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All Journal Perdikan: Journal of Community Engagement Al-Mutsla: Jurnal Ilmu-Ilmu Keislaman dan Kemasyarakatan El-Fakhru : Jurnal Ilmiah Pendidikan Islam Journal of Arabic Studies
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PERAN GURU DALAM ADMINISTRASI KURIKULUM Kamus; Yuni Purnama Sari
El-FAKHRU Vol. 3 No. 1 (2023): el-Fakhru
Publisher : PRODI PENDIDIKAN AGAMA ISLAM (PAI) SEKOLAH TINGGI AGAMA ISLAM NEGERI MAJENE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/elfakhru.v3i1.771

Abstract

Administrasi kurikulum adalah semua proses usaha yang telah terencana dan diusahakan secara sengaja dan bersungguh-sungguh serta pembinaan secara berkelanjutan pada kegiatan belajar mengajar secara efektif dan efisien demi mencapai tujuan pendidikan yang telah ditetapkan. Adapun tujuan penulisan artikel ini adalah untuk mengetahui seperti apa proses kegiatan administrasi kurikulum dan bagaimana peran guru dalam mengimplementasikan administrasi kurikulum di sekolah. Dalam penulisan artikel ini peneliti menggunakan metode penelitian kajian kepustakaan atau library research yaitu meneliti dengan cara membaca buku yang ada di perpustakaan terkait materi yang akan dikaji dan membaca beberapa artikel atau jurnal terkait. Hasil dari penulisan artikel ini yaitu proses administrasi kurikulum yang meliputi empat komponen penting yaitu perencanaan, pelaksanaan, pengawasan dan evaluasi, serta guru yang sabfat berperan penting dalam pengimplementasian administrasi kurikulum, yang dimana guru berperan sebagai implementer (pelaksana kurikulum), adapters (penyelaras kurikulum), developers (pengembang kurikulum) dan researches (peneliti hasil implementasi kurikulum). Dari hasil pembahasan dapat disimpulkan bahwa administrasi kurikulum itu sangat penting dan peran guru sangatlah dibutuhkan dalam pelaksanaan administrasi kurikulum demi tercapainya suatu tujuan pendidikan. Semoga artikel ini dapat menjadi rujukan tambahan untuk penulisan artikel selanjutnya.
Hukum Sutrah menurut Imam al-Syaukani (Studi Kitab Nail al-Authar) Idam, Saadal Jannah; Rosmita; Kamus; Suaib, Husnawati
AL-MUTSLA Vol. 6 No. 2 (2024): Jurnal Al Mutsla
Publisher : STAIN MAJENE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/jstain.v6i2.1130

Abstract

Sutrah is an object in front of a person who is praying to prevent others from passing in front of him. Sutrah is prescribed because the Prophet SAW maintained it in every prayer. However, scholars have different opinions about its law. Some say it is sunnah and some consider it obligatory. This study aims to determine the law of sutrah according to Imam al-Syaukani in his book Nail al-Autar. The problems raised are; first, what is the concept of sutrah in prayer. Second, what is the law of sutrah in Islam. Third, what is the law of sutrah according to Imam al-Syaukani in the book Nail al-Autar. This study uses a type of qualitative research that focuses on text studies (library research), and uses normative and historical juridical approaches. The results of the study show that; First, the concept of sutrah in prayer is everything that is in front of the person praying, it can be in the form of a stick, arrow, tree, wall or the like to prevent people from passing in front of him. Second, scholars have different opinions about the law of sutrah in sharia. Imam al-Syaukani said it was mandatory. The majority of ulama consider the sutrah to be the sunnah of muakadah. Third, according to Imam al-Syaukani, the law of sutrah is obligatory because the sutrah is a syar'i cause that prevents prayers from being canceled due to the passing of mature women, donkeys and black dogs. Imam al-Syaukani argued with the hadith lafadz "فليصل إلى سُترة". Basically, the wording of commands produces mandatory laws.
PENGARUH BAHASA ARAB TERHADAP PSIKOLOGI KECERDASAN Kamus; Nikma Ramadhani; Rahmat Kurniawan
Al-MUALLAQAT Vol. 1 No. 2 (2022): Al Muallaqat : Journal Of Arabic
Publisher : Program Studi Bahasa dan Sastra Arab STAIN Majene

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Abstract

This study aims to reveal the importance of learning and plunging into the values of the Qur'an in this case is the Arabic language. The Qur'an came down to this face in order to decide all cases that were deviant due to human activities at that time which were far from the values of failure since the beginning of the dissolution of the prophetic period of Prophet Ibrahim which was fairly long at that time, as a result the descent of Kalamullah created a significant influence. and we can feel the benefits until now. As a way of life, the Qur'an is the greatest miracle of the Prophet Muhammad. Reading it is worship, learning and teaching it makes us the best human beings. The results showed that researchers by mental health experts stated that studying the Qur'an and the values contained in it can increase intelligence. For this reason, Arabic also plays an important role in the process of encouraging as an effort to maximize the value of worship in the Qur'an itself. As mentioned in the editorial of the Qur'an that "Learn Arabic so that you understand". In the verse it is not stated that only those who read and memorize will understand but the meaning of the word understand is broad in scope. And learning Arabic is one indicator of that understanding.
Pendampingan UPTD SMA Negeri 1 Tammerodo berbasis Asset-Based Community Development (ABCD) untuk memenuhi Instrumen Akreditasi Satuan Pendidikan (IASP) 2020 Saddang, Muhammad; Idris Hasanuddin, Muhammad; Kamus; Jannah, Saadal; Komarudin, Yahya; Umri; Kurniawan, Rahmat; Hamzah, Nurul Hazirah; Gufran, Muhammad; Purnama Sari, Yuni
PERDIKAN (Journal of Community Engagement) Vol. 7 No. 1 (2025)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/pjce.v7i1.19209

Abstract

SMAN 1 Tammerodo was established in 2021 as a transition from PGRI Sendana Private High School. Before its establishment, many junior high school graduates and equivalents from Tammerodo District continued their education at SMAN 1 Sendana. This was because the majority of Tammerodo's population preferred state schools over private ones. The STAIN Majene Service Team implemented an innovative mentoring strategy for SMAN 1 Tammerodo to fulfil the 2020 Education Unit Accreditation Instrument (IASP) by applying the Asset-Based Community Development (ABCD) approach. The Service Team provided assistance through appreciative interview activities, asset potential mapping, linking and mobilizing assets, action plan preparation, and monitoring and evaluation. The results showed that SMAN 1 Tammerodo received a Not Accredited status because the score from the accreditation visitation did not reach 71 across the four components of the accreditation instrument. A school unit can achieve accreditation if it scores between 71 and 100. The assistance provided by the STAIN Majene Service Team to SMAN 1 Tammerodo in fulfilling the 2020 IASP through the ABCD approach has become the main foundation in building the strengths and potential within the school community. As a result, SMAN 1 Tammerodo is now ready, which can be seen from the school’s understanding of the 2020 IASP. Documents for the last 2 years will be prepared by December 2023, and documents for the last 1 year will be prepared by the completion of 2024.[UPTD SMAN 1 Tammerodo resmi menjadi sekolah negeri pada tahun 2021 sebagai peralihan dari SMA Swasta PGRI Sendana. Sebelum beralih status, lulusan Sekolah Menengah Pertama dan sederajat di Kecamatan Tammerodo lebih banyak melanjutkan pendidikan ke SMAN 1 Sendana. Hal ini disebabkan mayoritas masyarakat Tammerodo lebih memilih sekolah yang berstatus negeri dibanding swasta. Tim Pengabdi STAIN Majene melaksanakan strategi pendampingan yang inovatif bagi UPTD SMAN 1 Tammerodo untuk memenuhi Instrumen Akreditasi Satuan Pendidikan (IASP) 2020 dengan menerapkan pendekatan ABCD (Asset-Based Community Development). Pendampingan yang dilakukan oleh Tim Pengabdi STAIN Majene terhadap UPTD SMAN 1 Tammerodo menggunakan pendekatan ABCD sebagai kerangka konseptual. Tahapan pertama dimulai dengan wawancara apresiatif, yang bertujuan untuk menggali pengalaman positif serta kekuatan internal sekolah melalui narasi dari warga sekolah. Proses ini dilanjutkan dengan pemetaan aset guna mengidentifikasi potensi yang dimiliki sekolah, baik dalam bentuk sumber daya manusia, sarana prasarana, jejaring kemitraan, maupun modal sosial lainnya. Pada tahap berikutnya, dilakukan tautan dan mobilisasi aset untuk mengintegrasikan potensi-potensi tersebut ke dalam aksi kolektif yang mendukung pemenuhan standar mutu pendidikan. Berdasarkan hasil pemetaan, disusun rencana aksi dan prioritas kegiatan yang berorientasi pada pemenuhan empat komponen dalam instrumen akreditasi IASP 2020, yaitu mutu lulusan, proses pembelajaran, mutu guru, serta manajemen sekolah. Hasil awal menunjukkan bahwa UPTD SMAN 1 Tammerodo belum terakreditasi karena nilai visitasi tidak mencapai skor minimum 71. Oleh karena itu, dilakukan monitoring dan evaluasi secara berkala untuk menilai efektivitas implementasi rencana aksi dan mendorong perbaikan berkelanjutan. Pendekatan ABCD ini terbukti menjadi fondasi strategis dalam menggerakkan partisipasi komunitas sekolah serta memperkuat kapasitas internal. Hasilnya bahwa UPTD SMAN 1 Tammerodo telah memiliki kesiapan, hal ini terlihat dari pihak sekolah yang telah memahami IASP 2020. Dokumen 2 tahun terakhir disiapkan paling lambat sampai Desember 2023. Dokumen 1 tahun terakhir terbaru disiapkan paling lambat sampai penamatan 2024.]
HUKUM DAN KEDUDUKAN NAKIRAH DAN MAKRIFAH DALAM AL QURAN Kamus; Saadal Jannah
AL MUALLAQAT Vol. 1 No. 1 (2021): Jurnal Al Muallaqat
Publisher : Program Studi Bahasa dan Sastra Arab STAIN Majene

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Abstract

Arabic is the language of Muslims all over the world, not just for people living in Arabia. Arabic is a unique and flexible language. In Arabic, Ism (noun) is divided into several parts. Nakirah and makrifah are part of Ism from the takyin (clarity) side. The position of nakirah and makrifah in Arabic is full of wisdom. This research method is library research. The perpose of this study is to determine the definition of nakirah and makrifah, signs of nakirah and makrifah, and reveal the wisdom content of the existence of nakirah and makrifah in Arabic. The results of the study found that nakirah and makrifah have different rules. The use of nakirah and makrifah can be found in words that are often found in Arabic. Signs of nakirah are opposite to signs of makrifah. The world that entered into makrifah is a wordthat has known its essence. While in the word nakirah, the essence of the word is not yet known.
منهج تعليم اللغة العربية بالمدخل التكاملي بمعهد دار السلام كونتور للبنات Mahyaddin, Fikriyah; Kamus
AL MUALLAQAT Vol. 2 No. 1 (2022): Sastra Arab dan Pengajarannya
Publisher : Program Studi Bahasa dan Sastra Arab STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/jurnalbsa.v2i1.397

Abstract

مستخلص البحث الكلمات الأساسية : تعليم اللغة العربية، المدخل التكاملي اللغة كالكائن الحي المتكامل بالنظر على أن اللغة تتكون من أربع مهارات : استماع، وكلام، وقراءة، وكتابة، كما أن اللغة وحدة متكاملة في أصواته وتراكيبه ومفرداته. انطلق المربون وفي بعض نظريات علم النفس من أن الإنسان يدرك الأمور إدراكا كلياً، ثم تظهر التفاصيل والأجزاء في مرحلة تالية. ومعهد دار السلام كونتور من أحد المعاهد الذي يهتم اللغة العربية وتم تعليم اللغة العربية في الفصل الأول في ضوء المدخل التكاملي، وهذا المدخل يحاول أن توجه عملية التعليم والتعلم إلى استيعاب المهارت الأربع، كما أن هذا المدخل يحاول أن يجعل الطلاب قادراً على الفهم ويستوعبها استيعابا متكاملاً. وأهداف هذا البحث : 1) لوصف تخطيط تعليم اللغة العربية بالمدخل التكاملي بمعهد دار السلام كونتور للبنات. 2) لوصف تنفيذ تعليم اللغة العربية بالمدخل التكاملي بمعهد دار السلام كونتور للبنات. 3) لوصف تقويم تعليم اللغة العربية بالمدخل التكاملي بمعهد دار السلام كونتور للبنات. وأهم نتائج البحث : 1) تم تخطيط تعليم اللغة العربية بمعهد كونتور للبنات بوضع الخطة الدراسية، وتحضير الدرس الذي يشتمل على: تحديد الأهداف، تحديد المحتوى، تحديد الطريقة واستيراتيجيات التعليم، تحديد الوسائل، وتحديد أساليب التقويم. 2) تم تنفيذ تعليم اللغة العربية بمعهد دار السلام كونتور للبنات على شكل فعال والمشاركة بين المعلمة والتلميذات إيجابياً، حيث استخدمت المدخل التكاملي وتهتم إلى المهارات اللغوية الأربعة بجانب العناصر اللغوية وتنمية ميول وحاجات التليميذات. 3) تم تقويم تعليم اللغة العربية بمعهد كونتور للبنات مستمرة من خلال التقييم اليومي، والاختبار العام، والامتحان الشفهي والتحريري لكل الفصل الدراسي.
Manajemen Pengorganisasian Program Kursus Baca Kitab di Parappe: Program Kursus Baca Kitab Rusdiman, Rusdiman B; Kamus; Z, Husna
AL MUALLAQAT Vol. 2 No. 2 (2023): Bahasa Arab Bahasa Dunia
Publisher : Program Studi Bahasa dan Sastra Arab STAIN Majene

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Abstract

This article aims to analyze and describe the concept of learning management of read the turats course on Parappe about muzakarah and sorogan activity. This research use descriptive qualitative research method. Collection of data use interview technique. After collecting data, next step is parsing of data like filtering of data, describing of data and make a conclusion. From this research can known that organization managemet in read the turats institute of Parappe still weak because some obstacles like nor not yet clear organizational structure on read the turats institute of Parappe. Leader just give division of task orally to every member of organizational structure so that the position of leader and member is not clear.
Co-Authors Hamzah, Nurul Hazirah Idam, Saadal Jannah Komarudin, Yahya Mahyaddin, Fikriyah Muhammad Gufran Muhammad Idris Hasanuddin Nikma Ramadhani Purnama Sari, Yuni Rahmat Kurniawan Rahmat Kurniawan Rosmita Rusdiman, Rusdiman B Saadal Jannah Saddang, Muhammad Suaib, Husnawati Umri Yuni Purnama Sari Z, Husna