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IMPLEMENTASI METODE TADABBUR AL-QUR’AN DI PESANTREN AR-RAHMAN BOGOR Syamsuar Hamka
al-Iltizam: Jurnal Pendidikan Agama Islam Vol 6, No 2 (2021): PENDIDIKAN DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/alt.v6i2.2243

This research is a case study of qualitative research that aims to describe the Implementation of Tadabbur Method in Qur'anic Learning at Pesantren Ar-Rahman, Megamendung, Bogor. The scopes of this research are 1) The Concept of Tadabbur Method in Qur'anic Learning. 2). Implementation of Tadabbur Method in Qur'anic Learning at Pesantren ar-Rahman. Data collection is carried out by participatory observations and interviews with the director, teachers and students. The results of observations are processed through selection, classification, and direction so as could be concluded. Afterwards the data would be presented and analyzed to get the description of the Concept and Implementation of the Tadabbur Method in Qur'anic learning. From this research, it was obtained the description that the Implementation of Tadabbur Method in Qur'anic learning at Pesantren ar-Rahman is held on the weekly learning (Ta’lim Rutin Pekanan), where the implementation begins with preparation of tools and learning materials by ‘mudarris’, then continued with tadabbur motivation lifted from a couple of Qur'anic verses. Afterwards, reading the objective verse, write it down and mudarris would be explaining a brief interpretation and the meaning of its certain vocabulary. Then continued with appreciation (penghayatan), go deep into (pendalaman) the verses by optimizing the mind and heart, subsequently writing the wisdom that was obtained.

STUDI KRITIS PEMIKIRAN FISIKA MODERN STEPHEN HAWKING MENURUT FILSAFAT PENDIDIKAN ISLAM Syamsuar Hamka
TAWAZUN: Jurnal Pendidikan Islam Vol 12 No 1 (2019)
Publisher : Program Studi Magister Pendidikan Islam,Sekolah Pascasarjana Universitas Ibn Khaldun Bogor

This Research examines the history and concept of Stephen Hawking’s Thought of Modern Physics in Cosmology and Epistemology. Then presented within the framework of criticism by the Philosophy of Islamic Education and Its Implications in modern education. This data research was conducted by reduction, presentation, and withdrawal conclusions based on the combined information about the object of research after analyzing the Stephen Hawking’s Thought of Modern Physics by the conception of Philosophy of Islamic Education. On the Cosmological view, Stephen Hawking, embracing the Metaphysical Materialism. It is the beliefness that natural phenomena caused by the will of nature itself, and there is no connection between natural phenomena and supernatural powers. However, in Islamic view, to being closed with nature, Cosmology should be placed in the position of a universal science, because dealing with the reality of the cosmos as a whole so that it also includes metaphysical nature. As for the base epistemology, Stephen Hawking embrace the 'scientism', which according to him, the tool of epistemology to understanding the nature, was only legitimated and valid by science. However according to the Philosophy of Islamic Education, the revelation is a last source of knowledge of reality and truth of creature and creator AbstrakPenelitian ini mengkaji tentang Sejarah dan Konsep Pemikiran Fisika Modern Stephen Hawking dalam Kosmologi dan Epistemologi. Kemudian dipaparkan dalam kerangka kritik menurut Filsafat Pendidikan Islam serta Implikasinya dalam pendidikan modern. Penelitian ini dilakukan dengan langkah dimulai dengan Reduksi data, Penyajian data, dan Penarikan Kesimpulan berdasarkan gabungan informasi mengenai obyek penelitian setelah menganalisis pemikiran Fisika Modern Stephen Hawking dengan Konsep Filsafat Pendidikan Islam. Dalam Pandangan Kosmologi, Stephen Hawking, menganut Pemikiran Naturalisme Metafisik (Metaphysical Naturalism) yaitu keyakinan bahwa gejala alam disebabkan karena kehendak alam itu sendiri serta tidak ada kaitan antara fenomena alam dan kekuatan gaib. Padahal menurut pandangan Islam, dalam mendekati alam, Kosmologi harus diletakkan pada posisi ilmu yang universal, karena berurusan dengan realitas kosmos secara keseluruhan sehingga ia juga meliputi alam metafisika. Adapun menurut Basis Epistemologinya, Stephen Hawking menganut pemikiran ‘saintisme’, di mana menurutnya, satu-satunya alat epistemologi dalam memahami alam, yang sah dan valid hanyalah sains. Padahal menurut Filsafat Pendidikan Islam, wahyu merupakan sumber ilmu tentang realitas dan kebenaran akhir berkenaan dengan makhluk ciptaan dan pencipta.

KONSEP KEPRIBADIAN MUSLIM DAN RELEVANSINYA TERHADAP PENDIDIKAN KARAKTER; KAJIAN TAFSIR PENDIDIKAN TEMATIK didin hafidhuddin hafidhuddin; Askar Patahuddin Fatahuddin; Syamsuar Hamka Hamka
al-Iltizam: Jurnal Pendidikan Agama Islam Vol 7, No 1 (2022): Pendidikan dan Pembelajaran
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/alt.v7i1.2942

Fungsi pendidikan dalam sistem pendidikan nasional dirumuskan yaitu untuk mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, yang diarahkan pada berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan Yang Maha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab. Berdasarkan hal tersebut pendidikan nasional memiliki fungsi dan tujuan dalam membentuk karakter yang baik terhadap peserta didik. Dalam kajian ini, dibahas konsep kepribadian muslim dalam terminologi Mukmin, Muslih, Mujahid, Mutqin dan Muta’awin dari sisi tafsir tarbawy. Selain itu dilihat relevansinya dengan pendidikan karakter yang ada saat ini. Adapun metode yang digunakan adalah Penelitian Pustaka (Library Research) yang berfokus pada kajian tafsir pendidikan tematik (Tafsir Tarbawy Maudhu’i). Hasil dari penelitian ini diperoleh konsep pendidikan karakter yang disebutkan dalam al-Quran dapat dirumuskan dalam bentuk seimbangnya zikir dan pikir, konsisten melaksanakan ibadah, dan meninggalkan yang buruk serta melaksanakan segala bentuk kebaikan. Relevansi kepribadian terhadap pendidikan karakter dapat dilihat dari upaya mendidik jiwa memiliki sikap keimanan diatas akidah yang lurus, ibadah yang sesuai petunjuk dan akhlak mulia. Adapun jiwa ‘Muslih’, Mujahid, ‘Mutqin’ dan ‘Muta’awin’ dapat dilihat dari upaya untuk terus belajar dan mengajarkan ilmu, berdakwah dengan mencegah kepada yang buruk dan mengajak kepada kebaikan, sikap sabar, kerja sama (gotong royong), dan mengupayakan yang terbaik (profesionalisme) dari setiap pekerjaan yang dilakukan.

Pemikiran pendidikan Yusuf Al-Qardhawi dalam Kitab Al-‘Aql Wa al-‘Ilm Fi Al-Qur’an Meri Fitrah; Syamsuar Hamka
TAWAZUN: Jurnal Pendidikan Islam Vol 15, No 1 (2022)
Publisher : Program Studi Magister Pendidikan Islam,Sekolah Pascasarjana Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tawazun.v15i1.6843

Intellect is a device that was given by Allah SWT to humans specifically. Human has the ability to involve civilization and advance their life with their intellect. This research aims to find out the educational thinking according to Yusuf al-Qardhawi in his book “al-'Aql Wa al-'Ilm Fi al-Qur'an”. This study is qualitative research with a literature study approach. The findings of the educational thought of Yusuf al-Qardhawi have been obtained: The purpose of education is the formation of intelligent minds. Educational methods according to Yusuf al-Qardhawi in this book are Tafakur and Tadzakur. In addition, it is obtained by a student that there are three processes of gaining knowledge, those are direct learning, asking questions, and “journey” (rihlah).Abstrak Akal adalah perangkat yang diberikan oleh Allah SWT kepada manusia secara khusus. Dengan akal manusia mampu membangun peradaban dan memajukan kehidupannya. Penelitian ini bertujuan untuk mengetahui pemikiran pendidikan menurut Yusuf Al-Qardhawi dalam kitab al-‘Aql Wa al-‘Ilm Fi Alquran. Penelitian ini adalah penelitian kualitatif dengan pendekatan studi pustaka. Temuan pemikiran pendidikan Yusuf Al-Qardhawi diperoleh: Tujuan pendidikan adalah terbentuknya akal yang cerdas. Adapun metode pendidikan menurut Yusuf Al-Qardhawi dalam kitabnya adalah Tafakkur dan Tadzakkur. Selain itu diperoleh bagi seorang murid proses mendapatkan ilmu ada tiga, yaitu belajar langsung, bertanya dan “rihlah”.

The Concept of Personality and Its Relevance to Character Education in The Light of The Islamic Worldview Akhmad Alim; Askar Patahuddin; Syamsuar Hamka; M. Amirullah
Edukasi Islami : Jurnal Pendidikan Islam Vol 11, No 03 (2022): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v11i03.2978

This study aims to describe the concept of personality and education in the Qur'an and its relevance to character education. This research is qualitative descriptive research through literature study and content analysis methods. The results show that the concept of personality in the Qur'an can be categorized in many forms, but can be categorized into five personal points with the spirit of mu'min, muṣliḥ, mujāhid, muta'āwin, and mutqin. The concept of character education in the Qur'an can be formulated in the form of a balanced remembrance and thought, consistently carrying out worship, leaving the bad, and carrying out all forms of goodness. The relevance of personality to character education can be seen from efforts to educate the soul to become a believer who has an attitude of faith above a straight faith, worships according to instructions, and has a noble character. As for the soul of a muṣliḥ, mujāhid, muta'āwin, and mutqin, it can be seen from the effort to continue learning to teach science, preaching by preventing the bad and inviting the good, as well as patience, cooperation (gotong royong), striving for the best (professionalism), of every trust given. The application of character education based on the personality of the Qur'an with the Islamic Worldview is an effort to view everything based on faith in Allah, faith in revelation, faith in the Prophet, and so on.

Stephen Hawking's Atheist View on Science ; A Critics from Philosophy of Islamic Education Syamsuar Hamka Hamka; Aswar Aswar; Askar Fatahuddin
TSAQAFAH Vol. 19 No. 1 (2023): Tsaqafah Jurnal Peradaban Islam
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/tsaqafah.v19i1.8515

Religions, for most western scientists, do not develop linearly with science. Because since the beginning, religion has been removed from the world of scientific research. Efforts to approach nature are freed from metaphysical elements, which according to al-Attas, Nature is no longer considered sacred. As a result, it is permissible to act freely against nature. Nature is only limited to the framework of mechanistic philosophy which furthermore becomes the philosophical foundation for the development of modern science. This study examines the implications of Stephen Hawking's Atheist View on Science for the modern education in Indonesia according to The Philosophy of Islamic Education. This research begins with data reduction, data presentation, and drawing conclusions based on a combination of information about the object of research after analyzing Hawking's atheist view on science and its implications for the modern education in Indonesia according to The Philosophy of Islamic Education. This research shows that, according to Hawking, the only instrument that can explain the nature of the universe is science. And in the creation of the universe, there was no need for an entity called God. Consequently, Stephen Hawking's atheist view towards science has profound implications for 1) the purpose of education. With the concept of nature based on atheism, the purpose of education will also potentially remove the element of God from the equation. 2) the curriculum. An education system built on reduced epistemological concepts will end up with the marginalization of metaphysics. 3) the educational approaches. Approaches to science that are based on atheism do not touch the moral-religious aspects. 4) evaluation system. An evaluation system that is based on atheism will also result in an assessment that emphasizes more on cognitive aspects and tends to ignore aspects of morals and manners.

Descriptive Analysis of The Integrative Curriculum of SMP Islam Terpadu Wahdah Islamiyah Makassar Syamsuar Hamka
12 Waiheru Vol. 9 No. 1 (2023): Jurnal Diklat Keagamaan
Publisher : Balai Diklat Keagamaan Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47655/12waiheru.v9i1.96

This study examines the formulation of problem 1). What is the profile of this school, and 2). What is the pattern of integration of the curriculum? The approach used is descriptive-qualitative, with interview, observation, and documentation methods. The results of this study indicate 1) SMP Islam Terpadu Wahdah Islamiyah Makassar has the vision to produce alumni who have good morals and have achievements in the field of Islam and science based on the Qur'an and as-Sunnah. 2) The curriculum structure of SMP Islam Terpadu Wahdah Islamiyah Makassar includes the substance of lessons taken at one level for three years by combining the curriculum of the education service and the curriculum of Islamic content.

THE EFFECTIVENESS OF THE SCRAMBLE LEARNING MODEL TO INCREASING LEARNING MOTIVATION IN THE SKI SUBJECT STUDENT OF XII IPA 2 MAN AMBON La Zubair Zubair; Syamsuar Hamka Hamka
Kuttab: Jurnal Ilmiah Mahasiswa Vol 4, No 2 (2022): PENDIDIKAN DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/kjim.v4i2.5270

This study aims to determine the effectiveness of the scramble learning model in increasing student motivation in SKI subjects on Islamic kingdoms in Indonesia for class XII IPA 2 MAN Ambon. This study uses a type of participant class action research, which is carried out in stages until the researcher gets results that are in accordance with the treatment or actions in the class. So, researchers will act actively during the research process. This classroom action research consists of three parts, namely (1) planning, (2) implementation, (3) observation, and (4) reflection. After planning, the researcher then performs pre-action by collecting data, then carrying out the action in several cycles then he analyzes the data so that it becomes a research report. The results in this study indicate that the learning process using the scramble learning model has experienced effectiveness in increasing student learning motivation in the subject of Islamic cultural history subject to Islamic kingdoms in Indonesia, class XII IPA 2 at Ambon State Madrasah Aliyah, Academic Year 2022/2023. By obtaining data through the percentage of the average value of student learning motivation in cycle I of (68.7%) with this result increasing student motivation experienced a change from the previous condition, namely pre-cycle with an average score of (37.4%) even though it had not yet reached the completeness criterion of learning motivation of (75%). In cycle II, the average mastery score of students' learning motivation was (89.5%) with this result that students experienced a very good increase in learning motivation and met the mastery criteria for an average score of (75%) which was the main target in class action research (CAR) through the scramble learning model.

Lokakarya Kepala Sekolah Penggerak dalam Mengembangkan Kepemimpinan Pembelajaran di Kabupaten Seram Bagian Barat Syamsuar Hamka
MANGENTE: JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 3, No 1 (2023): PELATIHAN BERBASIS TEKNOLOGI, PENINGKATAN KAPASITAS GURU, KETAHANAN KELUARGA, DA
Publisher : IAIN AMBON

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mangente.v3i1.5377

Effective learning leadership is a crucial factor in improving the quality of education in West Seram District. To encourage the growth of effective learning leadership, the headmaster's strategic role is needed in initiating innovation and facilitating the development of leadership competencies for teachers and education personnels. As part of the ‘Penggerak’ Schools program, the Balai Guru Penggerak (BGP) conducted headmaster leadership workshops. This workshop is a meeting between school supervisors facilitated by the Facilitator of the ‘Penggerak’ School within the West Seram district to discuss how headmasters as learning leaders are able to map and improve teacher competencies to realize liberating learning. This workshop involved the active participation of school principals as well as teachers from the Learning Committee Board (DKP). Activities in the workshop include discussions based on current issues in education, effective strategies for building an inclusive learning culture, and ways of managing resources to support best learning practices. In addition, the participants also shared their experiences and views on the challenges and opportunities that exist in West Seram Regency, enabling them to learn from each other and find collaborative solutions. The results of this workshop demonstrated an improvement in principals' understanding of the importance of student-focused learning leadership. The participants also improved their skills in developing action plans to address specific educational problems in their schools. In addition, the workshop also created a collaborative network between principals and related educational institutions, facilitating information exchange and ongoing support in efforts to improve the quality of education in the regency.Keywords: Leadership Workshops, Headmasters, ‘Penggerak’ Schools

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