Article Per Year (5 Year)
p-Index From 2019 - 2024
3.994
P-Index
This Author published in this journals
All Journal Islam Futura Jurnal Al-Tadzkiyyah J-PAI: Jurnal Pendidikan Agama Islam Madaniyah: Terciptanya Insan Akademis Berkualitas Dan Berakhlak Mulia Edukasi Islami: Jurnal Pendidikan Islam Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Ciencias : Jurnal Penelitian dan Pengembangan Pendidikan FIKROTUNA Edumaspul: Jurnal Pendidikan Jambura Journal of Educational Management Education and Human Development Journal Ta'dib: Jurnal Pendidikan Islam Potret Pemikiran Ilmuna: Jurnal Studi Pendidikan Agama Islam Eduprof : Islamic Education Journal Jurnal Cakrawala Ilmiah Jurnal Al Karim : Jurnal Pendidikan, Psikologi dan Studi Islam Fastabiq: Jurnal Studi Islam J-STAF: Siddiq, Tabligh, Amanah, Fathonah
Uus Ruswandi
Universitas Islam Negeri Sunan Gunung Djati Bandung
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

Published : 28 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 28 Documents
Search

 1   2   3 
THE CONCEPT OF MANAGEMENT OF LEARNING MKWU PAI BASED ON MULTICULTURAL COMPONENTS Iwan Hermawan; Uus Ruswandi; Mohamad Erihadiana
TA'DIB: JURNAL PENDIDIKAN ISLAM Vol 9, No 1 (2020): Ta'dib: Jurnal Pendidikan Islam
Publisher : Pusat Penerbitan Universitas (P2U) Unisba

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/tjpi.v9i1.6233

Abstract

 AbstractMulticulturalism means cultural diversity or cultural heterogeneity. It is undeniable that students who enter tertiary institutions come from different regions with different ethnicities, different cultural cultures which can be one of the problems that interfere in the learning process. The naming of different people as mentioned by Allah in the Qur'an seems to be a commandment that must be completed by humans themselves using scientific knowledge. Multicultural Education is habituation or cultural education that provides opportunities for all students regardless of gender, social class, ethnicity, race, ethnicity, religion, and culture. In the Qur'an, several verses explain multiculturalism, including in the QS. Al-Hujurat: 13, Q.S. Ar-Rum: 22. The goals of multicultural education are basically in harmony with character education which leads to one goal, namely good behavior or moral values as the main goal of the Islamic religion is revealed on earth. As a reference in implementing multicultural education, a learning management concept is needed based on the components or important elements that exist in a system to process the achievement of expected goals, namely 1) Strengthening similarities rather than differences, 2) Mutual trust and mutual understanding, 3) Tolerance of differences, 4) Discussion is not imposing opinion.Keywords: Management, Learning, Component, Eduacation, multicultural.AbstrakMultikultural bermakna keragaman kultur atau heterogenitas kebudayaan. Tidak dapat dipungkiri bahwa mahasiswa yang masuk pada perguruan tinggi berasal dari berbagai daerah yang berbeda suku, berbeda kultur budayanya yang dapat menjadi salah satu permasalahan yang mengganggu dalam proses pembelajaran. Penamaan manusia yang berbeda-beda sebagaimana yang disebutkan Allah dalam Al-Qur’an seolah menjadi sebuah perintah yang harus diselesaikan oleh manusia itu sendiri dengan cara berilmu pengetahuan. Pendidikan Multikutural adalah pendidikan pembiasaan atau pembudayaan yang memberikan kesempatan pada semua  mahasiswanya tanpa memandang jenis kelamin, kelas sosial,  ras, suku, agama, dan budayanya. Dalam Al-Qur’an terdapat beberapa ayat yang menjelaskan tentang multikultural, antara lain terdapat dalam Q.S. Al-Hujurat: 13, Q.S. Ar-Rum: 22. Tujuan pendidikan multikultural ini pada dasarnya selaras pendidikan karakter yang bermuara pada satu tujuan yaitu pada perilaku yang baik atau akhlak karimah sebagaimana pokok tujuan agama Islam diturunkan dimuka bumi ini. Sebagai acuan dalam menerapkan pendidikan multikultural tersebut diperlukan sebuah konsep pengelolaan pembelajaran berdasarkan pada komponen-komponen atau unsur-unsur penting yang ada pada suatu sistem untuk memproses pencapaian tujuan yang diharapkan, yaitu 1) Memperkuat persamaan daripada perbedaan, 2) Saling percaya dan saling pengertian, 3) Toleransi terhadap perbedaan, 4) Berdiskusi bukan memaksakan pendapat.Kata Kunci: Pengelolaan, Pembelajaran, Komponen, Pendidikan, Multikultural
Penerapan Pendidikan Multikultural Ike Nilawati; Sahudi Sahudi; Uus Ruswandi; Mohamad Erihardiana
Jambura Journal of Educational Management VOLUME 2 NOMOR 1, MARET 2021
Publisher : JURUSAN MANAJEMEN PENDIDIKAN FAKULTAS ILMU PENDIDIKAN UNIVERSITAS NEGERI GORONTALO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37411/jjem.v2i1.567

Abstract

Tujuan penulisan artikel ini adalah untuk mengetahui penerapan pendidikan multicultural pada SMK Kesehatan Mutiara Bangsa Purwakarta Jawa Barat.. Metode penulisan artikel ini menggunakan pendekatan kualitatif dengan sumber data yang diperoleh dari kajian literature atau studi pustaka serta observasi danwawancara. Lokasi penelitian SMK Kesehatan Mutiara Bangsa Purwakarta Jawa Barat. Responden sejumlah 38 siswa kelas X. Hasil penelitian: Penerapan pendidikan Multicultural di SMK Kesehatan Mutiara Bangsa Purwakarta Jawa Barat sudah sesuai dan terlaksana dengan baik.1).Penerapan menghargai pluralitas dan heterogenitas sudah sesuai dengan intruksi pemerintah berdasarkan UUD 1945 dan Pancasila. 2).Penerapan Idiologi sudah baik dilaksanakan sesuai dengan intruksi pemerintah berdasarkan UUD 1945 dan Pancasila.3).Penerapan konsep multikultural telah menggunakan konsep demokrasi, keadilan, hukum, nilai-nilai budaya,etos, hak asasi manusia. 4). Pelaksanaan pendidikan multikultural sebagai ide dan proses sudah terlaksana tanpa melihat gender, kelas sosial, etnik, ras, dan karakteristik budaya harus mendapatkan kesempatan yang sama untuk belajar di sekolah 5)Pelaksanaan Tujuan Pendidikan multikultural sudah terlaksana dengan baik tidak membedakan kelompok etnis atau tradisi budaya dan agama Pendidikan akan dasar-dasar kemanusiaan untuk perdamaian, kemerdekaan, dan solidaritas. 6).Pelaksanaan pendidikan multikulturan telah menggunakan model, yakni :a) Pengajaran tentang keragaman budaya sebuah pendekatan asimiliasi kultural; b) Pengajaran tentang berbagai pendekatan dalam tata hubungan sosial;c) Pengajaran untuk memajukan pluralisme tanpa membedakan strata sosial dalam masyarakat;d) Pengajaran tentang refleksi keragaman untuk meningkatkan pluralisme dan kesamaan . 7).Penerapan Pendidikan Islam dalam Pelaksanaan Multikultul Comission on Education for theTwenty-first Century, bahwa pendidikan sepanjang hayat sebagai suatu bangunan ditopang oleh empat pilar, yaitu (a) leraning to know atau learning to learn, (b) learning to do, (c) learning to live together, (d) learning to be.
Konsep Moderasi Islam dalam Pendidikan Global dan Multikultural di Indonesia Fitri Meliani; Aji Muhamad Iqbal; Uus Ruswandi; Mohamad Erihadiana
Eduprof : Islamic Education Journal Vol 4 No 1 (2022): Eduprof : Islamic Education Journal
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah IAI BBC

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduprof.v4i1.130

Abstract

The flow of globalization has dominated Indonesia as the party who is influenced, not the one who influences. Indonesia is one of the potential markets for the development of foreign cultures. This situation threatens the local culture which has a long tradition in the socio-cultural life of the Indonesian people. Aspects of education can not be separated from the effects of globalization, the rapid progress of science and technology has brought its own impact to the world of education. In recent years, many schools in Indonesia have adopted the international education system. This can be seen in schools with a bilingual approach, namely the use of foreign languages ​​such as English and Mandarin as a second language that must be used in daily life at school. Educational levels from high school to university, both public and private, have opened international class programs. The real challenge faced by the local community is the effort to maintain the value of local norms and culture. The Indonesian people must be firm, at the same time open and tolerant, so that they can filter and adopt foreign cultures that do not conflict with local norms and culture. A firm stance is needed to avoid contamination of other cultural values ​​that are contrary to local norms and culture. ABSTRAK Arus globalisasi yang berasal dari negara-negara maju telah mendominasi Indonesia sebagai pihak yang dipengaruhi, bukan yang mempengaruhi. Indonesia merupakan salah satu pasar potensial bagi perkembangan budaya asing dari negara maju. Situasi ini mengancam budaya lokal yang memiliki tradisi panjang dalam kehidupan sosial budaya masyarakat Indonesia. Aspek pendidikan tidak terlepas dari efek globalisasi, Kemajuan ilmu pengetahuan dan teknologi yang semakin pesat telah membawa dampak tersendiri bagi dunia pendidikan. Dalam beberapa tahun terakhir, banyak sekolah di Indonesia yang mengadopsi sistem pendidikan internasional. Hal ini terlihat pada sekolah dengan pendekatan dua bahasa (bilingual), yaitu penggunaan Bahasa asing seperti bahasa Inggris dan Mandarin sebagai. Tantangan yang dihadapi oleh masyarakat sesungguhnya yaitu usaha mempertahankan nilai kearifan atau budaya lokal. Bangsa Indonesia harus tegar dan teguh pendirian, sekaligus terbuka dan toleran, agar dapat menyaring dan mengambil kebudayaan asing yang tidak bertentangan dengan norma-norma dan kebudayaan lokal. Sikap teguh pendirian diperlukan untuk menghindari kontaminasi nilai budaya lain lain yang bertentangan dengan norma-norma, etika kebudayaan lokal.
Isu-Isu Global dan Kesiapan Guru PAI Dalam Menghadapinya Achmad Fauzi; Mohammad Erihadiana; Uus Ruswandi
Madaniyah Vol 10 No 2 (2020): 10 (2) Edisi Agustus 2020
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Pemalang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (276.251 KB)

Abstract

Sebuah tantangan ketika manusia tidak mampu merespon berbagai krisis yang mereka hadapi di era globalisasi dengan segenap unsur di dalamnya, yang melahirkan berbagai paradigma baru dalam PAI melalui berbagai komponen pendidikan. Guru PAI dapat memberikan jawaban yang tepat atas berbagai tantangan sesuai dengan perkembangan zaman. Tujuan penelitian ini adalah untuk menjelaskan permasalahan global dan kesiapan Guru PAI untuk menghadapinya. Penelitian ini menggunakan jenis penelitian pustaka. Guru PAI harus siap menghadapi era globalisasi yang mengangkat isu global. Namun demikian terdapat beberapa permasalahan yang terkadang dihadapi, di antara guru yang tidak ingin “melek” dengan era globalisasi, Guru PAI cenderung menggunakan pola-pola lama yang tertinggal dan telah diwariskan dari generasi ke generasi. Guru PAI tidak mampu mengikuti tantangan globalisasi yang menuntut untuk terus berinovasi dan bergerak di bidang pendidikan. Di sinilah pentingnya kesadaran global yang meliputi ilmu pengetahuan global dan keterampilan global harus dimiliki oleh seorang guru PAI dalam mengimbangi arus globalisasi.
Moderasi Islam Dalam Pembelajaran PAI Melalui Model Pembelajaran Kontekstual Kokoadyawinata Adya Winata; I Solihin; Uus Ruswandi; Mohamad Erihadiana
Ciencias : Jurnal Penelitian dan Pengembangan Pendidikan Vol 3 No 2 (2020): Juli
Publisher : Universitas Persatuan Guru 1945 NTT

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to examine the moderation of Islam in PAI learning through contextual learning models. PAI learning is a planned activity that conditions and stimulates students to learn well in accordance with the learning objectives. In the learning process, PAI teachers must use appropriate learning models in order to optimize the potential of the students so that learning objectives can be achieved properly. Through the contextual learning model, PAI learning objectives to internalize the values of Islamic moderation to students can be achieved. The method used in this research is a qualitative method. By using a qualitative approach researchers are expected to be more flexible in understanding, observing and conducting a more accurate review regarding Islamic moderation in PAI learning through contextual learning models. The results showed that: 1) the implementation of PAI learning by using contextual learning models can improve students' cognitive aspects of Islamic moderation values. 2) The implementation of PAI learning by using a contextual learning model can improve students' active aspects of Islamic moderation values. 3) Implementation of PAI learning by using a contextual learning model can internalize Islamic moderation values to students.
Implementation of Character Education in the Establishment of Students National Value During the Covid-19 Pandemic Hisny Fajrussalam; Koko Adya Winata; Uus Ruswandi; Asep Nursobah
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 7 No 01 (2022): Education Human and Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v7i01.2254

Abstract

Abstract: The pandemic period has resulted in changes in habits in all sectors of life, including in education. This study aims to describe the implementation of character education in the formation of national values during the pandemic. The method used in this research is descriptive qualitative. The research was conducted at SDN 002 Cicadas Bandung. The data was obtained by conducting in-depth interviews with the specified informants: principals, homeroom teachers, teachers, and students. The consideration of being specified is source triangulation and it is part of the data validity stage. Research data is analyzed using several data analysis steps, namely data reduction, data classification and data verification. The study results indicated that the implementation of character education in the formation of national values during the pandemic can be done through; a) national character habituation activities, b) integration of character materials related to national values and c) forming online national discussion groups.
PAI (Islamic Religious Education) Teacher in Facing The Millenial Era Challenges Abdul Mun'im Amaly; Uus Ruswandi; Giantomi Muhammad; Muhammad Erihadiana
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 13, No 1 (2022): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (623.667 KB) | DOI: 10.24042/atjpi.v13i1.9438

Abstract

The 21st century, known as the millennial era, cannot be separated from technological advances and other advances that cannot be denied. However, many PAI (Islamic Religious Education) teachers are less capable and less ready to face students in this millennial era. Therefore, the researchers examined PAI teachers' readiness to meet the millennial era's challenges using the library research method taken from various indexed scientific journals. Then, the researchers analyzed the data using the content analysis method. Research result showed that the challenges of Islamic religious education teachers in the millennial era are related to technology and the process of education that cannot be separated from character education that upholds the values of Islamic teachings by applying technology-based learning. Teachers as role models of a religious character and have an optimistic attitude in developing personality according to Islamic principles. So it can be concluded the Islamic religious education teachers are dynamic and open in absorbing various technologies and information that will support their competence. With teachers' adaptive competence, students in this millennium era are expected to master multiple skills and have clean hearts, minds, and noble characters.
Pendidikan Islam: Peluang dan Tantangan di Era Global dan Multikultural Agus Samsul Bassar; Uus Ruswandi; Mohamad Erihadiana
J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 8 No. 1 Juli-Desember 2021
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jpai.v8i1.9577

Abstract

Humans are living currently in a global and multicultural era made easy with the advancement of Science and Technology, especially  Digital Technology that affects lifestyles and human behavior in all aspects of life. Islamic education plays a strategic role in preparing good people who are always serving Allah and benefiting others, especially in preparing a righteous people whocan surf in complexity, chaos, and turbulences. In this study, the authors research how the opportunities and challenges of Islamic Education in the global and multicultural era in preparing a righteous people who can surf in the global and multicultural era. This research with a qualitative approach, use a type of Library Research with descriptive methods. The results of the research show that Islamic Education has strategic opportunities to contribute and give solutions, especially for millennials to increase their faith, by enhancing the understanding, appreciation and human experience in practicing Islam. With the hope of helping them to become Muslim who have a strong faith and devotion to Allah SWT and have a noble character in their personal lives, society, nation, and state in the global and multicultural era. The challenges of Islamic Education demanded to adjust to the progress of the 21st century learning trends and Muslim educators have the necessary skills for the 21st Century. Including Islamic educational institutions need to hold a variety of innovations and creations in the face of a time that is changing rapidly and full of uncertainty, to continue to exist and be able to provide excellent service for the peoples.
Model Pembelajaran Dan Pengembangan Kurikulum Multikultural Di Sekolah, Madrasah Dan Pesantren Dandy Sobron Muhyiddin; Wawan Ridwan; Uus Ruswandi; Mohamad Erihadiana
Edumaspul: Jurnal Pendidikan Vol 6 No 1 (2022): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (749.283 KB) | DOI: 10.33487/edumaspul.v6i1.3548

Abstract

Penelitian ini menjelaskan tentang model pembelajaran dan pengembangan kurikulum multikultural di Sekolah, Madrasah Dan Pesantren. Metode yang digunakan dalam kajian ini menggunakan metode atau pendekatan kepustakaan (library research), bahwa studi pustaka atau kepustakaan dapat diartikan sebagai serangkaian kegiatan yang berkenaan dengan metode pengumpulan data pustaka, membaca dan mencatat serta mengolah bahan penelitian. Hasil penelitian ini menunjukkan bahwa kemajemukan yang dimiliki Negara Indonesia pada satu sisi merupakan kekuatan sosial apabila bersinergi dan saling bekerjasama untuk membangun bangsa. Disisi lain, kemajemukan tersebut dapat menjadi penyulut konflik yang dapat menggoyahkan sendi-sendi kehidupan berbangsa. Paradigma pendidikan multikultural perlu dikembangkan untuk membangun kesadaran intelektual peserta didik agar mampu melihat berbagai realitas multikultural sebagai potensi kekuatan yang harus dihargai dan penting dipelihara. Sehingga perlu dicari alternatif model dan desain pembelajaran menuju ketercapaian tujuan pembelajaran multikultural di sekolah/madrasah dan pesantren. Pendidikan multikultural pada tataran lanjutannya harus dikembangkan melalui desain kurikulum pendidikan multikultural yang kemudian diimplementasikan dalam desain instruksional yang berbasis nilai-nilai multikultural. Model kurikulum dan desain pembelajaran integratif menjadi salah satu alternatif yang mungkin dikembangkan pada kelas-kelas pembelajaran multikultural baik di sekolah/madrasah maupun pesantren.
Kemampuan Bangsa Merespon Globalisasi dalam Pandangan Islam (The Nation's Ability to Respond the Globalization Based on the Islamic Perspective) Ace Nurasa; Agus Sumpena; Uus Ruswandi; Mohamad Erihadiana
Potret Pemikiran Vol 26, No 1 (2022)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/pp.v26i1.1951

Abstract

This study aims to understand the nation's ability to respond the globalization based on the Islamic perspective. It uses a descriptive analysis approach, while the type of exploration is library research. Data is obtained through the study of manuscripts. The results indicate that the consequence of globalization is that the Indonesian people in responding to the negative and positive impacts of globalization, should tend to be relatively similar to the reflection and moderate Islamic manhaj. Indonesian people should be pleased with their character, not avoid new things and not admit it to the extreme. In an effort to face the era of globalization, the Indonesian state must have the choice to produce human resources with high confidence and dedication. To create quality human resources, each individual prioritizes the formation and capacity that includes work behavior, discipline, obligation, and dependence based on the study of the Qur'an and Hadith.
Co-Authors Abdul Mun'im Amaly Abdul Raup Ace Nurasa Ace Nurasa Achmad Fauzi Agus Samsul Bassar Agus Sumpena Aji Muhamad Iqbal Ani Riandiani Ardian Nugraha Arifin, Bambang Samsul Asep Nursobah Asep Supriyadi Atik Rosanti Badruddin Badruddin Bambang Syamsul Arifin Dandy Sobron Muhyiddin Dewi Fitriani Didih Syakir Munandar Dita Handayani Dodo Suhada Enoh Fiqih Amrullah Fitri Meliani Herdian Kertayasa Hisny Fajrussalam I Solihin Ike Nilawati Iwan Hermawan Kardi Kardi Koko Adya Winata Kokoadyawinata Adya Winata M. Eri Hadiana Maman Maman Millah Maryam As-Sa’idah Mohamad Erihadiana Mohamad Erihardiana Mohammad Erihadiana Muhammad Erihadiana Muhammad, Giantomi Nur Hidayat Nurfadhilah Haris Nurul Firdaus Pahrizal Qudsi Mutawakil Husaini Rifki Zulfikar Ali Sahudi Sahudi Sandy Sandy Shinta Sri Pillawaty Sinta Fitriyani Siti Nurhikmah Suhana Suhana Syaefan Abdan Syakuro Wawan Ridwan Yayan Herdiana Yoga Sunandar Yuli Supriani