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DUALISME PENDIDIKAN DI INDONESIA Abdul Wahab
Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 16 No 2 (2013): Jurnal Lentera Pendidikan
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/lp.2013v16n2a9

Abstrak: Dalam konteks pendidikan istilah dualisme dan dikotomi memiliki makna yang sama yaitu pemisahan antara pendidikan umum dari pendidikan agama. Dikotomi selalu melahirkan pandangan pembedaaan di satu sisi dan penyamaaan di sisi yang lain. Pandangan dikotomis pada hakikatnya mengabaikan esensi atau nilai sprit pendidikan. Membedakan dan menyamakan lebih dimaknai pada ta-taran permukaan sehingga jelas merusak nilai spirit dari pendidikan Islam. Dua-lisme dan dikotomi bukan hanya pada tataran pemilahan, tetapi telah masuk pada wilayah pemisahan yang dalam operasionalnya memisahkan mata pelajaran umum dari mata pelajaran agama, sekolah umum dan madrasah yang penge-lolaannya berjalan terpisah-pisah. Puncaknya pada pemerintah Orde Baru yang mengeluarkan melalui Surat Keputusan Bersama (SKB) pada tanggal 24 Maret 1975 yang menguatkan pemisahan itu hingga saat ini. Dampaknya terasa meru-gikan dan makna Islam menjadi sempit karena pengotak-kotakan ilmu akhirnya menomorduakan dan menganaktirikan pendidikan Islam. Sebagai solusi alter-natif harus diikuti upaya integrasi pengetahuan serta reposisi, yaitu cara pandang yang ilmu-ilmu Islam pada posisi yang sebenarnya.Abstract: In the educational context, the term dualism and dichotomy have the same mea-ning, namely the separation between general education and religious education. The terms also mean the separation between education system of Islamic and ge-neral educations. Moreover, talking about Islamic education is often addressed to Islamic institutions. Such perspectives are triggered by dichotomous view on education, differentiate in one side and equate on the other side. Consequently, the spirit value that is integrated into Islamic education is neglected. The terms, currently, have pervaded on the separation of general and Islamic subjects, public and madrasas Institutions, where the management has a policy respectively. The impacts are narrow minded in interpreting Islamic meaning, compartmentaliza-tion in science, and inequality of budgeting between Islamic and general educa-tion institutions. The offered alternative solutions are Islamization of knowledge, integration of science, and reposition of Islamic view, that means returning to the spirit value of Islamic education

AGAMA DAN KEPERCAYAAN MASYARAKAT MELAYU SUNGAI JAMBU KAYONG UTARA TERHADAP BULAN SAFAR Wahab Wahab; Hariansyah Hariansyah; Dewi Nurhayati,
Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Vol 10, No 1 (2020)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jm.v10i1.4788

Safar is one month in the Hijriyah Calendar. The Arabs since the time of Jahiliyah consider the safar month to be an unlucky month. This is still followed by some parts of the Melayu Sungai Jambu community. The community carries out the tradition of safar bathing and other rituals to obtain safety and avoiding bad luck on the safar month. Qualitative research using ethnographic methods determines the subject of religious leaders and traditional leaders, the techniques used to obtain information or data are non-participant observation, telephone interviews, and direct interviews. The results of this study that for the Melayu Sungai Jambu community to read congratulations and refuse prayers is a form of confidence to be saved from disaster and illness in the month of safar. Then read surah al-Fatihah, al-Ikhlas, an-Naas and al-Falak get a reward from Allah SWT. Furthermore, the safar bath is also a purified part of the reinforcements and diseases, besides that, it also removes odors, dust, and moisturizes the skin. However, the belief of the Sungai Jambu Malay community towards the safari month that brought disaster and disease contradicts the theory of Educational Theology and authentic Hadith about the safar month.

Agama dan Modernitas dalam Praktik Ritual Mandi Safar di Kayong Utara Wahab Wahab; Hariansyah Hariansyah; Dewi Nur Hayati
Jurnal Studi Agama dan Masyarakat Vol 15, No 2 (2019): JURNAL STUDI AGAMA DAN MASYARAKAT
Publisher : LP2M IAIN Palangka Raya

The Sungai Jambu Malay society believes that the Safar Month brings curses and illness. Avoiding this, the local community does the Safar bath ritual by reading selected shurah in the Qur’an, performing ablution, praying safely, praying rejecting curses, blessings to the Prophet, Zikir, swearing the utterance that there is no god but Allah, helping each other, friendship, eating together, praying the intention to do Safar bath with the aim to obtain safety and avoid curses in the month of Safar. This study uses a qualitative approach with ethnographic methods. The subject of the study is religious leaders and customary leaders. The techniques used in the study are non-participant observation, phone interviews and direct interviews. The study revealed that the Sungai Jambu Malay society praying for the safety, praying for longevity and rejecting disasters are a form of confidence in order that they saved from disasters and illness in the Safar month. Besides reading the surahs of al-Fatihah, al-Ikhlas, an-Naas and al-Falak to get a reward from Allah Subhanahu wa ta'ala, doing ritual bath during the safar month for the Sungai Jambu Malay society is the purification from disasters and disease. In addition, bathing also removes odors, dust, and moisturizes the skin. However, the belief of the Sungai Jambu Malay society towards the Safar month, which brought curses and illness, there is a gap and contrary to the valid Hadith regarding the safar month.

Budaya Saprahan Melayu Sambas: Asal Usul, Prosesi, Properti dan Pendidikan Akhlak Wahab Wahab; Erwin Erwin; Nopi Purwanti
Arfannur Vol 1 No 1 (2020)
Publisher : The Magister of Islamic Education Study Program of Postgraduate IAIN Pontianak

Sambas inherited a rich cultural treasure which is one of the richest in West Kalimantan. One such legacy is the Saprahan tradition. This article aims to reveal the origin, property, procession, and moral education contained in this tradition. This paper uses literature review and interviews as support. The data analysis technique uses content analysis. This study concludes that the saparah tradition has been detected since the days of the Sambas kingdom turning into Islamic power, the properties and processions of saprahan symbolizing the value of religious teachings in the form of the pillars of Islamic teachings. Meanwhile, the moral education contained in it is mutual cooperation (ta'awun), respect for guests (ikram dhuyuf), and togetherness (ma'iyah). Sambas mewarisi kekayaan khazanah budaya yang merupakan salah satu terkaya di Kalimantan Barat. Salah satu peninggalan tersebut adalah tradisi Saprahan. Artikel ini bertujuan untuk mengungkap asal usul, properti, prosesi, dan pendidikan akhlak yang terdapat dalam tradisi ini. Tulisan ini menggunakan kajian pustaka dan wawancara sebagai pendukung. Teknik analisis datanya menggunakan content analysis. Kajian ini menyimpulkan bahwa tradisi saparah dideteksi telah ada sejak zaman kerajaan Sambas beralih menjadi kuasa Islam, properti dan prosesi saprahan melambangkan nilai ajaran agama berupa pilar- pilar ajaran Islam. Sedangkan, pendidikan akhlak yang terkandung di dalamnya adalah gotong royong (ta’awun), menghormati tamu (ikram dhuyuf), dan kebersamaan (ma’iyah).

Pendidikan Akhlak Pada Anak Oleh Pengasuh Panti Asuhan Tunas Melati Muhammadiyah Pontianak Wahab Wahab; Dewi Nurhayati
Edukasi Islami : Jurnal Pendidikan Islam Vol 10, No 02 (2021): 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.v10i02.1349

Dari hasil penelitian menunjukkan bahwa materi pendidikan akhlak pada anak oleh pengasuh Panti Asuhan Tunas Melati Muhammadiyah Pontianak adalah mengajarkan anak asuh tawakkal kepada Allah, cara mensyukuri nikmat dan karunia Allah, cara memuliakan dan menghormati tamu, cara berinteraksi dengan tetangga, sikap menolong antarsesama, dan cara mengayomi dan memelihara lingkungan. Metode pendidikan akhlak yang digunakan oleh pengasuh Panti Asuhan Tunas Melati Muhammadiyah Pontianak adalah menggunakan metode nasehat, metode pembiasaan, metode ganjaran apabila berbuat baik, metode ganjaran apabila berbuat kesalahan, metode teladan, metode pergaulan yang baik dan metode tidak langsung melalui televisi. Faktor-faktor yang memperngaruhi pendidikan akhlak pada anak di Panti Asuhan Tunas Melati Muhammadiyah Pontianak terdiri dari dua faktor baik sebagai pendukung maupun sekaligus penghambat yaitu: 1. Faktor internal sebagai pendukung adalah dari kebiasaan anak asuh dan sebagai penghambat adalah kebiasaan anak asuh. 2. Faktor eksternal sebagai pendukung adalah dari faktor pendidikan dan kawan sebaya dan sebagai penghambat adalah kawan sebaya dan lingkungan pergaulan.

Strengthening of Social Competency through Learning Independence of Islamic Education of Reciprocal Teaching Models with Metacognitive Approach of Primary School Students Ahmad Yani T.; Misdah Misdah; Wahab Wahab
JETL (Journal of Education, Teaching and Learning) Vol 5, No 2 (2020): Volume 5 Number 2 September 2020
Publisher : STKIP Singkawang

This study aims to obtain empirical evidence on strengthening social competence (Islamic Studies subjects; Arabic script) through the independent learning of reciprocal teaching models with a metacognitive approach. The population in this study was the fifth-grade students of SD Mujahidin Pontianak City. While the sample was taken randomly from two classes from 5A and 5C to class 5 students. One class received Reciprocal Teaching (RT) model learning with a metacognitive approach as an experimental group and one class received regular learning as a control group. The instruments used in this study consisted of three types of instruments, namely: (1) observation sheets, (2) students' independent learning scales, and (3) learning outcomes tests on Islamic Education subjects. Based on the data analysis in this study, the process of strengthening social competence through student learning independence in the subject of Islamic Religious Education uses the reciprocal teaching model with a metacognitive approach practiced at SD Mujahidin Pontianak can be seen from the main component of learning (core competence). Efforts to strengthen social competence through independence can be designed through a Reciprocal Teaching model with a metacognitive approach gradually and intact. The first process starts with the development of the lesson plan as an operational design in the practice of Islamic Education learning. Development of learning components in the lesson plan, namely materials, methods, media, sources, and evaluation that are more creative, innovative. The teaching of teaching materials as a whole, which includes cognitive, affective, and psychomotor teaching materials. Second, there are differences in strengthening social competence through independent learning between students learning Islamic education using the reciprocal teaching model with a metacognitive approach and students learning Islamic education using ordinary learning models. The independent learning of students in Islamic Religious Education in the group that received reciprocal teaching model learning with a metacognitive approach was better than the control group.

Active Learning Versi Rasulullah dan Implementasinya dalam Pembelajaran PAI Uyung Yuliza; Sunhaji Sunhaji; Wahab Wahab
Jurnal Kependidikan Vol. 9 No. 2 (2021)
Publisher : Institut Agama Islam Negeri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/jk.v9i2.6876

Facts in the world of education, especially about learning methods, it is said that the western world is more advanced than the Islamic world. It is undeniable that Islam contains a source of inspiration for the development and progress of science, including the field of education. Starting from this thought, this paper intends to provide input to the Islamic education environment by seeking to explore and present the learning methods used by the Prophet in his da'wah. Many hadiths about the way the Prophet educated his friends contain elements of an active learning strategy. By studying the hadith of the Prophet, various learning strategies will be found that can be used as a reference for developing current learning methods. This paper aims to describe the hadith of the Prophet as a source of active, creative and innovative learning methods that he has ever done by suggesting several hadiths as considerations to be implemented in active learning in Islamic Religious Education subjects. Keywords: Active Learning, Rasulullah's Learning Method, PAI Learning Abstrak Fakta dalam dunia pendidikan khususnya tentang motode pembelajaran, dikatakan dunia barat lebih maju dari dunia Islam. Tidak dapat dipungkiri bahwa Islam mengandung sumber inspirasi untuk perkembangan dan kemajuan ilmu pengetahun termasuk bidang pendidikan. Bertolak dari pemikiran tersebut, tulisan ini bermaksud memberi masukkan kepada lingkungan pendidikan islam dengan berupaya menggali dan mengemukakan metode pembelajaran yang dilakukan oleh Rasulullah dalam dakwah beliau. Banyak hadits tentang cara Rasulullah mendidik sahabat-sahabat beliau yang mengandung unsur strategi pembelajaran aktif (active learning strategy). Dengan mengkaji hadits Rasulullah akan ditemukan berbagai strategi pembelajaran yang dapat dijadikan acuan untuk mengembangkan metode pembelajaran saat ini. Tulisan ini bertujuan untuk memaparkan hadits Rasulullah sebagai sumber motode pembelajaran aktif, kreatif dan inovatif yang pernah dilakukan beliau dengan mengemukakan beberapa hadits sebagai pertimbangan untuk dapat diimplementasikan dalam pembelajaran aktif pada mata pembalajaran Pendidikan Agama Islam. Kata kunci : Pembelajaran aktif, Metode Pembelajaran Rasulullah, Pembelajaran PAI

Implementasi Straregi Pembelajaran Kooperatif Think Pair Share (TPS) Pada Mata Pelajaran Pendidikan Agama Islam Mulyono Mulyono; Sunhaji Sunhaji; Wahab Wahab
Jurnal Kependidikan Vol. 9 No. 2 (2021)
Publisher : Institut Agama Islam Negeri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/jk.v9i2.6877

One of the problems that hit education in Indonesia is the low quality of the learning process, such as inappropriate teacher teaching models and the lack of student motivation in the learning process. So it is necessary to have the right method in the process of these activities to be more active, effective and can increase the thinking power of students. Think Pair Share Strategy (TPS) is one of the learning methods that need to be used in teaching and learning activities, because the think pair share strategy is designed to invite students to seek answers to a question from a concept through a group. This is because in the teaching and learning process in schools that teachers often use the lecture and question and answer method (conventional), then the ability of students to ask questions or ask for help from the teacher is still not optimal. Through think pair share cooperative learning in Islamic Religious Education (PAI) subjects, it is hoped that students can be actively involved during the learning process. The purpose of implementing the strategy this is to find out the implementation of think pair share cooperative learning strategies in Islamic Religious Education subjects, and to determine the activeness of students when implementing think pair share cooperative learning strategies in Islamic Religious Education subjects. Keywords Cooperative Learning; Think Pair Share Strategy; Islamic Religious Education Abstrak Salah satu permasalahan yang melanda pada pendidikan di Indonesia adalah rendahnya mutu proses pembelajaran, seperti model mengajar guru yang tidak tepat dan kurangnya motivasi peserta didik dalam proses belajar. Sehingga perlu adanya metode yang tepat dalam proses kegiatan tersebut agar lebih aktif, efektif serta dapat meningkatkan daya pikir bagi peserta didik. Strategi Think Pair Share (TPS) merupakan salah satu metode pembelajaran yang perlu digunakan dalam kegiatan belajar mengajar, karena strategi think pair share ini dirancang untuk mengajak peserta didik mencari jawaban terhadap suatu pertanyaan dari suatu konsep melalui suatu kelompok. Hal ini disebabkan dalam proses belajar mengajar disekolah bahwa guru lebih sering menggunakan metode ceramah dan tanya jawab (konvensional), kemudian kemampuan peserta didik untuk bertanya atau meminta bantuan dari guru masih belum optimal. Melalui pembelajaran kooperatif tipe think pair share pada mata pelajaran Pendidikan Agama Islam (PAI), diharapkan dapat membuat peserta didik terlibat aktif pada saat proses pembelajaran berlangsung. Tujuan dari penerapan strategi TPS ini adalah untuk mengetahui penerepan strategi pembelajaran kooperatif think pair share pada mata pelajaran Pendidikan Agama Islam, dan untuk mengetahui keaktifan peserta didik pada saat penerapan strategi pembelajaran kooperatif tipe think pair share pada mata pelajaran Pendidikan Agama Islam. Kata Kunci Pembelajaran Kooperatif; Straregi Think Pair Share; Pendidikan Agama Islam

ANALISIS KINERJA GURU PENDIDIKAN AGAMA ISLAM DALAM PENGEMBANGAN DESAIN PEMBELAJARAN DI SDIT, SMPIT, DAN SMAIT AL MUMTAZ KOTA PONTIANAK Hamdil Mukhlishin; Wahab Wahab
Tarbawi Khatulistiwa Vol 9, No 1 (2023): Tarbawi Khatulistiwa: Jurnal Pendidikan Islam
Publisher : Universitas Muhammadiyah Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29406/tbw.v9i1.5038

AbstrakPenelitian ini difokuskan pada kinerja guru dalam pengembangan desain pembelajaran pendidikan agama islam. Metode yang digunakan adalah metode penelitian deskripsi kuantitatif dengan pendekatan survey studies. Teknik penelitian ini yang digunakan adalah teknik komunikasi tidak langsung. Alat pengumpul data yang digunakan adalah angket dengan skala Liket dan dokumentasi. Analisis data penelitian ini menggunakan rumus persentase. Sumber data terdiri dari 3 orang guru PAI di SDIT, 4 orang guru PAI SMPIT dan 2 orang guru SMAIT Al Mumtaz Kota Pontianak. Hasil penelitian ini menunjukkan bahwa kinerja guru PAI dalam pengembangan desain pembelajaran sudah baik. Hal ini terlihat dari guru membuat rencana program kegiatan pembelajaran setiap hari, merumuskan tujuan pembelajaran dan menentukan jenis kegiatan serta media dan sumber belajar yang akan digunakan, guru pengembangan desain pelaksanaan pembelajaran dengan menggunakan media dan sumber belajar serta menggunakan metode pembelajaran saat mengajar dan mengevaluasi pembelajaran secara intergarative serta berdasarkan tingkat perkembangan siswa.Kata kunci: Kinerja Guru PAI, Pengembangan Desain Pembelajaran.

MANAJEMEN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DALAM MENINGKATKAN MUTU PENDIDIKAN PASCA PANDEMI COVID-19 Nor Fadhilah; Wahab Wahab; Rudiansyah Rudiansyah
JURNAL PENDIDIKAN ISLAM AL-ILMI Vol 6, No 2 (2023)
Publisher : Fakultas Agama Islam Universitas Muhammadiyah Luwuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/al-ilmi.v6i2.2523

The current post-Covid-19 pandemic situation requires PAI teachers to re-adapt in the process of teaching and learning activities in class from planning, implementation to the evaluation stage. In fact, from these 3 basic points, is the quality of education from learning management due to the Covid-19 pandemic still holding up like the quality of education before the Covid-19 pandemic. This research used a descriptive qualitative approach with library research. The purpose of this research is to frame and review by describing the planning, implementation and evaluation included in learning management so that the quality of education can be reassessed and improved. The results of the research show that, PAI learning planning with ease of learning objectives, learning materials, learning methods, learning resources and learning evaluation. The implementation of PAI teacher learning carries out several stages starting from the pre-instructional stage (pre-instructional stage), the (instructional stage) and the evaluation stage (evaluation stage). Evaluation of PAI learning is providing practice questions, remedial and enrichment

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