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PERAN LEMBAGA PENDIDIKAN ISLAM (MADRASAH) DALAM PERUBAHAN SOSIAL Siti Asiah
Turats Vol 13 No 1 (2020): Turats : Jurnal Pemikiran dan Peradaban Islam
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Agama Islam UNISMA Bekasi

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One of the educational institutions that cannot be ignored is Islamic religious education ormadrasas. Madrasas are one of the nation’s assets in developing human resources. Under the auspicesof the Ministry of Religion, “madrasas” have made a long history of ups and downs and contributionsto the progress of the state and nation. This study describes the role of Islamic education institutions(madrasas) in social change, which was carried out in several madrasas in the Bekasi Regency. Thisresearch is a library research with an educational and sociological approach. The results of the studyexplain that madrasas have several roles, including 1) Educational Roles. In this case, the madrasaas an Islamic educational institution is a place for transmitting knowledge, expertise, and behavior inaccordance with Islamic values and teachings so that madrasas can produce generations who havebroad insights not only in the Islamic sciences but also in general science. have faith and fear of AllahAlmighty and have noble character as a generation that can become the heir to the Prophet and theheir to the nation and state; 2). The Role of Brotherhood and Atonement. Through madrasas whereevery student can gain knowledge without distinction of class, race, ethnicity, and nation, and areonly bound by bonds of faith, madrasas can become social glue and the foremost fortress for effortsto create harmony between the people and the nation; 3) Madrasas act as social control. Religiousteachings by their adherents are considered as norms, so in this case, religion can function as socialcontrol individually or in groups. Likewise, madrasas can carry out their role as social control in themidst of this almost uncontrollable social change. 4). Madrasas can also play a role as a means oftransforming society. 5). Madrasas as filters and bulwarks of the negative impacts of social change.

UPAYA KYAI DALAM MENINGKATKAN KEMAMPUAN SANTRI DALAM MEMBACA KITAB KUNING DI PONDOK PESANTREN ANNIDA AL-ISLAMY BEKASI (Studi Kualitatif Naturalistik di Pondok Pesantren Annida Al-Islamy Bekasi) Soleh Slamet; Siti Asiah
Turats Vol 14 No 1 (2021): Turats : Jurnal Pemikiran dan Peradaban Islam
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Agama Islam UNISMA Bekasi

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This study aims to determine the efforts of the leaders of Islamic boarding schools in improvingthe ability of students to read the yellow book at the Annida Al-Islamy Islamic boarding school Bekasi.This study aims to determine the response of the santri to the kyai’s efforts in improving the ability toread the yellow book at the Annida Al-Islamy Islamic boarding school, Bekasi. To find out what factorsare the supporting and inhibiting factors of the kyai’s efforts in improving the ability of students to readthe yellow book at the Annida Al-Islamy Islamic boarding school Bekasi. The benefits of this researchcan add insight and form a good person, a person who is faithful and pious and can appreciate thelegacy of the scholars of the past and present. This study uses the Naturalistic Qualitative method,namely research that is based on a phenomenological view and seeks to understand the meaning ofevents and their relationships to the object of research. The result is descriptive data, in the form ofwritten words, sentences and oral and observable behavior, so that it can produce the intended overall.The results of this study indicate that, KH. Muhammad Aiz as the leader of the Annida Al-IslamyIslamic boarding school has made good efforts to improve the ability of his students to read the yellowbook, he even went down to teach the yellow book to his students with the bandongan method whichwas created, and the shorogan method is still used mainly for For new students, the nahwu and shoroflessons are highly emphasized to the students to be studied seriously, using the bandongan, soroganand rote methods. With systematic and serious efforts made by kyai and ustadz who are in charge ofteaching the students, this has been successfully done, and what is targeted can be achieved, namelythat students are able to read the yellow book properly and correctly.

PERAN GURU PENDIDIKAN AGAMA ISLAM DALAM BIMBINGAN KONSELING UNTUK MENINGKATKAN HASIL BELAJAR SISWA (Studi Kualitatif di SMK Negeri 1 Setu) Abdul Mukhlis; Siti Asiah
Turats Vol 13 No 2 (2020): Turats : Jurnal Pemikiran dan Peradaban Islam
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Agama Islam UNISMA Bekasi

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The role of Islamic religious education teachers in schools is not only teaching religious materialbut also Aas: informer, organizer, motivator, director, initiator, transmitter, facilitator, mediator,evaluator. So that teachers can know the needs of students and can guide students to develop theirpotential. The purpose of this study was to determine how the role of teachers in counseling guidanceto improve student learning outcomes in Islamic religious education subjects at SMK Negeri 1 Setu, aswell as to determine the supporting and inhibiting factors of the teacher’s role in counseling guidanceto improve student learning outcomes. This study uses a qualitative method naturalistic researchthat is based on the view of phenomena and seeks to understand the meaning of events and theirrelation to the object of research. From the results of this study, it can be seen that the role of Islamicreligious education teachers in counseling guidance at SMK Negeri 1 Setu is 1. Identifying studentswho need counseling guidance. 2. Coordinate with counseling guidance teachers. 3. Teach religiousmaterial. 4. Educate students to be good characters. 5. Helping students with problems get back onthe right path. With the role of Islamic religious education teachers in counseling guidance results inincreased learning outcomes. This can be seen from the spiritual value, the value of knowledge and thevalue of skills. The supporting factors for the teacher’s role in counseling guidance are: the existenceof cooperation between Islamic religious education teachers, homeroom teachers and parentsof students so that can make it easier to help develop student learning outcomes, the existence ofsupporting facilities and infrastructure, learning media used by teachers to make it easier for studentsto learn. While the inhibiting factors are: lack of communication between parents, especially in lawenforcement of school rules which causes misunderstandings, incomplete facilities and infrastructure,limited learning media, still doing 2 shifts in learning.

KONSEP PENDIDIKAN KARAKTER MENURUT KI HAJAR DEWANTARA Ani Setyorini; Siti Asiah
Turats Vol 14 No 2 (2021): Turats : Jurnal Pemikiran dan Peradaban Islam
Publisher : Program Studi Pendidikan Agama Islam, Fakultas Agama Islam UNISMA Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33558/turats.v14i2.4466

Character is an important thing that must exist in every human being. Because humans who havecharacter will be able to bring themselves to participate actively in society and be able to contributeto the development of the nation and state to be more advanced. In addition, good character canlead a person to have a good personality and also be useful for the people around him. This thesisaims to determine the concept of character education according to Ki Hajar Dewantara. As we knowthat Ki Hajar Dewantara is a national education figure and is known as the Father of Education.This thesis uses a qualitative descriptive approach and the type of research used is library research.This research is sourced from primary and secondary data sources. Primary data is the main andimportant data that is directly related to the thoughts of the characters. The primary data sourcecomes from the book by Ki Hajar Dewantara. While secondary data is an indirect source of data,in the form of library materials that have the same study produced by other thinkers. The secondarydata comes from books, journals and articles related to character education according to Ki HajarDewantara. The data collection technique is carried out by collecting data from the exploration oflibrary materials both from primary and secondary data sources which are studied holistically, thenanalyzed based on a certain framework of thinking or theory/philosophical paradigm that underliesit, while the data analysis used is content analysis ( content analysis). The results of this study can beconcluded that the concept of character education according to Ki Hajar Dewantara is a concept thatuses an approach to the soul of the learner, without going through coercion and based on the nature ofnature. Ki Hajar Dewantara’s concept of character education focuses on character education in threeeducational centers, namely the family realm, the education realm, and the youth movement realm.As well as using materials that are adapted to the age level of students, and using a method known asthe Among system which consists of Momong, Among and Ngemong. This character education aims tomake students become independent human beings physically and mentally

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