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All Journal TARBAWI: Jurnal Pendidikan Agama Islam Muaddib : Studi Kependidikan dan Keislaman IQRO: Journal of Islamic Education Instructional Development Journal ALFIHRIS: Jurnal Inspirasi Pendidikan
Difa'ul Husna
Universitas Ahmad Dahlan
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Model Pendidikan Islam Dalam Program Pendidikan Homeschooling (Studi Terhadap Homeschooling keluarga Syahirul Alim) Difa'ul Husna
TARBAWI : Jurnal Pendidikan Agama Islam Vol 5, No 02 (2020): TARBAWI: JURNAL PENDIDIKAN AGAMA ISLAM
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/jtw.v5i02.3266

Abstract

Pendidikan adalah usaha untuk menciptakan suasana yang kondusif untuk belajar dan mengembangkan potensi. Sejatinya pendidikan tidak hanya memberikan perhatian pada aspek akademis belaka, akan tetapi juga menjaga dan menumbuhkembangkan fitrah anak sesuai perkembangan usianya. Penelitian lapangan yang bersifat deskriptif kualitatif ini bertujuan untuk mengungkap bagaimana homeschooling keluarga Syahirul Alim, S.Kp., M.Sc., Ph.D. mendidik, menjaga dan mengembangkan fitrah anak-anaknya. Penelitian dilakukan melalui observasi, wawancara dan dokumentasi. Berdasarkan penelitian dapat disimpulkan bahwasanya pendidikan Islam dalam homeschooling keluarga Syahirul Alim, S.Kp., M.Sc., Ph.D. menjadi salah satu model dalam menyeimbangkan dimensi pokok yang mendidik anak-anaknya sesuai dengan fitrahnya.
Peran Kepribadian Guru terhadap Prestasi Belajar Siswa Fitriyani Sanuhung; Difa'ul Husna; Mira Ifta Rimadhani; Ita Rosyada
IQRO: Journal of Islamic Education Vol 4, No 2 (2021): DESEMBER 2021
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/iqro.v4i2.1887

Abstract

Setiap orang menempuh pendidikan di berbagai lembaga pendidikan, baik pesantren maupun sekolah umum. Setiap manusia terdapat sebuah keinginan untuk mengetahui hal yang ingin diketahui oleh mereka, dari hal itu manusia belajar. Belajar tidak harus ketika kita sedang di sekolah, berada di kelas untuk mendengarkan materi yang disampaikan oleh Guru. Setiap manusia dapat belajar dan mempelajari hal baru dari lingkungan sekitarnya. Namun di sekolah, peserta didik diajar dan dibimbing oleh pendidik yang disebut dengan Guru, setiap pendidik memiliki karakter dan kepribadian yang berbeda-beda, serta cara mengajar yang berbeda yang akan berpengaruh pada hasil belajar siswa.
TRANFORMASI DAN AKTUALISASI MAJELIS TARJIH DALAM PENDIDIKAN ISLAM DI SEKOLAH MUHAMMADIYAH Yazida Ichsan; Unik Hanifah Salsabila; Difa'ul Husna
MUADDIB Jurnal Kependidikan dan Keislaman Vol. 12. No 1 (2022)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/muaddib.v12i1.3830

Abstract

This article seeks to describe how the Tarjih Council transformed from time to time both in terms of decisions, manhaj, sources, techniques and approaches in historical perspectives and their actualization in Muhammadiyah education. Education itself is the most effective and strategic da'wah medium within Muhammadiyah so that the internalization and transmission of ideology, understanding and practicing religious teachings based on the Tarjih decision are absolute. The function of education within Muhammadiyah itself is inseparable from three things: integral scientific development, development of learning innovation and internalization of AIK in the social sphere. Research related to this theme is library research research. The approaches used are historical-analysis and philosophical. The results of the study indicate that in actualizing Tarjih products in Muhammadiyah education, three policy directions need to be applied, which include: first, planting tarjih and ta'did insights to educators and students. Second. Actualization of learning materials in accordance with the problems and challenges of changing times. Third, coaching educators in the AIK field as an effort to strengthen ideology and crystallization of values.
Pembelajaran Pendidikan Agama Islam Pada Anak Berkebutuhan Khusus Tunanetra Aulia Farkhan; Sifa Azahra; Bunga Melati Sukma; Wahyu Ramadan; Difa'ul Husna
Instructional Development Journal Vol 5, No 3 (2022): IDJ
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/idj.v5i3.20004

Abstract

Education To ensure a more dignified life, everyone has a fundamental interest in education. According to Article 31 of the 1945 Constitution, the state is obliged to provide high-quality education services to all its citizens, including those with potential inequalities (disabled). Children with special needs have unique characteristics that distinguish them from other children but do not necessarily exhibit mental, emotional, or physical disabilities. Because of their uniqueness, children with special needs (ABK) require special care. Great children is the first term used to refer to children with special needs in Indonesia. Because some disabilities (children with special needs) and Children with Special Needs have only temporary characteristics, children with special needs include children with special needs that are permanent. Children with special needs are those who struggle to adjust because of trauma, confusion, or difficulty concentrating. With the right help, temporary special needs children can become permanent. Islamic education learning methods have discussed various teaching strategies that educators can use in their classroom activities. In this case, several approaches have been presented, including the lecture method, question and answer, discussion, and giving assignments, among others. Similar to other forms of education, the instructor prepares the necessary tools and media, such as braille, shaped teaching aids, speakers, or other items that can help blind students in learning activities. These materials are ensubywith the lessons to be taughTRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian //  TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//
Optimalisasi Pendidikan Insklusi Di SMK Muhammadiyah 1 Wates Imam Mars Miasya Ibnu Ivan; Dinda Azzahra; Difa'ul Husna
ALFIHRIS : Jurnal Inspirasi Pendidikan Vol. 2 No. 1 (2024): Januari : Jurnal Inspirasi Pendidikan
Publisher : LP3M INSTITUT KH YAZID KARIMULLAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59246/alfihris.v2i1.671

Abstract

Learning activities that take place with guidance, teaching and training aim to prepare children to play a role in their diverse world in the future. Learning activities that are able to achieve educational goals are certainly supported by existing components in learning such as facilities, human resources, procedures and learning equipment. In order for Islamic Education to run according to the process towards the goal of education for children with special needs (ABK), of course teachers must adhere to various PAI teaching principles, these principles include entertaining, fun, fast processing, and encouraging students to achieve achievements (Dr. Nuraini, M.S.I. 2023). Children with Special Needs have the same rights as ordinary children in receiving educational services. The provision of educational services to children with special needs must of course be the same as for children in general. This provides an idea for inclusive schools to have standard characteristics and learning models in providing services. Children with special needs are grouped into several types including: Blind, Speech Impaired, Deaf, Autism and so on. Children with special needs certainly need schools with relevant characters and learning models, so there are three learning characteristics that must be met in educational institutions, including flexible learning, non-discriminatory learning including active, cooperative and relevant learning, and the last is learning. which provides support for recognition and appreciation of the differences that each individual has. This research uses qualitative methods by collecting various information from several literacy sources. This writing is intended to describe the characteristics and learning models in inclusive schools, specifically at SMK Muhammadiyah 1 Wates.
Co-Authors Anggi Pratiwi Aulia Farkhan Bunga Melati Sukma Dinda Azzahra Fitriyani Sanuhung Imam Mars Miasya Ibnu Ivan Ita Rosyada Mira Ifta Rimadhani Salsabila, Unik Hanifah Sifa Azahra Wahyu Ramadan Yazida Ichsan