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All Journal Nizham Journal of Islamic Studies Bustanul Ulum Journal of Islamic Education
Mahrus As’ad
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Religion Education

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PEMBARUAN PENDIDIKAN ISLAM NAHDLATUL ULAMA Mahrus As’ad
Nizham Jurnal Studi Keislaman Vol 2 No 2 (2014): Tantangan Pendidikan Islam Di Era Globalisasi
Publisher : Postgraduate State Islamic Institute (IAIN) Metro

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Abstract

This article tries to understand and explain the basic concept and the essence of the NU educational reform (tajdīd) and the relationship of its schoolship view and its contribution to the Islamic educational resurgence after the Indonesia independence in meeting the new demands and the challenges of the modern era. Using the socio-historical-phenomenological approach, the result concludes that the basic concept of the NU educational reform is identical with the dinamization in the sense of change toward the correction and perfection of the condition of the Islamic education which is unbeneficial for its future. The essence of the effort is more focused on the substantial aspects of education than the technical-pedagogical ones in charge of the reposition and reactualization or revitalization of the social function of the Islamic education of the modern era. By reposition means the effort to redetermine the position of system and institution of traditional Islamic education, especially pesantren and madrasa, in order that they are suitable for new demands of modern education through the rehabilation of their old and absolete elements, and inovation by means of entering new and useful elements in to enpower their social functions optimally. Reactualization or revitalization means the effort to reactivate the basic principles of the classical Islamic education which are almost forgotten, on which the modern Islamic education hold them as the philosophical guidances for the universality of their values. Such effort are inseparable from the ideas and activities of the existence of the independence and progressive pesantren teachers (ulama) so that the conservativness of the schoolship views of the NU do not hinder and even motivate it to modernization. Its approach which enpowering the traditon legacies, and being integrally combined with the new elements of modern education distinguishes clearly theconcept of NU educational reform from the similar effort of the Muslim reformists which rest too much on the new elements of modern education. The new model of the system and institution of NU education has given valuable contributions not only to the completion and enrichment of the national education system and institution but also the strengthening the pillars of tenacity of the national culture as a whole.
Islam dan Moral Bangsa Mahrus As’ad
Nizham Jurnal Studi Keislaman Vol 2 No 1 (2014): Mazhab Hukum Islam di Indonesia
Publisher : Postgraduate State Islamic Institute (IAIN) Metro

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Abstract

The article is to explain the function of Islam as the concrete gudance and its relationship with the morality of the nation. Through the descriptive-analitical approache, it can be stated that the function of Islam as the concrete gudance of the nation lies in a complext relationship with the whole cultural elements of the nation in one side and the system of values and norms operating concretely in the societies in other side. How completely this religion provides its moral system as the cutural capital of the nation if it lies in a small portion of the arena of the culture of the nation, it will become a mere formal atribute which will not give a significant influence on the formation of the moral attitude of the nation. The absence of the congruence relationship between the sacreed mission of the religion and the moral life of the society can be understood that the existence of the religion is antropologically not sufficient to become “the police” having ability to control the moral attitude of the societies because of its marginal position in the configuration of our culture. Hence, it is not fair to blame all of the anomalies of the society on the religion, because there are still many other determinat variables except the religion, including the government apparatus’ example. The appearance of the disobedience of some parts of societies to the social values and norms does not always denote the moral wickedness of the nation. However, it means a social criticism. the disobedience to the social values and norms will jeopardize the social order if it is carried out for the sake of indivial and communal pleausre. The operation of Islamic stipulations in a concrete manner must be supported by all of the institutions existing in the society, including the family, education institution, and the government.
Utilization of the YouTube Application in Learning Akidah Akhlak at Senior High School Faris Fathurrohman; Mahrus As’ad; Widhiya Ninsiana; Asy'arie, Bima Fandi; Al-Mahdi
Bustanul Ulum Journal of Islamic Education Vol. 2 No. 2 (2024): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v2i2.99

Abstract

This research aims to (1) determine the current condition of Akidah Akhlak learning and (2) design Akidah Akhlak learning through YouTube media. Objek penelitian dilakukan di MAN 1 Lampung Timur. The method used in this research is Research and Development (R&D). This research uses the ADDIE model. There are five stages in the ADDIE development model. Several phases are carried out, namely (Analysis, Design, Development, Implementation, and Evaluation). The results of this research are: First, the process of learning moral beliefs is going well, such as teachers using lecture, discussion, demonstration and memorization methods. However, no innovation can be implemented in the teaching and learning process. Second, several applications such as Canva, Clipchamp, and Text Voice Free are supported in designing learning through the YouTube application. Then, quantitative data was obtained at the validation stage by six teams of validators consisting of material experts, who got 83.0%; learning design experts, who got a percentage of 83.0%; and learning media experts, who got a score of 83.0%. The category is Very Eligible. However, this research is only limited to the design stage so that future researchers can complete these five stages to obtain maximum data.
Co-Authors Al-Mahdi Asy'arie, Bima Fandi Faris Fathurrohman Widhiya Ninsiana