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The Robustness of Balinese Hindu Sacred Art in the Face of Hegel's Theory 'The Death of Art' Abdulloh Fuadi
Wawasan: Jurnal Ilmiah Agama dan Sosial Budaya Vol 6, No 2 (2021)
Publisher : the Faculty of Ushuluddin, UIN Sunan Gunung Djati Bandung

The integration of art as an integral part of the sacred rituals of Balinese Hindu worship to this day makes the discussion of Hegel's thoughts on art is interesting. This paper attempts to discuss Hegel's theory as confronted with the sacred Balinese Hindu art. The most basic reason for the death of art is that since romantic, art has lost its subject matter. The process of dematerialisation in art gave rise to Hegel's very famous adage; the death of art. Art loses subject matter because of the limited media to express the complexity of the Absolute Spirit. However, the sacredness of Balinese Hindu art has been deeply guarded by the Balinese people. Various concepts and classifications are made to maintain its sacredness, such as the concept of belief, the concept of sekala-niskala, the concept of tri hita karana,the concept of kala patra village, the concept of karmaphala, and the concept of taksu/jengah. There is also a classification of sacred and profane arts. It is made by Balinese Hindus to maintain the sacredness of art itself. Through the art of wali and bebalih, the Balinese Hindu art maintains its subject matter concerning the complexity of the Absolute Spirit, as suggested by Hegel. Based on library research, the paper argues that the unique concept of Balinese Hindu, which may represent the wealth of indigenous religions in Indonesia, concerning sacred art can maintain its uniqueness in the global discourse arena and be able to respond creatively to contemporary challenges.

Quraish Shihab’s Quranic Exegesis on Interreligious Harmony and its Relevance to the Contemporary Western Hermeneutics Abdulloh Fuadi
Ulumuna Vol 25 No 1 (2021): June
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/ujis.v25i1.441

This paper discusses Quraish Shihab's Quranic Exegesis and its relevance to the hermeneutics framework of Martin Heidegger and Jurgen Habermas to trace Islamic moderation in Indonesia. The issue of interreligious harmony is the main theme of discussion. The type of library research is used in this research, where data is drawn from books, journal articles, and audio-video files. This paper is divided into three parts. The first part presents Quraish Shihab's qur’anic exegesis on inter-religious harmony, which was delivered at Lentera Hati and written in some of his works. The second part of the paper discusses Heidegger's facticital hermeneutics and Habermas's critical hermeneutics. The third part tries to integrate the qur’anic exegesis of Shihab with the hermeneutics concepts of Heidegger and Habermas. This effort of relevance is divided into two points of analysis. The first point juxtaposes Shihab and Heidegger in existentialist philosophical analysis. The second point juxtaposes Shihab and Habermas in intersubjective communication analysis. The paper shows the stringing network of meaning expressed by Quraish Shihab with contemporary western hermeneutics. Therefore, the paper argues that the religious thought of contemporary Indonesian exegete, M. Quraish Shihab, is relevant to the philosophical thoughts of contemporary philosophers, such as Heidegger and Habermas.

Implikasi Pengembangan Lembaga Pendidikan Tradisional dan Modern di Pondok Pesantren Al-Ishlahuddiny Kediri Lombok Barat terhadap Relasi Sosial Kemasyarakatan Burhanudin Burhanudin; Fathurrahman Muhtar; Abdulloh Fuadi
MANAZHIM Vol 5 No 1 (2023): FEBRUARI
Publisher : Manajemen Pendidikan Islam STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/manazhim.v5i1.2856

Education is a process or effort to transfer, preserve and transform cultural values and norms into all aspects and types to the next generation of religion and nation, so that the development of educational institutions becomes the answer to all the demands and needs of the community.The focus of research in writing this thesis is: (1) What is the form of development of traditional educational institutions in Al-Ishlahuddiny Islamic boarding school? (2) What is the form of development of modern educational institutions in al-Ishlahuddiny islamic boarding school? (3) What are the implications of the development of educational institutions on social relations?. The research method used is qualitative method. Data collection techniques through observation, interviews and documentation. Descriptive data analysis techniques by sorting out data, clarifying data, and interpreting data found in the field so that it is easier to draw a conclusion. The results and discussion of this research are (1) Development of traditional educational institutions from the diniyah level to the ma'had level with wetonan, sorogan, memorization and muzakkarah learning methods as well as the curriculum used sourced from classical / traditional books. (2) The development of modern educational institutions from the Ibtidaiyah madrasah level to the tertiary level with lectures, question and answer, and discussion methods as well as the curriculum used is in line with those issued by the Ministry of Education. (3). The implications of the development of such educational institutions are directed at the sections of proselytizing, education and government.

Metode Pembelajaran Pendidikan Agama Islam bagi Anak Berkebutuhan Khusus di SLB Negeri 1 Lombok Barat Joharatun Nisa; Jumarim Jumarim; Abdulloh Fuadi
PALAPA Vol 11 No 1 (2023): MEI
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v11i1.2730

An important component in learning is the method. The success or failure of a learning activity depends on the method used. Because it is the method that determines how the learning process is carried out in the classroom. The PAI learning method for ABK is a method used by PAI teachers in SLB so that the material presented is easy to understand and understand, so that SLB students can implement their understanding in everyday life. This study aims to identify and analyze the PAI learning method for children with special needs at SLB Negeri 1 Lombok Barat for the types of disabilities who are blind, deaf, mentally retarded and physically disabled. This research is a field research with a qualitative approach. Data collection was carried out using observation, interviews and documentation techniques. The research process lasted for almost 4 months with research subjects being PAI teachers, school principals, curriculum assistants, students with special needs and student guardians. The data analysis technique used is data collection, data condensation, data presentation and drawing conclusions. While the object of research is the learning method of Islamic religious education for Children with Special Needs in the types of disabilities who are Blind, Deaf, Mentally Disabled and Physically Disabled in SLB Negeri 1 West Lombok. The results showed that: the PAI learning method used by PAI teachers for the type of visual impairment is the lecture and question and answer method, the deaf class uses the lecture and demonstration method, the mentally retarded class uses the lecture method and the disabled class uses the lecture and question and answer method.

Pengaruh Manajerial Kepala Madrasah dan Iklim Madrasah terhadap Kompetensi Kepribadian Guru MTs Nurussalam Reak Kecamatan Pujut Baiq Nurlaela Rahmawati Rahman; Yudin Citriadin; Abdulloh Fuadi
PALAPA Vol 11 No 1 (2023): MEI
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v11i1.3078

There are problems in terms of teacher personality competencies that have not been maximized at MTs Nurussalam Reak, Pujut District, Central Lombok. Teachers do not come on time to enter their lessons, there are still teachers who are less sympathetic to students, there are still teachers who are not dressed neatly in class, and there are still teachers who cannot control their emotions when teaching. This causes a lack of response from students, it can be seen that students are depressed when the teacher delivers the subject matter. Based on the problems above, the teacher has not been able to set a good example in terms of discipline and responsibility as a teacher. This can be caused by the managerial head of the madrasa and the unfavorable climate of the madrasa. The type of research used is descriptive method with a quantitative approach. In this study the technique used in data collection was in the form of a closed questionnaire. The intensive research process lasted for almost three months involving 30 teachers at MTs Nurussalam Reak, Pujut District, Central Lombok. Data analysis in this study used multiple regression analysis. the results obtained are: (1) the managerial head of the madrasa has a positive and significant effect on the competence of the teacher's personality, (2) the climate of the madrasa has a positive and significant effect on the competence of the personality of the teacher, (3) the managerial head of the madrasa and the climate of the madrasa together have a significant influence significant to the teacher's personality competence. There is an influence between X1 on Y seen from the value of tcount > ttable, namely 2.397 >t table (2.0484), the managerial head of the madrasah has a positive and significant effect on teacher personality competence. There is an influence between X2 on Y seen from the value of tcount > ttable, namely 3.352 > t table (2.0484), madrasah climate has a positive and significant effect on teacher personality competence. There is an influence between X1 and X2 on Y seen as a significance value > 0.05 and madrasa head managerial and madrasah climate together have a significant influence on teacher personality competence.

Analisis Implementasi Kebijakan Pendidikan Sabtu Budaya di MI NW Tanak Beak Bariah Bariah; Yudin Citriadin; Abdulloh Fuadi
PALAPA Vol 11 No 1 (2023): MEI
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v11i1.3080

Today students' knowledge of local culture is getting weaker. Schools need to carry out policies to increase cultural awareness to students. The purpose of this study was to analyze the implementation of the Cultural Saturday education policy at MI NW Tanak Beak. This study uses a qualitative approach. Data collection was carried out through interviews, observation, and documentation. This study involved school principals, teachers, and parents as informants. The results of the study show that the implementation of the cultural Saturday policy is carried out through the development of traditional games and folk songs as well as inculcating habits in daily activities. In every traditional game and regional song, character values always appear, such as the value of togetherness, the value of tolerance, the value of responsibility, the value of discipline, the value of never giving up, thoroughness, and so on. School support in implementing a culture-based education curriculum includes the participation of school members and the existence of school rules (norms). School participation includes the participation of school principals, teachers, and school committees who have carried out education by their respective duties. The obstacles to implementing a culture-based education curriculum at MI NW Tanak Beak are as follows: first, the assessment process with a lot of administration so that time is hampered in observing children, second, factors from within students include fear and difficulties that arise at the beginning when trying the game traditional culture, as well as complaints in the form of fatigue and lack of enthusiasm in participating in cultural activities, third, technological developments that result in children being more likely to spend their time gadget fourth, limited funds, and fifth, lack of cooperation from parents.

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