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INDONESIA
Forum Tarbiyah
Published by Institut Agama Islam Negeri Pekalongan
ISSN : 18295525     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Jurnal Forum Tarbiyah adalah jurnal berkala ilmiah dengan ISSN : 1829-5525 yang diterbitkan oleh Fakultas Tarbiyah IAIN Pekalongan. Jurnal ini mengkhususkan diri pada pengkajian ilmu-ilmu pendidikan Islam dan yang terkait dengannya. Pengelola mengundang para ilmuwan, sarjana, professional, dan peneliti dalam disiplin keIlmuan pendidikan Islam untuk mempublikasikan hasil penelitiannya setelah melalui mekanisme seleksi naskah, telaah mitra bebestari, dan proses penyuntingan. Jurnal Forum Tarbiyah terbit bulan Juni dan Desember setiap tahun. Jurnal ini telah terindeks di lembaga pengindeks nasional bereputasi.
Arjuna Subject : -
Articles 148 Documents
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HAKIKAT MANUSIA DAN IMPLIKASINYA DALAM PROSES PENDIDIKAN (Tinjauan Filsafat Pendidikan Islam) Khobir, Abdul
Forum Tarbiyah Vol 8 No 1: Juni 2010
Publisher : IAIN Pekalongan

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Abstract

The essence of man in the perspective of Islamic EducationPhilosophy is something very important and fundamental that candetermine humans life. Searching about the essence of human naturecan not be only absorbed in the thinking about the basic elements thatdetermine the human, such as aspects of physical and spiritual aspectswhich include: passion, reason, qalb and spirit. But the basic elementsthat exist in human beings are the foundation when we are going tounderstand human nature. By basing on an understanding of humannature, activities and educational process is run and aims to be ableto develop the human personality. The ultimate goal of education ispersonal excellence based on the principle of self-realization, ie torealize the potential that already exists in human beings in the form ofmoral potential, skills and physical development.
MENGAWINKAN KEILMUAN: UPAYA MENGAKHIRI DIKOTOMI DAN MENGINTEGRASIKAN KEILMUAN DALAM PENDIDIKAN ISLAM Mustakim, Zaenal
Forum Tarbiyah Vol 11 No 2: Desember 2013
Publisher : IAIN Pekalongan

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Abstract

It is not foreign to us, that scientific is mapped into two recently, namely the science that focuses on religion-which came to be known as the science of religions, and scientific development that focuses on other things in general as well as the separate elements of religion in -that it be known science generally. So in practical plains, any educational institution that develops religious sciences appears on one hand and educational institutions that develop general sciences appears on the other hand. This is a 'disease' that impede the progress of our education in general, and particularly Islamic education. With full awareness, separation or dichotomy of science should immediately look for meeting point so that the subsequent development has a face that synergize with each other. Discourse and real effort to integrate this separation or dichotomy are needed. Integrating science (religion and science) is an effort that is not easy and certainly requires long time. However, with confidence and collective consciousness it is not impossible that the scientific integration will be realized and perceived benefits. In this context, it needs reconciliation in integrating scientific (read: religion and science), particularly in Islamic education.
KESADARAN DAN SELF -DIRECTED LEARNING SEBAGAI MODEL PEMBELAJARAN ALTERNATIF DALAM ERA NEOLIBERALISME Istiyani, Dwi
Forum Tarbiyah Vol 7 No 2: Desember 2009
Publisher : IAIN Pekalongan

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Abstract

Learning should be ideally done with full awareness of the learner themselves, since through self-awareness on the next stage in the learning process will familiarize learners to be able to study independently, or with which it has would foster soul awareness in order to be independent in learner’s study or life. Consciousness and self-directed learning (SDL) is an essential part of learning solutions. Both these concepts can become an alternative model in dealing with education issues in the context of neoliberalizm. Education is part of the victims of neoliberalizm, due to the policy of privatization and reduced budgets for education. Hence as one of the steps that is representative enough in learning is by providing principles of awareness and stimulating independent learning on learner.
PROBLEMATIKA PENDEKATAN PENDIDIKAN KARAKTER Nurkhamidi, Aris
Forum Tarbiyah Vol 9 No 1: Juni 2011
Publisher : IAIN Pekalongan

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Abstract

Abstrak: Tahun 2011 ini pemerintah mencanangkan pendidikankarakter bagi dunia pendidikan, mulai tingkat dasar, menengah hinggaperguruan tinggi. Salah satu dasar fundamentalnya, saat ini masalahbesar dalam dunia pendidikan adalah menipisnya bangunan karakteranak didik. Anak didik tumbuh dan berkembang secara mental, sosialdan intelektual, tetapi tercerabut dari akar budayanya sebagai bangsayang berkeadaban. Pengetahuan mereka makin luas, ilmunya makinmendalam, keterampilannya makin kreatif, tetapi ada masalah padamentalitas, nilai, dan moralitas. Pendidikan bukan saja menjadikanorang berubah secara kognisi dan psikomotorisnya, tetapi harusterintegrasi dengan bangunan nilai yang kuat.
KEBIJAKAN PENGUASA KOLONIAL BELANDA TERHADAP PENDIDIKAN PESANTREN Untung, Slamet
Forum Tarbiyah Vol 11 No 1: Juni 2013
Publisher : IAIN Pekalongan

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Abstract

As a Javanese traditional educational institutions, pesantren can be said to be the oldest Islamic institution in Nusantara that grow and develop in the original Indonesian culture, which is believed by some researchers that it has adopted the model of previous education i.e. Hindu and Buddhist education. Pesantren in its development is influenced by the presence of a history of marginalization and isolation conducted by the Dutch. 350 years of Dutch colonialism led the development of intellectualism in Nusantara to be hampered. However, Islam in Nusantara remains strong and growing as shown in Islamic schools, which until now still survive and evolve with the more number and extensive Islamic education than other Muslim countries. Since the Dutch colonial era, schools have grown despite the Dutch colonial government never cared for the fate of the Islamic educational institutions. Pesantren still nurtured by Muslims themselves. Pesantren and Islamic educational institutions, such as majlis ta’lim, madrasah, langgar / surau, and others, are never acknowledged to be exist or even aided by the Dutch colonial government. 
TELAAH HISTORIS PERTUMBUHAN PUSAT PENDIDIKAN ISLAMDI JAWA SAMPAI PERIODE PERANG JAWA Untung, Moh. Slamet
Forum Tarbiyah Vol 8 No 2: Desember 2010
Publisher : IAIN Pekalongan

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Abstract

This paper tries to study and criticize an interesting topic of Islamic education center in Java in the context of history up to the Java War period. There are two important things that will be studied related to the topic, first, the chronology of growth and development of Islam in Java, and second, a center of Islamic education in sociocultural perspective by placing the Java community institutions such as the center of education activity. The dynamics of growth and development of Islamic educational institutions are influenced by not only internal factors of the founders, but also the external factors that are global. Accumulatively - integratively, both effects fuse and produce a format and style of Islamic educational institutions as will be described through this study.
PENDIDIKAN NILAI KARAKTER DI MIN MALANG 1 (Upaya Mengokohkan Kembali Peran Madrasah Sebagai Basis Penanaman Karakter) Kamal, Rahmat
Forum Tarbiyah Vol 10 No 1: Juni 2012
Publisher : IAIN Pekalongan

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Abstract

The essence of education is essentially not merely a matter of the transfer of knowledge, but also the transfer of values, in the sense that values instilment and those practices will be very significant in the formation of students’ noble and good character, not only just simply memorizing and knowing. Character education becomes a very urgent matter to be discussed and further developed both in the theoretical framework as well as the practical one, therefore teachers and educators have a clearer image and deeper knowledge from an institution’s experiences which continuously does the expansion in the implementation of education in order to achieve students’ good character. The problems presented in this study are: (1) how is the implementation of character education in Malang MIN 1?; (2) What are the values dominating?; (3) What are the tools of control of character education in MIN Malang 1? The purposes of this study are: (1) to understand the process of implementation of the character education in Malang MIN 1, (2) to find the values of characters instilled, and (3) to know the evaluation tool used in the character education in MIN Malang 1. This study is a field research within a qualitative approach. The subjects of this research are the head of the madrasa, deputy head of the madrasa, teacher representatives, and student representatives. The process of data collection is done by means of observation, interviews, and documentation. The process of data analysis include: observation, interviews, and documentation. The data analysis process covers: data reduction, data presentation, and data clarification and verification. The results showed that , first, the implementation of the character education in Malang MIN 1 basically represents the development of education of  akhlak al - Karimah  implemented in several aspects, namely : (a ) curriculum , ( b ) the madrasa culture , and ( c ) self-development program. Second, the values of the dominant characters seen in the students of MIN Malang 1, are: the values of disciplines,  religiousness, and appreciation of performance. Third, the evaluation measurement of character education in MIN Malang 1 are: Teacher’s Diary (Anecdot Record), Case Book, and  Counseling Book Report (BK).
MADRASAH NIZAMIYAH: Simbol Patronase Penguasa Sunni dalam Lembaga Pendidikan Ta'rifin, Ahmad
Forum Tarbiyah Vol 8 No 1: Juni 2010
Publisher : IAIN Pekalongan

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Abstract

Nizam al-Mulk, vizier of Seljuq dynasty, had built severalmadrassas which were completed with libraries with a number ofendowments as sources of funds.Madrassas known as Madrasah Nizamiya were intended as the centerof the Sunni sect development, especially Syafi’iyah and Ash’arite.For that purpose, goals, curriculum and teaching activities are submittedto figures from the school’s leading scholars, among them are AbuIshaq al-Syirazy, Imam al-Haramayn and al-Ghazali, who respectivelyever held the Madrasah Nizamiya. The progress of MadrasahNizamiya is closely associated with the patronage of Nizam al-Mulkas the ruler of the dynasty of Abbas. Although Madrasah Nizamiyahwere related to the patronage of rulers - and then disappeared - themadrassa system as an institution of higher Islamic education wascontinued by the leaders of the later ruler with a similar patronage
PORTOFOLIO SEBAGAI MODEL PEMBELAJARAN SEIMBANG DALAM PROSES BELAJAR MENGAJAR PENDIDIKAN AGAMA ISLAM DI LEMBAGA PENDIDIKAN UMUM Fahri, Ismail
Forum Tarbiyah Vol 9 No 2: Desember 2011
Publisher : IAIN Pekalongan

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Abstract

Education of Islamic Religion is a very important lessonfor fostering moral learners. However, in reality, Education of IslamicReligion is considered incapable in generating generations whoare possessing good moral, as it is alleged by education experts dueto the lack of class hours, less learning patterns of the target, as aresult of a lack of continuity in learning. Learners, in religion learningonly developed on the cognitive development, whereas other domainssuch as affective and psychomotor are virtually untouched. Therefore,the learning method of Education of Islamic religion based onPortfolio may help to develop the three domains of education and isable to increase the religious morals of children
UPAYA MENDIDIK ANAK MELALUI PERMAINAN EDUKATIF Khobir, Abdul
Forum Tarbiyah Vol 7 No 2: Desember 2009
Publisher : IAIN Pekalongan

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Abstract

Game is one form of social activity that is very dominant in the early days of children. Therefore, children spend more time outside the house to play with his friends than be involved with other activities. Therefore, games for children is a form of fun activity undertaken solely for the activity itself, not because they want to get a result from such activities. This is due to children that the process of doing something is more interesting than the results that will be received. For every child, especially young children, playing means learning. Indeed the world of children is playing, since by playing, children will learn many things about everyday life. With games, we as parents can incorporate elements of education therein.

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