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All Journal As-Syifa Journal of Islamic Studies and History FENOMENA: Journal of Social Science
Ismail, Nur Mahmudi
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Religion Arts Law, Crime, Criminology & Criminal Justice Social Sciences

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Patrol Music Festival For Increasing Solidarity Of Santri In Kropoh Village (Kompersa) Ra'as District, Sumenep, Madura Ismail, Nur Mahmudi; Amaluddin, M. Rizki
Fenomena Vol 22 No 2 (2023): FENOMENA: Journal of the Social Sciences
Publisher : LP2M UIN KH.Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/fenomena.v22i2.144

Abstract

Patrol music (Tok-tok) was originally a musical accompaniment used to accompany night patrols in villages and townships and mark the hour or when there was danger. However, gradually, this practice began to be abandoned in some areas because there were not many night patrols. Patrol Music (Tok-tok) is a form of cultural activity usually contested when the holy month of Ramadan arrives. Playing patrol music takes a group of people with various equipment who generally use traditional musical instruments such as kentongan. It is not uncommon in practice for musicians or music patrol players to use household items such as pots, frying pans, used bottles, spoons, and so on. The Santri Unity Communication (KOMPERSA) is an inter-student organization from Kropoh Village, Ra'as District, Sumenep Regency. Islamic boarding schools, Java and Madura, unite students through several activities, such as the Patrol Music Festival. The purpose of this study was to increase solidarity between Islamic boarding school students who are in the horseshoe area and Madura who come from Kropoh Village, Ra'as District, Sumenep Regency, during the Islamic boarding school holidays, especially during the holy month of Ramadan through the Patrol music festival. This research uses a descriptive qualitative method. The results of this study indicate that Patrol Music (Tok-tok) has an excellent impact on the communication of the santri unity (KOMPERSA). The solidarity built between the students had a significant influence when the festival was held, such as building harmonious communication between fellow students, even though they lived differently in the pesantren environment, both in the Horseshoe area and the Madura area. They need each other because there are similarities as someone with a santri identity who must apply the knowledge gained at Islamic boarding schools to the surrounding community, especially in the village of Kropoh.
IMPLEMENTASI PEMBELAJARAN AKTIF DALAM HABITUASI HARI BERBAHASA ARAB JURUSAN KEAGAMAAN DI MA DARUL ULUM PURWOGONDO KALINYAMATAN JEPARA Ismail, Nur Mahmudi
As-Syifa: Journal of Islamic Studies and History Vol. 1 No. 2 (2022): JULI
Publisher : LPPM Sekolah Tinggi Ilmu Al-Qur'an Wali Songo Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35132/assyifa.v1i2.209

Abstract

The application of active learning in learning Arabic at MA Darul Ulum Purwogondo Kalinyamatan Jepara. The implementation of active learning is learning that is made so that students can take part in learning actively and fun. So that students have many roles in participating when the learning process takes place in order to improve the quality and satisfactory results. This study aims to determine the level of interest of students in Arabic subjects at MA Darul Ulum Purwogondo Kalinyamatan Jepara. This research is a qualitative research. Data collection techniques using the method of observation, interviews, and documentation. Research on the implementation of active learning in Arabic subjects majoring in religion at MA Darul Ulum Purwogondo Kalinyamatan Jepara has been going well by emphasizing Arabic-language students majoring in religion with the concept of an Arabic day every Sunday. In the process of implementing active learning for Arabic subjects, the teacher provided a stimulus or stimulus that aims to be motivated and understand what the learning objectives are to be studied. Active learning is carried out after the educator delivers the material by asking questions to students individually or in groups (if forming groups). Educators also give awards or rewards to groups that can answer questions from educators based on teams that work together correctly and well.
Co-Authors Amaluddin, M. Rizki Anggraeni, Nimas Ayu Hasan, Diqqi Alvin Hendra Purwanto Rohmanto, Aris