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Journal : International Journal of Social Science, Education, Communication and Economics

Domestic Violence: Comparison between Islamic Law and Domestic Violence Hanafi Hanafi; Hidayatullah Hidayatullah; Tamjidnor Tamjidnor
International Journal of Social Science, Education, Communication and Economics (SINOMICS JOURNAL) Vol. 1 No. 1 (2022): April
Publisher : LAFADZ JAYA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (240.479 KB) | DOI: 10.54443/sj.v1i1.1

Abstract

The purpose of this study was to determine the comparison between Islamic Law and Domestic Violence Law in handling domestic violence in Indonesia. The type of research used is qualitative research with comparative descriptive method. As the only research design, the ethnographic method is the method in this research with descriptive analysis writing techniques, where ethnography itself provides a tool that allows the research process to take place better. The results of this study are from two sources of law, namely Islamic Law and Domestic Violence Law which can be used as a legal basis to punish and limit the arbitrariness of a husband against his wife and family members. In addition, the two sources of law view the need for formal juridical protection of a person's human rights and freedoms, preventing arbitrary acts of violating other people's laws without clear or justified reasons. The conclusion of this study is that there is a relationship between Islamic Law and the Domestic Violence Law, including 1) The views of Islamic law and positive law view that domestic violence or violence against wives is a despicable and promiscuous behavior; 2) Correlation about the purpose of punishment; 3) In terms of punishment, it can be said that punishment in the form of imprisonment is a form of takfir punishment in Islamic criminal law.
Character Education and Implementation in Learning at MAN 1 Banjarmasin Tamjidnor Tamjidnor
International Journal of Social Science, Education, Communication and Economics (SINOMICS JOURNAL) Vol. 1 No. 1 (2022): April
Publisher : LAFADZ JAYA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (212.646 KB) | DOI: 10.54443/sj.v1i1.5

Abstract

The purpose of this study was to find out how MAN 1 Banjarmasin implements character education in learning, and to determine the factors that influence character education in MAN 1 Banjarmasin learning. This research is descriptive and qualitative research. The object of this research amounted to 6 people, including the head of the madrasa, waka of the course, several teachers, and several students. Using data collection techniques from interviews, observation, and recording. The results of the research of MAN 1 Banjarmasin on the implementation of character education in learning include learning planning and learning implementation. At the lesson plan stage, the teacher includes various characters in the lesson plan to be applied in learning. At the implementation stage of learning, the teacher internalizes character values in the initial, core, and final activities aimed at developing student character. There is a kind of stimulus or interactive stimulus in the learning process, its function is to instill personality in the learning process. In the implementation stage of learning, teachers also use various methods to shape students' character, namely exploring children's knowledge and skills through lectures, discussions, demonstrations, and questions and answers, and they use scientific methods to make the learning process more focused on student activities. student character formation. Only then can the implementation of character education in language learning be carried out properly. There are two factors that influence the implementation of character education learning at MAN 1 Banjarmasin, namely supporting factors and inhibiting factors. Supporting factors include activities carried out in religious schools to support the successful formation of student character and school environmental conditions. Inhibiting factors include the time of learning implementation, students or students from different backgrounds, and lesson plans.