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<![CDATA[GURU HUMANIS DALAM PENDIDIKAN ISLAM ]]>
<![CDATA[Musthofa Rahman]]>
<![CDATA[ Jurnal Pendidikan Islam Vol 28, No 1 (2013): MEDIA PENDIDIKAN JURNAL PENDIDIKAN ISLAM ]]>
Publisher : <![CDATA[The Faculty of Tarbiyah and Teacher Training associated with PSPII ]]>
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DOI: 10.15575/jpi.v28i1.538
<![CDATA[This paper aims to unravel the humanistic values in Islamic education because dehumanistic attitudes and behaviors often harm the education. In Bima, West Nusa Tenggara, a teacher bear to hit two of his students so that both students had Suffered from head injuries. This condition requires the teaching paradigm to be reconstructed in order that the missions of education can be reached. This study used content analysis as the method to criticize literatures related to humanism. In the context of Islamic education, teachers are muaddib that prepare students to build civilization in the future. Teachers in teaching activities have serial relationships to God (Surah al-'Alaq [96]: 4). They play their roles and functions as role model, facilitator, motivator, and partner in learning for their students. In giving guidance (irshad) the teachers acts as a guide, advisor and mentor. Teacher assists the students to create an environment that does not preclude the development of self-learners naturally.]]>
<![CDATA[MODEL PEMBELAJARAN BAHASA ARAB BERBASIS KONSTRUKTIVISME DI PERGURUAN TINGGI ISLAM ]]>
<![CDATA[Isop Syafe’i]]>
<![CDATA[ Jurnal Pendidikan Islam Vol 27, No 3 (2012): MEDIA PENDIDIKAN JURNAL PENDIDIKAN ISLAM ]]>
Publisher : <![CDATA[The Faculty of Tarbiyah and Teacher Training associated with PSPII ]]>
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DOI: 10.15575/jpi.v27i3.530
<![CDATA[This study aims to test and develop models of constructivism-based learning in learning Arabic for the Islamic university. The research utilized Research and Development (R&D) method. The research site chosen is UIN Sunan Gunung Djati Bandung. This university is one of Islamic Universities in Indonesia that requires the students to learn and master Arabic. The results showed that the constructivism-based learning model can improve the processes and outcomes of students’ skills in Arabic. The use of this model can also improve the performance of lecturers in terms of making 1) learning time more effective, 2) learning more focused and 3) learning activities more controlled. This model has made the achievement score of experimental group in post-test higher than that is of the control group as indicated in validity test. These findings indicate that the constructivism-based learning model is effective in improving students’ skills in Arab ccompared to students’ skills in Arabic learning through conventional learning model. It implies that other Islamic universities in Indonesia can also implement this constructivism-based learning model.]]>
<![CDATA[ENGLISH LEARNING SYSTEM IN ISLAMIC BOARDING SCHOOL ]]>
<![CDATA[Ilham Nurjaman]]>
<![CDATA[ Jurnal Pendidikan Islam Vol 28, No 3 (2013): MEDIA PENDIDIKAN JURNAL PENDIDIKAN ISLAM ]]>
Publisher : <![CDATA[The Faculty of Tarbiyah and Teacher Training associated with PSPII ]]>
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DOI: 10.15575/jpi.v28i3.561
<![CDATA[This research is describe the real description about English learning system in SMP Plus Al-Aqsho. This research uses qualitative research design This research intends to find out: (1) the English learning system in SMP Plus Al-Aqsha Islamic Boarding School, (2) the output of the teaching of English learning system in SMP Plus Al-Aqsha Islamic Boarding School, and (3) the supporting factors and obstacles in achieving the effectiveness of English learning system at SMP Plus Al-Aqsha Islamic Boarding School. In presenting the data, descriptive method is used in this research. Descriptive method is research method that tried to describe and interpret the object based on the real situation of that object. Techniques of collecting data in this research are observation, questionnaire, and interview. From the research, it can be concluded that with this system, the score or achievement index, expecially English subject, the students are able to comprehend the material so that they get score in average of students’ score exceed the standar from KKM. The supporting factor in learning English is the additional English subject under curriculum of KMMI, while the obstacle is the congest schedule.]]>
<![CDATA[DIMENSI AKHLAK DALAM SHALAT Telaah Teologis-Filosofis ]]>
<![CDATA[Sehat Sultoni Dalimunthe]]>
<![CDATA[ Jurnal Pendidikan Islam Vol 27, No 2 (2012): MEDIA PENDIDIKAN JURNAL PENDIDIKAN ISLAM ]]>
Publisher : <![CDATA[The Faculty of Tarbiyah and Teacher Training associated with PSPII ]]>
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DOI: 10.15575/jpi.v27i2.512
<![CDATA[Akhlak reflects the identity and quality of the individual, society, tribe and nation and even the parameter of dignity of all human civilization throughout the ages. The essence of Islam is akhlak. The concept is stated in the Hadith saying that Allah not merely sent Muhammad SAW except for an important task to edify mankind. Islamic education that focuses on the formation of akhlak is essential. Akhlak-based Islamic education studies and practices good behaviour and teaches students to avoid reprehensible behavior. Theologically, examining the akhlak can be done by using theological and philosophical approaches together. Religion (revelation) from God and philosophy (reason) come also from Allah swt. Methodologically, morals can be studied by using method tajribi (inductive) and method of qiyas (deductive). In didactic, akhlak can be taught, through role models and habituation.]]>
<![CDATA[خصائص الاستعارة في القرآن )دراسة تحليلية تطصائص الاستعارات في سورة البقرة وآل عمران والنساء وتضمينها التًبوي( ]]>
<![CDATA[Abdul Hadi]]>
<![CDATA[ Jurnal Pendidikan Islam Vol 28, No 2 (2013): MEDIA PENDIDIKAN JURNAL PENDIDIKAN ISLAM ]]>
Publisher : <![CDATA[The Faculty of Tarbiyah and Teacher Training associated with PSPII ]]>
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DOI: 10.15575/jpi.v28i2.552
<![CDATA[This study started from the assumption that isti'ârah widely used in the Qur'an and has the essential elements of interest to be investigated further, especially in Sura al-Baqarah, Ali Imran and An-Nisa. The purpose of this study is to find the letter isti'ârah characteristics and its influence on the meaning of the verse. The method used in this study is descriptive method, to explain in depth the meaning of the words used and selected based on its context in the Qur'an. The results of this study it can be concluded that the media is seen as isti'arah Qur'an to convey the message of Allah to mankind by way of revealing the relationship between the meaning isti'arah with the intended meaning in the verses of the Koran. In terms of education, isti'arah also very useful to use in teaching and learning, particularly useful in helping teachers and textbooks so easily understood by students.]]>
<![CDATA[RELIGIOUS VALUES IN INDONESIA’S CHARACTER EDUCATION ]]>
<![CDATA[Ahmad Nadhif]]>
<![CDATA[ Jurnal Pendidikan Islam Vol 27, No 1 (2012): MEDIA PENDIDIKAN JURNAL PENDIDIKAN ISLAM ]]>
Publisher : <![CDATA[The Faculty of Tarbiyah and Teacher Training associated with PSPII ]]>
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DOI: 10.15575/jpi.v27i1.500
<![CDATA[This study aims at investigating the ideology behind the positioning of religion included in the Guidance of Culture and Character of the Nation of the Ministry of Education published in 2010. It is presented as part of the curriculum of character education and prescribes for teachers on how to conduct the implantation of good moral values in their students’ mind and heart. This issue of character education marks a significant shift in Indonesia’s national curriculum of education showing a potential to be a conflicting battleground of ideologies. Hence, this is an essential issue to study, especially in the light of Critical Discourse Analysis (CDA). By using three dimensional models of CDA’s Fairclough (1989) the Indonesia’s curriculum of character education is textually analyzed. The result of analysis shows that the use of religious values may still be questionable; in terms of symbols and jargons, religion is highly valued; however, it seems to be only a disguise to silently suppress and marginalize its essential core of teachings.]]>
<![CDATA[MANAJEMEN PENDIDIKAN AGAMA ISLAM DI PERGURUAN TINGGI UMUM (Studi Kasus di Institut Pertanian Bogor) ]]>
<![CDATA[Furqon Syarief Hidayatulloh]]>
<![CDATA[ Jurnal Pendidikan Islam Vol 28, No 2 (2013): MEDIA PENDIDIKAN JURNAL PENDIDIKAN ISLAM ]]>
Publisher : <![CDATA[The Faculty of Tarbiyah and Teacher Training associated with PSPII ]]>
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DOI: 10.15575/jpi.v28i2.543
<![CDATA[This study aims at describing the implementation of management/management of Islamic Education (PAI) in Public Higher Education (PTU-Non-Religious). The research site chosen is the Bogor Institute of Agriculture (IPB). This study is a case study because it includes qualitative research. The data were collected through in-depth interviews, analysis and documentation of participatory observation. The results showed that the implementation of the PAI in IPB management generally includes: 1) procurement program of new teaching staff (determination of requirements, recruitment and selection, and appointment and assignment), 2) Management division of teaching schedule (Coordinator invites lecturers, lecturers are asked to select the days, hours and class in accordance with readiness, and selecting l teaching assisstant), 3) PAI Learning Management (Lecture, Assistance, and Studium General), and 4) follow-up program.]]>
<![CDATA[MANAJEMEN PEMBINAAN KOMPETENSI GURU MADRASAH ALIYAH BERBASIS PESANTREN ]]>
<![CDATA[Wahyu Hidayat]]>
<![CDATA[ Jurnal Pendidikan Islam Vol 28, No 1 (2013): MEDIA PENDIDIKAN JURNAL PENDIDIKAN ISLAM ]]>
Publisher : <![CDATA[The Faculty of Tarbiyah and Teacher Training associated with PSPII ]]>
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DOI: 10.15575/jpi.v28i1.534
<![CDATA[This study is proposed to identify and analyse the development of planning, organization, implementation and evaluation of teacher competence Pesantren-based Madrasah Aliyah. The research site was Darul Arqam MA Muhammadiyah MAN Cipasung Garut and Tasikmalaya. This study utilized a qualitative approach. Data were collected through observations, interviews and documentation. Academic qualifications of teachers in the two madrasas generally have met the minimum educational qualification as mandated by Law number 14 of 2005 regarding Teachers and Lecturers. Planning for teacher competency training in both madrasah generally use 3 stages, namely: diagnosis, planning and preparation of documents. The authority to conduct the training is in the head of madrasah or the leader of pesantren. The implementation of the trainings done through the program for improving the academic qualification, certification, integrated training and supervision. Basic principles of this trating activity always refers to the Sunnah of the Prophet Muhammad and the tradition of the al-salaf as-shâlih. Evaluation was conducted conducted on aspects of teacher competence. The evaluation results were followed up by workshop, remedial and preventive programs in the form of workshops, repair and prevention.]]>
<![CDATA[HUMANISME PROGRESIF DALAM FILSAFAT PENDIDIKAN ISLAM ]]>
<![CDATA[Wedra Aprison]]>
<![CDATA[ Jurnal Pendidikan Islam Vol 27, No 3 (2012): MEDIA PENDIDIKAN JURNAL PENDIDIKAN ISLAM ]]>
Publisher : <![CDATA[The Faculty of Tarbiyah and Teacher Training associated with PSPII ]]>
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DOI: 10.15575/jpi.v27i3.526
<![CDATA[This paper tries to simplify the schools of philosophy of education into three mainstreams only: constructivism, leberalism and anarchism, it is also to pave the way that enables philosophy of Islamic education play its role by finding out the interplay among those three mainstreams and then analysing them in the context of Islam. Those three share the same conceptions regarding religiosity/tawheed and humanism/ good deeds. When the two points are confronted with the issues of education and community, new challenges emerge: that is, the philosophy of Islamic education except religious and humanist must also be progressive in advancing civilization through the spirit of diversity that exists within a nation or between nations. Philosophically, the result of the synthesis is called progressive humanism philosophy of Islamic education. The approach and methods used in this paper is a content analysis of the philosophical and theological education. Philosophical education analyzed is O'neil thought about educational ideologies. Theological analysis used as tool of analysis is Abu Zaid‟s thought (2003) regarding the importance of reasoning power of the word of God which is then grounded by Setiawan (2012) as a Progressive Islam.]]>
<![CDATA[PENDIDIKAN AKHLAK DALAM POLA ASUH ORANG TUA ]]>
<![CDATA[Hasnawati Hasnawati]]>
<![CDATA[ Jurnal Pendidikan Islam Vol 28, No 3 (2013): MEDIA PENDIDIKAN JURNAL PENDIDIKAN ISLAM ]]>
Publisher : <![CDATA[The Faculty of Tarbiyah and Teacher Training associated with PSPII ]]>
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DOI: 10.15575/jpi.v28i3.557
<![CDATA[This paper intends to study the pattern of parenting is based on the perspective of Islamic education, especially moral education. However, all have an impact on the parenting behavior of children who care. Because there is a tendency that it affects all the parenting to intervention by the messages morals, manners, character, attitude and a certain character. In the perspective of moral education/Islam, all parenting basically to intervention by the attitude; 1 ) love, 2) love to pray; 3) gratitude; 4) fond of charity; 5) happy to share happiness with others; 6) always honest in saying or doing (do not lie to others); 7) adherence to the teachings of the religion/God; 8) to be firm yet polite and civilized; 9) always make use of leisure time were significantly; and 10) always pay attention to the rights of people alongside another patient in carrying out any form of liability /regulations set him. The ten akhlakiah dimension is reflected in parenting Muhammad Rasul while educating children, grandchildren and the whole community.]]>
