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All Journal AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman FALASIFA : Jurnal Studi Keislaman Al-tsaman : Jurnal Ekonomi dan Keuangan Islam Jurnal Studi Kependidikan dan Keislaman PEKERTI Journal Pendidikan Agama Islam & Budi Pekerti
Dhevin M.Q Agus Puspita W
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Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Lembaga Keuangan Mikro Masyarakat (LKMM) Dalam Pemberdayaan Perekonomian Masyarakat Desa Dhevin M.Q Agus Puspita W
Al-tsaman : Jurnal Ekonomi dan Keuangan Islam Vol 2 No 1 (2020): Mei
Publisher : INAIFAS Press

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Community microfinance institutions are tools or platforms for empowering the people's potential based on the people's economic capacity through a togetherness approach as an integral part in strengthening the national economy. In the context of rural community development, community classifications can be grouped into three types, namely self-help villages, self-help and self-sufficiency villages. The existence of a community microfinance institution (LKMM) for community economic empowerment is a very important and need to be developed. In implementing this institution there are several things that need to be considered, namely: First, the principles and objectives of empowerment include: 1) the growth of independence, togetherness, and entrepreneurship. 2) the realization of public policies that are transparent, accountable and fair. 3) business development based on regional potential and market oriented in accordance with business competencies, micro, small and medium enterprises. 4) increasing the competitiveness of micro, small and medium businesses. 5) integrated planning, implementation and control. Second, the process and effort of empowerment includes creating an atmosphere or climate that enables the potential of the community to develop optimally, strengthen, protect, support and maintain. While the existence of LKMM in the community's economy, among others, is able to create a conducive business climate, there is capital assistance that does not burden small and medium business actors in its use, there is business protection, there is partnership development, there is training for small and medium business actors as well as the association and cooperation between the government and the business community in the village community.
Pemikiran Pendidikan Islam Menurut K.H. Hasyim Asy’ari Dhevin M.Q Agus Puspita W
FALASIFA : Jurnal Studi Keislaman Vol 10 No 2 (2019): SEPTEMBER
Publisher : STAIFAS-Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (433.207 KB) | DOI: 10.36835/falasifa.v10i2.196

Abstract

KH Hasyim Asy'ari is a scholar who was born from an elite family of kiai in the Jombang area, he had studied at various boarding schools in Java before continuing his education to the Hijaz land. Then he returned to Indonesia and established the Tebuireng Jombang boarding school which is famous for its hadith science. The depth of knowledge, and his thinking in education is very brilliant, so he got the title "Hadratus Shaykh" which means "Mr. Professor". Hasyim Asy'ari's thoughts in the field of Education are more viewed in terms of ethics in education. which relates to the principles of the implementation of education and psychology in the world of education which then gave birth to an effective personality for students and teaching. One of Hasyim Asy'ari's monumental works is the book entitled Adab al Alim wa al Muta'allim fima Yahtaj ilah al Muta'alim fi Ahuwal Ta'allum wama Yataqaff al Mu'allim fi Maqamat Ta'limih, In that book he summarizes his thoughts about Islamic education into eight points, namely: a) The virtue of knowledge and the importance of teaching and learning. b) Ethics that must be considered in teaching and learning, c) Ethics of a student to the teacher, d) Ethics of a student regarding lessons and things that must be guided by the teacher, e) Ethics that must be guided by a teacher, f) Ethics of the teacher when and will teach, g) The ethics of the teacher towards his students, h) The ethics of books, tools for getting lessons and things related to it. Furthermore, in the eight theories about education are summarized in thethree concepts first, the significance of education. second, the tasks and responsibilities of students. Third, the duties and responsibilities of the teacher.
Transformasi Nilai Moderasi Beragama Pada Generasi Z di Organisasi IPNU IPPNU Cabang Kencong Nur Jannah; Dhevin M.Q Agus Puspita W
AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman Vol 10 No 2 (2024): Januari
Publisher : Lembaga Penelitian, Publikasi dan Pengabdian kepada Masyarakat (LP3M), STIT Islamiyah Karya Pembangunan Paron, Ngawi, Jawa Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53627/jam.v10i2.5485

Abstract

Abstract: Generasi Z kini telah dilenakan dengan dunia maya yang sudah menjadi bagian dari kehidupannya tanpa takut batas sosial. Dengan keunikan kepribadian dan perilakunya, generasi Z perlu dibina agar bernilai positif dan tidak merugikan diri sendiri maupun lingkungannya. Berada di lingkungan yang penuh dengan keberagaman suku, agama, maupun budaya, adalah sebuah tantangan bagi generasi Z untuk menerapkan moderasi beragama. Melalui pendekatan studi kasus, bertujuan memahami transformasi nilai moderasi beragama generasi Z pada generasi Z yang tergabung dalam organisasi IPNU-IPPNU. Berdasarkan analisis data Cresswell yang diolah dari ditemukan upaya pelestarian karakteristik ajaran Nahdlatul Ulama yakni tawasuth, tasamuh, tawazun, I’tidal dan amar makruf nahi munkar serta mengembangkan eksistensi ajarannya agar keberadaan kader-kadernya mampu menjawab problematika masyarakat.Proses tranformasi nilai moderasi beragama pada generasi Z dilingkungan IPNU IPPNU Cabang Kencong berlangsung secara konstruktif melalui beberapa proses, Pertama, melalui Institusi Pendidikan di sekolah, kampus atau pesantren yang merupakan tempat di mana nilai itu bisa dibangun sejak dini. Kedua, kegiatan kepemudaan yang dilakukan untuk mempererat solidarias kebersamaan dalam bingkai perbedaan. Ketiga, Media Sosial karena media sosial menjadi salah satu fokus perhatian anak muda. Keywords: Beragama, Generasi Z, Moderasi, Transformasi Abstract: Generation Z has now become accustomed to the virtual world which has become a part of their lives without fear of social boundaries. With their unique personalities and behavior, generation Z needs to be nurtured so that they have positive values ​​and do not harm themselves or their environment. Being in an environment full of ethnic, religious and cultural diversity, is a challenge for generation Z to implement religious moderation. Through a case study approach, it aims to understand the transformation of generation Z's religious moderation values ​​in generation Z who are members of the IPNU-IPPNU organization. Based on Cresswell's data analysis, which was processed from efforts to preserve the characteristics of Nahdlatul Ulama's teachings, namely tawasuth, tasamuh, tawazun, I'tidal and amar makruf nahi munkar, as well as developing the existence of its teachings so that its cadres are able to answer society's problems. The process of transforming the value of religious moderation in generations Z in the IPNU IPPNU Kencong Branch environment takes place constructively through several processes, First, through Educational Institutions at schools, campuses or Islamic boarding schools which are places where these values ​​can be built from an early age. Second, youth activities are carried out to strengthen solidarity within the framework of differences. Third, Social Media because social media is one of the focuses of young people's attention. Keywords: Generation Z, Moderation, Religion, Transformation.
Implementasi Ujian Pendidikan Agama Islam Berbasis CBT dalam Program One Student One Laptop di MTs. Zainul Hasan Balung Fauzi, Imron; Dhevin M.Q Agus Puspita W
Pekerti: Journal Pendidikan Islam dan Budi Pekerti Vol. 7 No. 2 (2025): AUGUST
Publisher : Prodi Pendidikan Agama Islam, IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/pekerti.v7i2.6669

Abstract

Penelitian ini dilatarbelakangi oleh masih terbatasnya studi mengenai implementasi ujian berbasis komputer (CBT) dalam mata pelajaran Pendidikan Agama Islam (PAI), padahal fenomena ini memiliki dampak signifikan terhadap transformasi pembelajaran digital di lingkungan madrasah. Tujuan penelitian ini adalah untuk mengeksplorasi bagaimana teknologi digital diintegrasikan dalam evaluasi pembelajaran PAI melalui program One Student One Laptop (OSOL) di MTs Zainul Hasan Balung. Penelitian ini menggunakan pendekatan kualitatifdengan informan kunci yang dipilih melalui purposive sampling, yaitu kepala madrasah, wakil kepala kurikulum, kepala program kelas unggulan, guru PAI, operator IT, dan siswa. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi, serta dianalisis menggunakan model interaktif Miles dan Huberman melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi CBT dalam program OSOL meningkatkan efisiensi, objektivitas, dan literasi digital dalam evaluasi PAI. Selain itu, program ini berdampak positif terhadap gaya mengajar guru, keterlibatan siswa, serta kepercayaan wali murid terhadap sistem evaluasi digital. Temuan ini sejalan dengan tujuan penelitian dan mendukung integrasi prinsip evaluasi modern dalam pendidikan agama. Kesimpulan utama penelitian ini adalah bahwa CBT yang didukung oleh infrastruktur OSOL berperan penting dalam modernisasi sistem penilaian pendidikan Islam. Kontribusi teoretis mencakup kontekstualisasi penilaian digital dalam mata pelajaran berbasis nilai, sementara kontribusi praktis memberikan arahan bagi pemimpin madrasah dan pembuat kebijakan dalam mereplikasi inovasi serupa. Penelitian selanjutnya disarankan untuk mengeksplorasi dampak jangka panjang, implementasi lintas wilayah, serta strategi pelatihan guru dalam pengembangan soal digital
Transformasi Nilai Moderasi Beragama Pada Generasi Z di Organisasi IPNU IPPNU Cabang Kencong Nur Jannah; Dhevin M.Q Agus Puspita W
AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman Vol 10 No 2 (2024): Januari
Publisher : Lembaga Penelitian, Publikasi dan Pengabdian kepada Masyarakat (LP3M), STIT Islamiyah Karya Pembangunan Paron, Ngawi, Jawa Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53627/jam.v10i2.5485

Abstract

Abstract: Generasi Z kini telah dilenakan dengan dunia maya yang sudah menjadi bagian dari kehidupannya tanpa takut batas sosial. Dengan keunikan kepribadian dan perilakunya, generasi Z perlu dibina agar bernilai positif dan tidak merugikan diri sendiri maupun lingkungannya. Berada di lingkungan yang penuh dengan keberagaman suku, agama, maupun budaya, adalah sebuah tantangan bagi generasi Z untuk menerapkan moderasi beragama. Melalui pendekatan studi kasus, bertujuan memahami transformasi nilai moderasi beragama generasi Z pada generasi Z yang tergabung dalam organisasi IPNU-IPPNU. Berdasarkan analisis data Cresswell yang diolah dari ditemukan upaya pelestarian karakteristik ajaran Nahdlatul Ulama yakni tawasuth, tasamuh, tawazun, I’tidal dan amar makruf nahi munkar serta mengembangkan eksistensi ajarannya agar keberadaan kader-kadernya mampu menjawab problematika masyarakat.Proses tranformasi nilai moderasi beragama pada generasi Z dilingkungan IPNU IPPNU Cabang Kencong berlangsung secara konstruktif melalui beberapa proses, Pertama, melalui Institusi Pendidikan di sekolah, kampus atau pesantren yang merupakan tempat di mana nilai itu bisa dibangun sejak dini. Kedua, kegiatan kepemudaan yang dilakukan untuk mempererat solidarias kebersamaan dalam bingkai perbedaan. Ketiga, Media Sosial karena media sosial menjadi salah satu fokus perhatian anak muda. Keywords: Beragama, Generasi Z, Moderasi, Transformasi Abstract: Generation Z has now become accustomed to the virtual world which has become a part of their lives without fear of social boundaries. With their unique personalities and behavior, generation Z needs to be nurtured so that they have positive values ​​and do not harm themselves or their environment. Being in an environment full of ethnic, religious and cultural diversity, is a challenge for generation Z to implement religious moderation. Through a case study approach, it aims to understand the transformation of generation Z's religious moderation values ​​in generation Z who are members of the IPNU-IPPNU organization. Based on Cresswell's data analysis, which was processed from efforts to preserve the characteristics of Nahdlatul Ulama's teachings, namely tawasuth, tasamuh, tawazun, I'tidal and amar makruf nahi munkar, as well as developing the existence of its teachings so that its cadres are able to answer society's problems. The process of transforming the value of religious moderation in generations Z in the IPNU IPPNU Kencong Branch environment takes place constructively through several processes, First, through Educational Institutions at schools, campuses or Islamic boarding schools which are places where these values ​​can be built from an early age. Second, youth activities are carried out to strengthen solidarity within the framework of differences. Third, Social Media because social media is one of the focuses of young people's attention. Keywords: Generation Z, Moderation, Religion, Transformation.
Co-Authors Imron Fauzi Nur Jannah