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<![CDATA[الطريقة الصامتة ÙÙŠ تعليم اللغة العربية ]]>
<![CDATA[Manshur, Umar]]>
<![CDATA[ JURNAL IJ-ATL Vol 3, No 1 (2019): ARABIC TEACHING AND MATERIAL DESIGN ]]>
Publisher : <![CDATA[Nurul Jadid University ]]>
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DOI: 10.33650/ijatl.v3i1.663
<![CDATA[?? ????? ????? ??????? ??? ?? ???? ???? ?????? ??? ????? ?????? ???????? ??? ??????? ????? ?????? ????? ?? ???? ?????? ?????? ??? ??????? ?????? ???????. ???? ??? ????? ?????? ?? ???? ?????? ????? ??????? ?????? ?????? ??????? ?? ??????? ??? ???????? ????? ?????? ??? ??????? ????? ???????. ??? ??? ???????? ??? ?? ???? ?????? ?????? ?????? ??? ???? ?????? ??? ??????? ?????? ???????? ???? ???? ?????? ??? ???? ?? ????? ?? ??????? ?????? ???????. ????? ??? ??????? ??????? ???? ?? ??????? ???? ????? ?????? ??? ?? ???? ?????? ????? ?? ????? ??????? ???? ?????? ?? ??????? ?????? ???????.]]>
<![CDATA[School Principals’ Self-Identity According to The Perspective of Transpersonal Psychology ]]>
<![CDATA[Mundiri, Akmal]]>;
<![CDATA[Manshur, Umar]]>
<![CDATA[ AL-TAHRIR Vol 20, No 1 (2020): Islam and Social Change ]]>
Publisher : <![CDATA[IAIN Ponorogo ]]>
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DOI: 10.21154/altahrir.v20i1.2005
<![CDATA[Abstract: The school principal at the pesantren, displays a unique self-image that distinguishes itself from the others. In the school principal's self-identity is attached to the appreciation of values that become the core beliefs and core values of the principal. This study uses a qualitative approach to the type of phenomenology. Thus, this study seeks to explore the phenomenon of identity formation or forms of identity in the perspective of transpersonal psychology. The results of this study indicate that the formation of principals-based principals' self-identity is carried out in the form of self-understanding, parenting style and role models. Whereas the principal's identity pattern based on pesantren in the perspective of transpersonal psychology at pondok pesantren Nurul Jadid is in the form of spiritual awareness and ability to manage the ego (trans-ego). Thus, this study generally describes findings of self-identity oriented to the nafsani substance in the form of integration of three forces, namely; the heart (fitrah ilahiyah) as a superconscious aspect that has emotional power; reason (fitrah insaniyah) as an aspect of consciousness that has the power of cognition; and lust (fitrah hayawaniah) as an aspect of the pre or unconscious that has the power of konasi. الملخص: يعرض المديرالمدرسة المعهدية صورة ذاتية Ùريدة تميز Ù†Ùسها عن الآخرين. ÙÙŠ الهوية الذاتية الكامنة هناك تقدير للقيم التي بدورها ØªØµØ¨Ø Ø§Ù„Ù…Ø¹ØªÙ‚Ø¯Ø§Øª الأساسية والقيم الأساسية للمدير. تستخدم هذه الدراسة نهجًا نوعيًا لنوع fenomenologi. وبالتالي ØŒ تسعى هذه الدراسة إلى استكشا٠ظاهرة تكوين الهوية أو أشكال الهوية ÙÙŠ منظور علم النÙس عبر الشخصية. تشير نتائج هذه الدراسة إلى أن تشكيل الهوية الذاتية للمديرين الذين يعتمدون على المبادئ يتم ÙÙŠ شكل Ùهم الذات ØŒ وأسلوب الوالدية ونماذج القدوة. Ùˆ أن نمط هوية المدير القائم على المعهد قائم على منظور علم النÙس عبر الشخصية ÙÙŠ معهد نور الجديد الإسلامية ÙÙŠ شكل الوعي الروØÙŠ والقدرة على إدارة الأنا (trans-ego). هكذا ØŒ يص٠هذا البØØ« بشكل عام نتائج الهوية الذاتية الموجهة إلى مادة النÙساني ÙÙŠ شكل تكامل قوة الثلاثة ØŒ وهي: القلب (Ùطرة الديوانية) باعتباره جانبًا Ùائق الوعي له قوة عاطÙية (الذوق) Ø› العقل (Ùطرة الجنانية) باعتباره جانبا من الوعي الذي له قوة الإدراك (Øقوق النشر) Ø› والشهوة (Ùطرة Øياونية) باعتبارها جانبًا من اللاوعي أو اللاوعي الذي لديه قوة كوناسي (karsa). Abstrak: Kepala sekolah di pesantren menampilkan citra diri yang unik yang membedakan dirinya dengan yang lain. Dalam identitas diri kepala sekolah melekat suatu penghayatan nilai yang menjadi core belief dan core values pribadi kepala sekolah. Penelitian ini menggunakan pendekatan kualitatif dengan jenis fenomenologi. Dengan demikian, penelitian ini berupaya menggali fenomena pembentukan identitas ataupun bentuk identitas dalam perspektif psikologi transpersonal. Hasil penelitian ini menunjukkan bahwa pembentukan identitas diri kepala sekolah berbasis pesantren dilakukan dalam bentuk self understanding, parenting style dan model figur panutan. Sedangkan pola identitas diri kepala sekolah berbasis pesantren dalam perspektif psikologi transpersonal di pondok pesantren Nurul Jadid berupa kesadaran spiritual dan kemampuan dalam mengelola ego (trans-ego). Penelitian ini secara umum menggambarkan temuan identitas diri yang berorientasi pada substansi nafsani yang berupa integrasi tiga daya, yaitu; kalbu (fitrah ilahiyah) sebagai aspek supra-kesadaran yang memiliki daya emosi (rasa); akal (fitrah insaniyah) sebagai aspek kesadaran yang memiliki daya kognisi (cipta); dan nafsu (fitrah hayawaniah) sebagai aspek pra atau bawah-sadar yang memiliki daya konasi (karsa).]]>
<![CDATA[PENINGKATAN KOSAKATA BAHASA ARAB SISWA RA MENGGUNAKAN METODE BERNYANYI DAN BERMAIN ]]>
<![CDATA[Manshur, Umar]]>;
<![CDATA[Nufus, Nadia Ainun]]>;
<![CDATA[Rinjani, Fitria Eka Putri]]>
<![CDATA[ JCES (Journal of Character Education Society) Vol 6, No 4 (2023): Oktober ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jces.v6i4.17589
<![CDATA[Abstrak: Bahasa Arab memiliki peranan yang penting dalam dunia pendidikan. Meningkatkan kosa kata bahasa Arab pada usia dini akan memberi dasar yang kuat untuk memahami dan mengetahui lebih dalam tentang bahasa tersebut. Tujuan dari kegiatan ini adalah langkah awal dalam memperkenalkan bahasa arab kepada mitra guna memberi pemahaman dan pengetahuan mengenai budaya bahasa arab dan mampu mengembangkan kemampuan berbahasa arab di masa depan. Kegiatan ini melibatkan murid TK NU Inen Lemo sebanyak 40 orang dan kegiatan ini bertempat di TK NU Inen Lemo Desa Beleka. Metode yang digunakan adalah metode bermain dan menyanyi, karena dapat membantu perkembangan otak dalam mengingat materi dan melatih pengembangan kosa kata serta kemampuan bicara pada mitra. Hasil evaluasi menggunakan metode wawancara diperoleh tingkat penguasaan kosa kata bahasa arab siswa rata-rata mencapai 80,2%.Abstract: The Arabic language plays an important role in education. Increasing Arabic vocabulary at an early age will provide a strong foundation for understanding and knowing more about the language. The purpose of this activity is the first step in introducing Arabic to partners in order to provide understanding and knowledge of Arabic language culture and be able to develop Arabic language skills in the future. This activity involved 40 partners. The method used is the method of playing and singing, because it can help the development of the brain in remembering the material and train the development of vocabulary and speech skills in partners. The evaluation results using the interview method obtained the level of mastery of Arabic vocabulary of students on average reached 80.2%. ]]>
<![CDATA[Eco-Friendly Media: Assistance in Developing Educational Props from Waste Materials in Probolinggo City ]]>
<![CDATA[Manshur, Umar]]>;
<![CDATA[Rozi, Fathor]]>;
<![CDATA[Saleha, Latifatus]]>;
<![CDATA[Sholihah, Chodijatus]]>
<![CDATA[ GUYUB: Journal of Community Engagement Vol 5, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.33650/guyub.v5i1.8317
<![CDATA[This community engagement was driven by the limitations of resources and adequate facilities within the early childhood education environment. The restricted or monotonous use of educational props, coupled with financial limitations within the institution, constrains the variety and creativity in the learning process. Additionally, the lack of understanding regarding the potential use of waste materials as educational props hinders more engaging teaching innovations. This community engagement aimed to introduce the creation of educational props using waste materials available within the school environment by providing engaging learning stimuli, thereby making the content delivered by teachers more effective and efficient. The approach used in this community engagement was Asset-based Community Development (ABCD). The approach enables the community to build upon existing strengths without depending on external assistance. This approach began by identifying the assets possessed by the community, which were then utilized to develop the educational institution. The outcomes of this engagement indicated some important points. First, teachers, in early childhood educational institutions in Probolinggo City, understood appropriate stimuli for the growth and development of students, demonstrating competence in pedagogic skills as one of the essential competencies for teachers. Secondly, teachers in these institutions could utilize waste materials to create Educational Play Tools (EPT) through identifying recyclable waste, training, and practical application in crafting these tools. Thirdly, teachers were capable of harnessing local potential previously untapped, which could be used to support learning activities by turning them into Educational Play Tools (EPT).]]>
<![CDATA[Teaching Arabic to the Indonesian Student from a Functional Perspecive/تعليم اللغة العربية للدارس الإندونيسيي من منظور وظيفي ]]>
<![CDATA[Manshur, Umar]]>
<![CDATA[ JURNAL IJ-ATL Vol 1, No 1 (2017): Arabic Teaching and Learning ]]>
Publisher : <![CDATA[Nurul Jadid University ]]>
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DOI: 10.33650/ijatl.v1i1.278
<![CDATA[Learning Arabic in Indonesia recently is more oriented on comprehension syintax and morphology which aims at reading skill on islamic classic book. However in modern challenge, indonesian learner are requaired able to communicate in Arabic actively, so learning Arabic is not only focused on the development of receptive skill, but on productive skill as well. Learning Arabic on the development of productive skill does not only use communicative method, moreover it is also conducted for functional material, including the grammar which is learned functional grammar.كان تعليم اللغة العربية في إندونيسيا يهدف إلى تعزيز القواعد النحوية والصرفية لأجل تنمية المهارة في قراءة الكتب التراثية. إلا أن تحديات معاصرة تتطلب الدارس الإندويسي أن يتقن الاتصال النشيط باللغة العربية، فينبغي تعليمها لا يهدف إلى تنمية المهارة الإستقبالية فقط، بل يهدف أيضا إلى تنمية المهارة الإنتاجية. وتعليم اللغة العربية الذي يهدف إلى تنمية المهارة الإنتاجية لا يكفي باستخدام الطريقة الإتصالية فحسب، بل لا بد أن تكون المواد المحضرة موادا وظيفية وكذلك القواعد اللغوية المتعلمة أن تكون قواعدا وظيفية.]]>
<![CDATA[Harmony within Diversity: The Internalization of Religious Moderation as a Pillar in Sustaining National Identity ]]>
<![CDATA[Khalilurrahman, Khalilurrahman]]>;
<![CDATA[Sugiono, Sugiono]]>;
<![CDATA[Manshur, Umar]]>;
<![CDATA[Munif, Muhammad]]>
<![CDATA[ JURNAL ISLAM NUSANTARA Vol 7, No 1 (2023) ]]>
Publisher : <![CDATA[Lembaga Ta'lif wa An-Nasyr (LTN) PBNU ]]>
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DOI: 10.33852/jurnalnu.v7i1.468
<![CDATA[This research analyses Religious Moderation in maintaining national identity in Madrash Aliyah Ihyaul Islam Pajarakan Probolinggo. The research uses a qualitative case study type approach. Data collection techniques were carried out through participant observation, in-depth interviews and documentation. Meanwhile, the data analysis uses Miles and Huberman's descriptive analysis: data reduction, data presentation, and conclusion. The results of this research show that the internalization of religious moderation in maintaining national identity in Madrash Aliyah Ihyaul Islam is carried out through the integration of moderate values in the madrasa curriculum, the integration of moderate values in learning activities, the integration of moderate values through the role of educators and education staff, design students with Pancasila character and exemplary role models. The internalization of religious moderation in maintaining national identity is expected to shape the character of students who are humanist, religious, tolerant, plural, moderate, nationalist, democratic and patriot.]]>
<![CDATA[INCREASING THE COMPETENCE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS FROM A MADRASAH-BASED MANAGEMENT PERSPECTIVE ]]>
<![CDATA[Husnol Khotimah]]>;
<![CDATA[Manshur, Umar]]>;
<![CDATA[Zaini, Abdul Wahid]]>;
<![CDATA[Sanjani, M Aqil Fahmi]]>;
<![CDATA[Suhermanto, Suhermanto]]>
<![CDATA[ Managere: Indonesian Journal of Educational Management Vol. 6 No. 1 (2024) ]]>
Publisher : <![CDATA[Universitas Nurul Jadid ]]>
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DOI: 10.52627/managere.v6i1.388
<![CDATA[This study aims to analyze and examine the model of improving the competence of Islamic religious education teachers in the perspective of Madrasah-based management, a new direction based on psychological functions towards the development and progress of teachers as educators. This study was conducted in Islamic educational institutions at the elementary madrasah level. The researcher used a qualitative case study type approach. Data were collected using interview, observation and documentation techniques and then analyzed through several steps, namely: data collection, data reduction, data presentation and conclusions. The results of the study indicate that, in an effort to improve the competence of Islamic religious education teachers in elementary madrasahs, including innovative strategies in developing teacher competencies, collaboration-based competency approach, technology integration in transforming islamic religious education learning. The results of the study are expected to provide benefits to realize the improvement of the competence of Islamic religious education teachers in elementary madrasahs from the perspective of madrasah-based management.]]>
<![CDATA[Integrating Situational Leadership and Traditional Values: Enhancing Student Discipline in Islamic Boarding Schools Through Holistic Training Programs ]]>
<![CDATA[Hasanah, Riskiyah]]>;
<![CDATA[Khoirun Nisa’]]>;
<![CDATA[Mundiri, Akmal]]>;
<![CDATA[Ahmad Fauzi]]>;
<![CDATA[Manshur, Umar]]>;
<![CDATA[Munir, Zainal]]>
<![CDATA[ Communautaire: Journal of Community Service Vol. 3 No. 2 (2024) ]]>
Publisher : <![CDATA[Al-Qalam Institute ]]>
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DOI: 10.61987/communautaire.v3i2.463
<![CDATA[This study focuses on examining the effectiveness of integrating situational leadership with traditional values to enhance student discipline in Islamic boarding schools. The primary objective is to explore how a holistic leadership training program, tailored to the unique cultural context of pesantren, can improve student adherence to school regulations and foster self-discipline. A qualitative case study method was employed, involving in-depth interviews, participatory observations, and document analysis. Data were collected from school administrators, teachers, and students at Nurul Jadid Middle School in Probolinggo, East Java. The findings indicate that the integration of situational leadership principles with the values of pesantren significantly improves student discipline, resulting in a more orderly and conducive learning environment. The study's implications suggest that this model can be adopted by similar institutions to enhance student behavior and academic outcomes. The research contributes to the growing body of literature on educational leadership and discipline, particularly within the context of Islamic education.]]>
<![CDATA[Enhancing Learner Participation in Developing Speaking Skills: A Study on Promoting Learning Autonomy through E-Learning Implementation ]]>
<![CDATA[Manshur, Umar]]>;
<![CDATA[Wijaya, Mu'alim]]>;
<![CDATA[Zahirah, Lu'luah]]>
<![CDATA[ JURNAL IJ-ATL Vol 6, No 2 (2022): Arabic Teaching and Learning ]]>
Publisher : <![CDATA[Nurul Jadid University ]]>
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DOI: 10.33650/ijatl.v6i1.4278
<![CDATA[This research deals with students’ participation in upgrading speaking skills. An attempt to develop autonomy through online learning applications. The purpose of this research is to describe the autonomy of practicing Arabic speaking that can be upgraded automatically. The research methodology used in this research is both qualitative and quantitative research so that the research results are hopefully more comprehensive. Quantitative data were extracted using a questionnaire considering the following criteria: student awareness, independent effort, independent activity, reference, motivation, and use of learning technology. While qualitative data were collected through interviews in order to measure students’ opinions on learning autonomy. The results of the research are that the independence of learning "self-learning" that students do outside the classroom was mostly at medium and high levels and can be described as follows: awareness at a high level of 3.67, independent effort at a medium level of 3.23, independent activity at a level of 3.00, self-confidence at a medium level of 3.42, then use of educational technology at a high level of 4.16. Students who obtain a high level benefit from educational technology. As for those who are weak in motivation, they were at a low level and did not respect themselves in learning the Arabic language.]]>
<![CDATA[Exploring Charismatic Leadership and Personality Competence: Keys to Fostering Teacher Motivation: English ]]>
<![CDATA[Basri, Hasan]]>;
<![CDATA[Manshur, Umar]]>;
<![CDATA[Baharun, Hasan]]>;
<![CDATA[Zaini, Abdul Wahid]]>;
<![CDATA[Suhermanto, Suhermanto]]>
<![CDATA[ Bidayatuna Vol 7 No 2 (2024): Oktober ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia. ]]>
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DOI: 10.54471/bidayatuna.v7i2.2983
<![CDATA[This research focuses on understanding the impact of charismatic leadership, personality competencies, working environment conditions, social support, and work-life balance on teachers' work motivation in various educational institutions. This study aims to explore in depth the influence of charismatic leadership and personality competence on their work motivation in Madrasah Ibtidaiyah (MI) Hasanuddin. The research method used is a quantitative survey study through questionnaires distributed to teachers in various educational institutions, using regression analysis to identify the relationship between independent variables (such as charismatic leadership and personality competence) and dependent variables (teacher work motivation). The results of this study show a significant influence of Charismatic Leadership and Personality competence on Teacher Work Motivation in MI Hasanuddin. Descriptive analysis found a high level of charismatic leadership, personality competence, and teacher work motivation. Linear regression analysis corroborates these findings by showing that both factors significantly affect teacher work motivation; in particular, charismatic leadership contributes more than personality competence. The implications of this study show that Charismatic Leadership and Personality competencies significantly influence teacher work motivation, highlighting the importance of the role of leadership and personal development of teachers in creating a motivating work environment.]]>
