Articles
<![CDATA[Innovation of Islamic Education System in Pondok Boarding ]]>
<![CDATA[Robingun Suyud El Syam]]>;
<![CDATA[Sri Haryanto]]>
<![CDATA[ Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 5, No 2 (2022): Budapest International Research and Critics Institute May ]]>
Publisher : <![CDATA[Budapest International Research and Critics University ]]>
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DOI: 10.33258/birci.v5i2.4995
<![CDATA[This research is a library research with a qualitative approach. Primary data sources take the relevant laws and regulations and then analyze them with support from secondary sources. The research concludes that Islamic education innovation is a new idea, method or idea for a person or society, either in the form of an invention or a discovery made to achieve the goals of developing Islamic education. The educational innovations found in Islamic Boarding Schools are in the form of organizing diniyah education which is integrated with formal education, at the level of early childhood education, basic education, secondary education, and/or higher education, and mua'is education (equalization). In addition, at Islamic boarding schools there is also a transformation and improvement of the education system which includes teaching methods, curriculum, strengthening soft and hard skills, and applying appropriate technology.]]>
<![CDATA[FILSAFAT AL-FARABI DALAM PRAKTEK PENDIDIKAN ISLAM ]]>
<![CDATA[Sri Haryanto]]>
<![CDATA[ Manarul Qur'an: Jurnal Ilmiah Studi Islam Vol 21 No 2 (2021): Manarul Qur'an ]]>
Publisher : <![CDATA[LP3M Universitas Sains Al Qur'an ]]>
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DOI: 10.32699/mq.v21i2.808
<![CDATA[This research is aimed to explore al-Farabi philosophy in the practice of Islamic education. Al-Farabi is called as “the second teacher” after Aristotle due to his ability to understand Aristotle, who was known as the first teacher in philosophy. He also was the first Moslem philosopher who tried to face and intertwine classical Greek political philosophy and Islam as well as possible. He also made effort to make the philosophy understandable under the context of religions. In this regard, Al-Farabi was also considered as the one preserving intellectual tradition of al-Kindi, although with higher competence and creativity, and more complicated sophistication and freedom thinking. While al-Kindi was prominent as literally Moslem philosopher, al-Farabi was admitted as the founder of philosophy study in Islam, which has been developed ever since. He was the Second Teacher and the next highest authority after his role-model, Aristotle. He gained fame for introducing the doctrine of “The Harmony of Plato’s and Aristotle’s Thinking.” His logical knowledge capacity is adequate and he was well-known as Abu Nashr or Abu Naser among Latin philosophers. The philosophy of al-Farabi reconstructs the practice of Islamic education with the presence of integrality of naturalist nativits with empiricist. This brings together the belief that what someone has is important and the presence of empirical experience influence. In the context of learning process, a teacher might give learning experience which develop students’ potential, talents, and interests in defining themselves in time. Key words: al-Farabi philosophy, Islamic education, Harmony]]>
<![CDATA[PENDEKATAN HISTORIS DALAM STUDI ISLAM ]]>
<![CDATA[Sri Haryanto]]>
<![CDATA[ Manarul Qur'an: Jurnal Ilmiah Studi Islam Vol 17 No 1 (2017): Manarul Qur'an ]]>
Publisher : <![CDATA[LP3M Universitas Sains Al Qur'an ]]>
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DOI: 10.32699/mq.v17i1.927
<![CDATA[Pendekatan kesejarahan ini sangat penting dalam memahami agama,karena agama itu sendiri turun dari situasi yang konkret dan berkaitandengan kondisi sosial kemasyarakatan. Melalui pendekatan sejarah iniseorang diajak untuk memasuki keadaan yang sebenarnya berkenaandengan penerapan suatu peristiwa. Seorang yang ingin memahami Al-Qur’an atau kejadian-kejadian yang mengiringi turunnya Al-Qur’an.Tujuan pendekatan historis adalah untuk membuat rekonstruksi masalampau secara sistematis dan obyektif, dengan cara mengumpulkan,mengevaluasi, memverifikasikan, serta mensistesiskan bukti-bukti untukmenegakkan fakta dan memperoleh kesimpulan yang kuat.Melalui pendekatan historis seseorang diajak menukik dari alam idealisyang bersifat empiris dan mendunia. Dari keadaan ini seseorang akanmelihat adanya kesenjangan atau keselarasan antara yang terdapat dalamidealis dengan yang ada di alam empiris dan historis. Maka lapangansejarah adalah meliputi segala pengalaman manusia.]]>
<![CDATA[PENDIDIKAN KARAKTER TINJAUAN PSIKOLOGI DAN ISLAM ]]>
<![CDATA[Sri Haryanto]]>
<![CDATA[ PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM Vol 4 No 1 (2021): Paramurobi: Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UNSIQ Jawa Tengah ]]>
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DOI: 10.32699/paramurobi.v4i1.3284
<![CDATA[Penelitian bertujuan untuk mendeskiprsikan pendidikan karakter dalam tinjauan psikologis dan Islam. Jenis penelitian ini adalah penelitian kepustakaan, dengan melakukan analisis isi terhadap literatur-literatur yang berhubungan dengan pendidikan karakter tinjauan psikologi dan Islam. Pengumpulan data dilakukan dengan metode dokumentasi. Dalam menganalisis data, penulis menggunakan pola reduksi data yang terkait dengan pendidikan karakter, kemudian menyajikannya secara sistematis dan dianalisis secara deskriptif-interpretatif dengan perspektif psikologis. Setiap ajaran Islam memiliki dasar pemikiran, begitupun dengan pendidikan karakter. Dasar pendidikan karakter dalam Islam adalah Quran dan Hadis. Karakter Islam adalah karakter yang memelihara eksistensi manusia sebagai makhluk bio-psiko-spiritual-religius, mahluk yang dilahirkan dengan membawa potensi fitrah. Secara teoritik, pendidikan karakter Islam berbeda dengan pola pendidikan karakter yang dikembangkan di dunia barat. Inti perbedaannya adalah keberadaan pesan Tuhan sebagai dasar pendidikan karakter, sehingga pendidikan karakter lebih sering dilakukan secara doktriner dan dogmatis, sehingga pola implementasi pendidikan karakter dalam Islam cenderung lebih pada teaching right and wrong. Disamping itu, implementasi dan aktualisasi pendidikan karakter juga dituntut untuk memperhatikan kondisi psikologis dan tahapan perkembangan anak didik, sehingga pelaksanaan pendidikan karater dapat mencapai tujuan yang diharapkan.”]]>
<![CDATA[Implementasi reward and punishment dalam meningkatkan motivasi belajar siswa pada mata pelajaran PAI di MTs N 2 Wonosobo ]]>
<![CDATA[Siti Rohani]]>;
<![CDATA[Sri Haryanto]]>;
<![CDATA[Firdaus Firdaus]]>
<![CDATA[ Al-Mau'izhoh Vol 5, No 1 (2023): Edisi Juni 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam, Universitas Majalengka ]]>
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DOI: 10.31949/am.v5i1.4879
<![CDATA[Dalam dunia pendidikan, belajar siswa berhasil ketika siswa termotivasi untuk belajar. Tugas guru adalah membangkitkan motivasi belajar siswa untuk mencapai hasil belajar yang optimal dan diharapkan melalui implmentasi reward and punishment. Untuk itu kita harus mengetahui Bagamana implementasi reward and punishment, bagamana Motivasi belajar Siswa, dan bagaimana pengaruh reward and punishment dalam meningkatkan motivasi belajar sisiwa pada mata pelajaran PAI di MTs N 2 Wonosobo. Penelitian ini menggunakan penelitian Kualitatif deskriptif, dalam penelitian ini peneliti menggunakan teknik pengumpulan data dengan metode wawancara, observasi, dan dokumentasi. Berdasarkan penelitian tersebut implementasi reward and punishment dalam meningkatkan motivasi belajar siswa pada mata pelajaran PAI di MTs N 2 Wonosobo, mengalami perubahan dalam proses belajarnya yaitu dapat menumbuhkan semangat dan meningkatkan motivasi belajar siswa.Kata Kunci: Reward, Punishment, Motivasi, Belajar siswa]]>
<![CDATA[Konsep SQ: Kecerdasan Spiritual Menurut Danah Zohar Dan Ian Marshal Dan Relevansinya Terhadap Tujuan Pembelajaran PAI ]]>
<![CDATA[Sri Haryanto]]>;
<![CDATA[Soffan Rizki]]>;
<![CDATA[Mahdi Fahdilah]]>
<![CDATA[ PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM Vol 6 No 1 (2023): PARAMUROBI: JURNAL PENDIDIKAN AGAMA ISLAM ]]>
Publisher : <![CDATA[Program Studi Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UNSIQ Jawa Tengah ]]>
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DOI: 10.32699/paramurobi.v6i1.4853
<![CDATA[In the treasury of Indonesian educational literacy the book "(SQ) Spiritual Intelligence", is a written work in the popular-psychology category as a result of the thoughts and contemplation of a psychologist Danah Zohar and Ian Marshal which will later be presented on the values of transcendent Islamic educational methods to students. We need to know that the real method of Islamic Education is to print generation after generation so that they always lead to good and intelligent human beings, then also all the potential of their intelligence as human nature can grow optimally. However, the tragedy in our current education is that Islamic education is only a method to elevate intellectual intelligence (IQ), in the same way it only deals with the mere transfer of knowledge at the practical level. With regards to Islamic education methods, this is about encouraging religiously intelligent students. However, in the sense that students do not experience a moral decline, children who use this method have a monotheistic (integral) mindset and are able to associate attitudes and actions in everyday life.]]>
<![CDATA[STRATEGI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BAGI ANAK BERKEBUTUHAN KHUSUS (ABK) TUNARUNGU DI SLB/ B KARYA BAKTI DON BOSCO WONOSOBO ]]>
<![CDATA[Azima Prisma Vera]]>;
<![CDATA[Sri Haryanto]]>;
<![CDATA[Ahmad Khoiri]]>
<![CDATA[ Ta'dib (Jurnal Ilmiah Pendidikan dan Peradaban Islam) Vol 4 No 2 (2022): Ilmu Pendidikan dan Peradaban Islam ]]>
Publisher : <![CDATA[Pendidikan Agama Islam (S2), UNSIQ Wonosobo, Jawa Tengah ]]>
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<![CDATA[The background of this study is about almost 80% of male Muslim students in the Catholic Foundation of the Deaf Children Education Institute Special Education School Karya Bakti Don Bosco in studying Islamic Religious Education at school. The purpose of this study is to determine the process of implementing islamic education learning, the obstacles experienced by teachers in the learning process and teachers' efforts in dealing with learning obstacles. The results showed that the process of implementing islamic eduvation learning for deaf students at Special Educatin School Karya Bakti Don Bosco was carried out in the afternoon on a scheduled basis using references adopted from lesson plan for normal children, the learning methods used were classical lecture methods, and evaluation assessments using formative and summative methods. The obstacles faced by teachers are communication obstacles, emotional obstacles, and the duration of understanding student material, Efforts made by teachers in dealing with obstacles are by applying teaching and learning methods, face to face methods, varied learning methods adjusted to the abilities of students and rote memorization methods.]]>
<![CDATA[PERAN KEPEMIMPINAN KEPALA SEKOLAH PADA IMPLEMENTASI STANDAR PROSES PEMBELAJARAN PENDIDIKAN DASAR ]]>
<![CDATA[Ayu Setia Andarwati]]>;
<![CDATA[Ngarifin Shiddiq]]>;
<![CDATA[Sri Haryanto]]>
<![CDATA[ Ta'dib (Jurnal Ilmiah Pendidikan dan Peradaban Islam) Vol 4 No 2 (2022): Ilmu Pendidikan dan Peradaban Islam ]]>
Publisher : <![CDATA[Pendidikan Agama Islam (S2), UNSIQ Wonosobo, Jawa Tengah ]]>
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<![CDATA[Primary education aims to lay the foundation of intelligence, knowledge, personality, noble character, and skills for independent living. Resources as the output of the educational process are required to produce intellectually and spiritually intelligent human help. Islamic-based Basic Education is one of the Educational Institutions with a vision of building spiritual intelligence and intellectual intelligence. Islamic-based school leadership has a very central role. This is stated in Surah Al-Anbiya’ chapter 73: "And We made them as leaders who guide with Our orders..." Changes in the learning process due to changes and developments in information technology become challenges, opportunities, innovations, and leadership roles to realize the school's vision. Principal leadership has the function of controlling and developing the learning process by applicable process standards. The research question is what is the role of leadership by Surat Al-Anbiya’ verse 73, and how is the implementation of the part in carrying out standard learning processes in Islamic-based elementary schools? This study aims to obtain a description of the leadership concept relevant to Surah Al-Anbiya’ verse 73 and produce a report on the leadership role of Islamic-based elementary school principals in implementing educational standards. This research was conducted at SD MBF Al-Adzkiya and SD Al-Madina Wonosobo. The determination of the research object is based on the Vision and Mission as well as the characteristics of the process of implementing education in Islamic-based schools in Wonosobo. The benefit of this research is to produce a leadership concept model for Basic Education (elementary school level), which is based on Surah Al-Anbiya’ verse 73, as well as a descriptive description of the implementation process of implementing education in Islamic-based schools in Wonosobo.]]>
<![CDATA[Peran Guru Pendidikan Agama Islam Dalam Menumbuhkan Karakter Jujur di Sd N 02 Kalibeber Wonosobo ]]>
<![CDATA[Yeningsih Yeningsih]]>;
<![CDATA[Sri Haryanto]]>;
<![CDATA[Vava Imam Agus Faisal]]>
<![CDATA[ Jurnal Kajian dan Penelitian Umum Vol. 2 No. 3 (2024): Juni: Jurnal Kajian dan Penelitian Umum ]]>
Publisher : <![CDATA[Institut Nalanda ]]>
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DOI: 10.47861/jkpu-nalanda.v2i3.1109
<![CDATA[The role of an Islamic Religious Education teacher plays a very important role, because as a religious teacher it is the obligation to instill positive values, for example by maintaining honesty, because honesty is the beginning of success, because being honest a person will be loved by many people and because he lives honestly. more blessing, for this reason the role of an Islamic teacher is needed which can certainly foster honest character from an early age. The problem formulation in this thesis is: 1) What is the character of the students at SD N 02 Kalibebr Wonosobo; 2) What is the role of Islamic Religious Education teachers in cultivating honest character at SD N 02 Kalibeber Wonosobo; 3) What are the inhibiting and supporting factors in developing honest character at SD N 02 Kalibeber Wonosobo. The aims of this research are: 1) To determine the character of students at SD N 02 Kalibeber Wonosobo; 2) To find out the role of Islamic Religious Education teachers in cultivating honest character at SD N 02 Kalibeber Wonosobo; 3) To determine the supporting and inhibiting factors in cultivating honest character at SD N 02 Kalibeber Wonosobo. This research uses qualitative field research. The results of the research show that: (1) The character of students at SD N 02 Kalibeber Wonosobo was found to vary, there were children who had a high honest character, some had a dishonest character, some had a disciplined character and also the character of responsibility. (2) The role of Islamic Religious Education (PAI) teachers in cultivating honest character is carried out using several strategies, . (3) Factors in the role of PAI teachers in cultivating honest character include; students' living environment close to the Islamic boarding school, adequate facilities, and also support from fellow teachers to work together to develop honest character. Meanwhile, the most important inhibiting factors are the quality of the students themselves which is difficult to change, the students' living environment which is far from TPQ and Islamic boarding schools and finally the limited teaching hours.]]>
<![CDATA[PELATIHAN PENELITIAN TINDAKAN (PTK) BAGI GURU MTS DI KABUPATEN WONOSOBO ]]>
<![CDATA[Sri Haryanto]]>;
<![CDATA[Zaenal Sukawi]]>;
<![CDATA[Ngarifin, Ngarifin]]>
<![CDATA[ JURNAL PENGABDIAN MANDIRI Vol. 2 No. 11: Nopember 2023 ]]>
Publisher : <![CDATA[Bajang Institute ]]>
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<![CDATA[Guru Pendidikan Agama Islam harus memiliki kompetensi pedagogik, kepribadian, sosial, profesional, dan kepemimpinan. Tujuan pelaksanaan pengabdian ini adalah dalam rangka meningkatkan pemahaman dan kemampuan Guru dalam menjalankan profesinya sebagai pendidik. Program Pengabdian Masyarakat Pelatihan Penelitian Tindakan Kelas Bagi Guru MTs di Kabupaten Wonosobo UNSIQ Jawa Tengah diformat dalam bentuk pembekalan dan pelatihan yang melibatkan para peserta dan narasumber serta fasilitator secara bersama-sama. Selama pelaksanaan Pelatihan, para peserta mendapatkan penguatan materi dan pengetahuan yang terkait dengan fokus yang dipilih. Secara umum, pelaksanaan Pelatihan ini mengkombinasikan berbagai metode dan teknik, seperti; ceramah, tanya jawab, brainstorming, diskusi, dinamika kelompok, jigsaw, snowballing dan teknik lain yang relevan. Hasil kegiatan pengabdian ini adalah Kegiatan Diklat, Pendampingan dan Laporan Hasil Penelitian telah tercapai 100%.]]>
