozin Khozin Kusaeri Kusaeri M. Al Haris Mochamad Hasyim Muntaha Muntaha Pinastika Prajna Paramita Tobroni Tobroni

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