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Model Manajemen Pendidikan Adab Anak Usia Pendidikan Dasar DI MIN Demangan Madiun Jawa Timur Indonesia Katni Katni; Sigit Dwi Laksana
AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman Vol 6 No 2 (2020): Januari 2020
Publisher : Lembaga Penelitian, Publikasi dan Pengabdian kepada Masyarakat (LP3M), STIT Islamiyah Karya Pembangunan Paron, Ngawi, Jawa Timur

This article discusses the model of adab education management in MIN Demangan, Madiun City with research findings that the management model of adab education strategy for children of basic education is as follows: 1) Using stages of planning and setting adab; 2) The implementation begins with organizing, coordinating activities so that integration and support by all school stakeholders. (3) The stage of strengthening madrasa culture in adab education is control and evaluation. 4) At the follow-up stage an inventory of advantages and obstacles is carried out in the implementation and also analyzes the cultural form of madrasas in adab education that has been well implemented or that is difficult to realize.

Model Manajemen Pendidikan Adab Anak Usia Pendidikan Dasar DI MIN Demangan Madiun Jawa Timur Indonesia Katni Katni; Sigit Dwi Laksana
AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman Vol 6 No 2 (2020): Januari 2020
Publisher : Lembaga Penelitian, Publikasi dan Pengabdian kepada Masyarakat (LP3M), STIT Islamiyah Karya Pembangunan Paron, Ngawi, Jawa Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53627/jam.v6i2.3572

This article discusses the model of adab education management in MIN Demangan, Madiun City with research findings that the management model of adab education strategy for children of basic education is as follows: 1) Using stages of planning and setting adab; 2) The implementation begins with organizing, coordinating activities so that integration and support by all school stakeholders. (3) The stage of strengthening madrasa culture in adab education is control and evaluation. 4) At the follow-up stage an inventory of advantages and obstacles is carried out in the implementation and also analyzes the cultural form of madrasas in adab education that has been well implemented or that is difficult to realize.

STRATEGI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DENGAN PENERAPAN METODE PEMBELAJARAN BERBASIS MULTIPLE ITNELLIGENCES Katni Katni
Tarbawi Vol 1 No 02 (2015): Desember 2015
Publisher : Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v1i02.2001

Ada banyak cara yang dapat digunakan untuk membantu siswa untuk belajar dengan mengembangkan setiap bentuk kecerdasannya sesuai dengan tujuan pembelajaran. Kata kunci dalam pembelajaran yang digunakan untuk mengembangkan setiap kecerdasan adalah sebagai berikut: (1). Lingusitik: Baca, tulis, bahas, dengarkan informasi mengenai hal yang bersangkutan. (2). Logis-matematis: Ukur, pikirkan secara logis, buat rancangan hal yang bersangkutan; (3). Visual-Spasial: Lihat, gambar, visualisasikan, warnai, buat grafik hal yang bersangkutan; (4). Kinestetik-Jasmani: Bangun, peragakan, sentuh, tarikan hal yang bersangkutan; (5). Musik: Nyanyikan, lagukan dengan irama rap,dengarkan hal yang bersangkutan; (6). Interpersonal (Antarpribadi): Ajarkan kepada orang lain, bekerjasama dengan orang lain, berinteraksi dengan orang lain mengenai hal yang bersangkutan. (7). Intrapribadi: kaitkan dengan hidup, perasaan, atau ingatan; ambil pilihan tentang hal yang bersangkutan; (8). Naturalis: Kaitkan dengan dunia alam. Adapun langkah-langkah dalam pembelajaran katakuncinya adalah tentukan tujuan pembelajarannya, ciptakan aktivitas pembelajarannya dan analisis multiple intelligences. Sedangkan langkah-langkah merancang pembelajaran terbaik untuk mengembangkan multiple intelligences siswa: (1). Batasi waktu guru dalam melakukan presentasi 30%, limpahkan waktu terbanyak 70% untuk akativitas siswa. (2). Gunakan modalitas belajar tertinggi, yaitu dengan modalitas kinestetis dan visual dengan akses informasi melihat, mengucapkan dan melakukan. (3) Mengaitkan materi yang diajarkan dengan aplikasi dalam kehidupan sehari-hari yang mengandung keselamatan hidup. (4). Menyampaikan materi kepada siswa dengan melibatkan emosinya. (5). Pembelajaran dengan melibatkan partisipasi siswa untuk menghasilkan manfaat yang nyata dan dapat langsung dirasakan oleh orang lain. Metode pembelajaran PAI berbasis multiple intelligences sebagai berikut: (1) Mind Mapping (2). Brainstrorming; (3). Presentasi; (4). Tadabur alam; (5). Studi kasus; (6). Role Play; (7). Curhat pengalaman; (8). Analisis film; (9) Membuat ilustrasi: (10). Interview: (11). Analisis instrumen; (12). Baca Tartil; (13). Field Trip (karyawisata); (14). Pengamatan; (15). Simulasi (16). Perenungan; (18). Muhasabah; (19). Refleksi;

INTERNALISASI NILAI ISLAM DALAM MEMBANGUN KEMANDIRIAN SOSIAL MELALUI FILANTROPI ISLAM BERBASIS ORGANISASI KEAGAMAAN DI PONOROGO Katni Katni; Adib Kusnul Rois; Muslih Candrakusuma; Nurul Iman
MUADDIB Jurnal Kependidikan dan Keislaman Vol. 11. No 2 (2021)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/muaddib.v1i2.4584

This article discusses how Islamic religious organizations located in rural areas internalize Islamic values and carry out social programs by revitalizing Islamic philanthropic schemes. By taking the case in a village in the Ponorogo Regency, East Java, where two religious organizations Islamic Muhammadiyah and Nahdlatul Ulama fastabiqul Khairat through Islamic philanthropy programs in building social independence. This article states that the ability of the two Islamic religious organizations to involve local leaders and communities where the religious organizations are involved in socio-religious activities is one of the reasons why these two organizations are still able to survive until now. These two Islamic religious organizations are trying through various efforts as if they are in a contest to build social independence to understand, explore and practice Islamic values, which have increased from year to year. This article formulates in a context such as whether Islamic religious organizations in rural areas can transform values, transact values and "transinternalize Islamic values through Islamic philanthropy in building "social" independence.

INTEGRASI MODEL PEMBELAJARAN KONTEKSTUAL DAN PENDIDIKAN KARAKTER PADA PENDIDIKAN ISLAM katni - katni
MUADDIB Jurnal Kependidikan dan Keislaman Vol. 10 No. 1 (2020)
Publisher : Universitas Muhammadiyah Ponorogo

Paper ini mengkaji tentang nilai strategis integrase model pembelajaran kontekstual dan pendidikan karakter bagi pendidikan Islam. Model pembelajaran kontekstual merupakan model yang tepat dan dapat diintegrasikan untuk pendidikan karakter. Model pembelajaran kontekstual dapat memperkaya khasanah keilmuan peserta didik dan mengkonsruk pengetahuan secara deduktif menuju pengetahuan induktif. Model ini dapat menghasilkan meaningful learning dan Joyfull learning dalam pendidikan Islam. faktor pendukung dan pengehambat dalam mengintegrasi model pembelajaran kontektual dan pendidikan karakter pada lembaga pendidikan islam dari faktor intrinsic dan ekstrinsic peserta didik

PENGELOLAAN MADRASAH DALAM PERSPEKTIF MANAJEMEN MUTU TERPADU (Studi Di MI Plus Al Islam Dagangan Madiun) Katni .; Adib Khusnul Rois
MUADDIB Jurnal Kependidikan dan Keislaman Vol 5, No 2 (2015)
Publisher : Universitas Muhammadiyah Ponorogo

This study aims to discuss about the school (madrasah) management and the result of excellent school management on the integrated quality management perspective. It was a qualitative research with interview, observation, and documentation in collecting the data. The result of this research were: 1. the management of MI Plus Al Islam, Dangangan Madiun was including (a) Human resource: the principle management with firm, open, solid team, and focus on customer services quality, (b) student management: Islamic religion and values teaching in everyday life, local content for the development of students skill and creativity, (c) graduate competence standard: creating their own quality standardbased on SWOT analysis, without disobeying the government regulations. The quality is designed by strengthening the local content, self-development, and life skill education. (d) Funding management and institutional independence, including: fixed and non-fixed donors, canteen management, and varied payment system. 2. The quality management result was a solid team work and cooperation among management aspects and totally wholehearted services quality, selective and strict acceptance system to produce a quality teachers, improvement strategy and new breakthroughs on education quality improvement with fixed and non-fixed donors, as well as an optimal canteen management as a form of entrepreneurship and funding source for the school independence.This study aims to discuss about the school (madrasah)management and the result of excellent school management on theintegrated quality management perspective. It was a qualitative researchwith interview, observation, and documentation in collecting the data. Theresult of this research were: 1. the management of MI Plus Al Islam,Dangangan Madiun was including (a) Human resource: the principlemanagement with firm, open, solid team, and focus on customer servicesquality, (b) student management: Islamic religion and values teaching ineveryday life, local content for the development of students skill andcreativity, (c) graduate competence standard: creating their own qualitystandardbased on SWOT analysis, without disobeying the governmentregulations. The quality is designed by strengthening the local content,self-development, and life skill education. (d) Funding management andinstitutional independence, including: fixed and non-fixed donors, canteenmanagement, and varied payment system. 2. The quality managementresult was a solid team work and cooperation among managementaspects and totally wholehearted services quality, selective and strictacceptance system to produce a quality teachers, improvement strategyand new breakthroughs on education quality improvement with fixed andnon-fixed donors, as well as an optimal canteen management as a form ofentrepreneurship and funding source for the school independence.

PENDIDIKAN KEIMANAN DI MADRASAH (Studi Strategi Pembinaan Akidah Islamiyah Di MA Pondok Pesantren Darul Fikri Ponorogo) Katni .
MUADDIB Jurnal Kependidikan dan Keislaman Vol 3, No 2 (2013)
Publisher : Universitas Muhammadiyah Ponorogo

The aspect of faith is still interesting to study, due to a lot of faith deviation by the islamic society in Indonesia. The islamic faith founding, therefore, needs the specific strategy bacause faith hold the central role of one?s relegion. In a religious concept, if a moslem has a wrong faith, it means his worship and charity will not be accepted by Allah SWT. This research aimed to describe the strategy of Islamic faith founding at Darul Fikri Boarding School of Ponorogo. In collecting the data, the researcher used in-depth interview, observation, and documentation. The research result showed three important points of the faith founding strategy, such as: (1) choosing the reference which was appropriate to Qur?an and Hadist. (2) coordinating the tauhid training (daurah) for teachers and students. Generally, it could be concluded that the teachers hold the important role in the faith founding, that they should have a better faith before teaching it to their students and also the students should get enough knowledge of faith. (3) creating an Islamic environment which would be unseparated system in the islamic faith founding and all islamic teaching.

PEMIKIRAN PENDIDIKAN ISLAM SYED MUHAMMAD NAQUIB AL-ATTAS (Tinjauan Paradigmatik dan Implementatif Konsep ta’dib dalam pembelajaran Agama Islam pada tingkat SMA/MA) Putri Lestari; Nurul Iman; Katni Katni
TARBAWI:Journal on Islamic Education Vol 3, No 1: April 2019
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/tarbawi.v3i1.208

This study discusses Syed Muhammad Naquib al-Attas's Islamic education thinking that the concept of human education is different from other creatures, and only humans are educated. The meaning of tarbiyah is too wide in scope including growing, developing, training, feeding, and so on. This applies to animals and there is also no specialization for humans. Furthermore, eating ta'lim only lies on the cognitive. Of course the two terms are not in accordance with the purpose of Islamic education, namely education which gives birth to individuals who are Muslim. Education for humans is divided into 2 elements namely fardhu ‘ain and fardhu kifayah. Fardhu in ain is the religious sciences that instill spiritual every individual, where knowledge becomes the basis of humanity in practicing its knowledge in life. Then, fardhu kifayah is applied sciences to support the potential towards life skills to fulfill their needs as beings with needs (profession). The two sciences are inseparable, meaning that there is no separation between religion and the public. The science of religion is the basis of general science. In practice all the concepts and elements are included in the concept of ta'dib, wherein it not only teaches science but also educates, instills and forms noble humans. That is, a human being who can realize that Allah possesses only knowledge, so that by His mercy he is given knowledge.

MODEL PENDIDIKAN AKHLAK KARIMAH DAN LIFE SKILL DI MI PLUS AL-ISLAM DAGANGAN MADIUN Anggi Eka Cahyati; Katni Katni; Ayok Ariyanto
TARBAWI:Journal on Islamic Education Vol 4, No 1: April 2020
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/tarbawi.v1i1.439

This research is conducted to aim at knowing the noble character and life skill education model, supporting and inhibiting factors of noble character and life skill education in MI Plus Al Islam Dagangan Madiun. In the teaching process, this school not only looking at how far students master the materials but including all aspects such as religious aspects, independent, etc. Noble Character and Life Skill instilled by practices in school. In this research, author uses a qualitative method with subjects are headmaster, teachers, and students. For data collecting, the author using observation, interviews, and document analysis method by data reductions, framing data and conclusion stages. The results of this research are (1) Nobel character education model in MI Plus Al-Islam Dagangan implemented in various methods, there arecultivation method, practices, reward and punishments; (2) Life Skill education process with some extra activities to develop student’s independent. These activities such as gymnast, art and religious activities intended for students to excel in non-academic fields; (3) Supporting factors area leader with great religious integrity and skill, and good feedbacks from parents as a power in supporting noble character and life skill education of MI Plus Dagangan Madiun. The inhabitant factors are ignorance of parents in additional tuition for school activities and weak parental control outside school.

MODEL PENDIDIKAN ANAK KELUARGA NABI IBRAHIM DAN KELUARGA LUQMAN AL-HAKIM Muhammad Taufiqur Rahman; Bambang Harmanto; Katni Katni
TARBAWI:Journal on Islamic Education Vol 3, No 2: Oktober 2019
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/tarbawi.v3i2.310

Children are the best gift from God for a family. Children must get an obligation to educate and find the best place to be educated with the right learning method. The best education is education that is in harmony with the education taught in the Qur'an and Sunnah, but the model of children's education has not yet become a serious concern, both among Islamic academics and parents. This research uses qualitative research and uses library research methods. Then the writer analyzes the data with content analysis. Because this theory uses the reference of the Qur'an directly, then the first source of the Qur'an. Then from the sources of the other books that included education on the children of the Ibrahim and Luqman families. In the education process, the family uses a contextual learning model. In the contextual learning model contains principles that are in accordance with the family education. And found the material taught by Prophet Ibrahim to his children as follows: Aqidah Education, Moral Education, prayer education. And the method used is the method of dialogue, exemplary, advice, targhib wa tarhib, argument. While the material in Luqman education is tauhid education, devoting to parents, doing good deeds, and worshiping. And using exemplary, repetition and advice methods. The material equations in the two families are monotheism and morality. And the difference is the material of prayer and doing good. The equation of the method of both is advice and exemplary. The differences are repetition, dialogue and argument.

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