Article Per Year (5 Year)
p-Index From 2020 - 2025
2.155
P-Index
This Author published in this journals
All Journal Edukasia Islamika Edukasi Islami: Jurnal Pendidikan Islam JURNAL TARBIYAH JURNAL PENELITIAN Dialogia: Jurnal Studi Islam dan Sosial Forum Tarbiyah Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam Promis HIKMATUNA: Journal for Integrative Islamic Studies Dahzain Nur La-Tahzan: Jurnal Pendidikan Islam Education Management: Jurnal Manajemen Pendidikan Islam (Edium) JUMPA : Jurnal Manajemen Pendidikan EDUKASI Edukasia Islamika: Jurnal Pendidikan Islam Journal of Islamic Education Research
Ahmad Ta'rifin
IAIN Pekalongan
Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
CORAK PENGALAMAN KEAGAMAAN MAHASISWA STAIN PEKALONGAN Takrifin, Ahmad; Maskhur, Maskhur; Untung, Moh. Slamet; Fateh, Moh.
Jurnal Penelitian Vol 6 No 2: Nopember 2009
Publisher : IAIN Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (78.253 KB) | DOI: 10.28918/jupe.v6i2.224

Abstract

Riset ini mengkaji pengalaman keagamaan mahasiswa STAIN Pekalongan dan pengaruhnya terhadap perubahan (konversi) keagamaan mereka dan faktor-faktor yang mempengaruhinya. Hasil kajian menunjukkan bahwa corak pengalaman keagamaan mahasiswa STAIN Pekalongan sangat mempengaruhi konversi keagamaan mereka. Corak kesadaran beragama mereka sebagai dampak konversi keagamaan mereka pun ada yang berpengaruh positif dan ada juga yang negatif,  baik bersifat drastis maupun bertahap. Temuan lain, konversi keagamaan tidak selalu terjadi pada masa usia dewasa pertengahan (40-60 tahun) yang dianggap  sebagai masa kematangan beragama, tetapi bisa terjadi pada masa remaja akhir dan dewasa awal (18-39 tahun). Faktor yang mempengaruhinya pun bermacam-macam, ada internal: kepribadian dan pembawaan maupun eksternal: keluarga, pendidikan, organisasi kemasyarakatan, tradisi keagamaan, dan lain-lain.
TAFSIR BUDAYA ATAS TRADISI BARZANJI DAN MANAKIB Ta'rifin, Ahmad
Jurnal Penelitian Vol 7 No 2: Nopember 2010
Publisher : IAIN Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (183.633 KB) | DOI: 10.28918/jupe.v7i2.107

Abstract

Barzanji and Manakib, as an Islamic traditional culture in Java of Indonesia, has been observably detected in traditional muslim’s religious life. Reading Barzanji, is aimed to upgrade faith and love of Prophet Muhammad saw, whereas reading Manakib is tracing the miracle tale of Abdul Qadir Jaelani. These rituals have been constantly civilized among traditional Javanese muslims for centuries, even in local tradition of Kauman, Comal Pemalang. Using triple approaches (fenomenology, anthropology, and ethnography), this research was aimed to analyze the depth meaning of Barzanji and Manaqib tradition among Kaumaneese people, including their cultural shifting and its preservation
MEMBANGUN INTERAKSI HUMANISTIK DALAM PROSES PEMBELAJARAN Takrifin, Ahmad
Forum Tarbiyah Vol 7 No 1: Juni 2009
Publisher : IAIN Pekalongan

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

Abstract

Humanictic learning interaction is a must to be built. This is because, at present, our education authoritarianism puts forward in the learning process. Authoritarianism is realized in the form of oriented teacher / teacher-centric, which places the teacher as a learning center and the only source of knowledge, on the contrary, like a piggy bank to place students who are ready to be saved by his teacher. This is the so-called multicultural education leading experts from Brazil, Paulo Freire, as an educational “bank style” (banking system). The learning process is thus make participants into the humans who had lost the power of humanity (dehumanism). Building a humanistic interaction in the learning process should be started from both parties (teacher – disciple ). There is no more on the pattern of authoritarian, top-down coercion, and oppression of learners. What will appear in these interactions is the awareness of teachers and students for dialogue, partnership, joint problems, and so forth. When this is done, then our learners will be the perfect human being innovative, creative, reliable, independent and humane.
Sustainability of Pesantren In The Future: Study of Charismatic Leadership of Kiai and Leadership Succession of Pesantren in Pekalongan Ahmad Ta'rifin; Ahmad Halid
Edukasia Islamika Vol 6 No 1 (2021): Volume 6, Number 1 2021, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v6i1.4727

Abstract

This study aims to reveal the impact of the charismatic leadership of six (6) pesantren’s kiai and their leadership succession on the sustainability of the pesantren in the future. The research method uses historical and phenomenological approaches. This research reveals the fact that the pesantren that still exist and continue today are due to the charismatic leadership of the kiai accompanied by the institutional development of the pesantren. Likewise, the succession of pesantren leadership is carried out through good regeneration. On the other hand, the pesantren which were "destroyed" after the kiai's founders died, was due to the charismatic leadership of kiai not being accompanied by the formalization of the pesantren by developing formal educational institutions or other institutions under the pesantren, and the succession of pesantren leadership was not accompanied by structured regeneration.
Sustainability of Pesantren In The Future: Study of Charismatic Leadership of Kiai and Leadership Succession of Pesantren in Pekalongan Ahmad Ta'rifin; Ahmad Halid
Edukasia Islamika Vol. 6 No. 1 (2021): Volume 6, Number 1 2021, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v6i1.4727

Abstract

This study aims to reveal the impact of the charismatic leadership of six (6) pesantren’s kiai and their leadership succession on the sustainability of the pesantren in the future. The research method uses historical and phenomenological approaches. This research reveals the fact that the pesantren that still exist and continue today are due to the charismatic leadership of the kiai accompanied by the institutional development of the pesantren. Likewise, the succession of pesantren leadership is carried out through good regeneration. On the other hand, the pesantren which were "destroyed" after the kiai's founders died, was due to the charismatic leadership of kiai not being accompanied by the formalization of the pesantren by developing formal educational institutions or other institutions under the pesantren, and the succession of pesantren leadership was not accompanied by structured regeneration.
KURIKULUM 2013: QUO VADIS MUTU MADRASAH Ahmad Ta’rifin
JURNAL TARBIYAH Vol 21, No 2 (2014)
Publisher : UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (680.868 KB) | DOI: 10.30829/tar.v21i2.15

Abstract

Kurikulum 2013 diharapkan mampu meningkatkan mutu pendidikan di Indonesia, termasuk madrasah. Meski demikian, kehadiran Kurikulum 2013 yang “tergesa-gesa” dan “dipaksakan” penerapannya pada tahun ajaran 2013/2014 memunculkan spekulasi, mungkinkah Kurikulum 2013 menjadi harapan baru bagi peningkatan mutu madarasah. Pengalaman menunjukkan bahwa pemberlakuan Kurikulum 2006 (KTSP) sebagai pengganti Kurikulum 2004 (KBK) tak berarti banyak. Alih-alih mendorong guru menjadi manusia kreatif, inovatif dan mandiri berbasis problem lokalitas, guru justru terjebak kepada rutinitas membuat silabus berbasis “copy paste”. Aturan-aturan dalam pelaksanaan Kurikulum 2013 yang lebih kompleks – dari standar kompetensi, standar proses, standar isi, hingga standar penilaian otentik-- tetapi dengan pemahaman guru yang masih bias ditambah belum siapnya stakeholder di lingkungan madrasah, akan berdampak terhadap output Kurikulum 2013 yang rendah. Di sinilah signifikansi strategi implementasi Kurikulum 2013 dengan menempatkan guru sebagai ujung tombaknya, dan buku berkualitas sebagai media utama yang mampu meningkatkan kecerdasan afektif (spiritual dan sosial), kognitif, dan psikomotorik peserta didik secara integratif.Keyword: Kurikulum 2013, mutu madrasah
FORMALISASI DAN TRANSFORMASI PENDIDIKAN PESANTREN Ahmad Takrifin; Muhlisin Muhlisin; Maskhur Maskhur; Miftahul Ula
Jurnal Penelitian Vol 5 No 2: Nopember 2008
Publisher : IAIN Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jupe.v5i2.244

Abstract

Kajian ini menyimpulkan bahwa upaya formalisasi pendidikan pesantren yang dilaksanakan pada beberapa pesantren di Kota Pekalongan dengan orientasi "setengah hati", tidak diikuti pendirian lembaga pendidikan formal, justru berdampak negatif terhadap perkembangan pesantren. Sebaliknya, jika diikuti dengan pendirian lembaga pendidikan formal seperti MTs dan MA maka berpengaruh terhadap perkembangan pesantren secara kondusif. Formalisasi pesantren juga berdampak terhadap pergeseran pola kepemimpinan pesantren, dari kepemimpinan individu ke kepemimpinan kolektif yayasan; dari sistem pendidikan tradisional ke sistem pendidikan persekolahan; dari kurikulum kitab kuning oriented ke kurikulum integrative; dan dari metode tradisional salafi yang kyai oriented (weton, sorogan, hapalan, ceramah) ke metode student oriented (diskusi, resitasi, problem solving, kerja kelompok) dan lain-lain. Yang menarik, ketika pesantren-pesantren yang diteliti memformalisasikan pendidikannya, kurikulum pesantren salaf yang berbasis kitab kuning tetap dipertahankan, sedangkan ilmu umum hanya dijadikan pendukung ilmu agama yang ada di kurikulum salaf. Ilmu umum dipandang sebagai kebutuhan/tantangan modernisasi pendidikan.
MENGEMAS IMPLEMENTASI PENDIDIKAN MORAL DI SEKOLAH Ahmad Ta'rifin
Jurnal Forum Tarbiyah Vol 9 No 1: Juni 2011
Publisher : IAIN Pekalongan

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

Abstract

Abstract: The school has an urgent function and special mission tocreate moral beings, which are formed according to community needs.Although the family is the most appropriate and effective in generatingand managing the underlying feelings which are simple and be thefoundation of morality, however, the family is not an institution that isfounded with the goal of educating children to be able to meet thedemands of society. At this stage of schools- especially primaryschools - this is the moral education of children began to be given,although the material provided is still common. Conversely, when thestage of primary school age went by without laying the foundationsof morality, that foundations of morality will never be implanted in thechild. In its implementation, the moral education in schools will beeffective if there is any «model» and the consistency of the educators.Attitudes and behaviors of educators, especially honesty, as the mirrorof character is not possible to be camouflaged, because actually, it isa process of delivering the most effective moral values. Therefore,honesty is the base of truth and righteousness which is the essenceof moral values.
MADRASAH NIZAMIYAH: Simbol Patronase Penguasa Sunni dalam Lembaga Pendidikan Ahmad Ta'rifin
Jurnal Forum Tarbiyah Vol 8 No 1: Juni 2010
Publisher : IAIN Pekalongan

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

Abstract

Nizam al-Mulk, vizier of Seljuq dynasty, had built severalmadrassas which were completed with libraries with a number ofendowments as sources of funds.Madrassas known as Madrasah Nizamiya were intended as the centerof the Sunni sect development, especially Syafi’iyah and Ash’arite.For that purpose, goals, curriculum and teaching activities are submittedto figures from the school’s leading scholars, among them are AbuIshaq al-Syirazy, Imam al-Haramayn and al-Ghazali, who respectivelyever held the Madrasah Nizamiya. The progress of MadrasahNizamiya is closely associated with the patronage of Nizam al-Mulkas the ruler of the dynasty of Abbas. Although Madrasah Nizamiyahwere related to the patronage of rulers - and then disappeared - themadrassa system as an institution of higher Islamic education wascontinued by the leaders of the later ruler with a similar patronage
UJIAN NASIONAL: INVALID, INRELIABEL, INKONSTITUSIONAL DAN BERTENTANGAN DENGAN HAM Ahmad Takrifin
Jurnal Forum Tarbiyah Vol 7 No 2: Desember 2009
Publisher : IAIN Pekalongan

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

Abstract

Since the academic year of 2003/2004, the government held the UN at the elementary and secondary education institutions. Although the UN should be carried out within the framework of the index measuring the quality of schools, in fact enable the UN has been misconstrued as a tool for determining the graduation of students. In fact, Law No.20 of 2003 on National Education System Article 58 paragraph 1 states that the assessment results of learners’ learning is done by educators only. That is, the UN has been unconstitutional. Likewise, the UN does not meet standards of validity and reliability assessment of student learning outcomes as long as six years of its implementation is not able to measure the quality of national education. In addition, the implementation of the UN in the field that gave rise to discrimination against a particular subject, and discrimination student learning outcomes, as well as a variety of fraud that have made the UN is considered contrary to human rights.
Co-Authors Aflah Az Zahra, Aurelia Alifiya, Aida Ana, Nurlaila Anggriawan Nugroho, Dicky Aulia, Nurul Diffa Faizah DINDA WULANDARI Dwiqi M., Ahmad Fanany, Rebecca Fika Khabibati Fitrianingsih, Sri Eka Halid, Ahmad Hilal Tafattuhil Arzaq Kartika Sulistioningrum Khoirul Umam Kholis P., Muhammad Nur Kusumaningsih, Mita Labieb, Faaza Makmun Hanif Maskhur Maskhur Maskhur, Maskhur Miftahul Ula Moh. Fateh Moh. Slamet Untung Moh. Yasin Abidin Mohammad Syaifuddin Muadibah, Ni’malul Muhlisin Muhlisin Mutammam Mutammam, Mutammam Nisa, Fakhrun Novianti, Dirasti Riandita, Lilik Ristianto, Fadjrie Mahardika Rofiqotul Aini sabila, jihan prisilia Safitri, Hani Hasnah Saifaldin Idris Onia Salma Selfiyana Siska Rakhmawati Siti Nursyamsiyah Syarifa, Ifta Nur Tranadisa, Sherly Seviola Tri Lestari, Sofianti Ulul Albab, Ulul Umam Nawawi, Sahil Rosikhul Zumzumi, Via Nilna Zumzumi, Vita Nilna