Garuda - Garba Rujukan Digital

Pengembangan Diri dan Pembiasaan dalam Pembelajaran “Bahasa” Maksudin
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 1 No 1 (2015)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2015.011-02

The Habituation in learning “language” is lessened trial and substantial in terms of mastery and language skills including mastery and Arabic language skills. Because the habituation is a basic requirement in the learning “language” itself. For language learners to be able to master the language being studied or taught in the learning needs of habituation and repetition continuously. On the other side of habituation, the language will have a positive influence on the development of language learners themselves. Therefore, the relation of the habituation in learning the language as an integral part of self-development for language learners. In this paper, the self-development approach used a humanistic approach. This approach is seen to have compatibility with habituation in language learning

Transformasi Pendidikan Agama dan Sains Dikotomik ke Pendidikan Nondikotomik Maksudin
Jurnal Pendidikan Islam Vol 4 No 2 (2015): PENDIDIKAN ISLAM DAN SAINS
Publisher : Faculty of Tarbiyah and Education State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2015.42.277-298

Modern society is experiencing a spiritual emptiness that caused by dichotomous thinkingbetween religion and science. Therefore, it is important to do the transformation fromdichotomous understanding and education into nondichotomous. This effort can beused as an alternative to solve the problems of the education system and the dichotomouslife system. Some of the advantages of nondichotomous for education system and thelife system is the realization of: integration, interconnection, holistic, integrated,comprehensive, one system, one entity, strong, collective, religious, humane, peaceful,familiar, humble, thorough, work hard, work smartly, work well, work completely, andwork sincerely. While the weaknesses of the dichotomy in the life of the nation leadto several things: separation, stand-alone, partial, incomplete, divided, fragmented,dispersed, collapsed, weak, individual, secular, radical, anarchist, haughty, arrogant,incomplete, fast lackluster, quickly surrendered, carelessly, incomplete result, selfishnessand despair. Thus the nondichotomousreligious education and science in line with thebasic principles of the theological-dogmatic and philosophical-methodological

Pelaksanaan Kurikulum Prodi PBA IAIN Sultan Amai Gorontalo Mengacu KKNI dan SN-Dikti dalam Perkuliahan Berbasis Online Tolinggi, Syindi Oktaviani R.; Maksudin, Maksudin
Arabia Vol 13, No 2 (2021): JURNAL ARABIA
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/arabia.v13i2.11680

This research is a type of field research using qualitative research methods. This research was conducted in PBA IAIN Sultan Amai Gorontalo. The data in this research was obtained through three ways, namely: observation, interview, and documentation. The results of this research found that the implementation of the curriculum of PBA Study Program refers to KKNI and SN-Dikti at IAIN Sultan Amai Gorontalo in online lectures are still not running to the maximum. Not yet the maximum implementation of the curriculum is caused by several things, namely: first, diversity of perception and unfulfillment of all components in rps compiled by lecturers, because there is no special assistance for lecturers to compile RPS referring kkni. Second, the changes in online lectures that occur suddenly cause the Study Program and lecturers are not ready in planning the adjustment of lectures, thus impacting on the unclear direction of the online lecture process. The regulation of curriculum implementation refers to KKNI and SN-Dikti which can be input for PBA Study Program in online lectures, consisting of three lecture halls, namely room 1 for independent activities, room 2 for collaboration activities, and room 3 for virtual face-to-face activities.

Pelaksanaan Kurikulum Prodi PBA IAIN Sultan Amai Gorontalo Mengacu KKNI dan SN-Dikti dalam Perkuliahan Berbasis Online Syindi Oktaviani R. Tolinggi; Maksudin Maksudin
Arabia Vol 13, No 2 (2021): JURNAL ARABIA
Publisher : Program Studi Pendidikan Bahasa Arab Fakultas Tarbiyah IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/arabia.v13i2.11680

This research is a type of field research using qualitative research methods. This research was conducted in PBA IAIN Sultan Amai Gorontalo. The data in this research was obtained through three ways, namely: observation, interview, and documentation. The results of this research found that the implementation of the curriculum of PBA Study Program refers to KKNI and SN-Dikti at IAIN Sultan Amai Gorontalo in online lectures are still not running to the maximum. Not yet the maximum implementation of the curriculum is caused by several things, namely: first, diversity of perception and unfulfillment of all components in rps compiled by lecturers, because there is no special assistance for lecturers to compile RPS referring kkni. Second, the changes in online lectures that occur suddenly cause the Study Program and lecturers are not ready in planning the adjustment of lectures, thus impacting on the unclear direction of the online lecture process. The regulation of curriculum implementation refers to KKNI and SN-Dikti which can be input for PBA Study Program in online lectures, consisting of three lecture halls, namely room 1 for independent activities, room 2 for collaboration activities, and room 3 for virtual face-to-face activities.

PENDIDIKAN KARAKTER NONDIKOTOMIK (Upaya Membangun Bangsa Indonesia Seutuhnya) Maksudin .
Jurnal Pendidikan Karakter Vol. 4, No. 2 (2013)
Publisher : LPPM Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpk.v2i2.1435

Abstrak: Hakikat pendidikan adalah memanusiakan manusia sesuai dengan fitrahnya. Fitrah manusia memiliki sifat dasar “hanief” cenderung positif, baik, dan benar. Salah satu upaya untuk memelihara dan mengembangkan fitrah adalah melalui pendidikan nondikotomik yang mendasarkan diri pada integrasi agama dan sains. Pendidikan karakter nondikotomik dapat dijadikan alternatif untuk memberikan solusi dalam membangun bangsa Indonesia seutuhnya. Pendidikan nondikotomik merupakan konsep yang utuh, terintegrasi, dan komprehensif antardiri, keluarga, masyarakat, sekolah, dan pemerintah karena pada hakikatnya pendidikan karakter nondikotomik merupakan tanggung jawab bagi setiap insan, warga negara yang harus memberdayakan dan mengembangkan diri, keluarga, dan masyarakat secara nasional dalam tatanan kehidupan berbangsa dan bernegara. Tujuan akhir pendidikan karakter nondikotomik adalah terwujudnya keluaran pendidikan yang memiliki karakter saintis yang agamawan dan agamawan yang saintis. Kata Kunci: pendidikan karakter, nondikotomik, agama dan sains NONDICHOTOMIC CHARACTER EDUCATION (Efforts to Build A Holistic Indonesian Nation) Abstract: The essence of education is humanizing humans in accordance with their nature. The human nature has its hanief basic characteristic which tends to be positive, good, and right. One of the efforts to maitain and develop this basic nature is through nondichotomic education which bases itself on the integration of religion and science. Nondichotomic character education can be an alternative sulution in building a holistic Indonesian nation. Nondichotomic education is a holistic, integrated, and comprehensive concept of interindividuals, family, community, school, and the government, because, in principle, nondichotomic character education is the responsibility of every human being, citizen who has to empower and develop oneself, family, and community, nationally in a life system of a nation and a country. The final goal of nondichotomic character education is to realize the education output having the characterics of religious scientists and scientific religious persons. Keywords: character education, nondichotomic, religion, science

SISTEM BOARDING SCHOOL SMP ISLAM TERPADU ABU BAKAR YOGYAKARTA (Transformasi dan Humanisme Religius) Maksudin .
Jurnal Cakrawala Pendidikan No 1 (2012): CAKRAWALA PENDIDIKAN EDISI Februari 2012, Th. XXXI, No. 1
Publisher : LPMPP Universitas Negeri Yogyakarta

Abstrak: Sistem Boarding School SMP Islam Terpadu Abu Bakar Yogyakarta (Transformasi dan Humanisme Religius). Penelitian ini bertujuan untuk (1) mengungkap bagaimana transformasi kelembagaan pendidikan dilaksanakan di SMP Islam Terpadu Abu Bakar Boarding School Yogyakarta; (2) mengetahui bagaimana implementasi humanisme religius pendidikan Islam dilaksanakan di SMP tersebut. Penelitian ini dilakukan dan dirancang sesuai dengan prinsip-prinsip field research dengan menggunakan pendekatan naturalistik. Hasil penelitian ini dapat dikemukakan sebagai berikut. Pertama, penyelenggaraan pendidikan di SMP Islam Terpadu Abu Bakar dengan sistem boarding school dan fullday merupakan wujud transformasi kelembagaan pendidikan. Kedua, penerapan humanisme religius di SMP Islam Terpadu Abu Bakar didasarkan paradigma Islam Terpadu (IT) yang diimplementasikan secara tersurat pada visi, misi, dan tujuan yang diembannya. Pengamalan visi dan misi yang diemban sekolah dijabarkan di dalam tujuan penyelenggaraan pendidikan di SMP Islam Terpadu Abu Bakar pendidikan dan pembinaan siswa, di dalam kelas, di asrama, di masjid saat salat berjamaah, doa, żikir ma’śurat bersama, apel malam (muhasabah), malam bina iman dan takwa. Kata Kunci: sistem boarding school, humanisme religius, transformasi Abstract: The Boarding School System of SMP Islam Terpadu Abu Bakar Yogyakarta. This study was aimed to reveal: (1) how the educational institutional transformation was carried out in SMP Islam TerpaduAbu Bakar Yogyakarta; and (2) how religious humanism of Islamic education was carried out there. This study employed the naturalistic approach. The findings of the study could be stated as follows. First, the implementation of the education using the boarding school and full-day system was the realization of the institutional transformation. Second, the religious humanism was implemented based on the paradigm of integrated Islam through the vision, mission, and the goals. The school vision and mission were realized in the aims of the implementation of education through nurturing activities in the class, in the boarding house, and in the mosque. Keywords: boarding school system, religious humanism, transformation

KAJIAN KENDALA DAN PEMECAHAN MASALAH PEMBELAJARAN AFEKTIFDALAM PENDIDlKAN AGAMA ISLAMPADASEKOLAH MENENGAH ATAS DI KOTA YOGYAKARTA Maksudin Maksudin
Jurnal Cakrawala Pendidikan No 1 (2005): Cakrawala Pendidikan, Edisi Februari 2005, Th. XXIV, No.1
Publisher : LPMPP Universitas Negeri Yogyakarta

This article is about adescriptive-qualitative research made to identify and describe the constraints of affective learning in the religious education affiliated to Islam at senior high schools in the city ofYogyakarta and the alternative strategies ofproblem:solving used by teachers of the religion in overcoming the constraints. The research data were collected from the whole population of such teachers at both state and private senior high schools all over the city by using questionnaires and interview guidelines.The research findings indicate that, in conducting affective teaching, those teachers are faced with numerous constraints related to their students' self-esteem, interest, motivation, attitude, value system, and faith. The constraints may be internal or external in origin, that is, caused by factors coming from the students themselves or by those coming from elsewhere. The teachers' efforts to overcome the constraints may also be internal in type, made to solve problems caused by factors of the first type above, or external in type, made to solvt: problems caused by factors of the second type above which have a share in causing the constraints external in origin. In addition, the findings also indicate that, in general, the teachers still lack fullunderstanding of and are not yet fully aware of the model of affective

Ijtihad Jamai Sebagai Solusi Permasalahan Sosial Maksudin Maksudin
Asy-Syir'ah: Jurnal Ilmu Syari'ah dan Hukum Vol 43, No 2 (2009)
Publisher : Faculty of Sharia and Law - Sunan Kalijaga State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ajish.v43i2.102

Dalam era kemajuan ilmu pengetahuan, teknologi, dan seni lebih-lebih memasuki era global permasalahan hidup dan sistem kehidupan manusia semakin kompleks, pelik, krusial, dan komprehensif. Di sisi lain keilmuan yang dimiliki atau dikuasai oleh para ahli menjurus pada spesialisasi, dan spesifikasi tertentu dalam bidang keahliannya, mengerucut tidak lagi komprehensif. Oleh karena itu, permasalahan sosial yang terjadi akhir-akhir ini sulit diselesaikan dengan satu disiplin ilmu atau satu keahlian tertentu, dan bahkan tidak menutup kemungkinan penyelesaian itu, akan berakibat vatal atau tidak menjawab dan memberikan solusi pemecahan masalah tersebut. Kekompleksan permasalahan sosial akhir-akhir ini membutuhkan penyelesaian secara komprehensif, integratif, interkonektif, dan non reduksionis, yakni penyelesaian dengan pendekatan multidisiplin dan multidimensional. Oleh karena itu, diperlukan penyelesaian permasalahan-permasalahan sosial melalui ijtihad jamai. Dengan ungkapan lain 'ijtihad jamai sebagai solusi permasalahan sosial.

The Concept of Character Education Perspective of Ki Hajar Dewantara and KH Imam Zarkasyi and Their Relevance With The 2013 Curriculum Shofwan Almuzani; Gatot Handoko; Maksudin Maksudin
At-Ta'dib Vol 16, No 2 (2021): Learning Strategies During The Pandemic
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v16i2.6965

morals and akhlaq are formed through caracter education, in other it's able to form productive, creative, and noble personality. The character of a nation is faced with complex problems. Among them are some high school sudents caught carrying machetes just before gang's brawl, and the next case is the beating by the youth of the klitih group to a person named Agung Styobudi in the Sleman city. Based on the facts, the researchers tried to express and compare the concept of character education between the perspectives of Ki Hajar Dewantara and KH Imam Zarkasyi with a socio-historical approach and analyze the relevance of thinking to the 2013 curriculum, which is expected to be a solutions. The research resulted in several concepts: the concept of character education according to Ki Hajar Dewantara, is a science that studies the good and bad of human attitudes, so that it can be applied in everyday life, the orientation is a liberating science. Meanwhile, character education according to KH Imam Zarkasyi: is a philosophy of life that includes sincerity, simplicity, independence, ukhuwah Islamiyah, and freedom, the orientation is religious values, which contain elements of belief (i'tikad), elements of character, and elements of feelings. The basis of the concept of character education Ki Hajar Dewantara and KH Imam Zarkasyi both produced the concept of character education which was implemented in the 2013 curriculum according to the cognitive, affective, and psychomotor domains, which followed the achievement of graduate competency standards. The analysis of the relevance of character education from the thoughts of the two figures according to the 2013 curriculum resulted: The concept of character education KH Imam Zarkasyi is more relevant to the 2013 curriculum, due to the many conformities of the concept of character education which is based on the teachings of noble character and Islamic teachings, the main learning method is habituation, while the content and teaching resources include religious and character subjects and are based on the achievement of graduate competencies.

Socrative, Quizizz, and Google Form as Online-Based Evaluation Tools for Maharah Al-Qirā'ah Learning Ali Mufti; Maksudin Maksudin; R Umi Baroroh; Agung Setiyawan
Maharaat: Jurnal Pendidikan Bahasa Arab Vol 4, No 2 (2022): April
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/mht.v4i2.14229

The use of technology to innovate in learning methods and media has been widely carried out, including in the learning process of the Al-Qirā'ah Al-Asāsiyyah course at the Arabic Language Education Study Program at UIN Sunan Kalijaga Yogyakarta in the third semester. The purpose of this study is to describe students' perspectives on the advantages and challenges of using online-based evaluation tools: Socrative, Quizizz, and Google Form in the learning process at Al-Qirā'ah Al-Asāsiyyah courses. This study is a descriptive quantitative research that uses a questionnaire to collect data. This study revealed several advantages of using the online-based evaluation tools, such as being easy to use, effective, and can motivate students. Meanwhile, the challenges that must be faced are students must be connected to the internet network, the lack of variety in Arabic fonts, and the lack of variety in types of questions. Among the three types of evaluation tools offered, students prefer Quizizz over others.

Title

Found 18 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 18 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 18 Documents
Search