Ulumuna: Jurnal Studi Keislaman
`Ulumuna: Jurnal Studi Keislaman yang meliputi kajian dakwah-sosial keagamaan Islam, hukum Islam, dan pendidikan agama Islam, serta kajian keislaman lainnya.
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120 Documents
<![CDATA[Guru dalam Mencerdaskan siswa ]]>
<![CDATA[Zainuddin Syarif]]>
<![CDATA[ Ulumuna: Jurnal Studi Keilsman Vol 1 No 1 (2015) ]]>
Publisher : <![CDATA[LP2M IAI Miftahul Ulum Pamekasan ]]>
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<![CDATA[Learning is a communication of human’s existence that is othentic to be owned, continued and completed, the process of education should give a place to the insideout, process of self empowerment, based on the character paradigm and self motive.To achieve those all, the teachers are demanded to no only be able to transfer knowledge owned but inspire the students. The inspiring teachers will always give motivation and pattern modal to their students in order to face the era changes, inspiring teachers can design teaching methods well in order they have a compelling power, change, use for the sake of manage a more complete life paradigm concept]]>
<![CDATA[Reformulasi Kurikulum Pesantren Dalam Rangka Meningkatkan Kwalitas Pendidikan Di Pondok Pesantren ]]>
<![CDATA[fudholi Fudholi]]>
<![CDATA[ Ulumuna: Jurnal Studi Keilsman Vol 1 No 1 (2015) ]]>
Publisher : <![CDATA[LP2M IAI Miftahul Ulum Pamekasan ]]>
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<![CDATA[Islamic boarding school is one of Islamic educational institutes existed during the Dutch colonization era and a place for Muslim cadre’s improvement spread out in the line of society. The existence of Islamic boarding school becomes a fortification of Muslim from any circumstances and condition faced by Indonesian, during the colonization era up to now. The intricacies of struggle done by all of alumnus from struggle of divesting from the hegemony of colonization, establishing revolution, forming a sovereign government carrying infrastructures out till finally participating in conducting a reformation. Now day’s Islamic boarding schools are demanded to revamp. One of things becoming attention is the curriculum used in Islamic boarding school. All this time, curriculum oriented by parts of Islamic boarding school is still about religious knowledge and salaf holly books. Parts of the owners of boarding school are still tendentious in defending or orienting back to the past methods (salaf). They have not felt yet about the needs of Islamic boarding school improvement by putting non-religious materials into the Islamic boarding school curriculum. Based on the explanation above, thus it is formulated how is the formula of Islamic boarding school curriculum improvement as an alternative of educational quality enhancement in Islamic boarding school and how is the system and action of curriculum development of Islamic boarding school in increasing the quality of its education. In general, the factors becoming a background of enhancing curriculum in Islamic boarding school can be grouped into two factors, internal and external factors. Internal factors cover, (a) the initiation of the owners to increase the quality of student’s knowledge. (b) the wish of Islamic boarding school owners to increase the efficiency and effectiveness of teaching in Islamic boarding school (c) the wish for alumnus to be ready of action in society. Meanwhile, the external factors are (a) the development of science and technology. (b). the influence of educational system dynamics (c). the demand of society and alumnus. The development implementation of curriculum of Islamic boarding school covers some principal components; these are component, purpose, material, strategy, and evaluation.]]>
<![CDATA[A CRITICAL DISCOURSE ANALYSIS ON MEANING LEVELS IN HILLARY DIANE RODHAM CLINTON’S SPEECH ABOUT WOMEN ]]>
<![CDATA[Ahmad Qomaruddin]]>
<![CDATA[ Ulumuna: Jurnal Studi Keilsman Vol 1 No 1 (2015) ]]>
Publisher : <![CDATA[LP2M IAI Miftahul Ulum Pamekasan ]]>
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<![CDATA[This thesis examines the levels of meaning in Critical Discourse Analysis in the speech of Hillary Diane Rodham Clinton about women in the conference of World Summit in New York, the United State of America. This study aims at (1) finding the hidden ideology of Hillary Diane Rodham Clinton macrostructurally (global level of meanings), (2) meaning of words and propositions emphasized and controlled (local level of meanings), (3) and subtle of formal structures explicitly conveyed by her (pragmatic level of meanings). The descriptive qualitative design was used to analyze the data. Meanwhile, the theory used is Teun A. van Dijk’s Critical Discourse Analysis focused on the levels of meanings to help in analyzing the data. The data were taken from Hillary’s speech about women in the conference of World Summit in New York, the United State of America. The findings show that the hidden ideology of Hillary, in influencing the audiences, was expressed and delivered by emphasizing the importance of liberal or even radical feminism for increasing a better life of human beings. This can be known by using semantic macrostructural analysis. Then, the local meanings which focus on the words and proposition representing the ideology were used by her. Instead, the formal structures were intentionally emphasized for controlling the speech. Thus, those three levels of Critical Discourse Analysis in investigating the meanings were eventually found in this research ]]>
<![CDATA[PEMANFAATAN HADĪTH DA’ĪF UNTUK TARGHĪB DAN TARHĪB ]]>
<![CDATA[Mohammad Subhan Zamzami]]>
<![CDATA[ Ulumuna: Jurnal Studi Keilsman Vol 1 No 1 (2015) ]]>
Publisher : <![CDATA[LP2M IAI Miftahul Ulum Pamekasan ]]>
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<![CDATA[This article attempts to study some opinions of Muslim scholars and their arguments about applying of weak h{adīths (h{adīth d{a’īf) for stimulus to do any virtues (targhīb) and for prevention to do any evils (tarhīb). It also gives examples of weak h{adīths applied for both cases and explains their weakness according to Muslim scholars’ judgments. Based on their opinions and judgments, it encourages Muslim activists to beware in using any kinds of h{adīths for their religious preaching ]]>
<![CDATA[KONDISI SOSIAL BUDAYA DALAM PERKEMBANGAN HUKUM ISLAM AL- SHA ]]>
<![CDATA[Suhaimi Suhaimi]]>
<![CDATA[ Ulumuna: Jurnal Studi Keilsman Vol 1 No 1 (2015) ]]>
Publisher : <![CDATA[LP2M IAI Miftahul Ulum Pamekasan ]]>
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<![CDATA[The discourse of Imam Shafi’is thought becomes a phenomenological discourse toward Moslem thought. He was a clergy developed at the era of Abbasid dynasty, at the era of growth and development of school leader. A thought had ever been developed when he was in Iraq, was named as Qaul Qadim, and a thought when he was in Iraq was named as Qaul Jadid. Al-Shafi’i could sentisize two thoughts of great clergies, Imam Abu Hanifah and Imam Malik. The thought of Abu Hanifah was known that it had a contextual characateristic. Meanwhile, Imam Malik’s thought was mostly known that his ideas were textual ]]>
<![CDATA[PEMIKIRAN EKONOMI YAHYA BIN UMAR DALAM PERSPEKTIF EKONOMI MODERN ]]>
<![CDATA[Mohammad Subhan]]>
<![CDATA[ Ulumuna: Jurnal Studi Keilsman Vol 1 No 1 (2015) ]]>
Publisher : <![CDATA[LP2M IAI Miftahul Ulum Pamekasan ]]>
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<![CDATA[Islam as a religion has given some rules of human live, whether it deals with hablum minallah, hablum minannas and social environment. The rule of hablum minallah is static while the rule of hablum minas and social environment are dynamic and flexible. In other words, human is given an authority to make the rules based on the situation and condition era, Basically, this article explains the economic theory of Yahya bin Umar in his book Ahka>m al-suq . generally this book explains about hisbah and other topic related to the market like al-ta’sir (pricing), ihtikar , siyasah al-ighraq (dumping). In this article the author tries to correlative study about Yahya bin Umar idea in Ahkam sl-suq book with economic conventional theory. And then it will be known whether the brilliant idea of Yahya bin Umar still relevant in this era ]]>
<![CDATA[PROGRESIVITAS PEMIKIRAN HUKUM UMAR IBN KHATTAB ]]>
<![CDATA[Fahmi Assulthoni]]>
<![CDATA[ Ulumuna: Jurnal Studi Keilsman Vol 1 No 1 (2015) ]]>
Publisher : <![CDATA[LP2M IAI Miftahul Ulum Pamekasan ]]>
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<![CDATA[This article deals with the understanding of Moslem fundamentally critisizing an interpretation assumed as contradictive with a certain group or community. Thus, it is continuously said that it is out of Islamic philosophical rule, and so on. Basically, these viewpoints were proposed by a great Islamic clergy, besides he was a companion of Prophet Muhammad saw, Umar who had a capability to interprete “nash” and was also contradictive with most of the companions, eventhough with the text itself.]]>
<![CDATA[Meningkatkan Keterampilan Konseling dengan Mind Skills ]]>
<![CDATA[ahmad baikuni]]>
<![CDATA[ Ulumuna: Jurnal Studi Keilsman Vol 1 No 1 (2015) ]]>
Publisher : <![CDATA[LP2M IAI Miftahul Ulum Pamekasan ]]>
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<![CDATA[Counseling service is a service to help counselee in obtaining their understanding to be used in their life time. So they can determine the better choice that is useful and suitable with their environment condition. Counselee will obtain a good skill when the counselor is not only able to use the technique and communication of counseling but also how to arrange their mind which is called as mind skill that can be trained with experiential learning. This article tries giving an argument and theoretical review about the importance of mind skill in a counseling because empirical researches find out some of counselors that are not able to give counseling service comprehensively, the fact counselor tend to fall in their selfishness, then they are dominated by their negative self-talk and they tend to act more experienced and then transfer their experience to the counselee]]>
<![CDATA[KONSEP PENDIDIKAN NAWÂWÎ AL-BANTANÎ ]]>
<![CDATA[Yahya Zahid Ismail]]>
<![CDATA[ Ulumuna: Jurnal Studi Keilsman Vol 1 No 2 (2015) ]]>
Publisher : <![CDATA[LP2M IAI Miftahul Ulum Pamekasan ]]>
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<![CDATA[Dalam konteks Nawâwî Al-Bantanî, Ia memperoleh gelar Sayyid Ulama al-Hijaz, Fuqaha’ dan Hukama terakhir, Imam Ulama al-Haramain dan Guru Besar pada Nasrul Ma’arif Diniyah di Mekah. Menurut suatu sumber, ia mengarang kitab sekitar 115 buah, sedangkan menurut sumber lain sekitar 99 buah, yang terdiri dari Ilmu Tafsir, Akhlak/Tasawuf, Hadits, Teologi, Tarikh, dan lain-lain, dan di antara karya monumentalnya yang orisinal adalah Marâh Labīd Tafsīr li Kasyf Ma’na Qurân Majid. Dia juga pernah berdialog langsung dengan Syekh Muh}ammad Abduh (pembaharu pemikiran Islam di Mesir) dan beberapa kali memberikan ceramah di Universitas Al-Azhar. Tujuan pendidikan dalam Islam menurut Nawâwî merupakan refleksi dari fungsi manusia sebagai ‘ubudiyah dan khalifah. Maksud manusia untuk ’ubudiyah ialah semua aktivitas manusia harus dibingkai dengan nilai mardatillah dan kebahagiaan akhirat. Sedangkan fungsi manusia sebagai khalifah adalah bagaimana mengatur kehidupan dan mengolah alam semesta ini untuk kemakmuran bagi manusia sekarang dan generasi mendatang, sekaligus juga ubudiyah. Nawâwî mengatakan: ”pendekatan diri kepada Allah itu merupakan tujuan pendidikan. Orang dapat mendekatkan diri kepada Allah hanya setelah memperoleh ilmu pengetahuan. Ilmu pengetahuan itu sendiri tidak akan dapat diperoleh menusia kecuali melalui pengajaran”]]>
<![CDATA[INOVASI KURIKULUM PESANTREN DALAM MEMPROYEKSIKAN MODEL PENDIDIKAN ALTERNATIF MASA DEPAN ]]>
<![CDATA[Hermanto halil]]>
<![CDATA[ Ulumuna: Jurnal Studi Keilsman Vol 1 No 2 (2015) ]]>
Publisher : <![CDATA[LP2M IAI Miftahul Ulum Pamekasan ]]>
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<![CDATA[Kurikulum merupakan suatu rencana pendidikan, memberikan pedoman dan pegangan tentang jenis, lingkup, dan urutan isi, serta proses pendidikan. Kurikulum merupakan suatu bidang studi, yang ditekuni oleh para ahli atau spesialis kurikulum, yang menjadi sumber konsep-konsep atau memberikan landasan-landasan teoritis bagi pengembangan kurikulum berbagai institusi pendidikan.Inovasi atau pembaharuan suatu kurikulum perlu dilakukan mengingat kurikulum sebagai alat untuk mencapai tujuan, harus menyesuaikan diri dengan perkembangan masyarakat yang senantiasa berubah dan terus berkembang. Perubahan kurikulum dimulai dari perubahan konseptual yang fundamental kemudian diikuti oleh perubahan struktural. Pada umumnya perubahan kurikulum menyangkut komponen kurikulum yaitu : a). Perubahan dalam tujuan kurikulum, b). Perubahan isi dan struktur kurikulum, c). Perubahan strategi kurikulum, d). Peubahan sarana kurikulum, e). Perubahan dalam sistem evaluasi kurikulum.]]>
