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All Journal JURNAL IQRA´ EDUKATIF : JURNAL ILMU PENDIDIKAN
Asep Supriatna
STIT Rakeyan Santang Karawang, Indonesia
Education Mathematics Social Sciences

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Peran Tarekat Sufi Serta Relevansinya Terhadap Pendidikan Islam Modern Herdian Kertayasa; Alfyan Syach; Rini Novianti Yusuf; Asep Supriatna
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 3, No 2 (2021): April Pages 250-630
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v3i2.358

Abstract

Di era modern ini, seringkali dijumpai orang-orang masa sekarang (manusia modern) yang pandangan keagamaannya masih bersifat legal-formal. Dengan fenomena tersebut harus berusaha untuk mencoba mengembalikan semangat keberagamaan masyarakat modern dengan menawarkan pendekatan tasawuf yaitu dengan cara menerapkan sistem metode tarekat sufi terhadap mereka khususnya kepada para pelajar agar dapat terhindar dari efek negatif arus modernisasi. Penelitian ini bertujuan mendeskripsikan Peran Tarekat Sufi Serta Relevansinya Terhadap Pendidikan Islam Modern. Jenis penelitian yang digunakan peneliti adalah library research atau penelitian kepustakaan. Dalam pengambilan data diambil dari beberapa sumber diantaranya; al-Quran, Hadis, Buku-buku, Kitab-kitab klasik dan referensi-referensi yang menunjang penelitian ini seperti pendapat para Ulama dan para pakar pendidikan Islam. Hasil penelitian ini menunjukkan; 1) Tarekat Sufi relevan dari ajaran Islam menempati posisi sentral yaitu tauhid, syariat, dan akhlak, 2) Relevan sangat memperhatikan aspek keseimbangan dan keharmonisan kehidupan, 3) Relevan setiap pengamalnya agar membangun kehidupan yang lebih efektif, produktif, dan kontemplatif melalui pendekatan komunitas belajar mengajar (learning society), 4) Relevan dengan nilai etika etos kerja, serta nilai etika pengembangan peradaban, dengan segala dinamikanya. Implikasinya peran tarekat menjadi jawaban atas semua problematika kehidupan, harapan terbesar eksistensi tarekat sufi ini, menjadikan manusia berpaling sejenak untuk mangapai lagi sifat ke-Ilahiannya yang sering kali pudar dengan modernisme.
Strategy of Project Based Learning (PJBL) Based on Science, Technology, Engineering and Mathematics (STEM) in Growing Active and Creative Students Asep Dudin Abdul Latip; Asep Supriatna
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 8 No. 2 (2023): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v8i2.3438

Abstract

The pandemic forced student learning to change, study at home, many new problems were encountered, one of which was a decrease in student activity and creativity. On the other hand, education in the 21st century must be able to facilitate students who are active and creative, adapting to changes in all situations. The aim of this study is to describe the integration of Project Based Learning based on science, technology, eigeneering and mathematics and its success in increasing creative active students. The method used qualitative case study comes from secondary and primary data, observation, documentation, interviews, and triangulation. The results of the study show that the integration of learning goes through the following stages: Pre-Learning Stage, teachers of several subjects collaboratively prepare various tools relevant to the theme; In the implementation phase, students are given the responsibility of completing a project in several weeks. The first week classifies project assignments, divides into groups, provides material, understands worksheets, listens to video links. Worksheet filling, and procurement of materials. The second week is product creation, the third week is completing work sheets, editing videos, making power points, and sending the results to the link. The fourth week is product improvement, the fifth week is the trial, and the sixth week is the work title; In the post-learning stage, evaluation is carried out, and follow-up, reports, dissemination of subject collaboration teams. Its success has increased students' enthusiastic learning attitudes, student creativity, learning enjoyment, competency improvement, and student project products. Keywords: Creative Active Student, Project Based Learning, Technology Eigeneering Mathematics
Strategy of Project Based Learning (PJBL) Based on Science, Technology, Engineering and Mathematics (STEM) in Growing Active and Creative Students Asep Dudin Abdul Latip; Asep Supriatna
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 8 No. 2 (2023): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v8i2.3438

Abstract

The pandemic forced student learning to change, study at home, many new problems were encountered, one of which was a decrease in student activity and creativity. On the other hand, education in the 21st century must be able to facilitate students who are active and creative, adapting to changes in all situations. The aim of this study is to describe the integration of Project Based Learning based on science, technology, eigeneering and mathematics and its success in increasing creative active students. The method used qualitative case study comes from secondary and primary data, observation, documentation, interviews, and triangulation. The results of the study show that the integration of learning goes through the following stages: Pre-Learning Stage, teachers of several subjects collaboratively prepare various tools relevant to the theme; In the implementation phase, students are given the responsibility of completing a project in several weeks. The first week classifies project assignments, divides into groups, provides material, understands worksheets, listens to video links. Worksheet filling, and procurement of materials. The second week is product creation, the third week is completing work sheets, editing videos, making power points, and sending the results to the link. The fourth week is product improvement, the fifth week is the trial, and the sixth week is the work title; In the post-learning stage, evaluation is carried out, and follow-up, reports, dissemination of subject collaboration teams. Its success has increased students' enthusiastic learning attitudes, student creativity, learning enjoyment, competency improvement, and student project products. Keywords: Creative Active Student, Project Based Learning, Technology Eigeneering Mathematics
Co-Authors Asep Dudin Abdul Latip Herdian Kertayasa Rini Novianti Yusuf Syach, Alfyan