Miftakhul Munir
STIT PGRI Pasuruan

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Community Participation in Efforts to Develop Islamic Religious Education Miftakhul Munir
JIE (Journal of Islamic Education) Vol 6 No 2 (2021): JIE: (Journal of Islamic Education) Nop
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIT) Muhammadiyah Bangil in collaboration with Association of Muslim Community in ASEAN (AMCA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52615/jie.v6i2.213

Abstract

Community participation means that the community participates in and accompanies the government because in reality the government is currently the designer and organizer. Development of Islamic Religious Education (PAI), which means a process or system of hard work to change conditions that are related to the work or products of humans in building Islamic Education to be better in all its aspects and to have a wider impact and benefits than before. The purpose of this study is to describe community participation in efforts to develop Islamic Religious Education (PAI) and supporting and inhibiting factors for community participation in efforts to develop Islamic Religious Education (PAI) in Karangketug Village, Gadingrejo District, Pasuruan City. This research is a qualitative research approach. The informants of this research were the head of RW 3, the head of the RT and the surrounding community. Data collection methods in this study are observation, interviews and documentation. Sources of data used in this study are primary data sources and secondary data sources. The results obtained from this study are 1) Community participation in efforts to develop Islamic Religious Education (PAI) in Karangketug Village, Gadingrejo District, Pasuruan City can be seen in terms of: first, community participation in developing various religious activities. Second, participation in providing support with religious activities. Third, participation in funding and infrastructure for Islamic Religious Education, namely by making contributions that have been mutually agreed upon and contributing to Islamic religious education infrastructure, namely in the form of equipment for samroh activities such as tambourines and so on. 2) The supporting factors for community participation in efforts to develop Islamic Religious Education (PAI) are the support from various parties including the village government, the head of RW 3, the head of RT 1, and the surrounding community. The inhibiting factors for community participation in efforts to develop Islamic Religious Education (PAI) are erratic community time together, weather, health conditions, and a small proportion of people who are lazy to participate in activities.
Metode Pengumpulan Al-Qur’an Miftakhul Munir
Kariman: Jurnal Pendidikan dan Keislaman Vol. 9 No. 1 (2021): Jurnal Pendidikan dan Keislaman
Publisher : Institut Kariman Wirayudha Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1000.101 KB) | DOI: 10.52185/kariman.v9i1.171

Abstract

Kedatangan wahyu merupakan sesuatu yang dirindukan oleh Rasulullah SAW. Oleh karena itu ketika datang wahyu, Rasulullah SAW langsung menghafal dan memahaminya. Rasulullah SAW adalah orang pertama yang menghafal Al-Qur’an. Sebagian sahabat juga menulis al-quran atas inisiatif sendiri pada pelepah kurma, lempengan batu, papan tipis, kulit atau daun kayu, pelana, dan potongan tulang belulang binatang. Zaid bin Tsabit berkata, “Kami menyusun al-quran di hadapan Rasulullah SAW pada kulit binatang.” Kodifikasi al-quran, yaitu yang terjadi pada masa khalifah Abu Bakar al-Shiddiq. Adapun faktor yang mendorong pengkodifikasian adalah banyaknya para qurra’ yang terbunuh di medan perang hingga ditakutkan hal ini akan terus terjadi dan berdampak pada punahnya para sahabat huffazh dan berujung pada punahnya al-Quran itu sendiri. Periode khalifah Utsman bin Affan agaknya menjadi periode yang komplek dengan masalah dalam hal kodifikasi al-quran (pengumpulan dan pembukuan). Bagaimana tidak, banyak orang menganggap bahwa masalah perbedaan dialek (bahasa) akan selesai pada saat khalifah Utsman membukukannya pada satu mushaf dengan satu dialek. Ternyata masalah masih berkembang. Masalahnya, perbedaan bacaan atas tulisan al-Qur’an dapat terjadi baik dalam bunyi konsonan maupun vokal, dan keduanya dilambangkan dengan pembubuhan tanda baca berupa syakal dan titik, sementara mushaf yang dihasilkan tim Utsman belum dilengkapi dengan tanda-tanda seperti itu (baris/harakat). Dari sinilah mulai berkembang inisiatif umat Islam untuk lebih mnyempurnakan al-quran hingga mudah dibaca seperti sekarang ini.