Garuda - Garba Rujukan Digital

RELASI KIAI-SANTRI DI PESANTREN FUTUHIYYAH, DEMAK Suparjo, Suparjo
IBDA` : Jurnal Kajian Islam dan Budaya Vol 15 No 2 (2017): IBDA': Jurnal Kajian Islam dan Budaya
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Institut Agama Islam Negeri Purwokerto

This writing discusses interpersonal relations between kiai and santri which concludes that ethic-pedagogic communication is a result from closed-distanced relation via habituation process based on unifying reflective-ethics conscience with practical conscience in religious patron- age social relation ethics value based. Both value and the practice of ethic- pedagogic communication tradition, in terms of interpersonal communi- cation between kiai and santri, contain positive and negative effects. The sense of kinship becomes an ideal value which should be preserved and adopted in educational system outside pesantren. The charisma-tization and symbolization towards kiai, create more awareness in studying pro- cess and maximizing self development during a period in pesantren and even beyond. Kiai - santri interpersonal communication restores many nega- tive - unproductive attitudes deliberately and ramifies positive - construc- tive side in everyday life. The more reflective conscience arises in many pesantren communities, significantly cementing the tradition. And if this habitus collectively formed and more and more become a tradition, this could affect to each person who enter the pesantren . This transformation into tradition could possibly occured because of the â€œabration of tradi- tionâ€ process.

Islam dan Budaya: Strategi Kultural Walisongo dalam Membangun Masyarakat Muslim Indonesia Suparjo, Suparjo
KOMUNIKA: Jurnal Dakwah dan Komunikasi Vol 2 No 2 (2008)
Publisher : Fakultas Dakwah IAIN Purwokerto

This paper intends to analyze how Walisongo applied their cultural strategies to construct Indonesia Muslimsociety. It aims to give an alternative view in solving the discourse on the effective impact of cultural strategy in constructingsociety. To do so, it applies a socio-historical perspective. As a result, Walisongo successfully constructed Muslim society as aninclusive and transformed people towards local cultures. However, Walisongo did not apply syncretism or integrationbetween Islam and local culture but they just acculturated some of Islamic doctrine within local cultures. Therefore, therewere many elements of local cultures adopted by Walisongo as elements of Islamic cultures by internalizing Islamic doctrineswithin them. Since Walisongoâ€™s cultural strategy successfully played an important role in constructing society, the question thencould it be adopted until nowdays?

Exploring Pedagogic Implication of the Qurâ€™anic Stories suparjo, Suparjo
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 13 No 2 (2008)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Tulisan ini secara spesifik bermaksud mengeksplorasi bentuk-bentuk cerita dalam al-Qurâ€™an dan makna pedagogisnya. Kajian ini penting karena hingga sekarang ini para pemikir muslim saling silang pendapat tentang hakikat dari cerita-cerita yang tertulis di dalam al-Qurâ€™an. Pokok pangkal perbedaan mereka sebenarnya sangat terkait dengan pandangannya tentang kedudukan al-Qurâ€™an dalam sistem epistemologi Islam. Mereka yang memandang al-Qurâ€™an sebagai kitab suci dan sekaligus kitab sains akan menganggap cerita-cerita di dalam al-Qurâ€™an sebagai sejarah atau kisah nyata. Sebaliknya, mereka yang menganggap al-Qurâ€™an sekadar kitab suci dan bukan kitab sains maka akan menganggap cerita-cerita tersebut sebagai ekspresi simbolis untuk mengajarkan nilai-nilai moral dan kehidupan. Hanya saja, semua pemikir muslim menganggap cerita-cerita tersebut benar-benar bagian otentik dari al-Quran dan mempunyai relevansi makna sepanjang masa seiring dengan perkembangan kemampuan manusia untuk menerjemahkannya dalam keragaman budaya dan peradaban. Bahkan secara pedagogis, mereka mengakui bahwa menyampaikan nilai-nilai-nilai moral dan kehidupan melalui cerita dengan ekspresi yang sastrawi merupakan metode yang sangat efektif.Â

Building Students’ Islamic Characters through Information, Communication dan Technology Literacy Eka Sartika; Suparjo Suparjo; Ihsan Nul Hakim; Dadan Supardan
AJIS: Academic Journal of Islamic Studies Vol 3, No 2 (2018)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ajis.v3i2.653

In today’s digital world, technology has contributed to an expanded understanding of literacy. Besides having literacy skills, today’s students – millennials - also need technology skills for communicating, investigating, accessing, and using information, thinking critically about messages inherent in new media. Teachers and staff development need to learn the use of technology as well as guiding and opening the students’ perspective where the technology will help them to support the Muslim world. The use of ICT is not only to create the generation with the advanced knowledge in technology but also to have the Islamic character in the future. It is bringing about new opportunity for educators, because it can provide powerful support to educational innovation in creating future generation with Islamic characters. In short, this article is mainly about how the convergence of both literacy instruction and ICT in staff development can help in promoting future generation with Islamic characters. Keywords: Students and teachers, ICT literacy, Islamic Characteremotion

UTILIZING ICT TO DEVELOP STUDENT’S LANGUAGE ETHIC AT ISLAMIC UNIVERSITY Eka Apriani; Dadan Supardan; Eka Sartika; Suparjo Suparjo; Ihsan Nul Hakim
POTENSIA: Jurnal Kependidikan Islam Vol 5, No 1 (2019): Juni
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/potensia.v5i1.6279

ICT is tools or medias that facilitate teaching and learning process in the classroom. ICT includes software application, computers, radio, television, telephony, CD ROM, audio or video clips, computer, and internet. Utilizing this technology is not improve students’ achievement but also their character, especially language ethic. Students’ language ethic has relationship to linguistics aspects. In semantics, the study tells about how polite language used to communicate with other people in the real context. In pragmatics, the study tells about how polite language used to communicate with older and younger people based on the situation. There were some words and expressions can be used and can be not used to communicate with other people. One way to teach semantics and pragmatics was used ICT in the calssroom. Using ICT that input islamic value can develop the students’ character indirectly. Hopefully, all of the English Lecturer using ICT as English Teaching Media at Islamic University.

Islam dan Budaya: Strategi Kultural Walisongo dalam Membangun Masyarakat Muslim Indonesia Suparjo Suparjo
KOMUNIKA: Jurnal Dakwah dan Komunikasi Vol 2 No 2 (2008)
Publisher : Fakultas Dakwah UIN Prof. K.H. Saifuddin Zuhri

This paper intends to analyze how Walisongo applied their cultural strategies to construct Indonesia Muslimsociety. It aims to give an alternative view in solving the discourse on the effective impact of cultural strategy in constructingsociety. To do so, it applies a socio-historical perspective. As a result, Walisongo successfully constructed Muslim society as aninclusive and transformed people towards local cultures. However, Walisongo did not apply syncretism or integrationbetween Islam and local culture but they just acculturated some of Islamic doctrine within local cultures. Therefore, therewere many elements of local cultures adopted by Walisongo as elements of Islamic cultures by internalizing Islamic doctrineswithin them. Since Walisongoâ€™s cultural strategy successfully played an important role in constructing society, the question thencould it be adopted until nowdays?

RELASI KIAI-SANTRI DI PESANTREN FUTUHIYYAH, DEMAK Suparjo Suparjo
IBDA` : Jurnal Kajian Islam dan Budaya Vol 15 No 2 (2017): IBDA': Jurnal Kajian Islam dan Budaya
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Islam Negeri Profesor Kiai Haji Saifuddin Zuhri Purwokerto Purwokerto

This writing discusses interpersonal relations between kiai and santri which concludes that ethic-pedagogic communication is a result from closed-distanced relation via habituation process based on unifying reflective-ethics conscience with practical conscience in religious patron- age social relation ethics value based. Both value and the practice of ethic- pedagogic communication tradition, in terms of interpersonal communi- cation between kiai and santri, contain positive and negative effects. The sense of kinship becomes an ideal value which should be preserved and adopted in educational system outside pesantren. The charisma-tization and symbolization towards kiai, create more awareness in studying pro- cess and maximizing self development during a period in pesantren and even beyond. Kiai - santri interpersonal communication restores many nega- tive - unproductive attitudes deliberately and ramifies positive - construc- tive side in everyday life. The more reflective conscience arises in many pesantren communities, significantly cementing the tradition. And if this habitus collectively formed and more and more become a tradition, this could affect to each person who enter the pesantren . This transformation into tradition could possibly occured because of the â€œabration of tradi- tionâ€ process.

Pemikiran Kritis Abu Zaid Terhadap Wacana Keagamaan: Implikasinya Dalam Pengembangan Pembelajaran Teologi di PTAI suparjo suparjo
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 12 No 2 (2007)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

: Abu Zaid finds that all religious thoughts have been tightly affected by social, cultural, economic, and political interests and tendencies until there are so many difficulties to differentiate between the essence of Islamic doctrines and their interpretations. Therefore, he tries to deliberate people from such contaminated Islamic doctrines. Alternatively, he calls them to read Islamic sources and thoughts critically, scientifically, and productively. Pedagogically, Abu Zaidâ€™ intellectual capacity had been built for a long time through conducive processes of education and impressive experiences in religious life. Actually, an intellectual capacity Abu Zaid had achieved is a part of ultimate goal of Islamic Higher education. Accordingly, to produce students as smart as Abu Zaid, a lecturer shall apply active learning, a learning that empowers all students along with their all potencies. To give a kind of focused description, this paper just draws an example way of handling an active learning process of class of Theology by which students can develop their thoughts as deliberately as Abu Zaid had done.Â Â

Exploring Pedagogic Implication of the Qurâ€™anic Stories Suparjo suparjo
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 13 No 2 (2008)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Tulisan ini secara spesifik bermaksud mengeksplorasi bentuk-bentuk cerita dalam al-Qurâ€™an dan makna pedagogisnya. Kajian ini penting karena hingga sekarang ini para pemikir muslim saling silang pendapat tentang hakikat dari cerita-cerita yang tertulis di dalam al-Qurâ€™an. Pokok pangkal perbedaan mereka sebenarnya sangat terkait dengan pandangannya tentang kedudukan al-Qurâ€™an dalam sistem epistemologi Islam. Mereka yang memandang al-Qurâ€™an sebagai kitab suci dan sekaligus kitab sains akan menganggap cerita-cerita di dalam al-Qurâ€™an sebagai sejarah atau kisah nyata. Sebaliknya, mereka yang menganggap al-Qurâ€™an sekadar kitab suci dan bukan kitab sains maka akan menganggap cerita-cerita tersebut sebagai ekspresi simbolis untuk mengajarkan nilai-nilai moral dan kehidupan. Hanya saja, semua pemikir muslim menganggap cerita-cerita tersebut benar-benar bagian otentik dari al-Quran dan mempunyai relevansi makna sepanjang masa seiring dengan perkembangan kemampuan manusia untuk menerjemahkannya dalam keragaman budaya dan peradaban. Bahkan secara pedagogis, mereka mengakui bahwa menyampaikan nilai-nilai-nilai moral dan kehidupan melalui cerita dengan ekspresi yang sastrawi merupakan metode yang sangat efektif.Â

Dinamika Perubahan Paradigma Pendidikan: Studi tentang Kesiapan Guru Pendidikan Agama Islam di SD/MI di Wilayah Kabupaten Banyumas dalam Menerapkan Pendekatan Pembelajaran Saintifik dan Penilaian Otentik Kurikulum 2013 Suparjo Suparjo
Jurnal Penelitian Agama Vol 15 No 2 (2014)
Publisher : IAIN Purwokerto

Abstract: This study was aimed at explaining the changes of educationparadigm among islamic education teachers in elementary schools and islamicelementary schools in Banyumas Regency, shown by teacherâ€™s readiness inimplementing Curriculum 2013, especially in applying scientific method andauthentic assessment. This research used mixed methods, quantitative andqualitative methods. The research found that Islamic education teachers in bothgeneral and islamic elementary schools are ready to implement Curriculum 2013.In addition, they are also ready apply and develop scientific learning model andauthentic assessment as well as adapt to the new education paradigm. However,because of the lack of socialization, training, and facilities, they get some difficultiesin mastering knowledge about the curriculum and its implementation. From theresearch findings, it can be concluded that curriculum can be a starting point tochange the paradigm and practices of education as far as it is prepared and facilitated.Keywords: education paradigm, teacher, religious education, curriculum 2013. Abstrak: Hasil penelitian ini adalah bahwa guru PAI di SD maupun guru MI sudahsiap mengimplementasikan Kurikulum 2013, merasa mampu menerapkannyadalam mengembangkan model pembelajaran saintifik, penilaian otentik dan menyesuaikannyadengan paradigma baru pendidikan. Hanya saja, karena sosialisasidan pelatihan serta instrumen pendukung kurikulum belum tersedia secara makismal.Karenanya, mereka mengalami kendala dalam pengetahuan dan kemampuanmengimplementasikannya. Berdasarkan temuan tersebut dapat diambil kesimpulanbesar yakni, kurikulum mampu menjadi titik awal mengubah paradigmadan praktik pendidikan sesuai tuntutan idealisme pendidikan itu sendiri sejauhdilakukan persiapan dan fasilitas pendukung yang memadai.Kata Kunci: paradigma pendidikan, guru, pendidikan agama, dan kurikulum2013

Title

Found 10 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 10 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 10 Documents
Search