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Yulianto -
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ANALISIS SOSIOLOGI SASTRA NOVEL LONTARA RINDU KARYA S. GEGGE MAPPANGEWA DAN RENCANA PEMBELAJARANNYA DI SMA Yulianto -
SURYA BAHTERA Vol 3, No 24 (2015): Jurnal Surya Bahtera
Publisher : Pendidikan Bahasa dan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (35.365 KB)

Abstract

Penelitian ini bertujuan mendeskripsikan (1) aspek sosial novel Lontara Rindu karya S. Gegge Mappangewa (2) hubungan antaraspek sosial yang terdapat pada novel Lontara Rindu karya S. Gegge Mappangewa dan(3) rencana pembelajaran novel Lontara Rindu karya S. Gegge Mappangewa. Penelitian ini merupakan penelitian deskriptif kualitatif. Sumber data yang digunakan novel Lontara Rindu karya S. Gegge Mappangewa. Instrumen yang digunakan dalam penelitian ini yaitu peneliti menggunakan kartu pencatat data dan alat tulisnya. Teknik pengumpulan data menggunakan teknik obsevasi. Hasil penelitian meununjukkan bahwa (1) aspek-aspek sosial yang terdapat dalam novel Lontara Rindu karya S. Gegge Mappangewa meliputi aspek cinta kasih, aspek kekerabatan, aspek keagamaan dan aspek kebudayaan (2) hubungan antaraspek yang terdapat dalam novel Lontara Rindu karya S. Gegge Mappangewa meliputi cinta kasih dengan kekerabatan, cinta kasih dengan keagamaan, kebudayaan dengan keagamaan, dan kebudayaan dengan kekerabatan. (3) rencana pembelajaran novel Lontara Rindu karya S. Gegge Mappangewa dengan menggunakan model pembelajaran jigsaw. Langkah-langkah pembelajarannya yaitu: (a) peserta didik dikelompokan menjadi empat anggota tim disesuaikan subtopik yang dibahas; (b) setiap kelompok diberi materi subtopik yang berbeda; (c) membentuk kelompok ahli. Kelompok ahli terbentuk diambil dari salah satu orang dari kelompok asal, dan tim ahli mendiskusikan subtopik yang telah dibagikan; (d) setelah selesai, sebagai tim ahli tiap anggota kelompok kembali ke kelompok asal dan berdiskusi dengan teman satu tim asal.   Kata kunci:   Analisis Sosiologi Sastra, Novel Lontara Rindu, Rencana  Pembelajarannya di SMA
Ilmu Ladunni Dalam Perspektif Pendidikan Islam; Telaah Atas Pemikiran Abu Hamid Al-Ghazali Yulianto -
DINAMIKA : Jurnal Kajian Pendidikan dan Keislaman Vol. 2 No. 2 (2017): Desember
Publisher : Universitas KH. A. Wahab Hasbullah Tambakberas Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (390.658 KB) | DOI: 10.32764/dinamika.v2i02.171

Abstract

As a knowledge that is derived from eternal ray of light (TranscendentalGod) into majazi light (with different potentials) included in four human’sspirituality: mind, soul, spirit, and heart, Ladunni is an the innate and internal part ofhuman being that wait to be re-actualized. Therefore, the right perspective about thebirth of Ladunni is it becomes real because of the human’s effort and emanation ofGod’s gift. Since the mediator of Ladunni actually has been stored in variouspotentials that belong to human beings since they were born, the role of education isto activate those innate abilities from potentials into the real human’s identity. Anactualization of human’s potential which is systematized in the learning process iscalled as humanistic curriculum. The objectives of this research were (1) determiningthe essence of Ladunni, (2) determining the method that was offered by Abu Hamidal-Ghazali to obtain the knowledge of Ladunni, and (3) determining the contributionof the knowledge of Ladunni towards Islamic education. This research was a libraryresearch with qualitative-descriptive approach. It used documentation as the datacollection, and content analysis to explore various data from the books written byAbu Hamid al-Ghazali which were then composed into systematic narration. Theresult of this research are (1) Ladunni is a product of actualization from varioushuman’s potential which has been integrated in human’s spirituality; (2) everybodyis able to obtain the knowledge of Ladunni; (3) two methods which are used to obtainthe knowledge of Ladunni are internal and external methods. The coverage ofinternal method is learning, thinking, riyāḍatun nafsi, mujāhadah also being patient,and the external method is by consuming halal food; (4) the access of Ladunni is alsodivided into external and internal, where external access is mirrored through aknowledge access called as divine revelation and divine inspiration while internalaccess can be seen from human’s spirituality; (5) humanistic curriculum is the mostsuitable curriculum in formal education to reflect the knowledge of Ladunni.Keyword: Ladunni in the Perspective of Islamic Education
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