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All Journal Jurnal Pendidikan Agama Islam Tadarus: Jurnal Pendidikan Islam Jurnal Pendidikan Islam Kuttab: Jurnal Ilmu Pendidikan Islam Proceedings of Annual Conference for Muslim Scholars Indonesian Journal of Islamic Education Studies (IJIES) International Journal of Asian Education Jurnal Studi Kependidikan dan Keislaman International Journal of Social Learning (IJSL) At-Tuhfah : Jurnal Studi Keislaman At-Thufail : Jurnal Pendidikan Islam Anak Usia Dini Jurnal Pendidikan Islam Cakrawala: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Indonesian Journal of Islamic Education Studies (IJIES) Al-Insyiroh: Jurnal Studi Keislaman Jurnal Jurnal Al-Muharrik: Jurnal Pendidikan Agama Islam
Ahmad Syauqi Fuady
STIT Muhammadiyah Bojonegoro
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Techniques for Implementing the Iktisyaf Method in Teaching the Yellow Book at Pesantren Puncak Darussalam, East Java, Indonesia M. Husnaini; Ahmad Syauqi Fuady; Yusuf
Jurnal Pendidikan Agama Islam Vol. 20 No. 1 (2023): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpai.v20i1.6798

Abstract

Purpose – This study aims to examine the iktisyaf technique applied by teachers to accelerate the Yellow Book understanding by the santri at Pesantren Puncak Darussalam Islamic in East Java, Indonesia. Design/methods/approach – This study used qualitative methods with an exploratory approach to obtain an in-depth understanding. Data were obtained from teachers who have applied the iktisyaf method in the learning process. This study used a combination of interviews and observations as research instruments, followed by manually analyzed data and information. Findings – There are five techniques used by pesantren teachers to teach the Yellow Book through the iktisyaf method: question and answer, tutorials or public lectures, direct instruction, repetition, and memorization. The pesantren teachers have used those techniques to apply the iktisyaf method in teaching and learning the Yellow Book. These techniques are often integrated. Research Implications/Limitations – This study has shown the iktisyaf techniques in teaching the Yellow Book, allowing future researchers to examine the strengths and weaknesses of each technique to conduct additional research on more effective and innovative iktisyaf techniques for teaching the Yellow Book in the classroom.
MODEL SEKOLAH YANG MEMANUSIAKAN TINJAUAN TEORI STRUKTURAL KONFLIK Ahmad Syauqi Fuady
Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 1 No. 2 (2024): Jurnal Cakrawala: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : STIT Muhammadiyah Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59829/f0h77s98

Abstract

Education becomes a class instrument in maintaining class position and status. The upper class has access and opportunities for quality education, something that is difficult for the middle and lower classes to obtain. Such an atmosphere, from a conflict perspective, will increasingly create gaps between classes and groups. Providing equal access and opportunities to obtain education in the Constitution is a state obligation. The community is also given the opportunity to get involved in the provision of education. It is important to offer alternative education in the form of schools with the perspective of humanizing humans according to their basic position so that they do not fall into the trap of thinking that education is only to meet the demands and competition for industrial interests and economic progress. A humanizing school at least tries to realize three things in the process and desired achievements. (1) Schools that educate character. Make character the main goal, as it is appropriate that the age of education is the same as the age of character education; (2) Schools that teach students to learn, not schools where teachers teach and students are taught; (3) Schools that liberate people from poverty and backwardness and are able to become a real ladder for each person to change their social status. Apart from that, it is also a school that is not separated from the environment in which it lives.
KONSEP PENDIDIKAN MENURUT MOHAMMAD HATTA Ahmad Syauqi Fuady
Jurnal Pendidikan Agama Islam Vol. 1 No. 1 (2024): Jurnal Al-Muharrik : Jurnal Pendidikan Agama Islam Volume 1 Nomor 1 Maret 2024
Publisher : STIT Muhammadiyah Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59829/r7jx4177

Abstract

Pendidikan adalah salah satu bidang yang menjadi perhatian Mohammad Hatta, sebelum dan lebih-lebih setelah Indonesia merdeka. Tulisan ini ingin mengetahui bagaimana konsep pendidikan Mohammad Hatta terutama tentang tujuan pendidikan, pendidikan karakter, dan kebudayaan Indonesia? Tulisan ini menggunakan pendekatan kualitatif dengan menggunakan kajian pustaka (library research). Tulisan karya Mohammad Hatta dan penulis lain yang relevan digunakan sebagai sumber data untuk dikaji dan dianalisis. Hasil kajian diketahui bahwa konsep pendidikan Mohammad Hatta sangat serius, mendalam, dan holistik. Di antara konsep pendidikan yang dikaji adalah tentang tujuan pendidikan, pendidikan karakter, dan kebudayaan Indonesia. Pendidikan yang mendidik karakter, akhlak, moril bagi Mohammad Hatta harus dijadikan tujuan utama dibandingkan pengajaran yang menguatamakan pengetahuan. Pendidikan karakter lebih penting dibandingkan kecerdasan. Kecerdasan akan tumbuh subur di tangan orang yang berkarakter. Kebudayaan Indonesia harus berdasarkan nilai-nilai agama.
PENERAPAN PEMBELAJARAN METODE UMMI TERHADAP PENINGKATAN MEMBACA AL-QUR’AN SISWA SD ISLAM PLUS AL HARAMAIN BOJONEGORO Norhayati; Nur Mashani Mustafidah; Ahmad Syauqi Fuady
Jurnal Pendidikan Agama Islam Vol. 1 No. 2 (2024): Jurnal Al-Muharrik : Jurnal Pendidikan Agama Islam Volume 1 Nomor 2 September 2
Publisher : STIT Muhammadiyah Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59829/42w9yh22

Abstract

Metode Ummi merupakan metode membaca Al-Qur’an yang langsung mengenalkan cara membaca Al-Qur’an dengan tartil sesuai dengan kaidah ilmu tajwid. Keberhasilan pembelajaran dengan Metode Ummi dapat dilihat dari dua aspek, yaitu pertama daya serap murid, dan kedua yaitu kualitas bacaan Al-Qur’an murid. Penelitian ini bertujuan untuk mengetahui penerapan pembelajaran Metode Ummi pada siswa SD Islam Plus Al Haramain Bojonegoro. Penelitian ini termasuk jenis penelitian lapangan (field research), dengan lokasi penelitian di SD Islam Plus Al-Haramain Bojonegoro. Jenis penelitian yang digunakan daalm penelitian ini adalah penelitian kualitatif. Adapun subjek penelitian adalah satu kepala sekolah, satu koordinator Al-Qur’an, empat guru Al-Qur’an, dan delapan siswa kelas satu sampai enam. Observasi, wawancara, dan dokumentasi digunakan sebaga metode pengumpulan data. Triangulasi sumber dan teknik atau metode digunakan sebagagai instrumen validasi atau keabsahan data. Hasil penelitian ini, yaitu: (1) Penerapan Metode Ummi di SD Islam Plus Al-Haramain dilakukan dengan beberapa langkah, yaitu pertama, melakukan pengelompokan siswa berdasar kemampuan. Kedua, menerapkan tujuh tahapan pembelajaran Al-Qur’an Metode Ummi yang sudah menjadi pedoman dalam mengajar. (2) Pelaksanaan pembelajaran Membaca Al-Qur’an dengan Metode Ummi di SD Islam Al-Haramaian dapat disimpulkan sebagai berikut: indikator proses komunikatif antara guru dengan murid, aktivitas belajar, dan hasil belajar secara umum berjalan dengan baik. Sedangkan indikator pengelolaan pembelajaran dan respons peserta didik mendapat penilaian cukup. (3) Prestasi belajar Al-Qur’an di SD Islam Al-Haramain seluruh siswa dari kelas satu sampai enam peroleh hasil yang baik dan semua siswa lulus. Tidak ada siswa yang tidak lulus atau harus mengulang.
ISLAM DAN PENDIDIKAN: STUDI PEMIKIRAN MOHAMMAD HATTA Fuady, Ahmad Syauqi
At-Tuhfah : Jurnal Studi Keislaman Vol. 8 No. 1 (2019): At-Tuhfah : Jurnal Studi Keislaman
Publisher : Universitas Nahdlatul Ulama Sunan Giri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (225.088 KB) | DOI: 10.32665/attuhfah.v8i1.893

Abstract

This paper is a literature study using a historical approach that takes primary and secondary data from the writings of Mohammad Hatta, autobiography, and writing about Mohammad Hatta. Hatta was one of the important figures for the birth of the Republic of Indonesia who participated in the independence struggle. Hatta is also known as a thinker whose broad spectrum includes economics, philosophy, ideology, politics, social, culture, religion, and education. Religion became an integral part of Hatta since childhood. Islam for Hatta became the basis of personal values ​​that guide behavior. Likewise, religion has a role in developing social, political, and social life. Hatta's Islamic thought style was more substantially patterned, rather than formative. Education was also an identical part of Hatta since the struggle for Indonesian independence. The political task in the main colony is to educate the people to understand their duties, rights, and responsibilities so that new cadres of leaders can be born. After Indonesia's independence, the issue of education became one of the concerns of Hatta. Education for an independent country is an investment in the future of a country.
PANDANGAN HIDUP MOHAMMAD HATTA SEBAGAI FALSAFAH PENDIDIKAN ISLAM DI INDONESIA Ahmad Syauqi Fuady
Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2025): Jurnal Al-Muharrik : Jurnal Pendidikan Agama IslamVol. 2 No. 1 (2025)
Publisher : STIT Muhammadiyah Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59829/g0a3vv97

Abstract

The aim of this article is to explain Mohammad Hatta's worldviev about God, the universe, humans, science, and society as the philosophy of Islamic education in Indonesia. First, God for Mohammad Hatta is the Creator and the Almighty. The form of human trust in God is faith and good deeds. Second, the universe is God's creation. The universe was created by God for humans to be used and managed with their knowledge. Third, Mohammad Hatta assessed that humans were created with two main responsibilities of worship and caliphate. Humans in this world are obliged to seek provisions for eternal life in the hereafter. Fourth, knowledge for Mohammad Hatta is not separate from religion. Both are equally important, although they have different methods and approaches. Fifth, regarding the people, Mohammad Hatta views that humans are individual beings who are social in nature. Individual human rights are respected by trying to form a society that helps each other, brotherhood, and deliberation.
PERANAN KECERDASAN SPIRITUAL DALAM PROSES BELAJAR: SEBUAH KAJIAN LITERATUR Moch. Shaiful Muttaqin
Jurnal Pendidikan Agama Islam Vol. 2 No. 1 (2025): Jurnal Al-Muharrik : Jurnal Pendidikan Agama IslamVol. 2 No. 1 (2025)
Publisher : STIT Muhammadiyah Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59829/8cm06046

Abstract

Hasil belajar dipengaruhi oleh banyak faktor, salah satunya adalah faktor internal berupa kecerdasan spiritual. Kecerdasan spiritual bersumber dari nilai-nilai spiritual ketuhanan menjadi fundamen perkembangan manusia dalam menjalani hidup. Tujuan penulisan artikel ini adalah untuk mendeskripsikan literatur Pustaka tentang peranan kecerdasan spiritual dalam hasil belajar siswa. Pendekatan kualitatif dengan jenis penelitian pustaka digunakan dalam penelitian ini. Sumber pustakaa dari buku, artikel jurnal, laporan penelitian, dan sumber dokumen teks lainnya digunakan sebagai sumber data penelitian, Analisis isi digunakan sebagai teknik analisis serta hasil penelitian disajikan secara deskriptif eksploratif. Hasil penelitian ini, yaitu: (1) kecerdasan spiritual bersumber dari nilai spiritual ketuhanan. (2) indikator kecerdasan spiritual: fleksibel dan adaptif terhadap perubahan, kesadaran kontrol diri baik, mampu mengelola rasa sakit, sabar, visi misi hidup sesuai agama, menjauhi perbuatan merugikan, pemahaman holistik, rasa ingin tahu tinggi, pribadi mandiri. (3) Fungsi kecerdasan spiritual, yaitu: memaksimalkan potensi kreativitas, menjaga dari penyesalan dan kekecewaan, menumbuhkan kesadaran beragama, modal dalam berhubungan dengan orang lain, memberi pemahaman utuh terhadap diri sendiri. (4) kecerdasan spiritual dalam pendidikan dapat memberikan tujuan dan motivasi belajar bagi siswa dan membantu siswa bertahan saat menghadapi ujian dan kegagalan. (5) Pengembangan kecerdasan spiritual di sekolah, meliputi: pemberian tugas, pengasuhan guru, pemberian ilmu pengetahuan, peningkatan kreativitas, dan menjalin persaudaraan antarsiswa. (6) Kecerdasan spiritual menumbuhkan pribadi optimis, positif, bertanggung jawab, produktif, dan pantang menyerah sehingga berakibat positif terhadap hasil belajar siswa.  
Internalisasi Ideologi Muhammadiyah Mahasiswa Program Beasiswa Guru Madin STIT Muhammadiyah Bojonegoro Fuady, Ahmad Syauqi
TADARUS Vol 9 No 2 (2020)
Publisher : Prodi Pendidikan Agama Islam - Fakultas Agama Islam ( FAI )

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/td.v9i2.4727

Abstract

AbstrakPenelitian ini dilakukan untuk mencari tahu sejauh mana internalisasi mahasiswa program Madin terhadap ideologi Muhammadiyah sebagai organisasi masyarakat Islam modern. Penelitian ini ingin mengetahui sejauh mana penerimaan mahasiswa Guru Madin terhadap nilai-nilai dasar, paham agama, visi-misi, ide-ide, dan nilai-nilai perjuangan dakwah Muhammadiyah. Penelitian ini merupakan penelitian kualitatif yang bersifat deskriptif dan eksploratif. Data penelitian ini diperoleh melalui angket kepada mahasiswa Semester 4 di kelas Program Beasiswa Guru Madin STIT Muhammadiyah Bojonegoro. Pendalaman data diperoleh melalui tanya jawab kepada mahasiswa. Sumber data lain diperoleh melalui wawancara dengan dosen pengampu mata kuliah, dokumentasi dan dokumen pembelajaran Kemuhammadiyahan. Hasil penelitian menunjukkan bahwa rata-rata sebanyak 22 (81,9 %) mahasiswa yang menjawab Setuju (S) dari total 18 item pernyataan dalam angket. Sedangkan rata-rata mahasiswa yang menjawab Ragu-ragu (R) sebanyak 4 (14,8 %), dan rata-rata sebanyak 1 (3,3 %)  mahasiswa menjawab Tidak Setuju (TS). Data ini menunjukkan bahwa lebih dari 80% mahasiswa menginternalisasikan ideologi Muhammadiyah dalam wujud penerimaan atau persetujuan terhadap konsep-konsep, nilai-nilai, ide-ide, dan pandangan dasar Muhammadiyah. Sementara itu gagasan Muhammadiyah yang menerima ijtihad dengan tidak mengikuti salah satu mazhab hukum Islam, gagasan purifikasi dan dinamisasi Muhammadiyah, dan sikap netral Muhammadiyah dalam politik praktis dengan tidak dekat dengan partai politik tertentu memperoleh afirmasi Setuju (S) di angka 55-65%. Kata Kunci: Internalisa; Ideologi; Muhamamdiyah; Madin.  AbstractThis research was conducted to find out the extent of internalization of the Madin program students towards the ideology of Muhammadiyah as a modern Islamic community organization. This study wanted to find out the extent of the acceptance of Madin Teacher students to basic values, religious understanding, vision-mission, ideas, and values of the Muhammadiyah missionary struggle. This research is a qualitative research that is descriptive and exploratory in nature. The research data was obtained through a questionnaire to 4th Semester students in the Madin STIT Muhammadiyah Bojonegoro Student Scholarship Program class. Data deepening was obtained through question and answer to students. Other data sources were obtained through interviews with lecturers who supported the subject, documentation and learning documents of Kemuhammadiyahan. The results showed that on average 22 (81.9%) of students answered Agree (S) out of a total of 18 statement items in the questionnaire. While the average student who answered Doubtful (R) was 4 (14.8%), and an average of 1 (3.3%) students answered Disagree (TS). This data shows that more than 80% of students internalize Muhammadiyah's ideology in the form of acceptance or approval of the concepts, values, ideas, and basic views of Muhammadiyah. Meanwhile Muhammadiyah's idea of accepting ijtihad by not following one of the schools of Islamic law, the idea of Muhammadiyah purification and dynamization, and Muhammadiyah's neutral stance in practical politics by not being close to a particular political party received the affirmative agreement (S) at 55-65%. Keywords: Internalization; Ideology; Muhammadiyah; Madin.
Pancasila Perspektif Mohammad Hatta sebagai Dasar Pendidikan Islam di Indonesia Fuady, Ahmad Syauqi
Proceedings of Annual Conference for Muslim Scholars Vol 3 No 1 (2019): AnCoMS 2019
Publisher : Koordinatorat Perguruan Tinggi Keagamaan Islam Swasta Wilayah IV Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (195.361 KB) | DOI: 10.36835/ancoms.v3i1.286

Abstract

This article aims to find out how Mohammad Hatta's interpretation of Pancasila is. And how these values ​​become the basis of the implementation of Islamic education in Indonesia. Mohammad Hatta was a Muslim nationalist who was involved in the birth of Pancasila. The Islamic style of Mohammad Hatta is oriented towards substance rather than formality and symbols such as salt rather than lipstick. As a devout Muslim and nationalist, his interpretation of Pancasila was accepted by different political groups. Pancasila, according to Hatta, contains two main fundamentals, namely the moral fundamentals of religious ethics (1st principle) and political fundamentals (2nd to 5th precepts). The Precepts of Godhead become the basis for leading the other precepts. The existence of the One Precepts of Godhead as the first precepts causes the five precepts to bind to each other and creates a harmonious pair between the five precepts in Pancasila. Pancasila for Mohammad Hatta is a guideline for realizing happiness, prosperity, peace and independence in a perfectly sovereign Indonesian society and legal state. The practice of implementing Islamic Education in Indonesia should make these four things as things that need to be realized. The basic values ​​of the Pancasila perspective of Mohammad Hatta to be used as the basis for the implementation of Islamic education in Indonesia: Divine values, human values, unity values, social values, and justice values
Pembaharuan Sistem Pendidikan di Pesantren Fuady , Ahmad Syauqi
Al-Insyiroh: Jurnal Studi Keislaman Vol. 6 No. 1 (2020): March 2020
Publisher : LPPPM STAI Darul Hikmah Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35309/alinsyiroh.v6i1.169

Abstract

Pondok pesantren merupakan lembaga pendidikan keagamaan asli (indigenous) Indonesia. Eksistensi pondok pesantren tidak bisa dilepaskan dari adaptasi dan pembaharuan yang dilakukandengan berpedoman “Al muhafadzah ‘ala al qadim al shalih, wa al akhdzu bi al jadid al ashlah.â€Tetap memegang tradisi yang positif, dan mengimbangi dengan mengambil hal-hal baru yang positif. Respons pondok pesantren terhadap perubahan dan dinamika zaman berbeda-beda. Umumnya perubahan dalam pondok pesantren berlangsung dalam tahapan yang pelan dan sukar diamati. Kyai memegang peran penting dalam proses pembaharuan dalam kehidupan pondok pesantren. Secara umum, para kyai mengambil sikap yang lapang dada dalam menyelenggarakan modernisasi lembaga-lembaga pesantren di tengah-tengah perubahan masyarakat Jawa, tanpa meninggalkan aspek-aspek positif daripada sistem pendidikan Islam tradisional. Setidaknya ada empat level pembaharuan dalam sistem pendidikan Islam di Indonesia, termasuk pesantren di dalamnya. Pertama, level kelembagaan. Kedua, level substansi isi kurikulumnya. Ketiga, level metodologis. Keempat, level fungsi. Dari keempat level pembaharuan tersebut, yang terjadi adalah pembaharuan pada level kelembagaan, kurikulum, dan metodologi pengajaran. Sementara pembaharuan terhadap fungsi pondok pesantren jarang sekali terjadi. Artinya pondok pesantren tetap menjadi lembaga pendidikan keagamaan sebagai tempat untuk transfer ilmu-ilmu keagamaan, mencetak ulama dan ahli agama yang tafaqquh fiddin dan mampu mengkader insan yang mutafaqquh fiddin
Co-Authors Irnie Victorynie Irnie Victorynie Irnie Victorynie Laksono Trisnantoro M Husnaini M. Husnaini Norhayati Nur Mashani Mustafidah Riski Munandar Hutapea Samsudin Yusuf