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RISDA: Jurnal Pemikiran dan Pendidikan Islam
Published by Sekolah Tinggi Agama Islam Ar-Rosyid Surabaya
ISSN : 25408097     EISSN : 27761517     DOI : https://doi.org/10.59355/risda
Core Subject : Education, Social,
Education Social Sciences
This journal publishes articles in the form of learning and learning outcomes, and concepts in the context of Islamic education. Detailed scopes of articles accepted for submission to RISDA: Jurnal Pemikiran dan Pendidikan Islam are: Islamic Education Materials Educators and Students Learning methods Curriculum Politics of Education Educational Philosophy History of Islamic Education Islamic Studies
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 82 Documents
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Fenomena Etos Kerja dalam Perspektif Islam Misbahus Surur
Risda: Jurnal Pemikiran dan Pendidikan Islam Vol. 2 No. 1 (2018): April
Publisher : LP2M Sekolah Tinggi Agama Islam Ar-Rosyid Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59355/risda.v2i1.1

Abstract

The work ethic is a reflection of a view of life that is oriented towards divine values. In addition, work ethic is related to achieving material success. To achieve a good work ethic, there is a background that underlies the desire to achieve it optimally, namely because of the desire to get a reward for seeking Allah's pleasure so that it will be of worship and worldly value and some are want to get material material rewards in the form of money or salary, in order to meet the needs of his family. However, it should be noted that the goal is material means remuneration of wages, salaries are commensurate, sometimes misinterpreted by getting as much reward as possible which in the end is only used for fun. Islam views the achievement of the work ethic in a balanced way. Islam emphasizes the principle of balance, insight into harmony and harmony between the worldly and the hereafter, between material and spiritual, between physical and spiritual, between work to meet family needs and worship. This means that in addition to success in achieving the life of the world, but the hereafter is also not neglected.
Manajemen Pendidikan Islam dan Implikasinya Moh. Solehuddin
Risda: Jurnal Pemikiran dan Pendidikan Islam Vol. 2 No. 1 (2018): April
Publisher : LP2M Sekolah Tinggi Agama Islam Ar-Rosyid Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59355/risda.v2i1.2

Abstract

Lately there has been an interesting phenomenon, there are schools that initially experienced a setback to progress rapidly, on the other hand there are schools or madrasas that initially progressed to almost go out of business, even experiencing a sad phenomenon. In addition, there are those who initially advanced and persisted in their progress, on the contrary there were those who were originally included in the category of the proverb lâ yahya walâ yamûtu and have remained so until now. These cases were caused more by management factors than other factors, although management factors were not the sole factor independent of other factors. Therefore, to explain further what Islamic education management actually is and its implications as well as the administration, management and leadership of Islamic educators, the author will compile an article entitled "Islamic Education Management and Its Implications: Administration, Management and Leadership of Islamic Educators" which the authors collect. from various references that exist and the author combines with revelations as well as the words of Muslim scholars.
Prinsip-Prinsip Manajemen Pendidikan Islam Nur Wahib
Risda: Jurnal Pemikiran dan Pendidikan Islam Vol. 2 No. 1 (2018): April
Publisher : LP2M Sekolah Tinggi Agama Islam Ar-Rosyid Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59355/risda.v2i1.3

Abstract

Islamic Religious Education with various paths, levels, and forms that exist such as in the formal education path there are basic education levels in the form of Madrasah Ibtidaiyah (MI) and Madrasah Tsanawiyah (MTs), secondary education levels are in the form of Madrasah Alyah (MA) and Madrasah Aliyah Vocational Education (MAK), and at the higher education level there are so many Islamic Religious Universities (PTAI) with various forms, some of which are in the form of academies, Colleges, Institutes, and Universities. In non-formal education channels such as Playgroups, Child Care Parks (TPA), Ta'lim Council, Islamic Boarding Schools and Madrasah Diniyah. Informal Education Paths such as education held within the family or education organized by the environment. All of this needs the best possible management or management, because if not only the negative image of Islamic education that exists in society will remain attached and difficult to remove, maybe even Islamic education whose rights will be destroyed by falsehood that is managed and neatly arranged in the community. around him, as stated by Ali bin Abi Talib: "truth that is not neatly organized will be destroyed by well-organized falsehood".
Potret Wanita ditengah Kemiskinan Modern Abdul Muid
Risda: Jurnal Pemikiran dan Pendidikan Islam Vol. 2 No. 1 (2018): April
Publisher : LP2M Sekolah Tinggi Agama Islam Ar-Rosyid Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59355/risda.v2i1.4

Abstract

Women are honorable and dignified human beings, as Allah greatly glorifies the dignity of women before Allah SWT. In the Qur'an Allah SWT. Mention one of the letters of the Qur'an is the letter "An-Nisa'". This proves that women are highly respected and upheld their dignity, status and dignity
Manajemen Pendidikan Islam Moh. Sholeh
Risda: Jurnal Pemikiran dan Pendidikan Islam Vol. 2 No. 1 (2018): April
Publisher : LP2M Sekolah Tinggi Agama Islam Ar-Rosyid Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59355/risda.v2i1.5

Abstract

Islamic Religious Education with various paths, levels, and forms that exist such as in the formal education path there are basic education levels in the form of Madrasah Ibtidaiyah (MI) and Madrasah Tsanawiyah (MTs), secondary education levels are in the form of Madrasah Alyah (MA) and Madrasah Aliyah Vocational Education (MAK), and at the higher education level there are so many Islamic Religious Universities (PTAI) with various forms, some of which are in the form of academies, Colleges, Institutes, and Universities. In non-formal education channels such as Playgroups, Child Care Parks (TPA), Ta'lim Council, Islamic Boarding Schools and Madrasah Diniyah. Informal education pathways such as education held within the family or education organized by the environment. All of them need management or management as well as possible. Management is a process of utilizing all resources through the help of others and in collaboration with them, so that common goals can be achieved effectively, efficiently, and productively. On the other hand, Islamic education is a process of transinternalizing Islamic values to students as a provision to achieve happiness and prosperity in the world and in the hereafter.
Pendidikan Agama Islam Inklusif-Multikultural Imam Bahrozi
Risda: Jurnal Pemikiran dan Pendidikan Islam Vol. 2 No. 1 (2018): April
Publisher : LP2M Sekolah Tinggi Agama Islam Ar-Rosyid Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59355/risda.v2i1.6

Abstract

Islam is as a universal religion, as a religion for humanity (all humankind), or as a religion for the entire world because of its’ mission as rahmatan li al-’alamin. To realize such mission in Indonesian context, education activity is aimed to raise up a multicultural wisdom and global awareness of the pupils, so in next time they will be able to contribute in preservation of heterogenity and to develop it for attaining a prosperious life, besides to face globalization current appropiately. In this case, islamic education has a duty in transfering inclusive-multiculturalism Islamic teachings to students so that they are able to appreciate global values of Islam, like inclusivism, humanism, tolerance, and democracy.
Hak Asasi Manusia dalam Persfektif Islam Moh. Sholeh
Risda: Jurnal Pemikiran dan Pendidikan Islam Vol. 2 No. 2 (2018): Oktober
Publisher : LP2M Sekolah Tinggi Agama Islam Ar-Rosyid Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

As a comparative perspective, human rights originating from the West are legitimized in the Universal Declaration of Human Rights (UDHR) or the Universal Declaration of Human Rights (UDHR) and human rights from an Islamic perspective, as follows: purely philosophical, anthropocentric in nature, more concerned with rights than obligations, more individualistic and human as the full owner of basic rights, while Islamic human rights are. Based on the teachings of the Qur'an and the Sunnah of the Prophet Muhammad SAW, it is Theocentric, the balance between rights and obligations, social interests are prioritized and humans as creatures entrusted with basic rights by God, therefore must be grateful and maintain them. The Qur'an as a source of Islamic law gives high respect to human rights. In the Qur'an there are 80 verses about life, maintenance of life and the provision of means of life. 150 verses about creation and creatures and about equality in creation. There are 320 verses of the Qur'an describing attitudes against injustice and wrongdoers and 50 verses commanding justice. There are 10 verses that talk about the prohibition of coercion to guarantee freedom of thought, belief and expression of aspirations. The Medina Charter consists of 47 articles. The principles of human rights in the Medina Charter are: First, good interaction with others, both Muslims and non-Muslims. Second, help each other in the face of a common enemy. Third, defend those who are persecuted. Fourth, advise each other. And fifth, respecting religious freedom.
Pendidikan Agama Islam dan Problematikanya di Sekolah Siswoyo
Risda: Jurnal Pemikiran dan Pendidikan Islam Vol. 2 No. 2 (2018): Oktober
Publisher : LP2M Sekolah Tinggi Agama Islam Ar-Rosyid Surabaya

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Abstract

The problems and challenges that exist in Islamic Religious Education both in learning and in its application are multidimensional. Everything must have problems that become problems and challenges that must be faced and solutions are sought, especially in education. There are so many problems in education that still need to be solved. The author wants to examine specifically about the problems and challenges in Islamic Religious Education. There have been many studies on the problems of Islamic Religious Education, but they are still focused only on educators and school management. Even though the problem of Islamic Religious Education is not only in an educational institution but is a problem for all elements of society, including the family. In this study the author wants to discuss and examine the problems of Islamic Religious Education in terms of the scope of education, namely schools, families and communities. This study uses a qualitative method, based on a literature study. Hopefully this article is useful and can provide solutions to the problems that pose challenges in Islamic Religious Education as a scientific discipline, institution or way of life in the life of every human being, because religion is God's culture.
Epistimologi Pendidikan Islam: Studi Landasan Konseptual Pembelajaran Menurut Al-Qur’an Imron Rosyadi
Risda: Jurnal Pemikiran dan Pendidikan Islam Vol. 2 No. 2 (2018): Oktober
Publisher : LP2M Sekolah Tinggi Agama Islam Ar-Rosyid Surabaya

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Abstract

The conceptual foundation of learning is a philosophical assumption that is used as a starting point in the context of study and learning practice. The assumptions that become the starting point in the context of learning come from various sources, namely religion, philosophy, and law. Based on these sources, the types of learning foundations can be identified as the religious basis of learning, the philosophical basis of learning, and the juridical basis of learning. Learning will be carried out properly, with clear directions for its objectives, relevant curriculum content, and effective and efficient methods or methods of implementation only if carried out with reference to a solid foundation. Therefore, before carrying out education, educators need to first strengthen their educational foundation. Given the nature of education is humanization, namely efforts to humanize humans, educators need to understand human nature as one of the foundations. The concept of human nature adopted by educators will have implications for the concept and practice of education. Islam is a religion that carries a mission so that its people carry out education and teaching. Based on this religious foundation that learning and teaching is worship because it is a commandment, is a manifestation of servitude to Allah SWT which has the same value as jihad fi sabilillah, education lasts a lifetime which is a never-ending process.
Peran Guru dan Orang Tua dalam Peningkatan Motivasi Belajar Siswa di Mi MUH Nogosari Kulon Progo Ludimin
Risda: Jurnal Pemikiran dan Pendidikan Islam Vol. 2 No. 2 (2018): Oktober
Publisher : LP2M Sekolah Tinggi Agama Islam Ar-Rosyid Surabaya

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Abstract

Roles of teachers and parents in raising motivation of students of islamic elementary schoolof muhammadiyah nogosari kulon progo. The purpose of this study are. (1) the role of teachers in improving student' motivation in Ma'arif Kediwung Islamic elementary schools. Secondly; (2) the role of parents in increasing learning.Motivation their children. The desaign of qualitative research. Informants in this study were principal’s, teachers, and parents Ma'arif Kediwung Islamic elementary school. which consists of one principal, nine teachers and fivety five parents. The collecting data using interview and observation techniques. The analysis data using interactive model Miles and Huberman. The results showed that teachers play a role in increasing students' motivation especially in: (a) as a motivator / donor support, (b) to creating conducive situation on learning, (c) move to their students, (d) to create good competition, (e ) apveag reward to their student (f)the student know their achievement, (g) choul be inspiration, (h) to give a gift. The role of parents in raising their children at home motivation is the role of parens are: (a) supporting their children , (b) ordering their children, (c) to create conducive situation in learning (d) giving rewards

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