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All Journal Al-Ulum Tadbir: Jurnal Manajemen Pendidikan Islam Inspiratif Pendidikan Indo-MathEdu Intellectuals Journal Edu Sociata : Jurnal Pendidikan Sosiologi Jurnal Pendidikan Jompa Indonesia
A. Marjuni
UIN Alauddin Makassar
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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MULTICULTURAL EDUCATION AND INTERRELIGIOUS LEADERS KNOWLEDGE Marjuni, A.
Al-Ulum Vol 14, No 2 (2014): December
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (383.569 KB)

Abstract

Multicultural-education is meant to portray about the efforts that must be carried out by teachers and lecturers in the midst of a growing cultural diversity in todays society. Teachers and lecturers are expected to contribute in revising the learning material as well as to reform the learning system with wider insight in the globalization process. The birth of various teachings or understandings which are not relevant with religious values, such as secularism and materialism, tends to make religion education to be helpless and even to make religion to be ruled out in various fields. This may also hit people when religion does no longer function effectively in multidimensional and multicultural life. ----------Pendidikan berbasis multikultural dimaksudkan untuk menggambarkan tentang upaya-upaya yang harus dilakukan oleh guru dan dosen di tengah-tengah keanekaragaman budaya yang berkembang dalam masyarakat saat ini. Guru dan dosen diharapkan dapat berkonstribusi dalam merevisi materi pembelajaran serta melakukan reformasi dalam sistem pembelajaran dengan wawasan yang lebih luas dalam arus globalisasi. Lahirnya berbagai ajaran atau pemahaman yang tidak relevan dengan nilai-nilai agama, seperti aliran materialis dan sekuler, maka ada kecenderungan membuat pendidikan keagamaan menjadi tidak berdaya dan lebih lagi jika agama telah dikesampingkan dalam berbagai bidang. Hal ini mungkin juga menerpa umat bila agama tidak lagi berfungsi secara efektif dalam kehidupan multidimensi dan multikultural.
Tanggung Jawab Guru Dalam Pengembangan Kompetensi Profesional Marjuni, A.
Inspiratif Pendidikan Vol 5 No 1 (2016): Inspiratif Pendidikan
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/ip.v5i1.3218

Abstract

The teachers principles and responsibilities in competence development of professional teachers are; 1) having commitments to the quality of planning, process, and results achieved in education; 2) having a good moral to be a role model for students; 3) having a sincere intention for God in educating; and 4) having human relations with the various involved parties in improving lesson on learners. So that competence in this case can be interpreted as an ability that should be had by the teachers in order to realize their performance appropriately and effectively. Professional teachers always master the science substance related to their field of study and master the structures and methods of science.
PENINGKATAN KOMPETENSI PEDAGOGIK DALAM MENYUSUN RPP MELALUI SUPERVISI AKADEMIK PADA GURU MA DDI CITTA KABUPATEN SOPPENG Armas; Marjuni, A.
Inspiratif Pendidikan Vol 12 No 2 (2023): DECEMBER
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/ip.v12i2.46868

Abstract

Guru merupakan sumber daya manusia yang sangat menentukan keberhasilan pembelajaran. Guru merupakan unsur pendidikan yang sangat dekat hubungannya dengan anak didik dalam upaya pendidikan sehari-hari di sekolah dan banyak menentukan keberhasilan anak didik dalam mencapai tujuan. Undang-Undang Nomor 14 Tahun 2005 Tentang Guru dan Dosen, menyebutkan ada empat kompetensi yang harus dimiliki oleh seorang guru, yaitu kompetensi-kompetensi kepribadian, pedagogik, professional, dan sosial. Metode Penelitian ini ditujukan kepada semua guru di MA DDI Citta Kabupaten Soppeng yang berjumlah 17 orang terdiri dari 4 (empat) laki- laki dan 10 (sepuluh) perempuan. Komponen Penentuan bahan dan materi pembelajaran, terdapat peningkatan kemampuan dari 60,0% menjadi 67,1% setelah siklus 1 dan lebih menguat menjadi 72,9% setelah siklus 2, Dalam Komponen Pemilihan Strategi dan metoda pembelajaran, yang didalamnya memuat langkah-langkah pembelajaran dan penentuan alokasi waktu yang digunakan,terlihat adanya peningkatan yang signifikan dari yang semula hanya 49,2% menjadi 61,2% pada siklus 1 dan meningkat lagi menjadi 71,8% setelah siklus 2
Faktor-Faktor Determinan Pendidikan Islam Dalam Kajian Filsafat Nasir, Muh.; Marjuni, A.; Mahmud, Moh. Natsir
EDU SOCIATA ( JURNAL PENDIDIKAN SOSIOLOGI ) Vol 7 No 1 (2024): Edu Sociata : Jurnal Pendidikan Sosiologi
Publisher : EDU SOCIATA ( JURNAL PENDIDIKAN SOSIOLOGI )

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/es.v7i1.2030

Abstract

Pendidikan Islam merupakan bagian integral dari sistem pendidikan yang bertujuan untuk membentuk individu Muslim yang berakhlak mulia dan berpengetahuan luas. Dalam konteks kajian filsafat, terdapat sejumlah faktor determinan yang memengaruhi pendidikan Islam dan memberikan landasan filsafat yang kuat bagi pengembangannya. Penelitian ini bertujuan untuk mengidentifikasi faktor-faktor determinan yang memengaruhi pendidikan Islam dalam kajian filosofat, serta untuk mengeksplorasi implikasi filsafatnya. Metode yang digunakan adalah studi literature review berfokus pada hasil penulisan yang berkaitan dengan topik tentang tentang faktor-faktor determinan pendidikan Islam dalam kajian filsafat. Data yang digunakan dalam penelitian ini berasal dari hasil-hasil penelitian yang sudah dilakukan maupun diterbitkan dalam buku referensi, dan jurnal online nasional. Hasil penelitian menunjukkan bahwa beberapa faktor determinan dalam pendidikan islam adalah: pendidik, peserta didik, tujuan pendidikan, alat pendidikan, lingkungan. Hasil penelitian ini memberikan pemahaman yang lebih dalam tentang faktor-faktor determinan pendidikan Islam dalam kajian filsafat, serta relevansinya dalam membentuk karakter dan kepribadian individu muslim. Implikasi filsafat dari faktor-faktor determinan ini dapat menjadi panduan berharga bagi pengembangan pendidikan Islam yang holistik dan berkelanjutan.
Relevansi Pemikiran Filsafat Islam dalam Kajian Ilmu Pendidikan Islam Ramli, Ramli; Marjuni, A.; Achruh, Andi
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2263

Abstract

This study aims to determine the relevance of Islamic philosophical thought in the study of Islamic education. This study uses a literature review methodology to explore the relevance of Islamic philosophical thought in the study of Islamic education. This method involves collecting, analyzing, and synthesizing data from a variety of scientific sources, including books, journal articles, and other academic publications related to Islamic philosophy and educational sciences. The selected literature is critically analyzed to uncover the relationships, patterns, and potential contributions of Islamic philosophy to educational theory and practice. In addition, this study uses a thematic analysis approach to categorize the findings and draw conclusions regarding the alignment between Islamic philosophical principles and the goals of Islamic education. The findings of this study are the urgency and function of Islamic education philosophy for educators and Islamic education thinkers. Education without being imbued with philosophy, the education will not be able to run well and perfectly, as well as will have difficulties in determining the expected direction and goals. The purpose of Islamic educational philosophy is essentially identical to the purpose of Islamic teachings. Both come from the same source, namely the Qur'an and al-Hadith. The philosophy of Islamic education has a role in two directions, namely the development of philosophical concepts of Islamic education will automatically produce new theories in Islamic education and the improvement and renewal of the implementation of Islamic education
Memahami Dikotomi Ilmu Pengetahuan Umum dan Agama Dalam Perspektif Filsafat Pendidikan Islam Humairah, Andi Eliyah; Marjuni, A.; Mahmud, Moh. Natsir; Sukawati, Sukawati
Jurnal Pendidikan Jompa Indonesia Vol 3 No 3 (2024): JUPENJI: Jurnal Pendidikan Jompa Indonesia
Publisher : Yayasan Jompa Research and Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57218/jupenji.Vol3.Iss3.1165

Abstract

Dikotomi ilmu sebagai pemisahan diantara dua disiplin ilmu, hal ini pada akhirnya melahirkan dualisme pendidikan yaitu pendidikan agama dan pendidikan umum. Pandangan dikotomis yang memisahkan antara ilmu-ilmu agama dengan ilmu-ilmu umum ini bertentangan dengan konsep ajaran Islam yang bersifat integralistik. Konsep Islam memandang ilmu pengetahuan secara utuh dan universal, tidak ada istilah dikotomi atau pemisahan. Arikel ni menggunakan metode studi pustaka, dengan cara penulis menelusuri literatur yang ada di pustaka, buku-buku, jurnal, artikel, dan lain-lain yang sebagian besar terdapat pada lima tahun terakhir. Hasil penulisan ini menemukan bahwa secara keseluruhan, implikasi problematika ini menampilkan bahwa pengembangan pendidikan Islam memerlukan transformasi mendalam dalam paradigma pendidikan, peningkatan kualitas sumber daya manusia, dan pembentukan visi pendidikan yang inklusif dan holistik. Hanya dengan mengatasi problematika tersebut, pendidikan Islam dapat memainkan peran yang lebih efektif dalam membentuk individu yang tidak hanya unggul dalam ilmu pengetahuan, tetapi juga memiliki landasan moral dan spiritual yang kuat sesuai dengan prinsip-prinsip Islam.
Relevansi Pemikiran Filsafat Islam dalam Kajian Ilmu Pendidikan Islam Ramli, Ramli; Marjuni, A.; Achruh, Andi
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2263

Abstract

This study aims to determine the relevance of Islamic philosophical thought in the study of Islamic education. This study uses a literature review methodology to explore the relevance of Islamic philosophical thought in the study of Islamic education. This method involves collecting, analyzing, and synthesizing data from a variety of scientific sources, including books, journal articles, and other academic publications related to Islamic philosophy and educational sciences. The selected literature is critically analyzed to uncover the relationships, patterns, and potential contributions of Islamic philosophy to educational theory and practice. In addition, this study uses a thematic analysis approach to categorize the findings and draw conclusions regarding the alignment between Islamic philosophical principles and the goals of Islamic education. The findings of this study are the urgency and function of Islamic education philosophy for educators and Islamic education thinkers. Education without being imbued with philosophy, the education will not be able to run well and perfectly, as well as will have difficulties in determining the expected direction and goals. The purpose of Islamic educational philosophy is essentially identical to the purpose of Islamic teachings. Both come from the same source, namely the Qur'an and al-Hadith. The philosophy of Islamic education has a role in two directions, namely the development of philosophical concepts of Islamic education will automatically produce new theories in Islamic education and the improvement and renewal of the implementation of Islamic education
ISLAMIC EDUCATION VALUES IN THE TALLASA KAMASE-MASE TRADITION TO STRENGTHEN THE RELIGIOUS MODERATION OF THE INDIGENOUS PEOPLE OF AMMATOA KAJANG Pratiwi Yusdar, Windi; Marjuni, A.; Kamaluddin, Munawir
Tadbir: Jurnal Manajemen Pendidikan Islam Vol 14 No 1 (2026): Tadbir: Jurnal Manajemen Pendidikan Islam
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/tjmpi.v14i1.6575

Abstract

The Tallasa Kamase-Mase tradition was regarded as a cultural heritage of the Ammatoa indigenous community in Kajang, Bulukumba Regency, which instilled values of simplicity, balance, and harmony in everyday life. Amidst the increasing complexity of contemporary religious life, exploring how local wisdom could strengthen religious moderation was essential. This study was conducted to analyze the Islamic educational values internalized within the Tallasa Kamase-Mase tradition and its contribution to shaping the moderate attitudes of the Ammatoa community. A qualitative approach was employed using ethnographic methods, including participatory observation, in-depth interviews, and documentation. Triangulation of sources, techniques, and time was applied to ensure the validity of the data. Twelve Islamic educational values were identified within the Tallasa Kamase-Mase tradition, covering the dimensions of creed, worship, ethics, social interaction, and scientific-ecological understanding. These values aligned with ten principles of religious moderation, such as tawassuth, tasamuh, musawah, and muḥākamah. The findings indicated that local wisdom was compatible with Islamic values and effective in shaping inclusive religious character. The study was concluded to offer both theoretical and practical contributions to the development of Islamic education rooted in local cultural wisdom.
PERAN GURU DALAM PERSFEKTIF KEPEMIMPINAN PENDIDIKAN Marjuni, A.
Inspiratif Pendidikan Vol 8 No 1 (2019): JUNE
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/ip.v8i1.9934

Abstract

Teachers are professional educators with the main task of educating, teaching, guiding, directing, training, evaluating, and evaluating students in early childhood education through formal education, basic education and secondary education. Thus, the teacher is a professional in carrying out its functions, both educating, teaching, directing, training, assessing and evaluating student participants. The teacher is the foremost force in opening the horizons of students entering the world of science and the world of society where they will implement what is obtained from their teacher and their practice. Teachers are professions that prepare human resources to welcome the nation's development in filling independence. Teachers with all their abilities and efforts to prepare learning for students. So it is not wrong if we place teachers as one of the keys to nation-building into a developed nation in the future. Educational leadership is the ability to drive the implementation of education, so that educational goals that have been set can be achieved effectively and efficiently.
Co-Authors Achruh, Andi Armas Humairah, Andi Eliyah kamaluddin, Munawir Mahmud, Moh. Natsir Muh. Nasir Pratiwi Yusdar, Windi Ramli Ramli Sukawati, Sukawati