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SISTEM PEMBELAJARAN TAHFIZ AL-QUR’AN DENGAN METODE SAMĀ‘I DI PPTQ MISBAHUNNUR CIMAHI Fujiyanti Nurlatifah; Fajar Syarif
Jurnal Al-Fatih Vol 4 No 2 (2021): Al-Fatih: Jurnal Pendidikan dan Keislaman Vol. 4 No. 2 Juli-Desember 2021
Publisher : STIT Al-Ittihadiyah Labuhanbatu Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study discusses the process of learning tahfiz with the Samā‘i method applied at PPTQ Misbahunnur Cimahi, as we already know that in learning tahfiz Al-Qur'an a method is certainly needed to be applied to achieve the learning objectives, the purpose of this research is to describe the factual conditions of the object under study related to data and information about the process of learning tahfiz Al-Qur'an with the Samā‘i method applied in the pesantren. The method used in this study is a qualitative method with a descriptive approach. Data collection techniques in this study were non-participatory observation, interviews and documentation. The data analysis technique in this study uses the theory of Miles and Huberman. The results of this study indicate that, in the process of learning tahfiz Al-Qur'an at PPTQ Misbahunnur it is carried out longer than other programs, the method used is a combination of Samā‘i , talaqqi, and tasmi methods. especially in online learning.

INTEGRASI NILAI KEARIFAN LOKAL TERHADAP PENANAMANAN NASIONALISME BAGI SISWA SEKOLAH DASAR Fajar Syarif
Al Amin: Jurnal Kajian Ilmu dan Budaya Islam Vol 2, No 02 (2019): Al Amin: Jurnal Kajian Ilmu dan Budaya Islam
Publisher : STIT AL-AMIN KREO TANGERANG

Penelitian ini membuktikan bahwa semakin integritas suatu pembelajaran, maka semakin nasionalis substansi dalam sebuah pendidikan. Derasnya arus globalisasi dikhawatirkan anak berdampak pada terkikisnya rasa kecintaan terhadap budaya lokal. Agar eksistensi budaya lokal tetap kukuh, maka kepada generasi penerus bangsa perlu ditanamkan rasa cinta terhadap budaya daerah untuk menumbuhkan rasa nasionalisme. Nasionalisme adalah suatu konsep identitas bersama untuk sekelompok manusia. Nasionalisme dapat menonjolkan dirinya sebagai bagian paham negara atau gerakan (bukan negara) yang populer berdasarkan pendapat warga negara, etnis, budaya, keagamaan, dan ideologi. Salah satu cara yang dapat ditempuh guru di sekolah adalah dengan cara mengintegrasikan nilai-nilai kearifan lokal dalam proses pembelajaran Agama Islam di sekolah. Dengan mengintegrasikan nilai-nilai kearifan lokal ke dalam pembelajaran agama Islam diharapkan nasionalisme siswa akan tetap kukuh terjaga di tengah-tengah derasnya arus globalisasi.. Nasionalisme adalah suatu konsep identitas bersama untuk sekelompok manusia.. Nasionalisme dapat menonjolkan dirinya sebagai bagian paham negara atau gerakan (bukan negara) yang populer berdasarkan pendapat warga negara, etnis, budaya, keagamaan, dan ideologi.

Religion in the Conflict Flows Fajar Syarif
ADDIN Vol 13, No 2 (2019): ADDIN
Publisher : LPPM IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/addin.v13i2.6452

This research analyzes the issue of religion in understanding multiple realities. So it needs to be explained how religion can be one of the triggers of the problem and eventually become tyrants of other religions or beliefs. The problem that is limited in this study is that it relates to religion which is limited to the reality of conflicts that occur, as long as the conflict is published; both through research and through mass media. Furthermore, this research tries to look at the background of the understanding of diversity that occurs in society, so that it can be explained how it exists in interreligious relations in order to be in line. Religious expression among religious followers can influence patterns of integration and conflict. It will increase and become a trigger for conflict when it relates to the factors of economic and political inequality both locally, nationally, and even the constellation that is originally reasonable in the community, then strengthens and becomes clear, especially in society so that conflicts arise. Social integration can be a conflict resolution if maintained through bonds among citizens and social organizations that cross primordial boundaries.

Problematika Perbedaan Nilai Kriteria Ketuntasan Minimal (KKM) Mata Pelajaran Pendidikan Agama Islam dan Budi Pekerti Pada Kurikulum 2013 (Studi kasus di SMK Muhammadiyah 1 Ciputat Tangerang Selatan) Wiguna Yuniarsih; Fajar Syarif; Fahruroji Fahruroji
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol 7, No 1 (2022): April
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v7i1.5027

The purpose of this study was to describe the difference in KKM scores between majors/skills programs, as well as the inhibiting and supporting factors in Islamic religious education subjects at SMK Muhammadiyah 1 Ciputat, South Tangerang. This study used qualitative research methods. Data collection techniques through observation, interviews, and documentation. While the data analysis technique used descriptive analysis. The results of this study indicate that; 1) The difference in the KKM value of each department with the smallest KKM value of each marketing department is the KKM value for class X 77.67, XI 70.33 and XII 70.33. While the highest KKM value is in the accounting department with a KKM value of class X 80.67, XI 75.67 and XII 76.67. 2) Supporting factors include facilities and infrastructure as well as teachers who master the learning material. While the inhibiting factor is the level of intelligence of students who are different so that the assessment of PAI and BP subjects does not reach the KKM.

Religion in the Conflict Flows Fajar Syarif
ADDIN Vol 13, No 2 (2019): ADDIN
Publisher : LPPM IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/addin.v13i2.6452

This research analyzes the issue of religion in understanding multiple realities. So it needs to be explained how religion can be one of the triggers of the problem and eventually become tyrants of other religions or beliefs. The problem that is limited in this study is that it relates to religion which is limited to the reality of conflicts that occur, as long as the conflict is published; both through research and through mass media. Furthermore, this research tries to look at the background of the understanding of diversity that occurs in society, so that it can be explained how it exists in interreligious relations in order to be in line. Religious expression among religious followers can influence patterns of integration and conflict. It will increase and become a trigger for conflict when it relates to the factors of economic and political inequality both locally, nationally, and even the constellation that is originally reasonable in the community, then strengthens and becomes clear, especially in society so that conflicts arise. Social integration can be a conflict resolution if maintained through bonds among citizens and social organizations that cross primordial boundaries.

Etika Guru Perspektif Ibnu Saḥnūn Dalam Kitab Ādāb Al-Mu’allimīn Mega Cahyati; Abdul Halim Sholeh; M. Ubaidillah Al Ghifari; Fajar Syarif
Al Yasini : Jurnal Keislaman, Sosial, hukum dan Pendidikan Vol 7 No 1 (2022)
Publisher : Konsorsium Dosen Sekolah Tinggi Agama Islam (STAI) Al-Yasini Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55102/alyasini.v3i1.4600

The purpose of this research was to determine teacher ethics in the perspective of Ibn Saḥnūn in the book Ādāb al-Mu'allimīn, to analyze teacher ethics in the book, and to analyze the implementation of the concept of teacher ethics according to him in Islamic education today. This research used Grounded Theory method, with a qualitative approach with the type of library research. Sources of data used primary and secondary data sources. Data collection was done by documentation. Analysis of the data used analysis of the content. The results showed that 1). teacher ethics according to Ibn Saḥnn in the Book of Ādāb al-Mu'allimīn there are 18 ethics, including: a). educate sincerely, b).mobilize all their abilities in educating students, c). staying away from differences in treatment of their students, d). be gentle with them, e). provide educational punishment, f). remind them not to play while studying, g). do not punish excessively, h). not burden them with financial problems, i). responsible, j). Prioritize important lessons, k). get them used to doing sunnah practices, l). Pay attention to the development of their manners and morals, m). give advice to them, n). be fair, o). keep themselves busy with writing and adding knowledge, p). Meet their personal needs, q). instilling students' love for Allah, r). maintain the sanctity and cleanliness of the study area. 2) The analysis of teacher ethics in the book is very religious because it is in accordance with the Qur'an and Sunnah, as well as the opinions of scholars, and contains the same elements as those formulated in the National Education Standards, Elucidation of Article 28 paragraph (3 ) point b, and is also in line with the Law on Teachers and Lecturers Chapter 3 Article 7 concerning the principle of teacher professionalism. 3). According to him, the implementation of the concept of teacher ethics in Islamic education today can be implemented in educational institutions in five stages, namely: a). preparation stage, b). planting stage, c). growth stage, d). development stage, and e). guard stage.

Efektivitas Penggunaan “Tablet” Dalam Meningkatkan Motivasi Belajar Pendidikan Agama Islam dan Budi Pekerti Siswa Kelas XII SMA Ar-Rahman Qur’anic Learning Islamic School Purwakarta Sunarya Pasady; Haris Renaldi; Hidayati Hidayati; Fajar Syarif; Pahrurraji Pahrurraji
Edukasi Islami : Jurnal Pendidikan Islam Vol 12, No 03 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i03.4835

Penelitian ini bertujuan mengetahui bagaimana efektivitas penggunaan Tablet terhadap motivasi belajar Pendidikan Agama Islam dan Budi Pekerti siswa Kelas XII SMA AQL Islamic School Purwakarta. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan deskriptif kualitatif melalui model etnografi untuk mendeskripsikan penggunaan tablet dalam meningkatkan motivasi belajar Pendidikan Agama Islam dan Budi Pekerti. Adapun sumber penelitian ini berupa sumber data primer yang didapatkan melalui observasi secara langsung di SMA AQL Islamic School Purwakarta, mendokumentasikan aktivitas yang terjadi di sekolah serta melakukan wawancara kepada sebagian siswa kelas XII, guru PAI dan Budi Pekerti, guru kesiswaan, wali kelas dan kepala sekolah. Sementara data sekunder diperoleh dari buku-buku, jurnal, tesis, data dan artikel yang diperoleh dari internet. Penelitian ini menunjukkan bahwa: Pertama, Implementasi Penggunaan Tablet di SMA AQL Islamic School Purwakarta kepada siswa kelas XII efektif dalam meningkatkan motivasi belajar Pendidikan Agama Islam dan Budi Pekerti. Kedua: Penggunaan Tablet dalam pembelajaran siswa kelas XII SMA AQL Islamic School Purwakarta berpengaruh kepada peningkatan motivasi belajar siswa, ditandai sebagai berikut: a) penggunaan media Tablet efisien dan efektif dalam pembelajaran Pendidikan Agama Islam dan Budi Pekerti, b) media Tablet dapat meningkatkan kecerdasan siswa, c) penggunaan media Tablet meningkatkan motivasi belajar Pendidikan Agama Islam dan Budi Pekerti.

ESENSI GURU DALAM VISI-MISI PENDIDIKAN KARAKTER Sunarya Pasady; Haris Renaldi; Hidayati Hidayati; Fajar Syarif; Pahrurraji Pahrurraji
Edukasi Islami : Jurnal Pendidikan Islam Vol 2, No 03 (2013): Jurnal Edukasi Islami - Januari 2013
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Mohammad Natsir, tampaknya percaya betul dengan ungkapan Dr. G.J. Nieuwenhuis yang pernah menyatakan, “Suatu bangsa tidak akan maju, sebelum ada di antara bangsa itu segolongan guru yang suka berkorban untuk keperluan bangsanya.”. Menurut rumus ini, dua kata kunci kemajuan bangsa adalah “guru” dan “pengorbanan”. Maka, awal kebangkitan bangsa harus dimulai dengan mencetak “guru-guru yang suka berkorban”. Guru yang dimaksud Natsir bukan sekedar “guru pengajar dalam kelas formal”. Guru adalah para pemimpin, orang tua dan juga pendidik. Guru adalah teladan. Guru adalah “digugu” (didengar) dan “ditiru” (dicontoh). Guru bukan sekedar terampil mengajar bagaimana menjawab soal Ujian Nasional, tetapi diri dan hidupnya harus menjadi contoh bagi murid-muridnya.

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