POLARISASI PERAN KYAI DAN USTADZ DALAM MANAJEMEN RUMAH TAHFIZH

The role of the kyai in pesantren is as the absolute highest authority holder, so that all activities in the pesantren must be approved by the kyai. Even in the process of transforming knowledge, the one who has the right to determine is the kyai. Ustadz is a senior santri who helps the kyai in guiding his santri. In subsequent developments, there were some shifts in the role of clerics and religious teachers who were no longer central figures and had to comply with the existing program management, this happened in the management of Tahfizh House precisely around 2007 on the idea of Ustadz Yusuf Mansur launched by the method of memorizing the Qur'an with the Tahfizh House model which is centered in Tangerang Banten and in 2010 the education of the Qur'an tahfizh model of the Tahfizh house was introduced in Central Java. This study uses a qualitative approach with multidisciplinary methods including, anthropology and sociology. In collecting data various methods will be used, among others, observation, literature review related to religious literacy, interviews with Tahfizh House Management as well as the Semarang Branch PPPA management. The unit of analysis that will be used is the institution, the House of Tahfizh as a non-formal educational institution. The results of this study the role of Kyai and Ustadz is to guide, teach, foster as well as an example of students and broadcast the Qur'an to the public. This study also resulted in the division of Kyai and Ustadz in several categories, namely First, Kyai and Ustadz who had full authority in the Tahfizh House. Their presence in the house of tahfizh is as a founder and teacher. Their position with PPPA management is limited to consolidation and coordination between institutions. Secondly, Kyai and Ustadz who are not the owners. The selection, placement and authority are carried out directly by the Tahfizh House independently, not through PPPA. Third, Kyai and Ustadz must follow all PPPA rules, because of the selection, placement and authority under the management of Darul Qur’an PPPA

Model pembelajaran sains dan tahfiz Al-Qur’an di madrasah aliyah : studi di MAS Tahfiz Yanbu’ul Qur’an Menawan Kudus dan BCS Sains Tahfiz MAN 2 Kudus

Pembelajaran focus sains natural di madrasah belum begitu banyak mendapatkan penanganan serius oleh para guru dan pengelola madrasah baik di swasta maupun madrasah negeri, apalagi di madrasah yang berbasis para penghafal Al-Qur’an. Madrasah tersebut biasanya lebih banyak focus pada hafalan Al-Qur’an dan sedikit tambahan dalam mempelajari ulum al- syar’i yang farÌu ‘aÊn. Madrasah Aliyah Swasta tahfiz Yanbu’ul Qur’an Menawan Kudus dan Program Billingual Class System (BCS) Sains tahfiz MAN 2 Kudus adalah sedikit dari madrasah yang mempedulikan dan menggabungkan antara pembelajaran sains dan menghafal Al-Qur’an bagi para siswa. Penelitian ini focus pada dua hal yakni: 1) Model pembelajaran sains di madrasah dan 2) Model pembelajaran tahfiz Al-Qur’an di pesantren yang berbasis madrasah. Metode yang digunakan dalam panelitian adalah penelitian lapangan dengan pendekatan kualitatif deskriptif analisis. Data dikumpulkan dengan tiga cara yakni; observasi, wawancara, dan dokumentasi. Uji keabsahan data menggunakan triangulasi sumber dan metode. Sedangkan teknik analisis data menggunakan enam langkah yaitu; mempersiapkan dan mengolah data, membaca keseluruhan data, coding semua data, mendeskripsikan jenis data, penyajian data, dan analisis data. Penelitian ini menemukan tiga hal pokok yaitu; Pertama, Proposisi model pembelajaran sains di MAS tahfiz Yanbu’ul Qur’an Menawan didasarkan pada pembelajaran sains dengan tujuan membentuk manusia berjiwa IMTAQ yang menguasai IPTEK dengan menggunakan model bimbingan, riset, intensif, sains, integrasi, agama, informatif, laboratorium, mentoring, unggul, intlektual, tuntas, dan evaluative yang disingkat dengan BRISIA ILMU ITE. Sedangkan proposisi model pembelajaran tahfiz di MAS tahfiz Yanbu’ul Qur’an Menawan didasarkan pada pembelajaran tahfiz di pesantren tahfiz Al-Qur’an dengan tujuan membentuk manusia berakhlakul karimah dan hafal Al-Qur’an dengan menggunakan model bimbingan, intensif, Íalaqah, integrasi, madrasah, target, hafalan, Al-Qur’an, faham, evaluasi, deresan, dan ziyadah yang disingkat dengan BIHIM TAHFIDZ. Kedua, Proposisi model pembelajaran sains di BCS Sains tahfiz MAN 2 Kudus didasarkan pada pembelajaran sains yang terintegrasi pada satuan Pendidikan Madrasah dan pesantren tahfiz Al-Qur’an dengan visi mewujudkan peserta didik yang berakhlak islami, unggul dalam prestasi dan terampil dalam teknologi. dengan menggunakan model bimbingan, riset, intensif, sains, integrasi, agama, islamisasi, saintifikasi, laboratorium, akulturasi, mentoring, yang disingkat dengan BRISIA ISLAM KITE. Sedangkan proposisi model pembelajaran tahfiz di BCS Sains tahfiz MAN 2 Kudus didasarkan pada pembelajaran tahfiz di pesantren tahfiz Al-Qur’an dengan tujuan membentuk manusia berakhlakul karimah dan hafal Al-Qur’an dengan menggunakan model bimbingan, intensif, halaqah, integrasi, madrasah, hafalan, ulang, faham, Al-Qur’an, deresan, dan ziyadah yang disingkat dengan BIHIM HUFADZE. Ketiga, Model pembelajaran sains di Madrasah Aliyah dilakukan dengan mengintegrasikan pada kegiatan pembelajaran di kelas, di laboratorium ataupun kegiatan riset yang dilakukan terbimbing secara teratur yang berbasis pada “BRISIA ILMU SAINS ITE” (Bimbingan, Riset, Intensif, Sains, Integrasi, Agama, Islamisasi, Laboratorium, Mentoring, Unggul, Saintifikasi, Akulturasi, Intelektual, Natural, Sikap luhur, Indonesia, Tuntas, Evaluatif). Sedangkan Model pembelajaran tahfiz Al-Qur’an di pesantren yang berbasis madrasah dengan tujuan membentuk manusia berakhlakul karimah, unggul dan hafal Al-Qur’an dengan menggunakan model BIHIM TAHFIDZU. (Bimbingan, Intensif, Íalaqah, Integrasi, Madrasah, Target, Hafalan, Al-Qur’an, Faham, Evaluasi, Deresan, ZiyÉdah, dan Ulang). Model pembelajaran sains dan tahfiz Al-Qur’an tersebut hendaknya mampu dijadikan sebagai standar demi meningkatkan kualitas pembelajaran siswa di madrasah Aliyah ataupun pendidikan sederajat. ABSTRACT: Learning focused on natural science in madrasas has not yet received serious treatment by teachers and madrasa managers, both private and public madrasas, especially in madrasah are based on memorizing the Qur'an. madrasah usually focuses more on memorizing the Qur'an and a little extra on studying ulum al-syar'i the fard ain. Privat Madrasah Aliyah Tahfiz Yanbu'ul Qur'an Menawan Kudus and the Billingual Class System (BCS) Program Sains Tahfiz MAN 2 Kudus are a few of the madrasas that care about and combine science learning and memorizing the Qur'an for students. This research focuses on two things, namely: 1) the model of science learning in madrasas and 2) the model of learning Tahfiz Al-Qur'an in madrasah-based boarding schools. The method used in the research is field research with a qualitative descriptive analysis approach. Data is collected in three ways, namely; observation, interview, and documentation. Test the validity of the data using triangulation of sources and methods. While the data analysis technique uses six steps, namely; preparing and processing data, reading all data, coding all data, describing types of data, presenting data, and analyzing data. This study found three main things, namely; First, the proposition of the science learning model at MAS Tahfiz Yanbu'ul Qur'an Menawan is based on science learning to form IMTAQ-minded humans who master science and technology by using guidance, research, intensive, science, integration, religion, informative, laboratory, mentoring superior intellectual, thorough, and evaluative which is abbreviated as BRISIA ILMU ITE. While the proposition of the Tahfiz at MAS Tahfiz Yanbu'ul Qur'an Menawan is based on Tahfiz at the Tahfiz Al- Qur'an Islamic boarding school with the aim of forming people with good morals the Qur'an by using the guidance, intensive, halaqah, integration model, madrasah, targets, memorization, Al-Qur'an, understanding, evaluation, deresan, and ziyadah which is abbreviated as BIHIM TAHFIDZ. Second, the the proposition of the science learning model at BCS Sains Tahfiz MAN 2 Kudus is based on integrated science learning in Madrasah Education units and Tahfiz Al Qur'an Islamic boarding schools with the vision of realizing students who have an Islamic character, excel in achievement, and are skilled in technology. by using the model of guidance, research, intensive, science, integration, religion, Islamization, sanctification, laboratory, acculturation, mentoring, which is abbreviated as BRISIA ISLAM KITE. While the proposition of the Tahfiz at BCS Sains Tahfiz MAN 2 Kudus is based on Tahfiz at the Tahfiz Al-Qur'an with the aim of forming human beings with good morals and memorizing the Qur'an by using the model ofguidance, intensive, halaqah, integration, madrasa, memorizing, repeating, understanding, the Qur'an, deresan, and ziyadah which is abbreviated as BIHIM HUFADZE. Third, the science learning model in Madrasah Aliyah is carried out by integrating learning activities in the classroom, in the laboratory in research activities carried out regularly based on "BRISIA ILMU SAINS ITE" (Guidance, Research, Intensive, Science, Integration, Religion, Islamization, Laboratory, Mentoring, Excellence, Science, Acculturation, Intellectual, Natural, Noble attitude, Indonesian, Complete, Evaluative). While the Tahfiz Al-Qur'an learning model in Islamic boarding schools are based on madrasah to forming human beings with good morals, excellence, and memorizing the Qur'an by using the BIHIM TAHFIDZU model. (Guidance, Intensive, Halaqah, Integration, Madrasah, Target, Memorizing, Al-Qur'an, Understanding, Evaluation, Depression, Ziyadah, and Repeat). The model of learning science and tahfiz Al-Qur'an above should be able to be used as a standard to improve the quality of student learning in Madrasah Aliyah or equivalent education

KH. M. ARWANI AMIN SEBAGAI ROLE MODEL PENDIDIKAN TAHFIDZ AL QUR’AN

ABSTRACTThis study focuses on the taÍfÍ al Qur’an education model conducted by KH. M. Arwani in the Islamic Boarding School Yanbu'ul Holy Qur'an. The author in conducting this research uses a literature study and a qualitative descriptive approach. The results of the research that the authors did found several educational concepts memorizing the Qur'an according to KH. M. Arwani Amin, among others; 1. Sincerity, 2. Obedience  3. Importance of Quality, 4. Patience and Thoroughness. The method applied in PTYQ, namely the pesantren which he initiated as the following; 1. The musyrifahah method, 2. Recitation method, 3. takrÊr method, 4. MudÉrasah method, and 5. Test method.While the Al-Qur'an memorization system at the pesantren which is fostered by KH. M. Arwani is divided into five groups or classes, namely: Preparation Class, Class I, Class II, Class III, and Special Classes. “Adab“  learning and memorizing the Qur'an in  accordance with KH. M. Arwani Amin, covering adab before memorizing the Qur'an, must be based on sincerity, and adab when memorizing the Qur'an, namely; always pray and always obey all the rules of the teacher and the pesantren. Keywords: Al-Qur'an, Tahfidz, Education, M. Arwani Ami

MODEL PENGEMBANGAN PENDIDIKAN KARAKTER BERBASIS PENGUATAN BUDAYA SEKOLAH RELIGIUS DI SMA ISLAM SULTAN AGUNG 3 SEMARANG

The problem of national identity and character lately is at risk. The number of negative events and behaviors, both individually and in groups in the community, illustrates the degadration of the nation's moral values. The character crisis is characterized by an increasing number in crime and violence in the society, including in the world of education. This fact encourages the emergence of various lawsuits on the effectiveness of character education in schools which so far have been seen by some communities as having failed in building students' affection with eternal values and being able to answer the challenges of the changing times.That the crisis of character, one of which is caused by a lack of understanding and practice of religious teachings. Religious characters that require students to understand and be able to practice the teachings of their religion become one of the most important character points in order to improve the good character of students. Religious becomes the foundation of the nation's character, so we need a way to build religious character for each student. Departing from this, in this article the author will discuss about the development model of religious school culture-based character education. The problem in this article will be focused first, on how to develop character education models based on the strengthening of religious school culture in Sultan Agung 3 Islamic High School Semarang; second, how the results of the implementation of the development of character education based on strengthening the culture of religious schools in Sultan Agung 3 Islamic High School Semarang. This article is the result of a qualitative descriptive study conducted by the author at Sultan Agung 3 Islamic Senior High School Semarang. From the research conducted by the author, the results of this research are: the model of character education development based on strengthening the religious school culture is needed in order to increase the effectiveness of character education in schools. Keywords: Character education, character crisis, religious school culture.

EFEKTIVITAS PERMAINAN TRADISIONAL TONG MALI MALIATONG DALAM MENGOPTIMALKAN PERILAKU PROSOSIAL ANAK USIA TAMAN KANAK-KANAK

Permasalahan dalam penelitian ini adalah masih belum optimalnya perilaku prososial anak usia 5-6 tahun di TK Islam Baitussalam dan TKQ Al-Abror. Penelitian ini bertujuan untuk mengetahui bagaimana perilaku prososial anak usia dini, upaya guru dalam mengembangkan perilaku prososial anak usia dini, dan efektivitas permainan tradisional Tong Mali Maliatong dalam upaya menstimulus perilaku prososial anak usia 5-6 tahun. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Pengumpulan data dilakukan dengan cara wawancara, observasi dan dokumentasi. Hasil penelitian ini mengungkapkan: 1) kondisi perilaku prososial anak melalui permainan tradisional Tong Mali Maliatong mengalami perkembangan yang optimal, 2) upaya guru dalam menstimulus perilaku prososial melalui permainan Tong Mali Maliatong dengan memberikan, reward dan pujian,juga games kepada anak agar anak termotivasi dalam mengembangkan perilaku prososial, 3) faktor pendukung keberhasilan peran guru dan orang tua dalam memberikan bimbingan pada saat di rumah atau pun di sekolah, 4) Kesesuaian antara pencapaian perilaku prososial anak usia 5-6 tahun dengan standar yang berlaku setelah diberikan stimulus melalui permainan tradisional di TK Islam Baitussalam dan TKQ Al-Abror sudah berjalan baik dan optimal

Implementasi Kegiatan Pidato Untuk Pemahaman Pendidikan Agama Islam Di Mts Asy – Syarifah Brumbung Mranggen Demak

Muhammad Safiul Amin. 31501900088. IMPLEMENTASI KEGIATAN PIDATO UNTUK PEMAHAMAN AGAMA ISLAM DI MTS ASY-SYARIFAH BRUMBUNG MRANGGEN DEMAK. Skripsi, Semarang: Fakultas Agama Islam universitas Islam Sultan Agung, Juli 2023. Tujuan penelitian ini adalah pertama Untuk mengetahui praktek kegiatan pidato di MTs Asy – Syarifah Brumbung Mranggen Demak. Kedua untuk mengetahui implementasi kegiatan pidato terhadap pemahaman Pendidikan Agama Islam di MTs Asy – Syarifah Brumbung Mranggen Demak. Adapun sumber data yang digunakan dalam penelitian adalah sumber data primer dan sumber data sekunder. Hasil penelitian menunjukkan bahwa : (1) Sebelum program pidato dilaksanakan, pengurus OSIS melakukan sosialisasi kepada kelas VII dan VIII sesuai perintah dan arahan waka kesiswaan. Sosialisasi tersebut dilakukan pada saat Masa Orientasi Siswa (MOS) untuk menginformasikan program pidato dengan baik. Dalam sosialisasi tersebut OSIS menjelaskan bahwa program pidato dilaksanakan setiap hari Sabtu pada jam ke VII dan VIII setelah kegiatan KBM selesai. Selain itu OSIS juga menjelaskan tugas siswa kelas VII dan VIII dalam pelaksanaan pidato tersebut. tugas siswa dalam pelaksanaan pidato meliputi pembawa acara (MC), pembaca ayat suci Al-Qur’an (tilawah), pembaca arti Al-Qur’an (sari tilawah), dan yang berpidato (pemateri). (2) Pada pelaksanaan pidato yang pertama kali siswa kelas VII dan VIII tidak langsung praktek, melainkan digunakan untuk pembentukan kelompok dan pembuatan tata tertib atau peraturan serta sanksi, dengan didampingi oleh Dewan Guru yang bertugas. Pembuatan kelompok dilakukan secara acak. Setiap kelompok terdiri dari 4 sampai 5 anak yang nantinya akan bertugas secara bergantian setiap minggunya.(3) Dewan guru bimbingan konseling juga ikut berpartisipasi dalam kegiatan untuk mengatur kegiatan. Dalam program pidato dibagi menjadi dua bagian yaitu sebagai penanggung jawab kelas, bertugas mengawasi pelaksanaan pidato dari awal sampai dengan selesai, memberikan evaluasi, motivasi atau arahan, dan saran untuk para petugas pidato agar lebih bersemangat dan kedepannya dapat tampil lebih bagus lagi. Kata Kunci: Implementasi, Pidato, Pemahaman, Pendidikan Agama Isla

INCOME OVER FEED COST, BENEFIT COST RATIO, BREAK EVENT POINT AYAM RAS PEDAGING YANG DIBERI RANSUM MENGANDUNG TEPUNG UMBI TALAS FERMENTASI DENGAN RHYZOPUS ORYZAE SEBAGAI PENSUBSTITUSI SEBAGIAN JAGUNG

IMAM CHOERONI (2023) : INCOME OVER FEED COST, BENEFIT COST RATIO, BREAK EVENT POINT AYAM RAS PEDAGING YANG DIBERI RANSUM MENGANDUNG TEPUNG UMBI TALAS FERMENTASI DENGAN RHYZOPUS ORYZAE SEBAGAI PENSUBSTITUSI SEBAGIAN JAGUNG Ransum mengambil porsi terbesar input (biaya), yakni sekitar 65-70% dari total biaya yang diperlukan. Umbi talas jarang dimanfaatkan karena hanya segelintir orang yang menyukainya. Penelitian ini bertujuan untuk mengetahui Income Over Feed Cost, Benefit Cost Ratio, dan Break Event Point ayam ras pedaging yang diberi ransum mengandung tepung umbi talas fermentasi sampai level 30% sebagai pensubtitusi sebagian jagung. Penelitian ini dilaksanakan selama 28 hari pada bulan April 2022 di Jalur, 6 Desa Tambusai, Kecamatan Rumbio Jaya, Kabupaten Kampar. Metode yang digunakan dalam penelitian ini adalah Rancangan Acak Lengkap (RAL) dengan 4 perlakuan dan 4 ulangan P0: 0% TUTF, P1:10% TUTF, P2:20% TUTF, P3:30% TUTF.Hasil penelitian menunjukan hasil berbeda nyata (P>0.05) terhadap IOFC (Rp/ekor) 26.219,1 (P1), 27.009,7 (P2), 24.700,1 (P3), 26.837,1 (P4),B/C Ratio (%) 1.48(P1), 1.52(P2), 1.41(P3), 1.51(P4),BEP (Rp/kg) P1 13.478,32, P2 13.176,48,P3 14.148,45, P4 13.310,06. Hasil dari penelitian ini dapat disimpulkan bahwa penambahan tepung umbi talas fermentasi dalam ransum basal sampai 30% tidak meningkatkan Income Over Feed Cost, Benefit Cost Ratio, dan menurunkan Break Event Point. Kata kunci: Benefit Cost Ratio, Break Event Point, Income Over Feed Cost, Ransum, Tepung Umbi Talas Fermentas

Pegon as Indigenous and the Cultural Confrontation (18-19 century)

This study is uncovering a Pegon script as a symbol of Islamic resistance in Java in the 18-19th century. The author argues that the emergence of Pegon Script based on primordial and political reasons because most of the Javanese people were still using symbols and beliefs previous. Therefore, syncretism is a theological fact of the conversion process is not yet complete culture in the Islamization of the Javanese people. Acculturation between Arabic letters and the Java language has become a barometer of local independence Islam in Java since centuries ago. The authors look at the elements of resistance of scholars in the use of the Pegon script. This situation described in the socio-historical context, which showed that the colonialism era was ongoing on Java in the eighteenth to the nineteenth century. While on the other hand, the wave of Islamic Puritanism also became a threat of local Islam. Thus, the Pegon script was a symbol of resistance to colonialism and Islamic exclusivism by the scholars and Javanese people. By the socio-historical approach, this study seeks to explore the symbolic meanings of resistances of Islam in Java by Pegon Script. Keywords: Pegon Script, Islamic Resistance, Colonialism

PERAN ORANG TUA DALAM PEMBINAAN AKHLAK TERHADAP LINGKUNGAN DI SDN TOMPOMULYO 02 PATI

Ahmad Toha Amirul Azis. 31501900006. Penelitian ini mendeskripsikan tentang pembinaan akhlak terhadap lingkungan di SDN Tompomulyo 02 Pati. Penelitian ini menggunakan jenis penelitian kualitatif yang menggunakan metode penelitian deskriptif dengan pengumpulan data melalui observasi, wawancara, dokumentasi. Berdasarkan penelitian yang dilakukan, peran pola asuh orang tua dalam membina akhlak peserta didik kelas VI di SDN Tompomulyo 02 Pati antara lain: pola asuh demokratis, pola asuh otoriter, pola asuh permisif. Bentuk pembinaan akhlak peserta didik kelas VI di SDN Tompomulyo 02 Pati yaitu pembinaan akhlak dengan keteladanan, pembinaan akhlak dengan pembiasaan, pembinaan akhlak dengan nasehat, pembinaan akhlak dengan pengawasan, pembinaan akhlak dengan hukuman. Kendalanya yaitu terbatasnya waktu bersama anak, pengaruh negatif dari teknologi dan informasi, anak yang susah diatur

Pembelajaran PAI Berbasis Daring bagi Guru TK di Kecamatan Mranggen Demak

Pada masa pandemi covid-19 sekarang ini, kegiatan pembelajaran jarak jauh (PJJ) di semua tingkatan dan jenjang pendidikan, khususnya di tingkat taman kanak-kanak mengalami berbagai tantangan dan kendala. Di antaranya masih banyak guru yang mengalami kesulitan mengelola pembelajaran jarak jauh karena keterbatasan mereka dalam menguasai pembelajaran berbasis daring.  Sementara itu, kendala yang dihadapi orang tua murid adalah ketidaksiapan mereka dalam mendampingi anaknya dalam pembelajaran berbasis daring. Kondisi demikian menjadikan pelatihan pembelajaran berbasis daring bagi para guru dan orangtua murid sebagai salah satu solusi dalam mengatasi kendala pembelajaran di masa pandemi. Inilah yang menjadikan arti penting kegiatan pengabdian saat pendemi seperti sekarang ini bagi guru-guru yang menjadi garda terdepan dalam kegiatan pembelajaran. Metode dalam kegiatan pengabdian ini dilakukan dengan cara pelatihan dan pendampingan. Hasilnya, para peserta mampu mempergunakan berbagai aplikasi pembelajaran daring. Implikasi yang diperoleh dari kegiatan ini adalah bertambahnya keterampilan menerapkan teknologi pendidikan dalam kegiatan pembelajaran berbasis daring bagi guru-guru TK di Kecamatan Mranggen-Demak.  During the Covid-19 pandemic, distance learning activities (PJJ) at all levels and levels of education, especially at the kindergarten level, experience various challenges and obstacles. Among the many teachers who experience distance learning difficulties because of their limitations in mastering online-based learning. Meanwhile, schools that are related to students' parents are their unpreparedness in assisting children in online-based learning. This condition makes online-based learning training for teachers and parents of students as one of the solutions in overcoming learning problems during the pandemic. This is the important meaning of service activities during a pandemic like it is today for teachers who are at the forefront of learning activities. The method in this service activity is carried out by means of training and mentoring. As a result, the participants were able to use various online learning applications. The implication obtained from this activity is the development of the application of educational technology in online-based learning activities for kindergarten teachers in Mranggen-Demak District