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Improvement Of Habituation Methods In Learning Islamic Education At Mts Al-Jumhuriyah Sei Rattan Ismail, Ismail; Tang, Muhammad; Firmansyah, Firmansyah
Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 02 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i02.4829

Realizing a generation that is able to compete in the future, teachers as designers of education in the scope of change, should be able to design learning using models, strategies, methods and even learning media in every lesson. This type of research is classroom action research, this research uses the Kurt Lewin model, which is action research consisting of four main components, namely: planning, action, observation, and reflection. The subjects in this study were class VIII at MTs Al-Jumhuriyah Sei Rattan as many as 25 students. The data collection instrument used is an observation sheet. From the research carried out, it was concluded that the habituation method in Islamic Religious Education lessons for grade VIII students can increase. This improvement can be seen from the observation sheet given by the researcher. The result of the action in cycle 1 was an average of 38.74 and cycle II was an average of 84.7. Judging from the results of cycle I to cycle II, there is an increase that shows an increase in the learning outcomes of Islamic Religious Education. Thus the research hypothesis is acceptable.

Sipakatau Culture and Character Education (Ethnographic Studies on the Bugis-Barang Soppeng Society of South Sulawesi) Tang, Muhammad; Ismail, Ismail; Samsuduha, St; Markuna, Markuna
Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 04 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i04.4937

The Sipakatau culture that grows and develops in the Bugis community in Barang. In addition, in an effort to preserve cultural values in society through education. This study is based on field research with qualitative-ethnographic methods which intends to describe Sipakatau cultural values as character education values. The results of this study indicate that all values in the Sipakatau culture that grow and develop in the Bugis community in Barang can be absorbed into character education values. The values in question are: 1) sipakalebbi' (appreciating and respecting), (2) sipakainge' (advising each other), (3) simasei (mutual love), (4) sinoreng (mutual help/helping), (5) sipatokkong (supporting each other) -protecting), (6) mapaciing (maintaining cleanliness), (7) assirumpungeng (togetherness and unity), (8) caring, and (9) respecting human rights. Then the pattern of inculcating these values in the Bugis community in Barang occurs in the three centers (tricenters) of education, namely; at the family level the pattern of inculcating character values begins with the introduction and understanding of good things to children, habituation, and parents being exemplary examples (uswah hasanah); at the school level the pattern of inculcating character values with habituation and educators (teachers) being role models; while at the community level the pattern of inculcating character values through informal institutions and community leaders becomes an example in the community. The character values and planting patterns contained in the Sipakatau culture can be internalized to students through the education tricenter (family, school, and community levels). This research has implications for the development of knowledge in the field of character education based on local wisdom.

Prophetic Education Management Paradigm; Construction of Planning Narratives in the Story of Prophet Musa and Prophet Khidir Asykur, Muamar; Tang, Muhammad; Habibah, St.; Ismail, Ismail
JURNAL AL-TANZIM Vol 6, No 1 (2022)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

This research is based on the story in the Qur'an, which presents theological values and, at the same time, the values of social morality as an important message to be conveyed to humans. What happened to the story of Prophet Musa and Nabi Khidir provides new insights about explicit educational planning messages to be applied in educational activities. This study explores the concept of planning carried out by Prophet Musa and Nabi Khidir, which explicitly means planning. Therefore, this research focuses on how the planning narratology is constructed in the story of Prophet Musa and Nabi Khidir. This study uses a qualitative method of library research. This research uses a descriptive-analytical approach that is normative and historical, which is adapted to the literature sources. The data analysis technique uses the interpretation method or text interpretation. The study results indicate that the planning values presented in the story are; receiving, responding, valuing, organization, characterization by a value or value complex.

PESERTA DIDIK YANG BERWAWASAN MULTIKULTURAL : STUDI LITERATUR KHAIR, MIFTAHUL; TANG, MUHAMMAD; MUBAROK, MUSLIM
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 4 No. 2 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v4i2.2889

This research discusses the importance of multicultural education in forming students who are broad-minded and able to contribute to creating a harmonious society. In the era of globalization, cultural diversity is a wealth that needs to be appreciated and protected. Multicultural education not only teaches students about diversity, but also equips them with the ability to interact positively with individuals from different backgrounds. Through this approach, students are expected to develop attitudes of tolerance, empathy and appreciation for differences. This article also examines various educational strategies that are effective in instilling multicultural values, such as the use of an inclusive curriculum, diverse extracurricular activities, and a school environment that supports intercultural interaction. The results of the implementation of multicultural education show that students with a multicultural outlook tend to be more able to resolve conflicts peacefully, are more creative in thinking, and have better social skills. Thus, multicultural education is an important key in building a harmonious and just society, where every individual feels valued and accepted. This article emphasizes that investment in multicultural education is an investment in a more peaceful and harmonious future. ABSTRAKPenelitian ini membahas pentingnya pendidikan multikultural dalam membentuk peserta didik yang berwawasan luas dan mampu berkontribusi dalam menciptakan masyarakat yang harmonis. Di era globalisasi, keberagaman budaya menjadi salah satu kekayaan yang perlu dihargai dan dijaga. Pendidikan multikultural tidak hanya mengajarkan peserta didik tentang keberagaman, tetapi juga membekali mereka dengan kemampuan untuk berinteraksi secara positif dengan individu dari latar belakang yang berbeda. Melalui pendekatan ini, peserta didik diharapkan dapat mengembangkan sikap toleransi, empati, dan penghargaan terhadap perbedaan. Artikel ini juga mengkaji berbagai strategi pendidikan yang efektif dalam menanamkan nilai-nilai multikultural, seperti penggunaan kurikulum yang inklusif, kegiatan ekstrakurikuler yang beragam, serta lingkungan sekolah yang mendukung interaksi antarbudaya. Hasil dari implementasi pendidikan multikultural menunjukkan bahwa peserta didik yang berwawasan multikultural cenderung lebih mampu memecahkan konflik secara damai, lebih kreatif dalam berpikir, dan memiliki keterampilan sosial yang lebih baik. Dengan demikian, pendidikan multikultural menjadi kunci penting dalam membangun masyarakat yang harmonis dan berkeadilan, di mana setiap individu merasa dihargai dan diterima. Artikel ini menekankan bahwa investasi dalam pendidikan multikultural adalah investasi dalam masa depan yang lebih damai dan harmonis.

NILAI-NILAI MULTIKULTURAL DALAM PENGEMBANGAN KURIKULUM RAHMI, NUR; TANG, MUHAMMAD
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 4 No. 3 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v4i2.3179

This study aims to analyze and describe multicultural values in curriculum development in education. In general, multicultural values include appreciation for cultural diversity, acceptance of differences, and the promotion of inclusion and social justice. The main objective of this research is to identify and integrate multicultural values into curriculum development. This curriculum is intended to create a more inclusive and equitable learning environment. This research is a type of library research using content analysis as its approach. The data sources are literature references, namely books and journals. The data analysis technique employs the Miles and Huberman analysis method, which includes data condensation, data display, and conclusion drawing. The results show that a curriculum that integrates multicultural values can enhance students' understanding of cultural diversity, reduce prejudice, and promote tolerance, mutual respect, unity, appreciation between ethnic groups, and intercultural cooperation (gotong royong). The implication is that educational institutions need to revise and update their curricula to reflect multicultural values, with the goal of creating a generation that is more sensitive to differences and ready to contribute to a diverse global society. ABSTRAKPenelitian ini bertujuan untuk menganalisis dan mendeskripsikan nilai-nilai multikultural dalam pengembangan kurikulum pendidikan. Secara umum, nilai-nilai multikultural meliputi penghargaan terhadap keragaman budaya, penerimaan terhadap perbedaan, serta promosi inklusi dan keadilan sosial. Tujuan utama penelitian ini adalah untuk mengidentifikasi dan mengintegrasikan nilai-nilai multikultural dalam pengembangan kurikulum. Serta kurikulum ini berguna untuk menciptakan lingkungan belajar yang lebih inklusif dan adil. Penelitian ini adalah jenis penelitian kepustakaan atau library research dengan menggunakan analisis isi (konten) sebagai pendekatannya. Data bersumber dari referensi kepustakaan yaitu dari buku dan Jurnal. Teknik analisis datanya menggunakan teknik analisisnya Miles dan Huberman yaitu kondensasi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kurikulum yang mengintegrasikan nilai-nilai multikultural dapat meningkatkan pemahaman siswa tentang keberagaman budaya, mengurangi prasangka, dan mempromosikan toleransi, saling menghormati, menjaga persatuan, saling menghargai antar etnis serta kerjasama antarbudaya (gotong royong). Implikasinya yaitu institusi pendidikan perlu merevisi dan memperbarui kurikulum mereka untuk mencerminkan nilai-nilai multikultural, dengan tujuan menciptakan generasi yang lebih peka terhadap perbedaan dan siap berkontribusi dalam masyarakat global yang beragam.

KONSEP DASAR PENGEMBANGAN KURIKULUM PAI MULTIKULTURAL DI SMK PENERBANGAN TECHNO TERAPAN MAKASSAR SULFIANA, SULFIANA; TANG, MUHAMMAD
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 4 No. 3 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v4i3.3286

The aim of writing this article is to examine the basic concepts of developing a multicultural PAI curriculum. This research uses a qualitative research method with a case study approach which will be used in this research to explain the development of a multicultural curriculum in Islamic religious education at the Makassar Applied Techno Aviation Vocational School. This research reveals that multicultural Islamic religious education is intended to achieve a broader goal, namely being able to see the human side that crosses religion and cultural traditions as one unit that has different and similar ideals. And researchers found that the implementation of multicultural-based PAI is defined as an effort to combine cultural values ??with Islamic education. The multicultural PAI curriculum is based on several foundations. This includes theoretical foundations, juridical philosophical foundations, sociological foundations, psychological foundations, normative foundations, and organizational foundations, educational models, emphasis on Islamic values ??such as compassion, mutual assistance, tolerance, respect for diversity, peace, wisdom, humanism, and freedom. , Approaches such as the Historical Approach, Sociological Approach, Cultural Approach, Psychological Approach, Aesthetic Approach, Gender Perspective Approach, and Philosophical Approach are several approaches that can be used to teach religion which are expected to increase students' pluralist-multicultural awareness, Development of a multicultural PAI curriculum in vocational schools The Makassar Applied Techno Flight includes several elements, such as: learning content that reflects the differences in culture, traditions and understanding of the Islamic religion from various regions in Indonesia; use of various student-centered learning approaches; and learning evaluation that focuses on aspects of Islamic attitudes, knowledge and skills. Having a multicultural-based Islamic religious education curriculum will have a positive impact on harmony and tolerance between fellow humans ABSTRAKPenulisan artikel ini bertujuan untuk mengkaji konsep dasar pengembangan kurikulum PAI multikultural. Penelitian ini menggunakan metode penelitian yang digunakan yaitu Kualitatif dengan pendekatan studi kasus akan digunakan dalam penelitian ini untuk menjelaskan pengembangan kurikulum multikultural dalam pendidikan Agama Islam di SMK Penerbangan Techno Terapan Makassar. Penelitian ini mengungkapkan bahwa pendidikan agama Islam multikultural dimaksudkan untuk mencapai tujuan yang lebih luas, yaitu mampu melihat sisi kemanusiaan yang melintasi agama dan tradisi budaya sebagai satu kesatuan yang memiliki cita-cita yang berbeda dan sama. Dan peneliti menemukan bahwa kurikulum PAI berbasis multikultural diartikan sebagai upaya dalam menggabungkan nilai-nilai budaya dengan pendidikan Islam, Kurikulum PAI multikultural didasarkan pada beberapa landasan. Ini termasuk landasan teoritis, landasan filosofis yuridis, landasan sosiologis, psikologis, landasan normatif, dan landasan organisasi, Model pendidikannya, menekankan nilai-nilai Islam seperti kasih sayang, tolong-menolong, toleransi, menghargai keberagaman, perdamaian, kearifan, humanisme, dan kebebasan, Pendekatan seperti Pendekatan Historis, Pendekatan Sosiologis, Pendekatan Kultural, Pendekatan Psikologis, Pendekatan Estetik, Pendekatan Berperspektif Gender, dan Pendekatan Filosofis adalah beberapa pendekatan yang dapat digunakan untuk mengajarkan agama yang diharapkan dapat meningkatkan kesadaran pluralis-multikultural siswa, Pengembangan kurikulum PAI multikultural di SMK Penerbangan Techno Terapan Makassar mencakup beberapa elemen, seperti: konten pembelajaran yang mencerminkan perbedaan budaya, tradisi, dan pemahaman agama Islam dari berbagai daerah di Indonesia; penggunaan berbagai pendekatan pembelajaran yang berpusat pada siswa; dan evaluasi pembelajaran yang berfokus pada aspek sikap, pengetahuan, dan keterampilan agama Islam. Dengan adanya kurikulum pendidikan agama Islam berbasis multikultural akan memberikan dampak yang positif bagi kerukunan dan toleransi antar sesama manusia.

Analysis of Islamic Education Values in the Massuro Baca Tradition in the Tamarampu Environment, Bontoa Village, Mandai District, Maros Regency Rizal, Rizal; Tang, Muhammad; Palili, Sampara; Ismail, Ismail; Susono, Juhasdi
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1379

The Massuro Baca tradition is one of the cultural practices of the Makassar Bugis community which is still preserved to this day and has a close relationship with Islamic values. This study aims to analyze the values of Islamic education contained in the Massuro Baca tradition in the Tamarambu Environment, Bontoa Village, Mandai District, Maros Regency. This research uses a descriptive qualitative approach with field research methods. Data collection was carried out through observation, in-depth interviews, and document analysis. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawn, and its validity was tested through triangulation techniques. The results of the study show that the Massuro Baca tradition contains Islamic educational values which include the values of faith, worship, and morals. These values are reflected in the practice of prayer, tawassul, almsgiving, gratitude, sima'an Al-Qur'an, friendship, and helping. These findings confirm that the Massuro Baca tradition functions as a non-formal Islamic educational medium that plays a role in shaping religious character, strengthening social solidarity, and maintaining harmony between Islamic teachings and local wisdom of the community.

Analysis of Islamic Education Values in the Massuro Baca Tradition in the Tamarampu Environment, Bontoa Village, Mandai District, Maros Regency Rizal, Rizal; Tang, Muhammad; Palili, Sampara; Ismail, Ismail; Susono, Juhasdi
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1379

The Massuro Baca tradition is one of the cultural practices of the Makassar Bugis community which is still preserved to this day and has a close relationship with Islamic values. This study aims to analyze the values of Islamic education contained in the Massuro Baca tradition in the Tamarambu Environment, Bontoa Village, Mandai District, Maros Regency. This research uses a descriptive qualitative approach with field research methods. Data collection was carried out through observation, in-depth interviews, and document analysis. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawn, and its validity was tested through triangulation techniques. The results of the study show that the Massuro Baca tradition contains Islamic educational values which include the values of faith, worship, and morals. These values are reflected in the practice of prayer, tawassul, almsgiving, gratitude, sima'an Al-Qur'an, friendship, and helping. These findings confirm that the Massuro Baca tradition functions as a non-formal Islamic educational medium that plays a role in shaping religious character, strengthening social solidarity, and maintaining harmony between Islamic teachings and local wisdom of the community.

Analysis of Islamic Education Values in the Massuro Baca Tradition in the Tamarampu Environment, Bontoa Village, Mandai District, Maros Regency Rizal, Rizal; Tang, Muhammad; Palili, Sampara; Ismail, Ismail; Susono, Juhasdi
International Journal on Advanced Science, Education, and Religion Vol 8 No 3 (2025): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v8i3.1379

The Massuro Baca tradition is one of the cultural practices of the Makassar Bugis community which is still preserved to this day and has a close relationship with Islamic values. This study aims to analyze the values of Islamic education contained in the Massuro Baca tradition in the Tamarambu Environment, Bontoa Village, Mandai District, Maros Regency. This research uses a descriptive qualitative approach with field research methods. Data collection was carried out through observation, in-depth interviews, and document analysis. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawn, and its validity was tested through triangulation techniques. The results of the study show that the Massuro Baca tradition contains Islamic educational values which include the values of faith, worship, and morals. These values are reflected in the practice of prayer, tawassul, almsgiving, gratitude, sima'an Al-Qur'an, friendship, and helping. These findings confirm that the Massuro Baca tradition functions as a non-formal Islamic educational medium that plays a role in shaping religious character, strengthening social solidarity, and maintaining harmony between Islamic teachings and local wisdom of the community.

The Discourse of Islamic Religious Education in Strengthening Students' Moderate Attitudes Alda, Alda; Puja, Avrilia; Syarina, Syarina; Munawar, Munawar; Tang, Muhammad; Susono, Juhasdi
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 5 No. 3 (2025)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v5i3.283

The discourse of Islamic Religious Education (PAI) plays a strategic role in strengthening the moderate attitudes of students amidst the dynamics of social and religious diversity. This article aims to conceptually examine the role of Islamic Religious Education (PAI) discourse in shaping students' moderate attitudes thru an academic approach. This research uses the library research method by analyzing various sources of literature in the form of books, scientific journal articles, and educational policy documents relevant to the theme of PAI discourse and religious moderation. Data analysis is conducted descriptively-analytically to identify concepts, thot patterns, and main findings from the reviewed literature. The study results show that the dialogical, inclusive, and critical discourse of PAI can encourage students to understand differences rationally and instill values of religious moderation, such as tolerance, justice, and balance. Furthermore, academic discourse in Islamic Religious Education (PAI) provides a reflective space for students to understand Islamic teachings contextually without neglecting normative values. Thus, strengthening the discourse of Islamic Religious Education becomes a relevant approach in fostering moderate attitudes among students in the educational environment.

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