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All Journal Ta'allum: Jurnal Pendidikan Islam Wawasan Belajar Anak Usia Dini
ma'ruf ma'ruf
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Problem Sosiologis Pendidikan Islam di Indonesia, Pakistan, Arab Saudi dan Beberapa Solusi ma'ruf ma'ruf
Ta'allum: Jurnal Pendidikan Islam Vol 7 No 2 (2019)
Publisher : Institut Agama Islam Negeri (IAIN) Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/taalum.2019.7.2.358-383

Abstract

This paper aims to describe the Islamic education system in Indonesia, Pakistan, Saudi Arabia, sociological issues, and alternative solutions. The method used is library research. Study results: Institutions of Islamic education in Indonesia: Islamic boarding schools, madrassas, Islamic higher education, and non-formal Islamic educational institutions. Sociological problems: misorientation, emphasis on intellectual, verbalistic and centralistic, exclusive, dichotomous, mechanical, methodological and pedagogical crises, depending on government education patterns and issues of relevance. The solution: needed concepts that clarify the basic ambivalence of philosophy, objectives, methods, and curriculum of Islamic education; reformulation of Islamic sciences; creating a more future-oriented education; institutional reconstruction; methodological innovation; fostering research enthusiasm; and integration of Islamic education with general education. Islamic education in Pakistan is divided into three: Quranic School; Mosque Primary School; and Madrasa. Sociological problems: poverty; regional disparity; gender discrimination; lack of work skills education; fund; lack of professional teachers; verbalistic; centralistic; exclusive; dichotomous; crisis methodology; and indoctrinative. Solution: increase cooperation with Islamic countries; integration of Islamic education and general education; Increasing teacher and cleric competency; Campaign for equal rights to education; and Increasing the cost of education. Islamic education in Saudi Arabia includes levels: Basic Education, Further Education: general, religious, and technical; College. Its sociological problems: the Sunni clash with the Shiites; teacher domination; gender disparity; and dichotomous problems. The solution: ijtihad ulama ’Islam across countries helps Saudi Arabia formulate an Islamic education system; and cooperation between Islamic countries. 
Problem Sosiologis Pendidikan Islam di Indonesia, Pakistan, Arab Saudi dan Beberapa Solusi ma'ruf ma'ruf
Ta'allum: Jurnal Pendidikan Islam Vol 7 No 2 (2019)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/taalum.2019.7.2.358-383

Abstract

This paper aims to describe the Islamic education system in Indonesia, Pakistan, Saudi Arabia, sociological issues, and alternative solutions. The method used is library research. Study results: Institutions of Islamic education in Indonesia: Islamic boarding schools, madrassas, Islamic higher education, and non-formal Islamic educational institutions. Sociological problems: misorientation, emphasis on intellectual, verbalistic and centralistic, exclusive, dichotomous, mechanical, methodological and pedagogical crises, depending on government education patterns and issues of relevance. The solution: needed concepts that clarify the basic ambivalence of philosophy, objectives, methods, and curriculum of Islamic education; reformulation of Islamic sciences; creating a more future-oriented education; institutional reconstruction; methodological innovation; fostering research enthusiasm; and integration of Islamic education with general education. Islamic education in Pakistan is divided into three: Quranic School; Mosque Primary School; and Madrasa. Sociological problems: poverty; regional disparity; gender discrimination; lack of work skills education; fund; lack of professional teachers; verbalistic; centralistic; exclusive; dichotomous; crisis methodology; and indoctrinative. Solution: increase cooperation with Islamic countries; integration of Islamic education and general education; Increasing teacher and cleric competency; Campaign for equal rights to education; and Increasing the cost of education. Islamic education in Saudi Arabia includes levels: Basic Education, Further Education: general, religious, and technical; College. Its sociological problems: the Sunni clash with the Shiites; teacher domination; gender disparity; and dichotomous problems. The solution: ijtihad ulama ’Islam across countries helps Saudi Arabia formulate an Islamic education system; and cooperation between Islamic countries. 
Penanaman Nilai-nilai Agama Islam Terhadap Anak Pada Usia 3 - 6 Tahun Di Taman Kanak Kanak Lab STAI YPBWI Surabaya Ma'ruf Ma'ruf
WALADI Vol 1 No 2 (2023)
Publisher : STIT Al - Ibrohimy Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61815/waladi.v1i2.331

Abstract

Di era modern ini pemahaman dan penerapan nilai-nilai agama atau sendi-sendi agama dirasa semakin berkurang, hal ini tercermin dalam beberapa aspek kehidupan masyarakat Ketika anak meningkat usia kurang lebih tahun perkembangan intelektual dan daya pikir mereka telah sedemikian rupa, sehingga membutuhkan beberapa dasar-dasar ilmu pengetahuan Jika seorang anak taat beragama baru sampai pada taraf karena takut pada orang tua, guru agama, ingin penghargaan, dipuji dan lain-lainnya. Anak itu tidak perlu terburu-buru untuk dimarahi atau dihina, tetapi sebaiknya harus dibimbing terus agar sampai pada taraf kesadaran dirinya di dalam melakukan kegiatan keagamaan. Penelitian ini bertujuan untuk meneliti Penanaman Nilai-Nilai Pendidikan Agama Islam Terhadap Anak Pada Usia 3 - 6 Tahun. Metode Penelitian yang digunakan Dalam penelitian ini peneliti tidak hanya menggunakan rancangan deskriptif kualitatif tetapi juga menggunakan rancangan kuantitatif untuk memudahkan peneliti dalam mendeskripsikan hasil penelitian. (Mix Methods). Hasil penelitian ini yaitu (1) Menanamkan nilai agama pada anak di adalah dengan cara guru mengajarkan agama melalui beberapa metode di antaranya metode yang digunakan adalah metode cerita, karena dengan cara bertutur kata dalam menyampaikan pelajaran yang diberikan secara lisan, guru hendaknya dapat memusatkan kemampuan daya tangkap dalam berfikir anak didik.. (2) Bentuk kerjasama antara orang tua dengan guru di dalam menanamkan nilai-nilai agama dengan mengadakan pertemuan antara orang tua dengan guru saat pembagian raport serta dilanjutkan dengan dialog mengenai banyaknya persoalan yang terkait dengan proses belajar mengajar di sekolahNilai Agama Islam
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