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The Role Of The Family In Character Education In The Workforce Family : The Case Study In The Village Ngumpul, Balong, Ponorogo Moh Alwi Yusron; Muhammad Dimas Bagus Nurmuzayyin
Educan : Jurnal Pendidikan Islam Vol 2, No 2 (2018): Islamic learning methods
Publisher : Prodi Pendidikan Agama Islam, Fakultas Tarbiyah, Universitas Darussalam Gontor

The loss of one individual in the family can be a cause of the formation of a child's character is less than optimal and this incident is often the case in the family of Indonesian workers. But not all children who grow up in the family of Indonesian workers have a bad character, because there are still families who can form their children to grow with good character even though they have to lose one parent to work. The purpose of the study is: (1) To find out the role of the family in forming character in the families of migrant workers in the Ngumpul Village, Balong District, Ponorogo Regency, (2) To find out the supporting factors and inhibiting factors of character formation in the families of migrant workers in the Ngumpul Village, Balong District, Ponorogo Regency.From the results of the research researchers found that there are family roles in shaping the character of families of migrant workers.these roles are : 1) Embedding religious values, 2) getting used to doing good, 3) being an example and replacing the position of the mother, 4) giving assignments, 5) instilling the nature of independence, 6) inviting discussion. The attitudes held by educators in thefamilies of migrant workers in character building efforts are: 1) patient, 2) sincere, 3) firm, 4) openness between family members.Supporting factors in character building in the families of migrant workers are: 1) home environment, 2) school environment, 3) work environment, 4) community environment.

The Role of Masjid Youth Organization to Improve Self-Development of Adolescens (Case Study of Masjid Youth Organization in Masjid Jogokariyan (RMJ) Yogyakarta) Moh Alwi Yusron; Rika Indah Arsita
Educan : Jurnal Pendidikan Islam Vol 5, No 1 (2021): Media Pembelajaran PAI
Publisher : Prodi Pendidikan Agama Islam, Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/educan.v5i1.6483

Adolescences is identical with delinquency, one of the causes is a lack of Self-Development. Self-Development is greatly influenced by the environmental conditions in which a person lives. Youth of Masjid Jogokariyan is one of the youth communities in Yogyakarta which is a forum for teenagers to improve self-development.This study aims to determined how the role of the Youth of Masjid Jogokariyan in improved self-development of adolescents. The role these was explained below which each the component of self development. These component of self-development that are: emotional /knowledge, physical, mental, social, education, and also self develop accordance to market demand. Thus the role was explained below followed by the supporting and inhibiting factors each the component.This study employed qualitative a case study approached and was taken at Yogyakarta Masjid Jogokariyan with descriptive method. The data was collected through interviews, observation and documentation. The data were analyzed applied Miles and Huberman model, which included data reduction, data presentation, and conclusion drawing.Based on the results of the research, the researcher give suggestions to (1) the management of the masjid youth organization to be more and always innovate, improving creativity, and improving skills in the field of information technology (IT), (2) seniors as responsible of masjid youth organization coaches to further increase enthusiasm in guiding organizations to be more involved in the organization, (3) to guardians and families especially the parents of adolescents, member of masjid youth organization to pay more attention to the cultivation and implementation of religious values in adolescents and the quality of the youth friendship environment.

Implementasi Sistem Pendidikan Tauhid Dalam Pembelajaran Pendidikan Agama Islam Di SMPIT Bias Yogyakarta Syarifah Syarifah; Saepul Anwar; Heru Saiful Anwar; Alwi Yusron; Destianingsih Destianingsih
Sustainable Jurnal Kajian Mutu Pendidikan Vol 5 No 2 (2022): Sustainable
Publisher : Lembaga Penjaminan Mutu, IAIN Syaikh Abdurrahman Siddik Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32923/kjmp.v5i2.3204

Kajian ini dilatar belakangi oleh kurangnya penanaman pendidikan agama di sekolah serta lingkungan masyarakat yang kurang memadai terlaksananya pendidikan agama. Dari hasil penelitian yang telah dilakukan oleh peneliti, hasilnya menunjukkan bahwa 1). Implementasi sistem pendidikan tauhid di SMP Bina Anak Sholeh boarding school Yogyakarta berupa pendidikan tauhid shahih yang itba‟ kepada rasul dan sahabat. Implementasi sistem pendidikan tauhid di SMP bina anak sholeh boarding school terintegrasi kedalam kurikulum, yaitu dengan mengkolaborasikan kurikulum nasional dan kurikulum yayasan, dengan materi tambahan yaitu kitab burhan, nahwu shorof, tahfidzul qur‟an dan tahsinul qiroah dengan pembelajaran tauhid (kitab burhan) menjadi pembelajaran utama sebagai kurikulum yayasan, dengan menggunakan berbagai metode antara lain: (a). ceramah. (b). demonstrasi (c). diskusi. (d). simulasi (e). pengalaman lapangan. (f). halaqoh (g). sima‟an dan (h). tanya jawab, yang dilaksanakan pada corekurikuler,, intrakurikuler, dan ekstrakurikuler. 2). faktor pendukung implementasi sistem pendidikan tauhid yang diterapkan di SMP bina anak sholeh boarding school yogyakarta adalah sebagai berikut: (a) sumber daya manusia yang memenuhi kompetensi. (b). adanya pembinaan guru-guru SMP bina anak sholeh boarding school yogyakarta.(c). Mengkolaborasikan kurikulum nasional dan kurikulum pesantren. d). bersistem boarding school (pesantren). sedangkan faktor penghambat dalam implementasi sistem pendidikan tauhid yang diterapkan di SMP bina anak sholeh boarding school yogyakarta antara lain adalah: a). guru kurang menggunakan media pembelajaran dalam proses pembelajaran di kelas. b). latar belakang siswa yang berbeda-beda.

Principles of Islamic Education Learning According to Sheikh Yusuf Al Qardhawi and Their Relevance to UNESCO Principles Samsirin; Syarifah; Nurul Salis Alamin; Alwi Yusron
al-Afkar, Journal For Islamic Studies Vol. 6 No. 4 (2023)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v6i4.870

Yusuf Al-Qardhawi, an Egyptian cleric explains in his book entitled Al-Ilmu wa Ar-Rasul about the basic framework of teaching methods. Namely about what an educator must do to create successful learning activities and produce students with character. This book explains that Rasulullah SAW was the best first teacher. Educators should make Rasulullah SAW a role model in terms of teaching ethics, what an educator must do and the characteristics of an educator in accordance with the teachings of Rasulullah SAW. The basic principles of teaching inherited by Rasulullah SAW have a close relationship with character-based learning management in schools and in other scientific institutions. If the teacher can organize everything in the learning process and can implement the basic principles of teaching that were exemplified by Rasulullah SAW in teaching, then a harmonious learning atmosphere will be created between the teacher and students, the teacher can understand his students. , it is easy for students to digest what is conveyed by the teacher which ultimately can produce graduates who are faithful, pious, accomplished and have character.

Systematic Review: Meta-Synthesis of Implementation of Act No. 18 of 2019 on Pesantren Mustofa, Idam; Anwar, Saiful; Yusron, Moh. Alwi; Asrori, Asrori
EDUCAN : JURNAL PENDIDIKAN ISLAM Vol. 8 No. 1 (2024): Islamic Education
Publisher : Prodi PAI, Fakultas Tarbiyah, UNIDA GONTORs Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/educan.v8i1.11548

The study explores the implementation of Act No. 18 of the Year 2019 on Pesantren which covers the complexity of Pesantren management, mainly related to adaptation to the demands of the modern era, integrating knowledge into the curriculum, and improved management. The objective of the research is to conduct a meta-synthesis of ten studies related to the implementation of the Act on Pesantren, highlighting aspects such as management, human resources, finance, curricula, facilities, and the role of Pesantren in society. The research method uses a qualitative approach in a systematic review with meta-aggregation techniques. Research results show that the Act on Pesantren has a positive impact, including official recognition of Pesantren’s graduates, protection against the uniqueness of interns, and empowering interns in raising the Human Development Index (HDI) in Indonesia. Nevertheless, there are challenges such as ideological debates and variations in the implementation of the Act on Pesantren in various areas, mainly related to concerns about the loss of Pesantren’s independence.

Integration of Direct Instruction Methods and Independent Learning Curriculum in the Teacher Training and Development Program (TTDP) at Darussalam Gontor University Yusron, Moh. Alwi; Anwar, Saiful; Umami, Halida; Haikal, Muhammad; Mustofa, Idam
EDUCAN : JURNAL PENDIDIKAN ISLAM Vol. 8 No. 2 (2024): Evaluation of Islamic Education
Publisher : Prodi PAI, Fakultas Tarbiyah, UNIDA GONTORs Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/educan.v8i2.12516

This research investigates the implementation of the Integration of Direct Instruction Methods and Independent Learning Curriculum in the Teacher Training and Development Program (TTDP) at Darussalam Gontor University. The study employs a case study method to delve into the understanding of the execution, strengths, weaknesses, challenges, and opportunities within this integration. Findings reveal that TTDP at Darussalam Gontor University follows a three-step process: planning, execution, and evaluation. The execution involves the delivery of basic TTDP content, practical activities, and evaluation through tests and learning observations. The strengths of this integration lie in the enhancement of teaching quality, enabling trainee teachers to design more engaging learning experiences. However, challenges surface in the form of initial resistance to a shift in teaching paradigms and the need for institutional support. Opportunities exist in developing the professionalism of aspiring teachers and creating dynamic teaching materials. This research provides in-depth insights into the TTDP implementation, highlighting both positive changes and obstacles that need to be addressed. It contributes to understanding how the integration of direct instruction methods and independent learning curriculum can improve teacher training within this university context

The Analysis of Experiential Learning Method of Dale's Cone Experience Model in Improving the Effectiveness of Arabic Language Learning Cecep, Cecep Sobar Rochmat; Amalia, Amalia Nur Afasa; Abdul Hafidz, Abdul Hafidz bin Zaid; Alwi, Moh Alwi Yusron; Sania, Sania Karimah Liputo
Izdihar : Journal of Arabic Language Teaching, Linguistics, and Literature Vol. 7 No. 1 (2024): Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature
Publisher : Arabic Education Department, Islamic Studies Faculty, Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jiz.v7i1.30823

This study purposed to analyze the effectiveness of the Arabic language learning model based on Edgar Dale's cone of experience theory. The method used library research by taking books, journals, and documents. The result of this research is that Arabic language learning with an experiential learning model, according to Edgar Dale's cone of experience, is effective learning and can help to develop Arabic language learning that is focused and empowers students to master it. Learning Arabic through this model is also very effective for teaching Arabic as a means of communication. Experiential learning and Edgar Dale's cone of experience theory have a strong fit in the context of Arabic language learning. Dale's cone of experience theory illustrates different levels of student participation and involvement in learning, ranging from concrete experience to abstract conceptualization. According to Dale, direct and interactive experiences promote more effective learning, which is consistent with the experiential learning approach. In experiential Arabic learning, students engage in direct experience by speaking, listening, reading and writing in Arabic, which is the first step in the cone of experience.

The Concept of Inclusive Education in the Islamic Perspective Yusron, Moh Alwi; Rochmat, Cecep Sobar; Dewi , Mutiara
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i2.5959

Inclusive education is an educational approach aimed at providing equitable access to all individuals regardless of differences in background, abilities, or specific conditions. In Islam, the concept of inclusivity is deeply rooted in values of justice, compassion, respect for diversity, and social responsibility. This study aims to explore the concept of inclusive education in Islam by examining its foundational values, philosophical underpinnings, and applications in the modern context. This research employs a library research methodology, analyzing primary sources such as the Qur’an, Hadith, and classical and contemporary Islamic scholarly works, as well as secondary sources from recent academic literature. Data are analyzed qualitatively using a descriptive-analytical approach to identify the principles of inclusive education in Islam. The findings indicate that Islam comprehensively supports inclusive education through universal values that are adaptable to changing times. Principles such as social justice, compassion (rahmah), and respect for diversity position Islam as a faith that promotes inclusivity. This study also compares Islamic perspectives with modern educational theories, highlighting the relevance of Islamic values in addressing the challenges of inclusive education in the globalized era. The implications of this study include the necessity of integrating Islamic values into modern education systems to create more equitable and harmonious learning environments. However, the study's limitation lies in the lack of empirical examination to assess the effectiveness of applying these values in practical educational settings. This research contributes original insights by providing philosophical and practical perspectives from Islam to support inclusive education, thereby enriching the global discourse on education for all.

The Concept of Inclusive Education in the Islamic Perspective Yusron, Moh Alwi; Rochmat, Cecep Sobar; Dewi , Mutiara
Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19120/al-lubab.v10i2.5959

Inclusive education is an educational approach aimed at providing equitable access to all individuals regardless of differences in background, abilities, or specific conditions. In Islam, the concept of inclusivity is deeply rooted in values of justice, compassion, respect for diversity, and social responsibility. This study aims to explore the concept of inclusive education in Islam by examining its foundational values, philosophical underpinnings, and applications in the modern context. This research employs a library research methodology, analyzing primary sources such as the Qur’an, Hadith, and classical and contemporary Islamic scholarly works, as well as secondary sources from recent academic literature. Data are analyzed qualitatively using a descriptive-analytical approach to identify the principles of inclusive education in Islam. The findings indicate that Islam comprehensively supports inclusive education through universal values that are adaptable to changing times. Principles such as social justice, compassion (rahmah), and respect for diversity position Islam as a faith that promotes inclusivity. This study also compares Islamic perspectives with modern educational theories, highlighting the relevance of Islamic values in addressing the challenges of inclusive education in the globalized era. The implications of this study include the necessity of integrating Islamic values into modern education systems to create more equitable and harmonious learning environments. However, the study's limitation lies in the lack of empirical examination to assess the effectiveness of applying these values in practical educational settings. This research contributes original insights by providing philosophical and practical perspectives from Islam to support inclusive education, thereby enriching the global discourse on education for all.

Reconstructing Herbart's Teaching Method Based on Islamic Values: A Case Study at Darussalam Gontor Modern Islamic Boarding School. Yusron, Moh Alwi; Anwar, Saiful; Wardhani, Ayu Era
Jurnal Al-Fawa'id : Jurnal Agama dan Bahasa Vol 15 No 1 (2025): Maret
Publisher : STAI Ali bin Abi Thalib Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54214/alfawaid.Vol15.Iss1.776

This study examines the integration of Johann Friedrich Herbart's educational methods with Islamic values at Pondok Modern Darussalam Gontor, a prominent Islamic boarding school in Indonesia. Herbart's pedagogical framework, emphasizing structured teaching through five stages. preparation, presentation, association, generalization, and application. aligns with Islamic educational principles that focus on character development and comprehensive personal growth. Research Methods: The research employs a qualitative approach, utilizing literature review and case study methods. Data were collected through document analysis of Gontor's educational materials, observations of teaching practices, and interviews with educators and students to understand the implementation of Herbartian methods within an Islamic educational context. Findings: 1) Integration of Teaching Methods. 2) Balanced Curriculum. 3) Foreign Language Proficiency. 4) Comprehensive Evaluation. 5) Holistic Approach. This study highlights the successful integration of Western educational methods with Islamic values, offering a model for other educational institutions aiming to develop holistic and integrative learning systems. However, the research is limited to a single case study at Gontor; further studies could explore similar integrations in different educational settings to validate and expand upon these findings. The research provides a novel insight into how Herbart's educational concepts can be harmonized with Islamic principles, resulting in a comprehensive and effective educational system. This integration equips students with knowledge, skills, and character aligned with religious guidance and the demands of modern society.

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