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All Journal El-HARAKAH : Jurnal Budaya Islam AT TA´DIB Abjadia, International Journal of Education qolamuna : Jurnal studi islam Kuttab: Jurnal Ilmu Pendidikan Islam Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah
Mohammad Asrori
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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PENDIDIKAN PLURALIS-TOLERAN DI LINGKUNGAN KELUARGA NGADAS PONCOKUSUMO MALANG Aunia Ulfah; Mohammad Asrori; M. Fahim Tharaba Tharaba
Kuttab : Jurnal Ilmu Pendidikan Islam Vol 6, No 1 (2022): Kuttab : Jurnal Ilmu Pendidikan Islam
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ktb.v6i1.775

Abstract

Ngadas is one of the villages that are strong in maintaining the customs of the Tengger Tribe. This village has followers of various religions, Buddhism, Islam, and Hinduism. The reality of this village's religious differences can become a source of conflict for the community if it is not appropriately managed. This study aims to describe the concept and form of pluralist-tolerant education in the Ngadas family. The qualitative approach and the type of case study research are used in this research. The research found that the concept of pluralist-tolerant education in the family environment in Ngadas is education that opens a vision to a broader horizon regardless of group, ethnicity, or cultural and religious traditions to realize universal brotherhood in line with Islamic teachings. This pluralist-tolerant education is carried out in an informal and early form. Meanwhile, the implications of the practice of Islamic education in the Ngadas village family are respecting the beliefs of others and acknowledging the existing religious reality.
Learning Planning for Islamic Religious Education and Character Based on Independent Learning at the Saleh Islamic Elementary Education Institute, Malang City Muhammad Ilham Akbar; Triyo Supriyatno; Mohammad Asrori
Qolamuna : Jurnal Studi Islam Vol. 6 No. 2 (2021): Februari 2021
Publisher : STIS MIFTAHUL ULUM LUMAJANG PRESS (STISMU PRESS)

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Abstract

Abstract SD Anak Saleh as an Islamic basic education institution has responded quickly to the concept of independent learning through Pancak Character as an educational philosophy. This is what makes the institution innovate in learning, especially the aspects of planning the learning of Islamic religious education and character in achieving the goal of learning freedom. The research method in this research is field research with a descriptive qualitative approach and type of case study research. The results of this study indicate that the planning of PAI learning and character based on independent learning is carried out in two steps, namely forming a special PAI subject team and the preparation of learning tools based on institutional independence. Keyword : Learning Planning, Islamic Religious Education and Character, Free Learning
The Effect of Emotional Intelligence and Self-Control on Aggressive Behavior and PAI Learning Achievement of Students in State Vocational High School 6 Malang Dzaki Aflah Zamani; Mohammad Asrori; Mulyono Mulyono
At-Ta'dib Vol 17, No 1 (2022): Approaches, Strategies, Methods and Islamic Education
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v17i1.8051

Abstract

The study aimed to know: 1) the effect of emotional intelligence on aggressive behavior, 2) the effect of self-control on aggressive behavior, 3) the influence of emotional intelligence on Islamic education’s learning achievement, 4) the effect of self-control on Islamic education’s learning achievement, 5) the influence of behavior aggressive towards Islamic education’s learning achievement, 6) the influence of emotional intelligence on Islamic education’s learning achievement through aggressive behavior, 7) the effect of self-control on Islamic education’s learning achievement through aggressive behavior. This study used quantitative approach with the correlational method. Data was collected using a questionnaire to measure emotional intelligence, self-control, and aggressive behavior. Meanwhile, the researcher used the documentation of the final score of the report to measure the Islamic education’s learning achievement of students. The sample was 100 respondents. The data analysis technique used the Partial Least Square (PLS) test with smartPLS software. The results showed that: (1) significant negative effect of emotional intelligence on students' aggressive behavior (p-value 0.001 <0.05). (2) significant negative effect of self-control on students' aggressive behavior (p-value 0.000 <0.05). (3) significant positive effect of emotional intelligence on students' learning achievement (p-value 0.030 <0.05). (4) significant positive effect of self-control on students' learning achievement (p-value 0.037 <0.05). (5) significant negative effect of aggressive behavior on students' learning achievement (p-value 0.004 <0.05). (6) significant indirect effect of emotional intelligence on learning achievement through student aggressive behavior (p-value 0.028 <0.05). (7) significant indirect effect of self-control on learning achievement through student aggressive behavior (p-value 0.011 <0.05).
Dinamika Pendidikan Islam di Indonesia: Kajian Historis Dari Tradisional Menuju Kontemporer Mohammad Asrori
el Harakah: Jurnal Budaya Islam Vol 10, No 1 (2008): EL HARAKAH
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (181.624 KB) | DOI: 10.18860/el.v10i1.4597

Abstract

Observing Islamic education in Indonesia, historically, it was started from a religious boarding school called "Pesantren". It received an outstanding welcome from society, although it had not been called yet as a legal and formal education in Majapahit era. However, in Mataram era, education in pesantren had started crawling step by step to the direction of formalization. Moreover, at the same time, many social-religious organizations, education, discourses were established, such as Muhammadiyah, Nahdhatul Ulama, al-Irsyad, Jamyyatul Washliyah, and etc. Our Islamic education recently starts to develop rapidly in which developmental pattern is more modern and contemporary. Besides, there are some Islamic schools from high schools to state or private universities such as UIN, Islamic University of Indonesia (UII), Muhammadiyah University of Malang (UMM), Darul Ulum University of Jombang (UNDAR), and etc. The best solution of our Islamic education today can be seen from many opinions such as As-Saibany, Azyumardi Azra, A.Malik Fajar, M- Tholhah Hasan. Mengamati pendidikan Islam di Indonesia, secara historis, dimulai dari pesantren yang disebut "pesantren". Ini mendapat sambutan yang luar biasa dari masyarakat, meski belum disebut sebagai pendidikan hukum dan formal di era Majapahit. Namun, di era Mataram, pendidikan di pesantren sudah mulai merangkak selangkah demi selangkah sampai ke arah formalisasi. Selain itu, pada saat bersamaan, banyak organisasi sosial keagamaan, pendidikan, wacana didirikan, seperti Muhammadiyah, Nahdhatul Ulama, al-Irsyad, Jamyyatul Washliyah, dan lain-lain. Pendidikan Islam kita baru-baru ini mulai berkembang dengan cepat dimana pola perkembangannya lebih banyak. modern dan kontemporer. Selain itu, ada beberapa sekolah Islam dari sekolah menengah sampai universitas negeri atau swasta seperti UIN, Universitas Islam Indonesia (UII), Universitas Muhammadiyah Malang (UMM), Universitas Darul Ulum Jombang (UNDAR), dan lain-lain. Solusi terbaik Pendidikan Islam kita saat ini bisa dilihat dari banyak pendapat seperti As-Saibany, Azyumardi Azra, A.Malik Fajar, M-Tholhah Hasan.
Menyingkap Peradaban Islam Kontemporer di Anak Benua India Mohammad Asrori
el Harakah: Jurnal Budaya Islam Vol 11, No 3 (2009): EL HARAKAH
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (167.29 KB) | DOI: 10.18860/el.v0i0.438

Abstract

Civilization and culture in the arm of the continent of India had undergone the rise and fall since the colonialism era until the independence day. It can be illustrated by the domination of political map which had existed since the arrival of foreign nation, especially England until they got their indepence. The condition of Indian society at that time was full of contradiction, religion coflicts, quarrelling, robbery, various race, certain group interest dominating, and etc. From this condition, it born many great islamic political figures like Syeh Ahmad Sirhindi, Shah Waliyullah and the next generation, Sayyid Ahmad Khan and the next generation, Indian Moslem League. Which finally made India and Pakistan Independence (1947 M) and Bangladesh’s (1971M). Next, these three countries, which are the same in term of historical country have also various dynamic and sophisticated improvement of Islam. Peradaban dan budaya di benua India telah mengalami kenaikan dan penurunan sejak era penjajahan hingga hari kemerdekaan. Hal itu bisa diilustrasikan dalam dominasi peta politik yang sudah ada sejak kedatangan bangsa asing, terutama Inggris sampai mereka mendapat indepence mereka. Kondisi masyarakat India saat itu penuh dengan kontradiksi, pertentangan agama, pertengkaran, perampokan, berbagai ras, minat kelompok tertentu yang mendominasi, dan lain-lain. Dari kondisi ini, lahirlah banyak tokoh politik islam seperti Syeh Ahmad Sirhindi, Shah Waliyullah dan generasi berikutnya, Sayyid Ahmad Khan dan generasi berikutnya, Indian Muslim League. Yang akhirnya membuat Kemerdekaan India dan Pakistan (1947 M) dan Bangladesh (1971M). Selanjutnya, ketiga negara ini, yaitu Hal yang sama dalam hal negara bersejarah juga memiliki berbagai pembaharuan Islam yang dinamis dan canggih.
POSITION OF ISLAMIC EDUCATION IN STATE UNIVERSITIES / موقف التربية الإسلامية في الجامعة العامة Mohammad Asrori
Abjadia Vol 5, No 1 (2020): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v5i1.9616

Abstract

The spirit of Islamic education will not be understood without understanding its position in the context of the concept of Islamism itself. The issue of education is the decisive factor for the development of the nation. It is a top priority to implement it because, until now, Muslims have been very late in the field of education. Therefore, some of the parents, teachers, and members of the Indonesian community, many of them complain and warn that the content of religious education has not received sufficient attention from the government. The type of this research is descriptive research with a desk study approach. Based on the topic, explanation, and analysis, as mentioned in the conclusion of this research, the researcher provides a summary, which is on the following pillars: The concept of Islamic education is the formation and formation of an integrated Muslim human being in all its various aspects. The goals of Islamic education are to build a complete human being by developing the intellectual, spiritual, physical, avoid, cognitive, and behavioral issues. Education reaches the goal successfully, provided that the teacher and learner take into account descriptions, etiquette, and effort. HRD Indonesia, especially for the Muslim Ummah, is the correct answer. Islamic education is one of the possible development paths and is necessary because it is understood that education is an essential component in the development of human resources.
SEJARAH PERKEMBANGAN FILSAFAT ISLAM (MULAI PENERJEMAHAN FILSAFAT YUNANI SAMPAI KEMUNDURAN) ASTUTI ASTUTI; BARA CIPTA GEMPITA; ILHAM ALI YAFIE; Mohammad Asrori
Raudhah - Proud To Be Professional مجلد 7 عدد 2 (2022): Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah-DESEMBER 2022
Publisher : Sekolah Tinggi Agama Islam Raudhatul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48094/raudhah.v7i2.226

Abstract

Perkembangan filsafat Islam tidak leapas dari sumbangsih pemikiran filsafat Yunani akan tetapi filsfat Islam tidaklah berdasarkan filsafat Yunani seperti yang ditudingkan oleh sebagaian kalangan hal ini dikarenakan berguru tidak harus menunjukan sesuatu yang sama. Tujuan artikel ini untuk mengetahui sejarah perkembangan filsafat Islam mulai penerjemahan filsafat yunani sampai kemunduran. Metode penelitian ini menggunakan kualitatif dengan pendekatan Historical Research sedangkan pengumpulan datanya yaitu literature review. Hasil penelitian menyatakan bahwa poin 3.1) Proses penerjemahan yang dilakukan pada zaman kekhalifahan pada masa khalifah al-Makmum menjadi cikal bakal lahirnya filsuf muslim yang menjadi awal terciptanya filsafat Islam itu sendiri. 3.2) Lahirnya filsafat Islam mendapatkan banyak respon dari berbagai kalangan, ada yang menolak ada pula yang menerima. 3.3) Dalam perjalanannya filsafat Islam mengalami pasang surut terbukti pada tahun 806 M lahirlah filsuf Islam bernama al-Kindi dan al-Razi, akan tetapi pada tahun 840M terjadi pertentangan oleh Imam Ibnu Hanbal, baru pada tahun 870M terjadinya perkembangan filsafat kembali yang dipelopori oleh al-Farabi dan Ibnu Sina akan tetapi pada tahun 1058M pertentangan kembali terjadi oleh Al-Ghazali hingga pada akhirnya pada tahun 1153M Ilmu filsafat kembali berkembang yang diperkasai oleh Subrawardi dan Ibnu Arabi
TOKOH-TOKOH DAN PEMIKIRAN FILSAFAT DUNIA BARAT Fitria Dwi Rahmawati; Lailatul Mubarokah; Mohammad Asrori; Ayu Wilatikta
Raudhah - Proud To Be Professional مجلد 7 عدد 2 (2022): Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah-DESEMBER 2022
Publisher : Sekolah Tinggi Agama Islam Raudhatul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48094/raudhah.v7i2.416

Abstract

Education in Indonesia is a form of contribution to the thoughts of Western world philosophers. Before education was known, human civilization became the main study in the birth of a science. With him education and history have a close and inseparable relationship. Philosophical figures have contributed many thoughts related to education. Therefore these figures are very worthy to be studied in the world of education. There are two philosophical figures themselves, namely the philosophers of the western and eastern worlds. This research uses a qualitative type approach with a descriptive method. The source of the study in this study used a research library. The purpose of this study is to find out the philosophical figures of the western world and their thoughts. The result of this research is that there are many philosophers who introduce their thoughts. There are about 100 philosophers listed in a study, but only a few whose thoughts are considered relevant include Thales, Pythagoras, Xenopanes, Socrates, Plato, and Aristotle.
Co-Authors ASTUTI ASTUTI Aunia Ulfah Ayu Wilatikta BARA CIPTA GEMPITA Dzaki Aflah Zamani Fitria Dwi Rahmawati ILHAM ALI YAFIE Lailatul Mubarokah Muhammad Fahim Tharaba Muhammad Ilham Akbar Mulyono Mulyono Triyo Supriyatno