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PESANTREN: CANDRADIMUKA NILAI-NILAI KARAKTER SANTRI Madarik, Muhammad; Puadi, Hairul
Jurnal Studi Pesantren Vol. 4 No. 1 (2024): Jurnal Studi Pesantren
Publisher : Pascasarjana Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/studipesantren.v4i1.1205

Especially in relation to the scientific structure of Islamic boarding schools, knowledge related to Arabic, such as sharaf, nahwu and other tool knowledge, knowledge related to sharia, such as fiqh, both regarding worship (ubudiyah) and transactions (mu'amalat), knowledge that related to the Al-Qur'an along with knowledge about the causes of the revelation of verses (asbab al-nuzul), correlation between verses, verses and hadith, tafsir-tafsir, and others (ulum al-Qur'an), knowledge of hadith along with knowledge about the causes of the existence of hadith (asbab al-wurud), etc. (mustalah al-hadith), knowledge related to logic (ilmu al-mantiq), knowledge related to the purification of the soul (tazkiyah al-nafs) which is framed in knowledge about etiquette (tashawwuf), knowledge that discusses the power and oneness of God (tauhid). The values built by Islamic boarding schools can be categorized into: (1) Essential values including: the value of honesty (al-shidq), the value of spirituality (al-ibadah), the value of struggle (al-jihad), the value of tolerance (al-tasamuh), the value of independence (al-i'timad ala al-nafs), the value of sincerity (al-ikhlas), example (uswah hasanah). (2) Instrumental values which include: wisdom, freedom to be guided, self-government, togetherness (collectivism). So it is not surprising that Islamic boarding schools are considered as an education system that can play an empowerment role in strengthening civil society (mobilization of civil society forces) maximally and effectively. Keywords: Islamic Boarding School, Values, Curriculum, Character

MEMBANGUN BUDAYA ORGANISASI BERBASIS RELIGIUS Husni, Muhammad; Puadi, Hairul
JURNAL AL-TANZIM Vol 2, No 1 (2018)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Islamic as a religions of having standards and norms as a reference value follower. The values derived from thedoctrinesof religions was hitcertainly canbe applied live the lifeof the daily, includingin the organization. However islamicvalues inanything that canbe usedin buildingthe organization and how toimple mentthese values.Organizational cultureis builtwitha setthe with of valuet hatsurebyall behaviorinan organization ofit. Islamic as asou rceproc edureslso havethe valuest hatcanbe usedas building astrong the organizational of culture. The valuesin the organizationis also requiredto binding and ever yoneinthe organization to aunified whole.

Manajemen Kepemimpinan dalam Pendidikan Kontemporer melalui Perspektif Islam Puadi, Hairul
JURNAL PUSAKA: Media Kajian dan Pemikiran Islam Vol. 15 No. 2 (2025): Edisi 25
Publisher : LPPI Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/ps.v15i2.2377

The Industrial Revolution 4.0 has transformed the global landscape. In these times, leadership in Islamic education faces various complex challenges. This description demonstrates the ability of Islamic educational leadership to realize its lofty ideals as “leadership management” in Islamic education. The definition of leadership in education can be formulated as follows: “Educational leadership is a series of abilities of a person in the educational process that is effective and efficient in achieving goals.” Based on its implementation, official leadership is divided into: (1) Autocratic Leadership Type. (2) Pseudo-Democratic Leadership Type. (3) Laizzez Faire Leadership Type. (4) Democratic Leadership Type. As for the definition of leadership in Islam, in Arabic it is called "khalifah" (QS. 02:30). Viewed from the prophetic leadership of Rasulullah SAW, then leadership management can be said: “all leadership theories are in the Prophet Muhammad SAW.” In Islamic leadership, a concept is offered about the characteristics of a leader that are inherent in the person of the Prophet Muhammad SAW, namely: (1) Shiddiq. (2) Amanah. (3) Tabligh. (4) Fathanah. The description above can be concluded that the implementation of leadership in Islamic education requires: Knowledge and faith, open-minded, trustworthy and fair, directive, selective about information, consultative, polite, forgiving, trustworthy, exemplary and productive. Key words: Industry 4.0; leadership management; leadership in Islam; education; contemporary education.

Manajemen Kepemimpinan dalam Pendidikan Kontemporer melalui Perspektif Islam Puadi, Hairul
JURNAL PUSAKA: Media Kajian dan Pemikiran Islam Vol. 15 No. 2 (2025): Edisi 25
Publisher : LPPI Universitas Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/ps.v15i2.2377

The Industrial Revolution 4.0 has transformed the global landscape. In these times, leadership in Islamic education faces various complex challenges. This description demonstrates the ability of Islamic educational leadership to realize its lofty ideals as “leadership management” in Islamic education. The definition of leadership in education can be formulated as follows: “Educational leadership is a series of abilities of a person in the educational process that is effective and efficient in achieving goals.” Based on its implementation, official leadership is divided into: (1) Autocratic Leadership Type. (2) Pseudo-Democratic Leadership Type. (3) Laizzez Faire Leadership Type. (4) Democratic Leadership Type. As for the definition of leadership in Islam, in Arabic it is called "khalifah" (QS. 02:30). Viewed from the prophetic leadership of Rasulullah SAW, then leadership management can be said: “all leadership theories are in the Prophet Muhammad SAW.” In Islamic leadership, a concept is offered about the characteristics of a leader that are inherent in the person of the Prophet Muhammad SAW, namely: (1) Shiddiq. (2) Amanah. (3) Tabligh. (4) Fathanah. The description above can be concluded that the implementation of leadership in Islamic education requires: Knowledge and faith, open-minded, trustworthy and fair, directive, selective about information, consultative, polite, forgiving, trustworthy, exemplary and productive. Key words: Industry 4.0; leadership management; leadership in Islam; education; contemporary education.

KORELASI MODEL PEMBELAJARAN BERBASIS MASALAH (PROBEM BASED LEARNING) DENGAN PEMAHAMAN PAI SISWA DI SMP SUNAN AMPEL SUMBEREJO BANYUPUTIH SITUBONDO TAHUN 2020-/2021 Kandiri, Kandiri; Puadi, Hairul
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 5 No. 2 (2021): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah, Universitas Ibrahimy

If we are more concerned deeply to Curriculum 13 in all of Indonesia's educational stage, so we can find it has learning focused on scientific approach including observing, asking, trying, associating, communicating. It is relevant with interest student to get much knowledge with main characteristic like a) using real-world problems, b) focused learning on problem-solving, c) learning objectives are determined by students, d) teacher as a facilitator, who also has skills to solve problems. this research uses Quantitative approach to collecting data, including observation, documentation, questionnaires. the subject of research is students of SMP Sunan Ampel. Research orientation aimed in order to know the correlation of problem-based learning models with students' understanding of Islamic education at SMP Sunan Ampel Sumberejo Banyuputih Situbondo. With the research results: there is a correlation "moderate" Problem Based Learning Model with students' understanding of Islamic Education at SMP Sunan Ampel Sumberejo Banyuputih Situbondo.

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