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Building Students’ Moral Through Uswatun Hasanah Principles: A Systematic Literature Review Kandiri Kandiri; Arfandi Arfandi; Moh. Zamili; Masykuri Masykuri
Nadwa: Jurnal Pendidikan Islam Vol 15, No 1 (2021)
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2021.15.2.8179

School or madrasah needs to instill good attitudes in the form of speech and behavior in daily activities. The prophet taught Muslims a good example (uswatun hasanah) for students when they gathered and interacted with different communities. Uswatun hasanah, or excellent conduct, is an Islamic religious value born from training and habitual action by providing a good example. Religious and moral education is essential as the root of forming a believer-pious person. This study seeks to understand uswatun hasanah through systematic literature by exploring knowledge patterns in the national database. The results indicate that good moral guidance (uswah) is not based on theoretical teaching but necessitates concrete examples through the role and responsibility of educators in the context of learning and learning processes. As such, educators should be an example (uswatun hasanah) (a good example) for students through excellent conduct in day-to-day activities.

KORELASI MODEL PEMBELAJARAN BERBASIS MASALAH (PROBEM BASED LEARNING) DENGAN PEMAHAMAN PAI SISWA DI SMP SUNAN AMPEL SUMBEREJO BANYUPUTIH SITUBONDO TAHUN 2020-/2021 Kandiri Kandiri; Hairul Puadi
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 5 No. 2 (2021): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

If we are more concerned deeply to Curriculum 13 in all of Indonesia's educational stage, so we can find it has learning focused on scientific approach including observing, asking, trying, associating, communicating. It is relevant with interest student to get much knowledge with main characteristic like a) using real-world problems, b) focused learning on problem-solving, c) learning objectives are determined by students, d) teacher as a facilitator, who also has skills to solve problems. this research uses Quantitative approach to collecting data, including observation, documentation, questionnaires. the subject of research is students of SMP Sunan Ampel. Research orientation aimed in order to know the correlation of problem-based learning models with students' understanding of Islamic education at SMP Sunan Ampel Sumberejo Banyuputih Situbondo. With the research results: there is a correlation "moderate" Problem Based Learning Model with students' understanding of Islamic Education at SMP Sunan Ampel Sumberejo Banyuputih Situbondo.

GURU SEBAGAI MODEL DAN TELADAN DALAM MENINGKATKAN MORALITAS SISWA Kandiri Kandiri; Arfandi Arfandi
Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam Vol. 6 No. 1 (2021): Edupedia: Jurnal Studi Pendidikan dan Pedagogi Islam
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/edupedia.v6i1.1258

Dalam lingkungan sekolah kewibawaan, keperibadian dan keteladanan yang dimiliki oleh guru akan memberikan dampak yang positif terhapap keperibadian dan moralitas siswa, inilah pemahaman nilai-nilai agama islam yang benar lahir dari proses pelatihan dan pembiasaan atau pembinaan moral dengan memberikan suri tauladan yang baik, kultum, sanksi serta sikap tegas dari seorang guru PAI. Dalam pembinaan moral yang baik tidak didasarkan pada ajaran-ajaran yang sifatnya perintah atau larangan semata. Akan tetapi harus berdasarkan pada pemberian contoh yang baik dari seorang guru yang berada di lingkungan sekolah. Oleh karena itu peran dan tanggungjawab guru dalam meningkatkan moralitas siswa adalah (1) Guru yang memiliki kapasitas sebagai pendidik akan menjadikan dirinya sebagai teladan, panutan dan identifikasi bagi para peserta didik dan lingkungannya. Dengan demikian, ada standar kualitas pribadi tertentu yang harus dimiliki oleh guru yang di dalamnya mencakup kewibawaan, kedisiplinan, kemandirian, dan tanggungjawab. Berkaitan dengan tanggung jawab; guru harus mengetahui, serta memahami nilai, norma moral, dan sosial, serta berusaha berperilaku dan berbuat sesuai dengan nilai dan norma tersebut. (2) Peran guru sebagai model dan teladan yaitu guru merupakan model atau teladan bagi peserta didik dan semua orang yang menganggap dia seperti guru. Sebagai teladan, tentu saja pribadi dan apa yang dilakukan guru akan mendapat sorotan peserta didik serta orang disekitar lingkungannya yang menganggap atau mengakuinya sebagai guru.

EPISTEMOLOGI PENGEMBANGAN PEMIKIRAN ISLAM MENURUT MUHAMMAD ABID AL-JABIRY Kandiri Kandiri
LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan Vol. 6 No. 2 (2012): DESEMBER
Publisher : LP2M Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (541.298 KB)

In the presentera ofglobalization,Muslims around the worldautomaticallycome into contact withdifferentcultures anddifferentbeliefs. We often findbothMuslimsas individuals and groupshavedifficulties anduncertaintyin facingglobalizationbecause of becausetheirlack ofpreparation. Scientific building of classicaltheologyis notquite sturdy toprovide a set oftheories andmethodologiesthat may explainhowreligionprovides abenchmark ofscientifictruth(dharuriyah:right and wrong), howknowledgeis produced(hajiyah: good-bad), the goals of science (tahsiniyah:benefit-losses). Axiologicaldimension(whyness) in the scienceof theologyhas a very importantpositionin addition besidesontology(whatness) and epistemology(howness). Islamic lawis oftenchallengedas thecause of theimage, that Islam is anormativeand traditional religion. The slowness, if notstagnation, of theIslamiclaw codification of post-development phase has positioned the backwardness of Islam far behind thedevelopment of human civilizationin general. This studyrevealed thethoughts of Mohammed Abedal-Jabri

IBNU KHALDUN PENCETUS TEORI SIKLUS Kandiri Kandiri
LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan Vol. 8 No. 2 (2014): DESEMBER
Publisher : LP2M Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (578.376 KB)

Social change and social interaction is a particular social circumstances to other social circumstances change, Cycle theory explains there are a number of intermediate stage but its not the end of the the perfect process change, but it will return to the original back experiencing a transition. The factor of social change are 1) social; Families, groups and Ormas, 2) Psychology, 3) Culture. Social change can be seen from the characteristic: 1) development, 2) followed by the other changes, 3) self adaptation, 4) A change is not limited to the material or spiritual aspect.

METODOLOGI PEMBELAJARAN ANAK USIA DINI (PAUD) Mahmudi Mahmudi; Kandiri Kandiri
LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan Vol. 12 No. 2 (2018): DESEMBER
Publisher : LP2M Universitas Ibrahimy

In the implementation of teaching and learning activities, the teacher needs to know the teaching components such as teaching methods because without using methods, teaching and learning activities do not work as expected. Teaching methods as a path to provide opportunities for students in many kinds of lessons, because those are the efforts of the teacher in guiding, directing, or organizing learning in a series of activities that the students learn to accept, understand, respond, possess, master and develop it. Teaching methods are one effective and efficient way that teachers use to convey that subject matter, as well as coaching, direction, learning organizers so that children can experience all kinds of subjects. While there are factors that influence the number of teaching methods are as follows: a) Objectives of various types and functions. b) Students who have varying degrees of maturity, c) Situations of various conditions, d) Facilities that different in quality and quantity, e) Teachers’ personality that different in professional abilities.

BEHAVIORAL BASED LEARNING Kandiri Kandiri
LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan Vol. 11 No. 1 (2017): JUNI
Publisher : LP2M Universitas Ibrahimy

Behavior-based learning is inspire by some of behavioral figures led by Ivan Povlov, Thorndike, skinner and John B Watson are two foundations: 1) There are good behaviors (adaptive) and some mal-adaptive ones that can both be learned , 2) if the behavior can be learned, then it will followÂ principle of learning is change of behavior. In short, if learning behavior is good or pleasant, it tends to be reinforced and repeated, but if learning behavior is bad, it tends to be rejected, it will not be reinforced and repeated._x000D_ Teachers-parents in the past few decades have applied the principles of behavioral learning theory in teaching and educating children's discipline, children who have good grades in a subject area or a good ranking in their class are given more attention by their parents. Many learning theories agree that no matter what As well as the level / grade and achievement that child or learner achieves, students learn from teachers, peers, learning resources in book, and classroom layout. What students learn can be measured as specific knowledge, even they learn something more complex such as attitudes, community behavior, emotions, and reactions of others, and one of the most important teacher jobs is how to formulate complex situations such as learning principles And motivation can be understood._x000D_ Behavioristic theory is perfect for the acquisition of skills that require practice and habituation that contain elements such as: speed, spontaneity, flexibility, reflexes, endurance and so forth, this is evidenced by the opinion of behavioral experts, such as: 1. Ivan Petrovic Pavlov With the theory: Theory of Connectionism or bond psychology, Theory of Classical Conditioning (conditional reflexes). 2. Edward Lee Thorndike with the theory: Law of readiness, Law of exercise, Reaction reaction law (Multiple Response), 3. Skinner with Theory of Operating Conditioning (Burrhus Frederic Skinner, 4) John B. Watson theory with theory: Theory is called SARBON stands for S (stimulus) + R (response) + Bond (d), states that behavior is complex and can be analyzed into unity of stimulus and response called reflex . Learning is process of occurrence of reflex / conditional response through stimulus changed. His opinion, that humans are born with some reflexes and emotional reactions of fear, love, anger and others and all his behavior

IMPLEMENTASI STRATEGI PEMBELAJARAN REACT DALAM MENINGKATKAN HASIL BELAJAR PENDIDIKAN AGAMA ISLAM Arfandi Arfandi; Siti Zulaeha; Kandiri Kandiri
LISAN AL-HAL: Jurnal Pengembangan Pemikiran dan Kebudayaan Vol. 16 No. 1 (2022): JUNI
Publisher : LP2M Universitas Ibrahimy

Based on the results of the average daily test, the material in PAI lessons has not met the KKM. In addition, teachers at these schools tend to use conventional models in PAI learning and rarely relate the material taught to students' real lives or phenomena that occur, so students do not understand what the teacher is saying and become passive in learning activities.The monotonous learning process often makes students bored to follow it. So far, what is widely known in the learning process has not made students happy in learning because they still use less varied methods, namely the lecture method, question and answer and assignments. The main problems in this research are as follows: (1) How is the application of the REACT learning strategy in PAI. and (2) How is the improvement of student learning outcomes through the application of REACT learning strategies in PAIBP. In this study using the type of classroom action research. The object of this research is SMP Negeri 1 Kendit. In this study used various kinds of data collection, namely observation, interview and documentation. Based on the results of the discussion and findings, it can be concluded as follows: 1) The application of the REACT learning strategy PAI, that all components are implemented in accordance with the steps with the aim of being effective in learning, and 2) There is an increase in student learning outcomes from pre-cycle reaching 55%, increasing 14% in the first cycle to 69% then implementing the second cycle, increasing 21% so that it reaches 90% through the implementation of learning strategies REACT PAIBP.

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