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Contact Name
Khurin'in Ratnasari
Contact Email
khurininratnasari@gmail.com
Phone
+6282331288750
Journal Mail Official
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Editorial Address
Jl. Semeru No. 09 Kencong Jember
Location
Kab. jember,
Jawa timur
INDONESIA
FALASIFA : Jurnal Studi Keislaman
ISSN : 20853815     EISSN : 25278711     DOI : https://doi.org/10.36835/jf
FALASIFA Journal of Islamic Studies, contains Islamic studies covering Islamic Education, Management of Islamic Education, Islamic Thought, Islamic Economics, Islamic Politics, Pesantren, Family Education, Community Education, and other Islamic Studies. Published twice season, April and September.
Articles 167 Documents
Implementasi Pembelajaran Aswaja Melalui Bercerita/Mendongeng di MI Nurul Munim Paiton Probolinggo M. Mahbubi; Fikri Aldo Noviantoro; Muhammad Anwari; Rifki Arif
FALASIFA : Jurnal Studi Keislaman Vol 12 No 02 (2021): September
Publisher : STAIFAS-Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/falasifa.v12i02.558

Abstract

Education, which is currently full of competitive competition, makes students easy to experience stress, resulting in discrimination against moral values. The importance of moral values in education motivates students to behave well and create a balanced life. Islamic Religious Education has religious activities and also personal values to apply and get used to good behavior not only at school but also in the community. As one of the means of implementing self-reliance to achieve learning targets carried out at MI Nurul Munim is a learning method through storytelling or storytelling because these methods are very effective for student learning by imitating the character traits told by the teacher. In addition to implementing learning MI Nurul Munim also carries out extra activities such as istighosah activities as a religious means to increase devotion to Allah SWT. One of the prudential implementations implemented at MI Nurul Muim is the etiquette of kissing hands to maintain the value of politeness and etiquette to teachers, but this has problems due to health protocols to anticipate the spread of covid-19. Pendidikan yang saat ini penuh dengan persaingan yang kompetitif membuat siswa mudah mengalami stres, sehingga terjadi diskriminasi terhadap nilai-nilai moral. Pentingnya nilai moral dalam pendidikan memotivasi siswa untuk berperilaku baik dan menciptakan kehidupan yang seimbang. Pendidikan Agama Islam memiliki kegiatan keagamaan dan juga nilai-nilai pribadi untuk diterapkan dan dibiasakan berperilaku baik tidak hanya di sekolah tetapi juga di masyarakat. Sebagai salah satu sarana pelaksanaan kemandirian untuk mencapai target pembelajaran yang dilakukan di MI Nurul Munim adalah metode pembelajaran melalui storytelling atau mendongeng karena metode tersebut sangat efektif untuk pembelajaran siswa dengan meniru sifat-sifat karakter yang diceritakan oleh guru. Selain melaksanakan pembelajaran MI Nurul Munim juga melaksanakan kegiatan ekstra seperti kegiatan istighosah sebagai sarana keagamaan untuk meningkatkan ketaqwaan kepada Allah SWT. Salah satu penerapan kehati-hatian yang diterapkan di MI Nurul Muim adalah etika berciuman untuk menjaga nilai kesopanan dan tata krama kepada guru, namun hal ini terkendala karena protokol kesehatan untuk mengantisipasi penyebaran covid-19.
Dinamika Pendidikan Islam dan Liberalisasi Pendidikan di Indonesia Abdul Hadi
FALASIFA : Jurnal Studi Keislaman Vol 12 No 02 (2021): September
Publisher : STAIFAS-Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/falasifa.v12i02.559

Abstract

This paper on the dynamics of Islamic education and the liberalization of education departs from the regulation of Islamic education that entered the vortex of western libelism. Liberalization of education is a new formula to formulate the concept of education ideally so that in the process of teaching and learning a teacher must understand the development of his students critically and sustainably. Islamic education and education liberalization is an attempt to change or reform the order of education so that the world of education is more advanced and provides fresh colors so that Islamic education runs dynamically. Liberalization of education does not mean free but must be in line with islamic educational values that must be adapted to the times so as not to be left behind to keep up with the development of the world of education. While in Islamic education the concept of essence in accordance with the values in the Islamic concept is oriented not only to the world but also at the same time to achieve success, happiness, and benefit in the afterlife. Tulisan ini tentang dinamika pendidikan Islam dan liberalisasi pendidikan hal ini berangkat dari regulasi pendidikan Islam yang masuk pada pusaran libelisme barat. Liberalisasi pendidikan merupakan formula baru untuk merumuskan konsep pendidikan secara ideal sehingga dalam proses belajar-mengajar seorang guru harus memahami perkembangan anak-anak didiknya secara kritis dan berkelanjutan. Pendidikan Islam dan liberalisasi pendidikan adalah suatu usaha untuk merubah atau mereformasi tatanan pendidikan sehingga dunia pendidikan lebih maju dan memberikan warna segar agar pendidikan Islam berjalan secara dinamis. Liberalisasi pendidikan bukan berarti sebebas-bebasnya tetapi harus sejalan dengan nilai-nilai pendidikan Islam yang harus disesuaikan dengan perkembangan zaman sehingga tidak tertinggal untuk mengikuti perkembangan dunia pendidikan. Sementara dalam pendidikan Islam konsep hakiki yang sesuai dengan nilai dalam konsep Islam berorientasi tidak hanya untuk dunia semata melainkan juga sekaligus untuk meraih kesuksesan, kebahagiaan, dan kemaslahatan di alam akhirat.
Pembelajaran Pendidikan Agama Islam Selama Pandemi Covid-19 di Indonesia Hafizh Idri Purbajati
FALASIFA : Jurnal Studi Keislaman Vol 12 No 1 (2021): Maret
Publisher : STAIFAS-Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/falasifa.v12i1.568

Abstract

The Covid-19 pandemic that has hit the whole world has had a very significant impact on human life in various fields. Education is one of the areas affected. This requires educational institutions to be able to adapt to the real conditions that are happening. Islamic Religious Education during the Covid-19 pandemic can be carried out using various existing media. Information and communication technology is one of the factors supporting the implementation of these activities. Learning Islamic Religious Education online even provides a number of positive benefits. This can also be one of the factors to realize an advanced and world-class Islamic Education. This article tries to discuss the implementation of online Islamic Religious Education learning, the challenges, and alternatives that can be taken to realize effective learning activities during the Covid-19 pandemic.
Peran Guru Dalam Membangun Moderasi Beragama di Sekolah Hafizh Idri Purbajati
FALASIFA : Jurnal Studi Keislaman Vol 11 No 2 (2020): SEPTEMBER
Publisher : STAIFAS-Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/falasifa.v12i02.569

Abstract

Indonesia is a nation consisting of thousands of islands, various races, ethnicities, languages, tribes, and cultures. This shows that Indonesia is a country rich in diversity. The threat of conflict becomes even greater. There are actions that lead to radicalism, extremism, hatred of certain parties, violence, and vandalism can be a factor in destroying unity. Therefore, religious moderation is very important to be applied in the life of the nation and state. Internalization of religious moderation is important to be applied from an early age in the school environment. It aims to instill strongly so that students can understand and practice the values ​​of religious moderation in the school and community environment. Teachers have a very important role in making this happen. This is because the teacher is the party who is in direct contact with the students. This article will discuss the role of teachers in efforts to build religious moderation in schools.
Pengembangan Pembelajaran Bahasa Arab di Rumah Pada Masa Covid 19 Musnif Istiqomah; R.Umi Baroroh
FALASIFA : Jurnal Studi Keislaman Vol 12 No 1 (2021): Maret
Publisher : STAIFAS-Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/falasifa.v12i1.586

Abstract

In the situation of the covid-19 pandemic, the education system began to look for an innovation for the process of teaching and learning activities. With the Circular No. 4 of 2020 from the Minister of Education and Culture which recommends that all activities in educational institutions must keep a distance and all material delivery is delivered at their respective homes, inevitably parents take the role of learning companions who are actively involved and responsible. responsible for all learning at home, including learning Arabic. Arabic learning is aimed at encouraging, guiding, developing, and fostering abilities and fostering a positive attitude towards Arabic, both receptively and productively. Acting as a home study companion, parents need guidance during the Arabic learning process. This paper is the result of a qualitative research that describes what the author did for 2 semesters in accompanying his son who was in grade 1 of Madrasah Ibtidayyah while learning Arabic at home. So that this paper can be guided by parents in accompanying their children while learning Arabic at home. The conclusion of this paper is that the development of Arabic learning at home is carried out to support Arabic learning in madrasas/schools. Parents have an important role in encouraging and growing children's positive attitudes towards Arabic. Parents as learning companions also have a strategic role in achieving Arabic learning goals in schools/madrasas. Keywords: Arabic Learning Development, Arabic Learning Companion at Home
The Concept of Moral Education The Perspective of Al-Ghazali and Thomas Lickona Anwar Sholeh; Devy Habibi Muhammad; Ari Susandi
FALASIFA : Jurnal Studi Keislaman Vol 13 No 01 (2022): Maret
Publisher : STAIFAS-Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/falasifa.v13i01.831

Abstract

Morals are a determinant of whether or not a person is good, so that humans are able to adapt to their environment. The moral problem of this era makes moral education as the primary need of education. The study aims to: know the educational concepts of Akhlaq Al Ghozali ,Thomas Lickona and the similarities of difference. This research uses literature. data collection by method of assessment and analysis of data with comparatively transcribed. The results of research that discusses the concept of moral education sourced from Al-Imam Al-Ghazali and Thomas can be concluded including: 1) Moral education Al-Imam Al-Ghazali guided by the Qur'an and Sunnah by using four methods (exemplaryness, habituation, advice and stories) which the focus of the concept of moral education is the sacredness of the soul from all impurities and diseases of the heart so as to become a perfect human being (human being), 2) While Thomas's moral education is based on the family, environment and society as a source of moral education with five methods (understanding, discipleship, habituation, example and punishment) so that intelligent, intelligent and skilled human beings are realized, 3) Both Al Ghazali and Thomas broadly have the same concept of moral education, namely social dimensions, habits and examples.
Religious Moderation Representation in The Movie "My Name is Khan" Jamilatun Nafi'ah
FALASIFA : Jurnal Studi Keislaman Vol 13 No 01 (2022): Maret
Publisher : STAIFAS-Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/falasifa.v13i01.832

Abstract

This discussion will examine more deeply the forms of religious moderation represented in the film "My Name Is Khan". This is intended to get a clear picture of how to apply religious moderation and its limits in diversity. Religious diversity is a natural trait that cannot be denied. However, how through this moderation can such diversity be accepted and remain peacefully side by side. The figure of Rizvan Khan who is the main character in the film "my name is khan" has displayed a Muslim character with his moderate attitude towards fellow human beings. His struggle to save non-Muslims who were being hit by storms and floods in Wilhelmina, Georgia to firmly fight the heretical teachings of Islamic terrorism who wanted to provoke other Muslim worshipers in a mosque. The film conveys a brief message that religion is not a differentiator that divides people. And Islam is not a religion of cruelty and terrorism, but Islam is a religion that can embrace diversity in moderation. The storyline is so full of conflict and Islamic studies that are quite heavy can be packaged lightly and can be enjoyed by the audience of the film My Name is Khan. The positive side of this film that we can take is how we as individuals must always try to continue to be good people because in this world there are only good people and bad people. To whom we must do good, regardless of race, religion, nation, and skin. And to complete it, we must always have a good attitude towards other people, whether they are Muslims or non-Muslims though.
Utilization Of E-Learning In Facing Learning Loss In The New Normal Era: A Study On Islamic Religious Education (Pai) In Junior High School In Malang City Dina Mardiana
FALASIFA : Jurnal Studi Keislaman Vol 13 No 01 (2022): Maret
Publisher : STAIFAS-Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/falasifa.v13i01.833

Abstract

The current situation of the COVID-19 pandemic, which has entered the New Normal Era, has harmed education in the form of learning loss. This research examines e-learning in dealing with learning loss in Islamic Religious Education (PAI) subjects at Al-Irsyad Junior High School (SMP-AI) in Malang City. This research uses a qualitative approach with the type of case study, whereas analyzes data through the interactive technique of Miles, Hubermann, and Saldana. The conclusion of this research states that e-learning at SMP AI Malang focuses on two things in dealing with learning loss. They are: First, upgrading learning technology, which is centered on maximizing the role of the web academic.alirsyadmalang.org. Second, increasing the aspect of students' learning motivation in following the e-learning process implemented by SMP AI Malang. Efforts to use e-learning can be considered as one of the solution options that educational institutions can carry out in dealing with the phenomenon of learning loss during the New Normal Era.
The Role of Islamic Boarding Schools as Character Building in Facing the Challenges of Modern Life (case study in al barokah boarding school, tunggak crème village, wonomerto district, probolinggo regency) Muhammad Husin; Devy Habibi Muhammad; Ari Susandi
FALASIFA : Jurnal Studi Keislaman Vol 13 No 01 (2022): Maret
Publisher : STAIFAS-Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/falasifa.v13i01.834

Abstract

The purpose of this study was to determine the extent of the role of islamic boarding school education as character building in facing modern life especially the Al Barokah boarding school. This research is structured whit a qualitative approach with data collection techniques in the form of interview, documentation, and observation. The analysis technique using reflective thinking is to combine deductive and inductive ways of thinking and then draw conclusion. Based on the analysis of the data in this study, it can be concluded that the method used by the Al Barokah Islamic Boarding School in Tunggak Cerme Village Wonomerto District Probolinggo Regency, is to improve the character of the student and their female student, by revamping the curriculum and updating management. This can be seen fro the number of qualified and comptetent alumni in all fields, both in the religious and general fields
The Responsibility of Islamic Education (Syara’ Verses Review) Syarifatul Marwiyah
FALASIFA : Jurnal Studi Keislaman Vol 13 No 01 (2022): Maret
Publisher : STAIFAS-Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/falasifa.v13i01.858

Abstract

Abstract Every son of Adam has responsibility for himself as well as those for whom he is responsible. Especially for educators who are responsible for Islamic education for their students. The responsibility of Islamic education is broad and detailed, not only about spiritual education, and physical education but also getting more attention. Therefore, it is very important to know what responsibility that educators should fulfill for each student to be accepted by them. This article aims to describe how the responsibility of Islamic education is strengthened by syara' verses so that there is no doubt about carrying out these responsibilities. Every educator must fulfill his Islamic education responsibilities, both in terms of faith, character, physical, intellectual, social, and sexual education to realize an individual who has good behavior according to Islam.