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Hubungan antara Pengetahuan Dasar Pendidikan Agama Islam Dasar dan Matematika Dasar Mahasiswa Eliyah - Arhadi
Arfannur Vol 2 No 1 (2021)
Publisher : The Magister of Islamic Education Study Program of Postgraduate IAIN Pontianak

RELATIONSHIPS BETWEEN KNOWLEDGE EDUCATION OF BASIC ISLAMIC RELIGION AND BASIC MATHEMATICS OF STUDENTS. This study aims to prove that there is a significant relationship between basic Islamic religious education knowledge and basic mathematics knowledge of students. The method used is a quantitative method of correlation type with the survey method as a field data collection method. From the data analysis conducted, several research findings were obtained that; 1. Basic Islamic Religious Education knowledge (X) has a significant relationship with the basic Mathematics knowledge (Y) of students at the Tarbiyah Faculty of Education and Teacher Training. The amount of correlation obtained by Product Moment analysis from Pearson or test r = 0.549. When compared with the correlation coefficient interpretation table, the value of 0.549 or 54.9% is in the "low" category. 2. The determinant coefficient (KD) or R2 is 0.301 or 30.1%. This means that the basic Islamic Education Knowledge variable explains the variable basic Mathematics knowledge of students by 30.1%, while 69.9% is influenced by other variables. 3. The form of the relationship that occurs is a positive relationship, symbolized by the symbol "positive" in the correlation coefficient between variable (X) and variable (Y). A positive relationship can also be interpreted as a one-way relationship. That is, if students 'basic Islamic education knowledge increases, the students' basic Mathematics knowledge will also increase.

Dampak Pendemi Covi-D 19 terhadap Pelaksanaan Pembelajaran Baca Tulis Al-Quran di Taman Pendidikan Al Qur’an (TPQ) Kecamatan Sanggau Ledo Uyung Yuliza; Sri Lestari; Yapandi Yapandi; Rianawati Rianawati
Arfannur Vol 2 No 2 (2021)
Publisher : The Magister of Islamic Education Study Program of Postgraduate IAIN Pontianak

The Covid-19 pandemic has caused the implementation of learning in formal and non-formal educational institutions not to run properly. One of the non-formal educational institutions affected by the Covid-19 pandemic is the TPQ. The government’s policy to temporarily suspend the implementation of face-to-face learning in all educational institutions has an impact on the implementation of learning at TPQ. The focus of the problem in this study is 1. How is the impact of the covid 19 pandemic on the implementation of TPQ learning in Sanggau Ledo District. 2. What impact did TPQ have in Sanggau Ledo District during the Covid 19 Pandemic. 3. Did TPQ in Sanggau Ledo District play a role in socializing the Covid 19 Pandemic. The study was conducted in Sanggau Ledo District, Bengkayang Regency. The research approach used is a qualitative approach with case study methods, data processing using triangulation and data analysis using Miles and Huberman model analysis techniques. Sources of information in this study were 6 Head of TPQ in Sanggau Ledo District. The information obtained from the results of this study is that the implementation of learning at TPQ is less effective for TPQs who give their students a day off and is still running effectively for TPQs who continue to carry out face-to-face learning. TPQ institutions, students, teachers and parents of TPQ students feel the impact of this condition. TPQ also plays a role in socializing the Covid-19 pandemic, especially to TPQ students.

Daya Saing Sekolah Menengah Kejuruan (SMK) Muhammadiyah dalam Era Revolusi Industri 4.0; Studi pada Sekolah Menengah Kejuruan (SMK) Maritim Muhammadiyah Kendari Leliy - Kholida; Muallimah Muallimah
Arfannur Vol 2 No 1 (2021)
Publisher : The Magister of Islamic Education Study Program of Postgraduate IAIN Pontianak

The competitiveness of vocational schools (vocational) is one of the concerns of many parties with the presence of great changes rapidly due to the industrial revolution 4.0. The big wave created as a result of the 4.0 industrial revolution shook almost all sectors, the impact of which was education the most because this sector was directly related to causality. From existing research and studies, researchers have not found studies that specifically reveal the response of vocational education institutions in dealing with the impact of changes due to the industrial revolution 4.0, regarding the process of building competitiveness (competitiveness) institutionally in vocational schools, especially in Muhammadiyah vocational schools. This research uses a holistic approach to vocational institutions in the process of building competitiveness institutionally to face the impact of changes caused by the industrial revolution 4.0. This research is a microscopic study that focuses on the Muhammadiyah Kendari Vocational High School which was established on July 16, 2018. In this study, there are two formulations of how the Muhammadiyah Kendari Maritime Vocational High School (SMK) responds to changes due to the Industrial revolution 4.0?; and how is the process of building competitiveness carried out by the Muhammadiyah Kendari Maritime Vocational High School (SMK) to be competitive in the era of the industrial revolution 4.0? .research results are: 1. The establishment of this Muhammadiyah Maritime Vocational School is in realizing maritime physics in the form of educational institutions. The Maritime Vocational School of Muhammadiyah Kendari is the only vocational school that provides NKPi’s vocational maritime expertise, and the APHPi-based Muhammadiyah boarding school in Southeast Sulawesi compared to the other four SMK units in Southeast Sulawesi, as well as adding to the maritime treasures throughout Indonesia which there are no more than twelve units of vocational high schools in Muhammadiyah Dikdasmen. 2. The process of building competitiveness in the maritime SMK Muhammadiyah Kendari there are four aspects as follows: a) Learning innovation as a 21st century learning model using WhatsApp (WA) and Facebook (fb). b) SMK Maritim Muhammadiyah Kendari is a form of school collaboration with the University Muhammadiyah Kendari, especially the Faculty of Fisheries and Marine Sciences. Full guidance and support from educators from the Faculty of Fisheries, University of Muhammadiyah Kendari. c) the leadership roles of Mr. Kasman in the Maritime Vocational School of Muhammadiyah Kendari are manifested in the role of carrying out the role as a pioneer focusing on recognizing internal and external conditions, d) The Maritime Vocational School of Muhammadiyah Kendari is the only private vocational school that has the main infrastructure and full property rights, compared to with the four similar vocational schools, the infrastructure facilities are still not standardized. Abstrak Daya saing sekolah kejuruan (vokasi) menjadi salah satu perhatian banyak pihak dengan hadirnya perubahan hebat secara cepat akibat revolusi industri 4.0. Gelombang besar yang tercipta akibat revolusi industri 4.0 ini mengguncang nyaris semua sektor, yang paling terasa dampaknya pendidikan karena sektor ini berhubungan langsung secara kausalitas. Dari penelitian dan kajian-kajian yang telah ada, peneliti belum menemukan kajian yang secara khusus mengungkap respon lembaga-lembaga pendidikan SMK dalam menghadapi dampak perubahan akibat revolusi industri 4.0, tentang proses membangun daya saing (competitiveness) secara kelembagaan SMK, terlebih pada SMK Muhammadiyah. Penelitian ini dengan pendekatan holistik kelembagaan SMK dalam proses membangun daya saing secara kelembagaan menghadapi dampak perubahan yang ditimbulkan revolusi industri 4.0.Penelitian ini merupakan kajian secara mikroskopis yang berfokus pada sekolah Menengah Kejuruan Kemaritiman Muhammadiyah Kendari yang berdiri 16 Juli 2018. Dalam penelitian ini ada dua rumusan Bagaimana Sekolah Menengah Kejuruan (SMK) Kemaritiman Muhammadiyah Kendari merespon perubahan akibat revolusi Industri 4.0?; dan bagaimana proses membangun daya saing yang dilakukan Sekolah Menengah Kejuruan (SMK) Kemaritiman Muhammadiyah Kendari untuk berdaya saing dalam era revolusi industri 4.0?. Hasil penelitian ini menunjukkan bahwasanya 1. Pembentukan SMK Maritim Muhammadiyah ini dalam mewujudkan fisik kemaritiman dalam bentuk lembaga pendidikan. SMK Maritim Muhammadiyah Kendari merupakan satu-satunya SMK yang menyediakan keahlian kemaritiman kejuruan NKPi, dan APHPi yang berbasis Muhammadiyah boarding School di Sulawesi Tenggara dibanding dengan ke-empat unit SMK lainnya di Sulawesi Tenggara, serta menambah khazanah kemaritiman se-Indonesia yang baru ada tidak lebih dua belas unit sekolah menengah kejuruan di Dikdasmen Muhammadiyah. 2. Proses membangun daya saing di SMK maritim Muhammadiyah Kendari ada empat aspek sebagai berikut: a) Inovasi pembelajaran sebagai model pembelajaran abad 21 menggunakan WhatsApp (WA) dan facebook (fb).b) SMK Maritim Muhammadiyah Kendari merupakan bentuk kerja sama sekolah dengan Universitas Muhammadiyah Kendari, khususnya Fakultas Perikanan dan Ilmu Kelautan. Pembinaan dan dukungan penuh dari para pendidik dari fakultas Perikanan Universitas Muhammadiyah Kendari. c) peran-peran kepemimpinan bapak Kasman di SMK Maritim Muhammadiyah Kendari diwujudkan pada peran menjalankan peran sebagai perintis focus mengenali kondisi internal dan eksternal, d) SMK Maritim Muhammadiyah Kendari merupakan satu-satunya SMK swasta yang memiliki sarana prasarana utama dan hak milik penuh, dibandingkan dengan keempat sekolah kejuruan yang serupa masih belum terstandar sarana prasarananya. Kata Kunci: daya saing dan Sekolah Menengah Kejuruan

Komunikasi Efektif dalam Pelaksanaan Supervisi Klinis oleh Kepala Madrasah Tol'ah Aeni Firdiansyah
Arfannur Vol 2 No 1 (2021)
Publisher : The Magister of Islamic Education Study Program of Postgraduate IAIN Pontianak

The quality of learning is highly dependent on the quality of the teaching staff. Teachers need teaching supervision services from the head of the madrasa to overcome problems during learning, one of which is through clinical supervision. The method used in this paper uses a literature study. Clinical supervision is an effort of assistance from the head of the madrasa to help improve the professional ability of teachers in teaching through systematic stages. So far, the implementation of clinical supervision in madrasas has not fully run smoothly due to problems with harmonious communication between supervisors and teachers. Therefore, there are still many teachers who are reluctant to use clinical supervision to improve their teaching abilities. In carrying out his duties and role as a supervisor, the principal must have competencies including planning, implementing, and following up on the results of academic supervision activities for teachers by using appropriate supervision approaches and techniques, one of which maximizes effective communication. This means that the head of the madrasa as a supervisor applies two-way communication that is democratic, interactive, and produces positive feedback from the results of supervision in the form of changes in the professionalism of teaching teachers for the better. Teachers are invited to discuss and formulate what are their weaknesses in teaching, and then jointly formulate efforts to overcome them. So the head of the madrasa not only assesses but guides to seek assistance to improve the professionalism of teaching teachers. ABSTRAK Kualitas pembelajaran sangat bergantung pada kualitas dari tenaga pendidik. Guru memerlukan layanan supervisi pengajaran dari kepala madrasah untuk mengatasi permasalahan saat pembelajaran, salah satunya melalui supervisi klinis. Metode yang digunakan dalam penulisan ini menggunaan studi kepustakaan. Supervisi klinis merupakan upaya bantuan dari kepala madrasah untuk membantu meningkatkan kemampuan profesional guru dalam mengajar melalui tahapan yang sistematis. Selama ini pelaksanaan supervisi klinis di madrasah belum sepenuhnya berjalan lancar karena terkendala komunikasi yang harmonis antara supervisor dengan guru. Oleh karenannya masih banyak guru yang enggan memanfaatkan supervisi klinis untuk meningkatkan kemampuaan mengajarnya. Dalam menjalankan tugas dan perannya sebagai seorang supervisor, kepala madrasah harus memiliki kompetensi diantaranya merencanakan, melaksanakan, dan menindak lanjuti hasil kegiatan supervisi akademik terhadap guru dengan menggunakan pendekatan dan teknik supervisi yang tepat salah satunya memaksimalkan komunikasi yang efektif. Artinya kepala madrasah sebagai supervisor menerapkan komunikasi dua arah yang demokratis, interaktif, dan menghasilkan feedback positif dari hasil supervisi berupa perubahan profesionalitas mengajar guru yang lebih baik. Guru diajak berdiskusi dan merumuskan apa yang menjadi kelemahannya dalam mengajar, dan kemudian bersama-sama merumuskan upaya mengatasinya. Jadi kepala madrasah bukan hanya menilai melainkan membimbing untuk mengupayakan bantuan demi meningkatkan profesionalitas mengajar guru. Kata Kunci: Komunikasi Efektif, Supervisi Klinis dan Kepala Madrasah

Upaya Meningkatkan Prestasi Belajar Siswa pada Mata Pelajaran Fikih Materi Jual Beli di Kelas VI MIN 2 Melawi melalui Metode Cooperative Make a Macth Umiyati Umiyati
Arfannur Vol 2 No 3 (2021)
Publisher : The Magister of Islamic Education Study Program of Postgraduate IAIN Pontianak

In Learning Through the Make A Match Cooperative Method at Madrasah Ibtidaiyah Negeri (MIN) 2 Melawi, there are still many below the KKM (KKM 7.5) especially in solving questions. Therefore, an effort is needed to improve the learning achievement of class VI students, namely through the Cooperative Make A Match method. The research subjects were students of class VI MIN 2 Melawi in the 2018/2019 school year, totaling 20 students, a Fiqh teacher, the results of teacher observations, and student observations. This study aims to improve student learning achievement to solve problems on buying and selling materials. This research is a Classroom Action Research (CAR) which is carried out in three (3) cycles. Each cycle includes four (4) stages, namely planning, implementing actions, observing and reflecting. In this study, it can be said to be successful if at least 85% of students gets a score > 75. The results show: 1) Students› learning completeness in the first cycle with an average value of 75 and the second cycle with an average value of 78 and the third cycle amounted to an average value of 81.75. 2) Student activity in the first cycle is 75% and the second cycle is 90% and the third cycle is 100%. From the data above, it is clear that in the first cycle the student learning outcomes have not met expectations, which mean the indicators have not been achieved in the second cycle nor have they have reached expectations, while in the third cycle they have met expectations, meaning that the indicators of success have been achieved. ABSTRAKPembelajaran di Madrasah Ibtidaiyah Negeri (MIN) 2 Melawi masih perlu dilakukan perbaikan dalam penggunaan meode dan kreativitas belajarnya, hal ini ditandai dengan hasil belajar siswa di bawah KKM (KKM 7,5) terutama dalam menyelesaikan soal-soal ulangan. Oleh karena itu perlu suatu upaya untuk meningkatkan prestasi belajar siswa kelas VI yaitu melalui metode Cooperative Make A Macth. Subyek Penelitian adalah siswa kelas VI MIN 2 Melawi tahun pelajaran 2018/2019 yang berjumlah 20 siswa, seorang guru Fikih, hasil observasi guru, hasil observasi siswa. Penelitian ini bertujuan untuk meningkatkan Prestasi Belajar Siswa untuk menyelesaikan soal-soal pada materi Jual-beli. Penelitian ini bertujuan untuk meningkatkan Prestasi Belajar Siswa untuk menyelesaikan soal-soal pada materi Jual-beli Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang di laksanakan dalam tiga (3) siklus. Tiap siklus meliputi empat (4) tahap yaitu perencanaan, pelaksanaan tindakan, pengamatan (observasi) dan refleksi. Pada penelitian ini bisa dikatakan berhasil apabila sekurang-kurangnya 85% siswa memperoleh nilai > 75. Hasil penelitian menunjukkan: 1) Ketuntasan belajar siswa pada siklus I dengan nilai rata-rata 75 dan siklus ke II dengan rata-rata nilai 78 dan siklus ke III sebesar dengan rata-rata nilai 81,75. 2) Aktivitas siswa pada siklus I sebesar 75% dan siklus II 90% dan siklus ke III sebesar 100%. Dari data tersebut di atas jelas menunjukkan bahwa pada siklus I hasil belajar siswa belum sesuai harapan yang berarti indicator belum tercapai pada siklus II juga belum mencapai harapan sedangkan pada siklus ke III sudah sesuai harapan berarti indicator keberhasilan sudah tercapai Kata Kunci: meningkatkan prestasi, belajar siswa

Strategi Active Learning Berbasis Kearifan Lokal “Beleter” pada Pembelajaran PAI Bukhari Bukhari
Arfannur Vol 2 No 3 (2021)
Publisher : The Magister of Islamic Education Study Program of Postgraduate IAIN Pontianak

The influence of globalization that has occurred in the world in the last decade has resulted in the cultural heritage and traditional values of indigenous peoples facing challenges to their existence. Preservation efforts need to be made to take the substantive meaning of local wisdom, where the community must open awareness, honesty and a number of noble cultural values to be socialized and developed into a dignified life principle. One of the verbal-based local wisdom that still exists in the Malay community of Pontianak is Beleter. The local wisdom turned out to be full of meaning which was then not impossible to adopt in the framework of learning strategies. The beleter learning strategy is a strategy that emphasizes the active, thoroughly elaborative and religious learning process to seek and find their own answers to a problem faced both in the learning process in the classroom, as well as in the environment where they (students) are, so that it is expected to be able to foster creativity and self-confidence. ABSTRAKPengaruh globalisasi yang terjadi pada dunia pada decade terakhir ini mengakibatkan warisan budaya dan nilai-nilai tradisional masyarakat adat menghadapi tantangan terhadap eksistensinya. Upaya pelestarian perlu dilakukan untuk mengambil makna substantif kearifan lokal, di mana masyarakat harus membuka kesadaran, kejujuran dan sejumlah nilai budaya luhur untuk sosialisasikan dan dikembangkan menjadi prinsip hidup yang bermartabat. Salah satu kearifan lokal berbasis verbal yang masih eksis di lingkungan masyarakat Melayu – Pontianak adalah Beleter. Kearifan lokal tersebut ternyata sarat akan makna yang kemudian tidak mustahil untuk di adopsi dalam kerangka strategi pembelajaran. Strategi pembelajaran beleter adalah sebuah strategi yang menekankan pada proses belajar secara aktif, tuntas elaborative dan religius untuk mencari serta menemukan jawaban sendiri dari suatu permasalahan yang dihadapi baik di dalam proses pembelajaran di kelas, maupun di lingkungan dimana mereka (siswa) berada, sehingga diharapkan dapat menumbuhkan sifat kreatifitas dan percaya diri. Kata Kunci: Strategi Pembelajaran, Kearifan Lokal, Beleter, Pendidikan Agama Islam

Kepemimpinan Progresif atasi Kemunduran Pendidikan Islam Tradisional Ja'far Nahsir; Asep Awaluddin
Arfannur Vol 2 No 2 (2021)
Publisher : The Magister of Islamic Education Study Program of Postgraduate IAIN Pontianak

Problems in traditional Islamic education start from an unattractive outward appearance to low competitiveness when juxtaposed with modern educational institutions. So it is necessary to find out the reasons for the decline of traditional Islamic educational institutions. This research is descriptive qualitative research with library-based data collection. The results of this study indicate that there is a need for leadership reformulation in traditional Islamic educational institutions so that they can exist and have high competitiveness, namely by utilizing the progressive leadership model as exemplified by the Prophet Muhammad SAW, namely 1) selecting staff who have the most role in running the organization in a professional and applicable way. fair, 2) able to take advantage of the development of information technology and also social media to convey messages and at the same time promote in the era of information technology ABSTRAK Permasalahan dalam Pendidikan Islam tradisional dimulai dari penampilan luar yang kurang menarik hingga daya saing yang rendah jika disandingkan dengan lembaga pendidikan modern. Sehingga perlu dicari tahu sebab mengenai kemunduran lembaga-lembaga pendidikan Islam tradisional. Penelitian ini adalah penelitian kualitatif deskriptif dengan pengumpulan data berbasis kepustakaan. Hasil penelitian ini menunjukkan bahwa perlu reformulasi kepemimpinan pada lembaga pendidikan Islam tradisional sehingga mereka mampu eksis dan berdaya saing tinggi, yaitu dengan memanfaatkan model kepemimpinan progresif sebagaimana dicontohkan oleh Nabi Muhammad SAW yaitu 1) memilih staf yang paling berperan menjalankan roda organisasi dengan cara profesional dan berlaku adil, 2) mampu memanfaatkan perkembangan teknologi informasi dan juga media sosial guna menyampaikan pesan dan sekaligus berpromosi di era teknologi informasi. Kata Kunci: pemimpin, kemunduran, progresif.

Peran Tokoh Agama dalam edukasi Al-Qur’an di Dusun Karanggede Gilangharjo Pandak Bantul Yogyakarta Ahmad Salim; Umi Hidayatun
Arfannur Vol 2 No 2 (2021)
Publisher : The Magister of Islamic Education Study Program of Postgraduate IAIN Pontianak

This study discusses the role of Islamic religious leaders in building the Al-Qur’an Literacy Village in Karanggede Hamlet. This research is qualitative research. By using the classification theory of Javanese society from Cliffort Greetz. The results of this study indicate that: Islamic religious leaders have some roles in Qur’an literate villages because they are included in the abangan, santri and priyayi variants, they are well received by the community. The role of Islamic religious leaders in building al Qur’an literate village is become a teacher of the Al-Qur’an, provide an understanding of the importance of reading Al-Qur’an through da’wah or lectures, and holding religious activities to support the learning of Al Qur’an that is carried out. ABSTRAK Penelitian ini membahas mengenai Peran Tokoh Agama Islam dalam membangun Desa Melek Al-Qur’an di Dusun Karanggede. Penelitian ini termasuk dalam penelitian kualitatif. Dengan menggunakan teori klasifikasi masyarakat Jawa dari Cliffort Greetz. Hasil penelitian ini menunjukkan bahwa: tokoh agama Islam mempunyai peran terhadap literasi Al-Qur’an karena masuk pada varian abangan, santri dan priyayi dan diterima dengan baik oleh masyarakat. Peran tokoh agama Islam dalam meningkatkan literasi Al-Qur’an dengan cara menjadi guru ngaji, memberikan pemahaman mengenai pentingnya membaca Al-Qur’an lewat dakwah atau ceramah serta mengadakan kegiatan keagamaan untuk menunjang pembelajaran Al-Qur’an yang dilaksanakan. Kata Kunci: Peran Tokoh Agama Islam, Literasi Al-Qur’an

Pemikiran Pendidikan Islam Kontemporer Menurut Haji Abdul Malik Karim Amrullah (Hamka) Muhammad Arkhanul Khamsi; Nur Asiah
Arfannur Vol 2 No 2 (2021)
Publisher : The Magister of Islamic Education Study Program of Postgraduate IAIN Pontianak

Islamic education does not only inclined to materialism, which solely stresses educational institutions, understanding knowledge (cognitive), and acquiring skills, therefore its function in the global period is still frequently questioned. Islamic education, on the other hand, refers to science to increase faith, understanding, religiosity, and human morality in students so that they become human beings who believe and have a noble character, which can help students fortify themselves from the negative aspects of modern technological progress in the current era of globalization. According to Haji Abdul Malik Karim Amrullah (HAMKA), the formation of a human being’s personality must begin in childhood to produce a good personality, such as becoming accustomed to being honest, daring to speak the truth, being patient with obstacles and objections, being resistant to criticism, and being firm in your stance. The purpose of this paper is to find out the method of Islamic education according to Hamka and its relevance to contemporary Islamic education. The wisdom method, advise method, discussion method, and observation method are the four approaches described by Haji Abdul Malik Karim Amrullah(HAMKA) in Islamic education. Education and teaching, according to Haji Abdul Malik Karim Amrullah(HAMKA), have different meanings but must be balanced and go hand in hand; education, he contends, is more about forming attitudes while teaching, forming attitudes is more about mastering knowledge. ABSTRAK Pendidikan islam tidak hanya cenderung kepada materialisme yang hanya mengutamakan lembaga pendidikan, pemahaman ilmu pengetahuan (kognitif) dan menguasai keahlian sehingga peran pendidikan islam di era global masih sering dipertanyakan. Padahal Pendidikan Islam merujuk kepada persoalan ilmu pengetahuan yang memiliki tujuan meningkatkan keimanan, pemahaman, religiusitas dan moralitas manusia agar para peserta didik menjadi seorang insan yang beriman dan berakhlak mulia yang pada nantinya bisa membantu para peserta didik membentengi diri dari berbagai hal negatif kemajuan teknologi modern pada era globalisasi saat ini. Hamka berpendapat budi pekerti seorang insan harus dibentuk dan ditanamkan sejak dini sehingga menghasilkan karakter yang baik seperti berani berpendapat sesuai pendiriannya, berani berkata jujur, dapat menghadapi bantahan, sabar ketika dikritik, dan teguh pendirian. Tujuan dari penulisan ini agar mengetahui metode Pendidikan Islam menurut Hamka dan relevansinya pada Pendidikan Islam kontemporer. Penulisan ini menggunakan metode studi Pustaka (kepustakaan) studi Pustaka adalah pengumpulan data melalui dokumen, artikel, dan buku sehingga menghasilkan suatu kesimpulan. Adapun 4 metode yang dijelaskan oleh Hamka dalam pendidikan islam terdiri dari: metode hikmah, metode nasihat, metode diskusi dan metode observasi. Hamka mengemukakan didalam pendidikan dan pengajaran terdapat perbedaan makna tapi harus seimbang dan beriringan, beliau mengatakan pendidikan bersifat pada pembentukan sikap sedangkan pengajaran bersifat pada ilmu pengetahuannya.

Pembelajaran Kebersihan dengan Menerapkan Sistem Zero Waste di SLBIT Ibnu Mas’ud Singkawang Tokimin Tokimin
Arfannur Vol 2 No 3 (2021)
Publisher : The Magister of Islamic Education Study Program of Postgraduate IAIN Pontianak

Cleanliness is the most important part of the learning ecosystem in special education units. Instilling good values and practices regarding cleanliness is a real application of practicing the concept of taharah. The current paradigm in managing waste with a zero waste system is the 3R method (Reuse, Reduce and Recycle). The main purpose of habituation to maintain a clean environment is to create a habit that is instilled in students from an early age with a system (Reuse, Reduce and Recycle). Learning and applying hygiene with the 3R system for SLBIT Ibnu Mas’ud Singkawang students, West Kalimantan. Looking at the culture and analyzing the problem with 4 criteria (environment, capability, system, and source), the main problem in implementing it is that it is important for students to be reminded every day to manage personal waste and other people’s waste in the school environment as a result of the start of the practical process of handling waste with a system. zero waste, does not support facilities in waste management with zero waste, how to manage waste for parents with a zero waste system, and the skill of students in managing waste independently. The method applied is by direct instruction and clean action. The result is the creation of a clean, healthy environment and reduced waste and use of it into recycled goods. ABSTRAKKebersihan adalah bagian terpenting dari ekosistem pembelajaran pada satuan pendidikan khusus. Penanaman nilai dan praktik baik mengenai kebersihan merupakan aplikasi nyata mengamalkan konsep taharah. Paradigma kekinian dalam mengelola sampah dengan sistem zero waste adalah dengan metode 3R (Reuse, Reduce dan Recycle) Pada praktiknya sistem ini mampun dalam mengelola sampah, bahkan pada titik nol (zero) tiada lagi sampah yang dihasilkan dilingkungan. Tujuan utama pembiasaan menjaga lingkungan bersih ialah menjadikan habit yang tertanam sejak didini pada murid dengan sistem (Reuse, Reduce dan Recycle). Pembelajaran dan penerapan kebersihan dengan sistem 3R pada murid SLBIT Ibnu Mas’ud Singkawang, Kalimantan Barat. Melihat budaya dan analisa permasalahan dengan 4 kriteria (lingkungan, kemampuan, sistem, dan sumber), masalah utama dalam menerapkan, yaitu murid penting setiap hari diingatkan mengelola sampah pribadi dan orang lain di lingkungan sekolah sebagai akibat dari bermulanya proses praktik dalam menangani sampah dengan sistem zero waste, belum mendukung fasilitas dalam pengelolaan sampah dengan zero waste, cara pengelolaan sampah bagi orang tua murid dengan sistem zero waste, serta terampilnya murid dalam mengelola sampah secara mandiri. Cara yang diterapkan ialah dengan instruksi langsung dan aksi bersih. Hasilnya adalah terciptanya lingkungan bersih, sehat dan berkurangnya sampah dan memanfaatkannya menjadi barang daur ulang. Kata kunci: Kebersihan, Zero Waste, SLBIT Ibnu Mas’ud

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Reviewer

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Contact Name
Sukino

Contact Email
arfannurpascasarjana@gmail.com

Phone
+6285526302396

Journal Mail Official
arfannurpascasarjana@gmail.com

Editorial Address
Gedung Saifuddin Zuhri IAIN Pontianak Jl. Letjend. Suprapto No. 19 Pontianak 78122

Location
Kota pontianak,

Kalimantan barat

INDONESIA

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Sukino

Contact Email arfannurpascasarjana@gmail.com

Phone +6285526302396

Journal Mail Official arfannurpascasarjana@gmail.com

Editorial Address Gedung Saifuddin Zuhri IAIN Pontianak Jl. Letjend. Suprapto No. 19 Pontianak 78122

Location Kota pontianak, Kalimantan barat INDONESIA

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Contact Name
Sukino

Contact Email
arfannurpascasarjana@gmail.com

Phone
+6285526302396

Journal Mail Official
arfannurpascasarjana@gmail.com

Editorial Address
Gedung Saifuddin Zuhri IAIN Pontianak Jl. Letjend. Suprapto No. 19 Pontianak 78122

Location
Kota pontianak,

Kalimantan barat

INDONESIA