PERGESERAN MITOLOGI PESANTREN DI ERA MODERN

The main problem of this study is how to root, pattern and function of beliefs about karamah of the kiai pesantren Futuhiyyah Mranggen Demak and the extent of the shift of mythology that occurred at the school in line with the social changes in the modern era. This study is a field research. The paradigm used in this study is a qualitative paradigm, because the study intended to find meaning. The findings of this study is that the lives of the kiai in the pesantren Futuhiyyah also widely covered by the myths of “kiaiship”, it is a belief that the kiai has karamah.

PENGELOLAAN WAKAF TUNAI

Basic issue on waqaf is the management, especially on the management of cash money. The institutions having in charge for managing the waqaf of cash money, have some management specific characteristics and patterns. This study focused on the management of waqaf on cash money in three institution, TWI, PKPU, and BMM. Applying qualitative method, it is found that waqaf of cash money still has some problems to solve: the lack of dissemination about waqaf of cash money among society mem­bers, the lack of professional nāẓir, no effective fundraising system, the weak managerial system, the low commitment on risk management, the unprotected purchasing power of money, and the variability on the distribution priority.

PERGULATAN PENDIDIKAN AGAMA ISLAM DI KAWASAN MINORITAS MUSLIM

This study was conducted with a qualitative approach. Data obtained by in-depth interviews, observation and documentation. Data were analyzed by phenomenological qualitative analysis model. This study concluded: (1) about the life of the Muslim minority in the school before and after the bombing; With imitate the concept of immersion, the good relations established between the Hindu-Muslim, but the bombs are up to two times it has damaged the relationship patterns that have progress, (2) the internal problems of PAI Teachers: The teachers of Islamic religious education in Bali faced a different problem that encompasses many domains of life. In school /classroom, in social life and so on, (3) materials additional Islamic Education, also called local curriculum include: Instilling a sense of respect for people who embrace different beliefs.

ETIKA BISNIS ISLAMI DALAM PRAKTEK BISNIS RASULULLAH

Historical study of the Muhammad’s behavior and business ethics before being appointed as messenger is an interesting study, because the conduct and business ethics that Mohammed applied was based on the study of the verses of the Koran. After appointed as messenger (40 years old), the life of prophet Muhammad was more guided by the revelations of the Qur'an. Some principles which the prophet applied are honest, amanah, accurate in weighting, avoid gharar, not hoard goods, not execute al-ghab and tadlis among seller and buyer.

PENDIDIKAN KARAKTER DI MADRASAH SALAFIYAH

Theoretically, one of the dominant factors that influence the development of individual character are environmental factors which is a condition that allows the process of personal character development. Creating an conducive environment to the development of character Girikusumo Salaf Islamic School students is done by creating a tradition /habituation practical in everyday life in all their daily activities in relation to the quality of their religious or otherwise. Attempt the formation of character through this Salaf Islamic school in addition to the above character education, can also be done simultaneously through the educational value of the following steps. First, apply a “modeling” or “exemplary” or “uswah hasanah”. Second, efforts to explain or clarify to students constantly about the value of good and evil has been done in the Girikusumo Salaf Islamic School. Third, implement the SIS is based on character education.

PENDIDIKAN AGAMA ANAK SUKU KALANG

This study with descriptive qualitative approach produces a fact that the context of education, the children of the Kalang community in general are also followed formal education, like other school children. They also received religious instruction as a compulsory subject. This of course has consequences for the possibility of cultural transformation through the instrument of education. Especially with religious education, the children of the Kalang community possible simultaneously and slowly will leave their teachings. Moreover, the nature of religious education itself is more of an orthodox religious values.

PENDIDIKAN NONFORMAL DAN PENGURANGAN KEMISKINAN DI PEDESAAN

Non-formal education through life skills education has shown a positive contribution to poverty reduction in rural development efforts, although still requiring efforts to life skills education development. The research was conducted in Kulonprogo, and the District of Gunungkidul, with research and development approach on life skills education programs are being implemented in two districts e.i KWK Rabbits Livestock in Gunungkidul and KWD Hair Dressers in Kulonprogo. The results showed that: life skills education needs assessment in the two target groups were performed using the idea of life skills 4-H shows are not much different conditions, and based on the needs of the development, 4-H life skills education model developed with a focus on experience-based learning. Development of validated models show the results (output) is positive. Therefore, in the context of poverty reduction in 4-H PKH models should be developed more structured and integrative and guarantee all the life skills that are the focus of life skills development efforts to overcome poverty.