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<![CDATA[IâJAZ AL-QURâAN IN THE VIEWS OF AL-ZAMAKHSYARI AND SAYYID QUTHB FUTUROLOGI PENDIDIKAN ISLAM ]]>
<![CDATA[Asfiati, Asfiati]]>
<![CDATA[ FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman Vol 8, No 1 (2014) ]]>
Publisher : <![CDATA[IAIN Padangsidimpuan ]]>
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DOI: 10.24952/fitrah.v8i1.342
<![CDATA[Abstract: Islamic education never stops in arranging themselves towards change and development in accordance with the times. For that Islamic education find a new paradigm through reactive and defensive nature of the answer and defend the truth. In this case Islamic education should be able to make the concept and contains the basic values of the strategic and proactive and anticipatory, precedes the development of problems that will appear in the future, should also be able to defend the basic values true and is believed to be maintained and developed. Basic values embodied in the Quran and Sunnah and able to develop primordial testimony to the community and nation come about through education that serve as the media in educating the nations children. The values of sound policies will not be timeless and age so that they can be instrumental in achieving success though many Islamic educational futurology found social issues, politics, education and the impact of globalization and the discovery of the true identity of the nation.Keywords: Ijaz Quran, Sayyid Qutb, Futurology Education Abstrak: Pendidikan Islam tidak pernah berhenti dalam mengatur diri sendiri terhadap perubahan dan perkembangan sesuai dengan perkembangan zaman. Untuk itu pendidikan Islam menemukan paradigma baru melalui alam yang reaktif dan defensif dari jawaban dan membela kebenaran. Dalam hal ini pendidikan Islam harus mampu membuat konsep dan mengandung nilai-nilai dasar strategis dan proaktif dan antisipatif, mendahului perkembangan masalah yang akan muncul di masa depan, juga harus mampu mempertahankan nilai-nilai dasar yang benar dan diyakini dipertahankan dan dikembangkan. Nilai-nilai dasar yang terkandung dalam Al-Quran dan Sunnah dan mampu mengembangkan kesaksian primordial kepada masyarakat dan bangsa muncul melalui pendidikan yang berfungsi sebagai media dalam mendidik anak-anak bangsa. Nilai-nilai kebijakan yang baik tidak akan lekang oleh waktu dan usia sehingga mereka dapat berperan dalam mencapai kesuksesan meskipun banyak futurolog pendidikan Islam ditemukan masalah-masalah sosial, politik, pendidikan dan dampak globalisasi dan penemuan identitas bangsa.Kata kunci : Iâjaz Al-Qurâan, Sayyid Quthb, Futurologi Pendidikan]]>
<![CDATA[MEMBANGUN PROFESIONALISME GURU YANG HUMANIS DALAM MENYAMBUT KURIKULUM NASIONAL ]]>
<![CDATA[Asfiati, Asfiati]]>
<![CDATA[ FORUM PAEDAGOGIK Vol 8, No 2 (2016) ]]>
Publisher : <![CDATA[AIN Padangsidimpuan ]]>
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<![CDATA[Education is one aspect of human development index (HDI) developed by the United Nations Development Programs (UNDP). For the entire educational potential should be aimed at achieving the level of progress the development of a solid education, both quantitatively and qualitatively. Education, becomes the standard is used in the printing of human resources (HR) will be superior and competitive by building a professional teacher. Teachers who understand all the meaningfulness known as humanist professional teachers.Humanists professional teachers have a social responsibility, and a sense of togetherness with learners. Humanist professionalism of teachers show the students that the teacher is able to recognize that learners have special missions to develop their potential. Humanists professionalism of teachers provide opportunities for learners in building a profitable learning in order to create learning that reaches the point of togetherness. It is together in achieving the core activities and to examine the material together.Humanists professional teachers state that the learning approach is seen as a private act to fulfill the potential of learners. Through the professional teachers can succeed in the success of the national curriculum. Teacher is the operator of the educational curriculum. The national curriculum being part made in achieving the national curriculum itself through curriculum-based development, and curriculum specificities/conditions in their respective educational institutions.]]>
<![CDATA[Internalisasi Pendekatan Humanis Dalam Kurikulum Tersembunyi ]]>
<![CDATA[Asfiati, Asfiati]]>
<![CDATA[ Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman Vol 7, No 01 (2019) ]]>
Publisher : <![CDATA[IAIN Padangsidimpuan ]]>
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<![CDATA[Kurikulum berfungsi sebagai alat dalam mencapai keberhasilan pendidikan. Salah satu aspek keberhasilan pendidikan adalah berbentuk afektif. Afektif menyangkut sikap dan tingkah laku. Standar sikap dan tingkah laku tidaklah dapat diukur secara terencana dan terprogram. Segala aktivitas pembelajaran yang tidak tertulis dan terprogram lebih dikenal dengan istilah kurikulum tersembunyi. Kurikulum tersembunyi tidak dapat dilihat dan sifatnya non akademik. Kurikulum tersembunyi membutuhkan aktualisasi diri peserta didik dan pendidik sebagai makhluk ciptaan Tuhan yang mampu mengedepankan nilai-nilai ruhiyah dan insaniah. Cara yang dapat dilakukan adalah internalisasi pendekatan humanis. Pendekatan humanis menjunjung tinggi prinsip fitrah dan rasional sehingga menciptakan manusia yang mempunyai keunggulan, keutamaan dan keistimewaan.]]>
<![CDATA[SEKURALITAS DAN SPIRITUALITAS: (Mencari Format dan Integrasi Ilmu untuk Konstruksi Kurikulum Pendidikan Islam) ]]>
<![CDATA[Asfiati, Asfiati]]>
<![CDATA[ Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman Vol 2, No 2 (2014) ]]>
Publisher : <![CDATA[IAIN Padangsidimpuan ]]>
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<![CDATA[Â In order to seek assimilation and renew alintegration intact in the presence of the known integration approaches. Integration used as philosophy that bridges diniyah truths contained in the Scripturesof the Qur'an with scientific truths. The integrationis donein order tofacilitate thesearch for proper formatting and constructionso as to produce works that have ulititas sake better people.The nature ofscience and spirituality in education is taking the value ofthe balance between thephysical, and spiritual fysik, thought and squeezed to gether so as to deliver human well a ligned rationalistic attitude in relation tohis God, with fellow human beings and the natural environment. Sekuralitas as the main idea of reformin Islam that triggered Nurcholish Madjid is dynamic and leads to change. The value of spirituality in clued the desire for a meaning full ife (the will to meaning) that motivates human life to always look for the meaning of life (the meaning of life) and crave meaning ful life (the meaning ful life).Islamic Education curriculum is used as a tool or instrument to educate students in developing potential ruhiyah jismiyah and that they later were able to recognize and affirm syahadah primordial back to Allah. The curriculum is good and relevant in order to achieve the objectives of Islamic education is to be integrated and comprehensive, covering general science and religion, as well as make the Qur'an and Hadith as the primary source of Islamic education through the analysis of the concept of research methods (philosophical), historical research methods and action research methods (action).]]>
<![CDATA[Strategi Muslim Mempertahankan Kerukunan Umat Beragama Sebagai Wujud Nilai Pendidikan Bertoleransi di Graha Maria Annai Velangkanni Sumatera Utara Medan ]]>
<![CDATA[Asfiati, Asfiati]]>
<![CDATA[ Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman Vol 8, No 01 (2020) ]]>
Publisher : <![CDATA[IAIN Padangsidimpuan ]]>
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<![CDATA[Religious harmony is talking about the inner atmosphere. Every religion teaches goodness and invites the truth. Muslim strategy to maintain religious harmony as a form of the value of tolerant education around Graha Maria Annai Velangkanni needs to be explored. The research method uses a sociological approach with the type of qualitative research. The subject of the research is the Muslim community who live around Graha Maria Annai Velangkanni Medan, North Sumatra. Data collection techniques through observation, in-depth interviews and discussion group forums. The results of this study indicate that the Muslim strategy to maintain religious harmony as a form of the value of tolerant education around Graha Maria Annai Velangkanni North Sumatra Medan is carried out with the following steps: Building religious harmony with the intentions and awareness of fellow humans. Build social cultures and make cooperation. Hold dialogues and meetings between religious leaders, community leaders and through social and family approaches. Creating an understanding of noble values, cultural values for dialogue in friendly and mutual respect. The motivating factors for the Muslim community to maintain religious harmony as a form of the value of tolerant education around Graha Maria Annai Velangkanni North Sumatra Medan, are: the factor of awareness and mutual raising of fellow creatures created by God. The intention factor to study different cultural and religious customs. Openness factor.]]>
<![CDATA[ANALISIS KURIKULUM PENDIDIKAN AGAMA ISLAM PRA DAN PASCA UNDANG-UNDANG RI NOMOR 20 TAHUN 2003 TENTANG SISTEM PENDIDIKAN NASIONAL ]]>
<![CDATA[Asfiati Asfiati]]>
<![CDATA[ Studi Multidisipliner: Jurnal Kajian Keislaman Vol 4, No 1 (2017) ]]>
Publisher : <![CDATA[IAIN Padangsidimpuan ]]>
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DOI: 10.24952/multidisipliner.v4i1.921
<![CDATA[The curriculum is very strategically used as guidelines for the implementation of learning activities, which included a guide to the interaction between teachers and learners. Development and curriculum development in Islam refers to the changes in the field and the subject matter as well as the change of time, the essence of the curriculum in the educational aspects of the macro objectives. Islamic religious education curriculum Post Undang-Undang RI Nomor 20 Year 2013 on National Education System played a role important in recognizing the importance of moral education and cultural values culture based on moral values and rules that divine principle that is Almighty.]]>
<![CDATA[Dinamika penyelenggaraan pendidikan keagamaan Islam Etnis Tionghoa Muslim di Kota Padangsidimpuan ]]>
<![CDATA[Asfiati Asfiati]]>
<![CDATA[ Jurnal Konseling dan Pendidikan Vol 7, No 2 (2019): JKP ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/138200
<![CDATA[This study aims to determine the condition of ethnic Chinese Muslims in organizing Islamic religious education in the city of Padangsidimpuan. The Muslim Chinese community participated in moving Islamic religious education in the city of Padangsidimpuan The research method uses qualitative. Instrument for collecting data on observation, interview and documentation. The research findings show that the implementation of Islamic religious education developed in several centers of religious learning activities. The dynamics of the implementation of ethnic Muslim Islamic religious education in the city of Padangsidimpuan carried out in a variety of containers and facilities. The organization of religious education is based on groups and individuals.It was concluded that the Muslim Chinese ethnic studied religious learning material on aqeedah, sharia and morals. Learning methods build communication between educators and students. Educators and students come from various scientific backgrounds, Islamic and Indonesian.]]>
<![CDATA[PENINGKATAN AKTIVITAS PENDIDIKAN KEBERAGAMAAN ISTRI PEGAWAI NEGERI SIPIL MELALUI ARISAN PADA KEGIATAN RUTINITAS BULANAN DI DHARMA WANITA PERSATUAN IAIN PADANGSIDIMPUAN ]]>
<![CDATA[Hj. ASFIATI Hj. ASFIATI]]>
<![CDATA[ Tazkir : Jurnal Penelitian Ilmu-ilmu Sosial dan Keislaman Vol 2, No 2 (2016): 11 Articles, Pages 1-198 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Padangsidimpuan ]]>
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DOI: 10.24952/tazkir.v2i2.510
<![CDATA[Hasil Penelitian ini menemukan bahwa pengajian bulanan merupakan salah satu program yang menggali aktivitas keberagamaan dalam rangka meningkatkan pendidikan keberagamaan anggota Dharma Wanita Persatuan Institut Agama Islam Negeri (IAIN) Padangsidimpuan. Adapun kendala yang ditemukan yakni penyamaan persepsi tentang penentuan waktu dan jadwal kegiatan karena masing-masing anggota mempunyai kesibukan tersendiri yang juga mendukung aktivitas kegiatan lainnya sebagai istri Pegawai Negeri Sipil dan sebagai Pegawai Negeri Sipil. Kendala lainnya karena sifat heterogen antara pengurus dan anggota sehingga harus kerja keras dalam upaya peningkatan pendidikan keberagamaan. Kendala bukanlah hal untuk tidak beraktivitas maka banyak yang dilakukan pengurus antara lain dengan menggalakkan reward and punishment. Dengan demikian dimensi dari pendidikan keberagamaan tercapai yaitu meningkatkan pendidikan keberagamaan, keteladanan dan ukhuwah islamiyah]]>
<![CDATA[Merdeka Belajar bagi Anak Kebutuhan Khusus di SLB Kumala Indah Padangsidimpuan ]]>
<![CDATA[Asfiati Asfiati]]>;
<![CDATA[Nur Imam Mahdi]]>
<![CDATA[ KINDERGARTEN: Journal of Islamic Early Childhood Education Vol 3, No 1 (2020): April ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/kjiece.v3i1.9620
<![CDATA[Pemerintah melakukan perubahan pendidikan yaitu adanya Merdeka Belajar. Merdeka Belajar diharapkan dilaksanakan oleh semua jenis pendidikan termasuk anak berkebutuhan khusus diberikan kesempatan penuh untuk mendapatkan pendidikan dan pengajaran. Fokus penelitian ini yaitu sistem zonasi sebagai sistem Penerimaan Peserta Didik Baru (PPDB) dan asesement kemampuan minimum serta survey karakter. Metode penelitian adalah deskriptif kualitatif. Sumber data primer penelitian adalah kepala sekolah dan wakil kepala sekolah bidang kurikulum. Sumber data sekunder adalah 5 orang guru dan siswa di Sekolah Luar Biasa (SLB) Kumala Indah kota Padangsidimpuan. Peneliti mengumpulkan data melalui wawancara mendalam dan observasi, dokumentasi. Data dianalisa dengan teknik interaksi melalui reduksi data, penyajian data dan kesimpulan. Hasil penelitian ini menunjukan bahwa sistem zonasi PPDB telah dilakukan di Sekolah Luar Biasa (SLB) Kumala Indah kota Padangsidimpuan sebagai bukti mendukung program pemerintah. PPDB melalui jalur zonasi 50 % terdiri dari 10 siswa. ]]>
<![CDATA[Authentic Assessment Implementation in Islamic Education Subject of Curriculum 2013 on SMA 1 Hutabargot Mandailing Natal ]]>
<![CDATA[Asfiati Asfiati]]>
<![CDATA[ FITRAH: Jurnal Kajian Ilmu-ilmu Keislaman Vol 6, No 1 (2020): 11 Articles, Pages 1-160 ]]>
Publisher : <![CDATA[IAIN Padangsidimpuan ]]>
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DOI: 10.24952/fitrah.v6i1.2486
<![CDATA[Implementation of authentic assessment is motivated by the emergence of a curriculum change from KTSP curriculum into the curriculum 2013. Curriculum 2013 seeks to enhance authentic assessment standards that emphasize on learning outcomes. This study aims to determine the implementation of authentic assessment on the Curriculum 2013 in state senior high school / SMA Negeri 1 Hutabargot, Mandailing Natal district. The research applies a descriptive qualitative method. The research subject is a teacher of Islamic education in state senior high school / SMA Negeri 1 Hutabargot, Mandailing Natal district who is known as a State Civil Apparatus. Data are collected through observation, interviews, and documentation. The results reveal that the implementation of authentic assessment on the Curriculum 2013 is appropriate to its techniques, instruments, and processes. Attitude assessment is obtained from observation using a checklist, while knowledge assessment is obtained from verbal and written tests, and skills assessment is obtained from a test, a scale list.]]>
