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All Journal Islamadina : Jurnal Pemikiran Islam Al Tarbawi Al Haditsah AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman At-Turats Aqlam: Journal of Islam and Plurality Al-fahim : Jurnal Manajemen Pendidikan Islam Jurnal Studi Kependidikan dan Keislaman
Ahmad Wahyu Hidayat
UIN Sunan Kalijaga Yogyakarta
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Studi Kebijakan Pengembangan Kurikulum Pendidikan Agama Islam Model Kurikulum 2013 Ahmad Wahyu Hidayat
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 | Full PDF (239.996 KB) | DOI: 10.53627/jam.v6i2.3792

Abstract

Abstract: Curriculum development is a process of activities that produce conceptual, material, frame of mind, and curriculum which are developed through the preparation, implementation, assessment and refinement after completion, so there is a verification stage so that it can be seen as feasible and not a new curriculum candidate as a result of development carried out in the curriculum. This study discusses in depth about the development of curriculum PAI 2013 Curriculum model. This study aims to determine the extent of the study of the development of Islamic education curriculum curriculum curriculum models in 2013. This research uses the literature review method. Data collection was carried out using documentation study techniques. The results of this study are seen in the components of the PAI curriculum which each have correlations and are interrelated as a form of cooperation in the realization of the PAI curriculum so that it remains relevant to the reality, time, community conditions, student conditions, and the development conditions of science and technology. It should be emphasized in the PAI curriculum that is the process of instilling Islamic values ​​as the main axis that is characteristic. Nevertheless educators continue to strive in developing curriculum especially on PAI material so that the PAI learning system remains interesting to answer the challenges of the times and make PAI material as attractive as possible so that students who have critical reasoning and are unusually intelligent are not saturated and autistic. We can see the common thread that one component of the PAI learning system is the PAI curriculum which consists of several components, namely objectives, materials, methods, and evaluation. While the other components of the PAI learning system are educators, students, institution managers, and learning resources besides educators. So the authors propose by adding religious and collaborative values ​​to maximize the PAI curriculum in implementing it in schools.
Studi Kebijakan Pengembangan Kurikulum Pendidikan Agama Islam Model Kurikulum 2013 Ahmad Wahyu Hidayat
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.v6i2.3792

Abstract

Abstract: Curriculum development is a process of activities that produce conceptual, material, frame of mind, and curriculum which are developed through the preparation, implementation, assessment and refinement after completion, so there is a verification stage so that it can be seen as feasible and not a new curriculum candidate as a result of development carried out in the curriculum. This study discusses in depth about the development of curriculum PAI 2013 Curriculum model. This study aims to determine the extent of the study of the development of Islamic education curriculum curriculum curriculum models in 2013. This research uses the literature review method. Data collection was carried out using documentation study techniques. The results of this study are seen in the components of the PAI curriculum which each have correlations and are interrelated as a form of cooperation in the realization of the PAI curriculum so that it remains relevant to the reality, time, community conditions, student conditions, and the development conditions of science and technology. It should be emphasized in the PAI curriculum that is the process of instilling Islamic values ​​as the main axis that is characteristic. Nevertheless educators continue to strive in developing curriculum especially on PAI material so that the PAI learning system remains interesting to answer the challenges of the times and make PAI material as attractive as possible so that students who have critical reasoning and are unusually intelligent are not saturated and autistic. We can see the common thread that one component of the PAI learning system is the PAI curriculum which consists of several components, namely objectives, materials, methods, and evaluation. While the other components of the PAI learning system are educators, students, institution managers, and learning resources besides educators. So the authors propose by adding religious and collaborative values ​​to maximize the PAI curriculum in implementing it in schools.
Pemikiran Thomas S. Kuhn Teori Revolusi Paradigma Ulfa Kesuma; Ahmad Wahyu Hidayat
Islamadina : Jurnal Pemikiran Islam ISLAMADINA, Volume 21, No. 2, September 2020
Publisher : Universitas Muhammadiyah Purwokerto (UMP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/islamadina.v0i0.6043

Abstract

Tulisan ini menguraikan tentang sketsa biografi dan pemikiran Thomas Khun yang dikenal dengan jargon “revolusi ilmiah”. Menurut Khun revolusi ilmiah adalah suatu teori tentang sains yang ditemukan pada satu objek dan akan terus-menerus berubah dan berkembang. Penulis menggunakan metode kepustakaan “Library Research” dan studi analisis, studi analitis yang digunakan adalah analitis historis dan analitis dokumen tentang pemikiran Thomas S Khun. Kesimpulannya bahwa Thomas Samuel Khun yang sering dipangil akrab dengan Khun memiliki banyak karya salah satunya adalah The Structure of Scientific Revolution yang di dalamnya terdapat tentang sejarah dan filsafat ilmu pengetahuan. Khun juga mengkritik teori Positifisme Auguste Comte dan Falsifikasi Karl Popper. Menurutnya, baik Auguste Comte dan Popper terlalu sibuk dengan penyelesaian teka-teki saja dan melupakan aspek penting dalam ilmu pengetahuan, yaitu paradigma. Pendapat Khun tentang paradigma yaitu suatu pendekatan investigasi suatu objek atau titik awal mengungkapkan point of view, formulasi suatu teori, mendesign pertanyaan atau refleksi yang sederhana. Akhirnya paradigma dapat di formulasikan sebagai keseluruhan sistem kepercayaan, nilai dan teknik yang digunakan bersama oleh kelompok komunitas ilmiah. Istilah “paradigma” menjadi titik tekan dalam epistimologi Thomas Khun ialah pada perkembangan ilmu secara revolusioner, dalam artian bahwa paradigma yang lama akan berkembang dengan paradigma yang baru agar mencapai suatu kebenaran yang ilmiah.
STRATEGI LIGHTENING THE LEARNING CLIMATE UNTUK MENINGKATKAN AKTIVITAS BELAJAR DALAM PEMBELAJARAN FIQIH DI MAN 1 PALEMBANG Ahmad Wahyu Hidayat
Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam Vol 5, No 2 (2020): Pendidikan Islam dan Pembelajaran Daring
Publisher : Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruann, IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/tarbawi.v5i2.6863

Abstract

This study will parse the Application of The Learning Climate Lightening Strategy to Increase Learning Activities in Jurisprudence at MAN 1 Palembang. The research problem can be seen when the learning process of students tends to be more silent, only accepting material delivered by the teacher without giving questions or responses and so on. This research uses quantitative methods. In this study the sample of the study was class X. IPA.1 (27 people) as the control class and class X. IPA. 2 (33 people) experimental class. Research data were collected using the method of observation, questionnaires and documentation, then analyzed using the inductive approach and using the t test technique (T test). The results of his research are to find out the learning activities of students in class X IPA.1 (control class) in Jurisprudence learning that do not use the learning strategy of Lightening The Learning Climate in MAN 1 Palembang, the researchers distributed questionnaires to students who became the sample in this study, 27 class respondents control with 32 item items is a matter that is made according to indicators of learning activities including visual, verbal, listening, writing, drawing, metric, mental and emotional activities. Based on the recapitulation of respondents' answers it is known that the mean (x ') of the control class is 81.34 and the standard deviation (sd) is 3.14 while the recapitulation of the answers of the experimental class respondents is known the mean (x') is 94.81 and the standard deviation (sd) is 4.22. Because "t0" = 15, 903 is greater than tt (both at the 5% and 1% significance levels), the null hypothesis is rejected and the alternative hypothesis is accepted. Means there is an influence on the application of the learning strategy of lightening the learning climate to improve learning activities in learning Fiqh in MAN 1 Palembang. The conclusion is that the use of the learning strategy of lightening the learning climate has a very significant influence on learning activities in learning Fiqh in MAN 1 Palembang.
Inovasi Kurikulum dalam Perspektif Komponen-Komponen Kurikulum Pendidikan Agama Islam Ahmad Wahyu Hidayat
Al-fahim : Jurnal Manajemen Pendidikan Islam Vol. 2 No. 1 (2020): AL-FAHIM : Jurnal Manajemen Pendidikan Islam
Publisher : STAI Terpadu Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54396/alfahim.v2i1.72

Abstract

This study will elaborate on curriculum innovation in the perspective of PAI curriculum components. Where the curriculum can be interpreted as a variety of variations, there is a narrow view of the curriculum as a collection of subjects. As for the broad interpretations include all experiences gained by students because of the direction, guidance and responsibilities of the school. The conclusion is that a component is an integral and functional part that is inseparable from a curriculum system because the component itself has a role in the formation of the curriculum system. Because the curriculum can be likened to a human or animal organism, which has a certain anatomical arrangement. Thus, curriculum components are the parts or elements of the curriculum that have been planned to achieve certain educational goals. The curriculum can be likened to a human or animal organism, which has a certain anatomical arrangement. The main elements or components of the anatomy of the curriculum body are objectives, content or material, delivery processes or systems and media, and evaluation. These components are closely related to each other. Criticism of the writer which proposes the addition of religious values and the value of cooperation to maximize the Islamic Education curriculum in implementing it in schools.
Islamic Education Policy on Socio Political System Ahmad Wahyu Hidayat; Muhamad Iqbal Fasa
AT-TURATS Vol 14, No 2 (2020)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/at-turats.v14i2.1863

Abstract

Islamic education is often known as Islamic education. Islamic education is recognized for its existence in Indonesia, seen from Islamic education institutions that are established and developing today. On the other hand, Islamic education is recognized for its existence as seen from various government policies on religious subjects taught in schools. Socio Political System was the time of the replacement of President Soekarno's administration to President Soeharto's administration in 1966 until 1998. The Islamic education policy in the early days of Socio Political System was the integration of madrassas in the Old Order. In addition, the establishment of Islamic educational institutions both formal and non-formal. In schools, religious subjects become compulsory subjects that must be taught in both religious schools, public schools, private and public schools. The focus of this research was on the development of Islamic education and the Islamic education policy of Socio Political System. This study uses a qualitative approach with analytical study methods. The analytical study used is analytical historical and analytical policy. Islamic education during Socio Political System stage by step experienced a development among which pesantren institutions began to establish madrassas in their education systems. In this system the levels of education are divided into Ibtidaiyah, Tsanawiyah and Aliyah. The government applies a policy that religious education must be taught starting from elementary school (SD) to university. Islamic education is growing with the emergence of several institutions and programs of Islamic religious teaching activities.
PEMIKIRAN SYEKH NAWAWI AL-BANTANI DAN RELEVANSINYA DI ERA MODERN Ahmad Wahyu Hidayat
Aqlam: Journal of Islam and Plurality Vol 4, No 2 (2019)
Publisher : IAIN Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (669.971 KB) | DOI: 10.30984/ajip.v4i2.1012

Abstract

Abstract This research elaborates the education in accordance to Sheikh Nawai Al-Bantani. This research used library research with analytical study method. Analytical Studies used are analytical content and analytical descriptions of education according to Sheikh Nawai Al-Bantani. The results can be seen from the ideas of Shaykh Nawawi Al-Bantani which includes: 1. The Existence of the Universe, 2. Human Potential, 3. Human Existence, 4. Educational Objectives and 5. The principles of Islamic educational activities. Islam in Indonesia will certainly be able to develop meaningful indigenous Islamic traditions, which will be truly Islamic and creative. There were signs that contain an expectation for the future in dynamic educational and intellectual activities based on the development of Islamic school and universities in Indonesia.Keywords : Biography, Education, Relevance. AbstrakPenelitian ini menjelaskan konsep pemikiran pendidikan menurut Syekh Nawawi al-Bantani. Penelitian ini menggunakan data kepustakaan dengan metode analisa konten dan analisa deskripsi tentang pendidikan menurut Syekh Nawawi al-Bantani. Hasil temuanya bisa dilihat dari ide-ide pemikiran pendidikan Syekh Nawawi al-Bantani yang meliputi: 1. eksistensi alam semesta, 2. potensi-potensi Manusia, 3. eksistensi manusia, 4. tujuan Pendidikan dam 5. prinsip-prinsip aktivitas pendidikan Islam. Pemikiran al-Bantani dapat berkontribusi dalam perkembangan tradisi Islam pribumi yang bermakna, yang akan benar-benar bersifat Islami dan kreatif.  Terdapat tanda-tanda yang mengandung harapan bagi masa depan aktivitas pendidikan dan intelektual yang dinamis didasarkan pada perkembangan sekolah dan universitas-universitas Islam yang berkembang di Indonesia.Kata Kunci: Biografi, Pendidikan, Relevansi. 
PEMIKIRAN SYEKH NAWAWI AL-BANTANI DAN RELEVANSINYA DI ERA MODERN Ahmad Wahyu Hidayat
Aqlam: Journal of Islam and Plurality Vol 4, No 2 (2019)
Publisher : IAIN Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/ajip.v4i2.1012

Abstract

Abstract This research elaborates the education in accordance to Sheikh Nawai Al-Bantani. This research used library research with analytical study method. Analytical Studies used are analytical content and analytical descriptions of education according to Sheikh Nawai Al-Bantani. The results can be seen from the ideas of Shaykh Nawawi Al-Bantani which includes: 1. The Existence of the Universe, 2. Human Potential, 3. Human Existence, 4. Educational Objectives and 5. The principles of Islamic educational activities. Islam in Indonesia will certainly be able to develop meaningful indigenous Islamic traditions, which will be truly Islamic and creative. There were signs that contain an expectation for the future in dynamic educational and intellectual activities based on the development of Islamic school and universities in Indonesia.Keywords : Biography, Education, Relevance. AbstrakPenelitian ini menjelaskan konsep pemikiran pendidikan menurut Syekh Nawawi al-Bantani. Penelitian ini menggunakan data kepustakaan dengan metode analisa konten dan analisa deskripsi tentang pendidikan menurut Syekh Nawawi al-Bantani. Hasil temuanya bisa dilihat dari ide-ide pemikiran pendidikan Syekh Nawawi al-Bantani yang meliputi: 1. eksistensi alam semesta, 2. potensi-potensi Manusia, 3. eksistensi manusia, 4. tujuan Pendidikan dam 5. prinsip-prinsip aktivitas pendidikan Islam. Pemikiran al-Bantani dapat berkontribusi dalam perkembangan tradisi Islam pribumi yang bermakna, yang akan benar-benar bersifat Islami dan kreatif.  Terdapat tanda-tanda yang mengandung harapan bagi masa depan aktivitas pendidikan dan intelektual yang dinamis didasarkan pada perkembangan sekolah dan universitas-universitas Islam yang berkembang di Indonesia.Kata Kunci: Biografi, Pendidikan, Relevansi. 
Co-Authors Muhamad Iqbal Fasa Ulfa Kesuma