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All Journal Ulumul Qur'an: Jurnal Kajian Ilmu Al-Qur'an dan Tafsir QALAM: JURNAL PENDIDIKAN ISLAM AT-THARIQ: Jurnal Studi Islam dan Budaya JMIMAS: Jurnal Pengabdian dan Mitra Masyarakat
Aniroh, Aniroh
INSTITUT AGAMA ISLAM K.H. SUFYAN TSAURI MAJENANG
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pendidikan Islam Masa Pertengahan (Studi Historis Pendidikan di Kerajaan Usmani Kerajaan Safawi Dan Kerajaan Mughal) Aniroh Aniroh
QALAM: JURNAL PENDIDIKAN ISLAM Vol 2, No 1 (2021): QALAM: JURNAL PENDIDIKAN ISLAM
Publisher : STAI Sufyan Tsauri Majenang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57210/qlm.v2i1.54

Abstract

The Middle Ages in the Periodation of Islamic History refers to the existence of three major kingdoms, namely the Ottoman Empire in Turkey, the Safavid Empire in Persia and the Mughal Empire in India. The three kingdoms in the Middle Ages illustrate the shift in non-Arab domination after the Arab domination in the classical period.In general, the middle period is considered a period of decline. However, historical facts about education in the three kingdoms give a picture of development and progress. During the Ottoman era, madrasas were encouraged to study a variety of sciences. Many educational institutions emerged during the reign of the Ottoman Empire, one of which was the madrasa.  The first Usmani Madrasah was founded in Izmir in 1331 AD.The state of education in the Safavid Kingdom is shown by a very thick academic atmosphere. Among them is shown by the existence of tolerance and freedom of expression.  Despite the rigors of indoctrination in the period of Shah Abbas II, freedom of liberal thought once gained momentum.In the Mughal Empire, education received considerable attention. The kingdom encourages mosques as places of religious study for the community other than as places of worship.  Mosques have provided scholars who will teach various branches of religious knowledge.  In fact, the mosque has also provided a special room for students who want to stay in the mosque while attending education.
PENDIDIKAN ISLAM MASA PERTENGAHAN (Studi Historis Pendidikan Di Kerajaan Usmani, Kerajaan Safawi Dan Kerajaan Mughal) Aniroh Aniroh
AT-THARIQ: Jurnal Studi Islam dan Budaya Vol 1, No 2 (2021): AT-THARIQ : JURNAL STUDI ISLAM DAN BUDAYA
Publisher : STAI Sufyan Tsauri Majenang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (290.901 KB) | DOI: 10.57210/trq.v1i2.79

Abstract

The Middle Ages in the Periodation of Islamic History refers to the existence of three major kingdoms, namely the Ottoman Empire in Turkey, the Safavid Empire in Persia and the Mughal Empire in India.  The three kingdoms in the Middle Ages illustrate the shift in non-Arab domination after the Arab domination in the classical period. In general, the middle period is considered a period of decline.  However, historical facts about education in the three kingdoms give a picture of development and progress.  During the Ottoman era, madrasas were encouraged to study a variety of sciences.  Many educational institutions emerged during the reign of the Ottoman Empire, one of which was the madrasa.  The first Usmani Madrasah was founded in Izmir in 1331 AD.The state of education in the Safavid Kingdom is shown by a very thick academic atmosphere.  Among them is shown by the existence of tolerance and freedom of expression.  Despite the rigors of indoctrination in the period of Shah Abbas II, freedom of liberal thought once gained momentum. In the Mughal Empire, education received considerable attention. The kingdom encourages mosques as places of religious study for the community other than as places of worship.  Mosques have provided scholars who will teach various branches of religious knowledge.  In fact, the mosque has also provided a special room for students who want to stay in the mosque while attending education.Keywords: Middle Ages, Education, Islam, Ottoman Empire, Safavid Kingdom, Mughal Empire.
PERANG SALIB SERTA DAMPAKNYA BAGI DUNIA ISLAM DAN EROPA Aniroh Aniroh
AT-THARIQ: Jurnal Studi Islam dan Budaya Vol 1, No 1 (2021): AT-THARIQ : JURNAL STUDI ISLAM DAN BUDAYA
Publisher : STAI Sufyan Tsauri Majenang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (360.29 KB) | DOI: 10.57210/trq.v1i1.41

Abstract

Crusades were a series of waves of armed religious strife started by Christians in the period 1095-1291, with the aim of reclaiming Jerusalem and the "Holy Land" from Muslim rule. The Crusades had a significant impact on Europe, which was adapted to a more advanced Islamic civilization from various sides.  The crusade occurred due to several factors including religious factors, political factors and economic factors.For Europe, the Crusades contributed a lot to the development of European civilization and culture. The progress of Western science and civilization today cannot be separated from the contacts between the West and the East that lasted for centuries during the Crusades.Keywords: Crusades, Islam, Europe
Al Qur’an dalam Praktik Sosial: Hafidzah Sebagai Agen Transformasi Ismatulloh, AM; Masngudi, Masngudi; Aniroh, Aniroh; Jannah, Zarahtul
Ulumul Qur'an: Jurnal Kajian Ilmu Al-Qur'an dan Tafsir Vol. 4 No. 2 (2024): Ulumul Quran: September 2024
Publisher : Program Studi Ilmu Al-Quran dan Tafsir STIU Darul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58404/uq.v4i2.237

Abstract

This research is a study of the living Qur'an, discussing the tradition of reading the Qur'an through semaan activities carried out in Majenang District, Cilacap Regency. In this case, the hafidzah in Majenang District routinely carry out the semaan tradition continuously and periodically from one assembly to another. In this living Qur'an research, the discussion is more focused on how the semaan procession is carried out by hafidzah and what the motives and meaning of the semaan tradition are for the actors/performers of the action. In this case, the actors/perpetrators of this action are the hafidzah students in general, the listeners and the general public. This research uses a qualitative descriptive method with a sociological approach. The data collection techniques that researchers used in this research were participant and non-participant observation, interviews and documentation. Meanwhile, the data analysis used is descriptive-explanatory analysis, apart from making it easier for researchers to explain the content of the discussion, it is also so that they can find out the reasons for the tradition of memorizing the Koran by hafidzah. So that the background, procession, motifs and meaning of the Semaan tradition can be known.
Pendampingan Guru Madrasah Ibtidaiyah dalam Implementasi Pembelajaran Diferensiasi untuk Siswa Berkebutuhan Khusus GALIH PRAYOGA; YULIA PRAMESTI; FATHUROHIM FATHUROHIM; ANIROH ANIROH
JMIMAS: JURNAL PENGABDIAN DAN MITRA MASYARAKAT Vol 1 No 02 (2025): JMIMAS: Jurnal Pengabdian dan Mitra Masyarakat
Publisher : Rumah Jurnal INSIMA Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pendidikan inklusif merupakan mandat kebijakan nasional dan sejalan dengan nilai-nilai keislaman, namun implementasinya di Madrasah Ibtidaiyah (MI) sering terhambat oleh keterbatasan kompetensi guru dalam melayani Peserta Didik Berkebutuhan Khusus (PDBK). Kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk meningkatkan kompetensi guru MI di Purwokerto dalam merancang dan menerapkan pembelajaran berdiferensiasi. Metode kegiatan menggunakan pendekatan partisipatif yang terstruktur selama tiga bulan, meliputi: (1) Asesmen kebutuhan awal melalui pre-test dan Focus Group Discussion (FGD); (2) Workshop untuk membangun pemahaman konseptual; (3) Pendampingan implementatif berbasis coaching untuk pengembangan Modul Ajar Berdiferensiasi dan praktik mengajar; serta (4) Evaluasi akhir melalui post-test dan analisis produk. Hasil kegiatan menunjukkan peningkatan signifikan pada kompetensi guru. Secara kuantitatif, skor rata-rata pemahaman konseptual guru meningkat dari 42.5 menjadi 85.2. Secara kualitatif, analisis produk menunjukkan peningkatan kualitas Modul Ajar yang dihasilkan, dan observasi kelas mengkonfirmasi adanya perubahan praktik mengajar dari pendekatan seragam menjadi lebih responsif terhadap keragaman siswa. Diskusi hasil menunjukkan bahwa model pendampingan berkelanjutan (coaching) menjadi faktor kunci keberhasilan dalam mentransformasikan teori menjadi praktik, melampaui efektivitas pelatihan konvensional. Disimpulkan bahwa model pendampingan terintegrasi ini efektif untuk meningkatkan kapasitas guru MI dalam menyelenggarakan pendidikan inklusif. Direkomendasikan adanya replikasi model pendampingan ini di lingkup yang lebih luas oleh Kementerian Agama.
Pendampingan Guru Madrasah Ibtidaiyah dalam Implementasi Pembelajaran Diferensiasi untuk Siswa Berkebutuhan Khusus GALIH PRAYOGA; YULIA PRAMESTI; FATHUROHIM FATHUROHIM; ANIROH ANIROH
JMIMAS: JURNAL PENGABDIAN DAN MITRA MASYARAKAT Vol 1 No 02 (2025): JMIMAS: Jurnal Pengabdian dan Mitra Masyarakat
Publisher : Rumah Jurnal INSIMA Cilacap

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pendidikan inklusif merupakan mandat kebijakan nasional dan sejalan dengan nilai-nilai keislaman, namun implementasinya di Madrasah Ibtidaiyah (MI) sering terhambat oleh keterbatasan kompetensi guru dalam melayani Peserta Didik Berkebutuhan Khusus (PDBK). Kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk meningkatkan kompetensi guru MI di Purwokerto dalam merancang dan menerapkan pembelajaran berdiferensiasi. Metode kegiatan menggunakan pendekatan partisipatif yang terstruktur selama tiga bulan, meliputi: (1) Asesmen kebutuhan awal melalui pre-test dan Focus Group Discussion (FGD); (2) Workshop untuk membangun pemahaman konseptual; (3) Pendampingan implementatif berbasis coaching untuk pengembangan Modul Ajar Berdiferensiasi dan praktik mengajar; serta (4) Evaluasi akhir melalui post-test dan analisis produk. Hasil kegiatan menunjukkan peningkatan signifikan pada kompetensi guru. Secara kuantitatif, skor rata-rata pemahaman konseptual guru meningkat dari 42.5 menjadi 85.2. Secara kualitatif, analisis produk menunjukkan peningkatan kualitas Modul Ajar yang dihasilkan, dan observasi kelas mengkonfirmasi adanya perubahan praktik mengajar dari pendekatan seragam menjadi lebih responsif terhadap keragaman siswa. Diskusi hasil menunjukkan bahwa model pendampingan berkelanjutan (coaching) menjadi faktor kunci keberhasilan dalam mentransformasikan teori menjadi praktik, melampaui efektivitas pelatihan konvensional. Disimpulkan bahwa model pendampingan terintegrasi ini efektif untuk meningkatkan kapasitas guru MI dalam menyelenggarakan pendidikan inklusif. Direkomendasikan adanya replikasi model pendampingan ini di lingkup yang lebih luas oleh Kementerian Agama.
Co-Authors Fathurohim GALIH PRAYOGA Ismatulloh, AM Jannah, Zarahtul Masngudi YULIA PRAMESTI