Etika Pendidik Dan Peserta Didik Imām An-Nawawī (631-678/1233-1278) (Studi Tentang Kitab Al-Majmūʻ Syaraḥ Al-Muhażżab Li Asy-Syīrāzī )

Penelitian ini bertujuan untuk menjelaskan etika pendidik dan peserta didik yang terdapat dalam muqaddimah kitab al-Majmūʻ Syaraḥ al-Muhażżab li asy-Syīrāzī. Ada empat pertanyaan mendasar yang diharapkan dapat terjawab dalam penelitian ini, yaitu: Pertama, bagaimana kondisi sosial intelektual pada masa Imām An-Nawawῑ? Pertanyaan ini diarahkan untuk menelusuri kondisi latar belakang eksternal dan internal Imām An-Nawawῑ. Kedua, bagaimana teori-teori etika pendidik Imām An-Nawawῑ dalam kitabnya Syaraḥ al-Muhażżab? Pertanyaan ini diarahkan untuk menemukan pemikiran Imām An-Nawawῑ tentang etika pendidik dalam kitabnya Syaraḥ al-Muhażżab. Ketiga, bagaimana teori-teori etika peserta didik Imām An-Nawawῑ dalam kitabnya Syaraḥ al-Muhażżab? Pertanyaan ini diarahkan untuk menemukan pemikiran Imām An-Nawawῑ tentang etika peserta didik khususnya pada kitab Syaraḥ al-Muhażżab. Keempat, bagaimana relevansi teori Imām An-Nawawῑ tentang etika pendidik dan peserta didik terhadap pendidikan Islam modern? Pertanyaan ini dimaksudkan untuk menemukan relevansi antara pemikiran Imām An-Nawawῑ dengan realitas pendidikan di zaman sekarang ini, khususnya di Indonesia. Jenis penelitian disertasi ini adalah penelitian kepustakaan (Library Research) dan menggunakan pendekatan sejarah (Historical Approach). Salah satu jenis penelitian sejarah adalah penelitian biografis, yaitu penelitian terhadap kehidupan seseorang dalam hubungannya dengan masyarakat, sifat-sifat, watak, pengaruh pemikiran dan idenya serta pembentukan watak tokoh tersebut semasa hidupnya. Penelitian ini menggunakan sumber data primernya adalah Kitab al-Majmū’ Syaraḥ al-Muhażżab li asy-Syīrāzī karya Abū Zakariyā Muḥyiddīn ibn Syarf An-Nawawῑ. Adapun dari sumber skundernya adalah kitab-kitab karya Imām An-Nawawῑ dan kitab-kitab karya ulama lain yang membicarakan tentang Imām An-Nawawῑ. Untuk menganalisis data digunakan analisis isi (content analysis). Analisis ini dimaksudkan untuk melakukan analisis terhadap makna-makna yang terkandung dalam keseluruhan gagasan Imām An-Nawawῑ. Metode komparatif secara khusus digunakan untuk membandingkan pemikiran Imām An-Nawawῑ dengan pemikiran tokoh tertentu yang relevan. Komparatif ini selanjutnya digunakan untuk menemukan aktualitas, melacak relevansi, kesejajaran pemikiran Imām An-Nawawῑ dengan tokoh yang lain, sehingga dapat diketahui pemikiran Imām An-Nawawῑ secara utuh. Temuan dalam penelitian disertasi ini adalah pertama, Imām An-Nawawῑ selain belajar pada lembaga-lembaga pendidikan di zamannya, beliau juga seorang pendidik yang menjadi Syaikh (profesor) di beberapa madrasah, yaitu: Madrasah al- Iqbālīyyah, Madrasah al-Falakīyah dan ar-Ruknīyyah, serta lembaga Dār al-Ḥadīṡ al-Asyrafīyah. Kedua, kitab al-Majmū’ Syaraḥ al-Muhażżab li asy-Syīrāzī memuat persoalan etika pendidik dan peserta didik. (1) menguraikan tentang etika seorang pendidik ditinjau dari aspek kepribadiannya (personal); (2) menguraikan tentang etika seorang pendidik dalam kegiatan ilmiahnya: (3) menguraikan tentang etika seorang pendidik dalam menyampaikan pelajarannya (proses belajar-mengajar). Etika yang berkaitan dengan peserta didik, terdiri dari: (1) etika personal; (2) etika dalam belajar; dan (3) etika berinteraksi dengan para pengajarnya. Ketiga, relevansi teori Imām An-Nawawῑ tentang etika pendidik dan peserta didik terhadap pendidikan modern yang dibandingkan dengan empat kompetensi yang harus dimiliki oleh seorang pendidik bagi para pendidik yang dikatagorikan pendidik profesional. Dalam hal peserta didik, penelitian ini akan dibandingkan dengan 18 nilai karakter yang dirumuskan oleh Kementerian Pendidikan Nasional (Kemendiknas) dalam rangka membangun karakter bangsa

Implementasi Reward Dan Punishment Dalam Pembelajaran Di Madrasah Se-Kota Medan

This article discusses the implementation of reward and punishment in the teaching and learning system in Elementary Schools in Medan City. Rewardand punishment are two forms of external motivation that comes from the behavoristic theory. Reward and punishment are also two forms of teaching instruments to stimulate students' enthusiasm in learning activities. Reward is given to students who excel or students who have increased achievement while punishmentis given to students who have made mistakes or violations. The purpose of this research is to find out the implementation of reward and punishment in Elemantary Schools in Medan City. To achieve the above objectives, a qualitative approach is used in research. The results of the study shows that Islamic elementary schools in Medan have implemented these two methods, reward and punishment, but are still not optimal

URGENSI ISLAMISASI SAINS

While science is trying to find solutions to human problems in this modern era, scholars are trying with all their might to find alternative methods of science and new technology, which can provide solutions to the problems of mankind in this modern era. Along with the rapid progress of science and technology in the West, religious values slowly began to shift and contradict science. Currently, Muslims only rely on science discovered and innovated by western scientists, causing Islamic civilization to be increasingly marginalized in the midst of the progress of Western countries that adopt a secular system. Seeing the decline of science in the Islamic world, Muslim scholars, especially those in the world of education, gave rise to the idea of "Islamization of Science", namely knowledge that came from western culture and was then adopted after previously going through the process of Islamization

Filsafat pendidikan islam : Membangun konsep pendidikan yang islami

Buku ini disusun untuk membantu dan melengkapi referensi para mahasiswa Fakultas Tarbiyah dalam mata kuliah Filsafat Pendidikan Islam. Buku ini diharapkan dapat menambah khazanah ilmu pengetahuan, khususnya Filsafat Pendidikan Islam sebagai landasan praktek Pendidikan Islam. Secara umum, isi buku tidak tidak jauh berbeda dengan bukubuku Filsafat Pendidikan Islam yang sudah ada dan sudah beredar di Tanah Air. Namun, muatan buku ini sarat dengan nuansa pemikiran para tokoh Islam klasik yang telah berhasil membangun praktek pendidikan Islam di masa lampu. Oleh karena itu, buku ini diharapkan menjadi rerefensi pendukung yang dapat dijadikan sebagai pedoman dalam membangun pendidikan lembaga – lembaga pendidikan Islam yang benar–benar Islami dimasa yang akan datang

Mengintegrasikan Nilai-Nilai Lokal Dalam Pendidikan

Education is one of human culture‘s form. Culture grows and develops according to the dynamics of the times. Improvement of education needs to be done continuously and systematically. The process of education is basically a process of the development of a culture in society. Indonesia as a multicultural country, is rich in various local values (local wisdom). In every region in Indonesia, each has its own local wisdom that must be maintained. Local wisdom in every region in Indonesia has different moral, specific, and different approaches. Some of local wisdoms are greatly well introduced and embedded, so it can be used as a substance to integrate local wisdom values in education. Education with clear goals and competencies, for each subject can be integrated with the values of local wisdom in accordance with the objectives of learning. Thus, it will result in an education that has national insight and hope for cultural preservation will continue to be realized. Integrate local values in education can be done in 3 (three) ways, that is by integrating into the subjects, through nature roaming and cultural tourism. Through these activities, students are expected to realize local cultures to improve their knowledge and love of local culture in their own region. Although the development of the era continues to spin, but the younger generation does not forget its responsibility in the preservation of local culture

Sumber Daya Manusia Pendidikan Dalam Menghadapi Era Industri 4.0.

Indonesia is a developing country that is facing the Industrial Revolution 4.0 Era. Many things must be changed in a country if the country wants to become a developed country. This also applies to Indonesia, especially when the level of competition is getting tougher in various sectors of our lives. From the various changes that must be made, improvement of Human Resources (HR) is one of the priorities that must be considered, especially HR in the field of Education. The worldwide Industrial Revolution 4.0 has changed the mindset and the application of educational innovation in all fields of educational programs. Therefore, all stakeholders, implementers of education in Indonesia must be able to take advantage of Information Technology advancement in developing appropriate and religious education models to produce educational human resources that are in accordance with the Industrial 4.0 Erain order to realize Indonesian people who understand Science and Technology, have Faith and Taqwa and ready to face the times. In terms of the availability of Human Resources in the field of Education to face the Industry 4.0 Era, the role of Higher Education should not be ignored, because all activities, professions, and our social life are directly related to the quality of existing Higher Education graduates. Thus, this paper is focused on how to realize Human Resources in the field of Educationin Facing the Industry 4.0 Era

Pengaruh Penggunaan Gadget terhadap Kecerdasan Emosional dan Akhlak Peserta Didik di SMP Islam Terpadu Nurul Ilmi

The purpose of this study was to determine the effect of using gadgets on emotional intelligence and morals of students during the Covid 19 period at SMP IT Nurul Ilmi Medan. The research method used is the Quantitative Research Method. The population of this study were students of class VII, VIII and class IX, which consisted of 76 students. The data collection instrument is a questionnaire. The results showed: (1) There is an influence between Gadget Use and Emotional Intelligence because the value of tcount > ttable is 2.514 > 1.99167. Likewise in the F test (Simultaneous) on the variable Gadget Use with Emotional Intelligence it was found that Fcount = 6.321 and with a significance level of 0.014 ttable is 9.087 > 1.99167. Furthermore, in the F test (Simultaneous) on the variable Use of Gadgets with Morals, it was found that Fcount = 82.571 and with a significance level of 0.001 ttable, namely 2.514 > 1.99167. Likewise in the t test between Gadget Use and Morals with a value of tcount > ttable, namely 9.087 > 1.99167. Likewise in the F test (Simultaneous) on the variable Use of Gadgets with Emotional Intelligence it was found that Fcount = 6.321 and with a significance level of 0.014 <0.05 and then in the F test (Simultaneous) on the variable Use of Gadgets with Morals it was found that Fcount = 82.571 and with a significance level of 0.001 <0.05

Character Concretization Through Boarding School Culture: Case Studi In Padang Lawas Utara District

This research examines the concretization of the character of the santri through culture at the North Padang Lawas Islamic Boarding School which was formed through a continuous process of pesantren education so that it is firmly rooted in the identity of the santri. The approach used in this research is a case study at Islamic boarding schools in North Padang Lawas Regency. Sources of data were taken through primary data sources, namely asatidz administrators, students, and secondary sources obtained from documents and images related to research. Researchers as actors. As for data collection techniques through observation, interviews, and documentation. The results of the study show that: (1) The character building of the students at the North Padang Lawas Regency Islamic Boarding School is through education in the yellow book, educational habits, educational advice, attention to education and education through activities in the Islamic boarding school. (2) Centric character is formed through the culture of the pesantren at the North Padang Lawas Regency Islamic Boarding School, namely caring for the environment, hard work, cooperation, responsibility, togetherness, creativity, confidence, cohesiveness, caring, mutual cooperation, solidarity, tolerance, vulnerability, honesty, curiosity, respecting the opinions of others, mutual respect, tolerance, not arrogant, accepting what is, caring, discipline, not wasting time, diligent, tenacious, humble, maintain behavior

Penguatan Pendidikan Karakter melalui Pembiasaan Kejujuran dan Tanggung Jawab pada Pembelajaran PAI SD Muhamadiyah 30 Medan

Kata Kunci Strengthening character education through honestness and responsibility habitation in pai learning at SD MUHAMADIYAH 30 MEDAN. This study aims to determine (1) how to plan a program to strengthen character education through the habit of honesty and responsibility in PAI learning at SD Muhamadiyah 30 Medan. (2) How is the strategy for implementing strengthening character education through the habit of honesty and responsibility in PAI learning at SD Muhamadiyah 30 Medan. (3) How do teachers assess the success of strengthening character education through the habit of honesty and responsibility in PAI learning at SD Muhamadiyah 30 Medan. (4) What are the supporting and inhibiting factors in strengthening character education through the habit of honesty and responsibility in PAI learning at SD Muhamadiyah 30 Medan. The research material is Islamic religious education teacher and the sample is class students V SD Muhamadiyah 30 Medan. This type of research is qualitative, with descriptive analysis. The results showed that strengthening character education through the habit of honesty and responsibility in PAI learning at SD Muhamadiyah 30 Medan. The conclusions show (1) planning can be done by planning activities to be carried out in writing and focusing on what characters are instilled in students to make it easier for teachers to provide character strengthening to students. (2) The teacher as a character model cooperates with parents and the environment as well as consistency in giving character reinforcement to children, then the teacher must be active in managing learning. (3) Paying attention to taking an in-depth approach and testing whether the child's attitude has changed and has what character it has not. (4) Parents, teachers and the surrounding environment and facilities are supporting factors as well as obstacles in strengthening student character education