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All Journal Islamika : Jurnal Ilmu-Ilmu Keislaman Indonesian Journal of Counseling and Development
Ahmad Jamin
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Religion Arts Humanities Education Other

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PENDIDIKAN ISLAM SEBAGAI SEBUAH SISTEM (Transformasi Input Menuju Output Yang Berkarakter) Ahmad Jamin
Islamika : Jurnal Ilmu-Ilmu Keislaman Vol. 15 No. 2 (2015): Islamika : Jurnal Ilmu-ilmu Keislaman
Publisher : Lembaga Penelitian dan Pengabdian pada Masyarakat, Institut Agama Islam Negeri (IAIN) Kerinci, Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/islamika.v15i2.47

Abstract

The system is a unity or totality of a number of components or elements stand alone and work together and influence each other are focused on achieving a goal. As where education in general, Islamic education is a system or a totality that consists of several components that bersdiri own education, mutual cooperation and interplay focused on achieving the educational goals that have been set. The components of the educational system that work together and interplay that is the basis and purpose of education, Input learners, educators and education personnel, curriculum, administration, facilities, budget (instrumental input), parents and the community, natural conditions, sociocultural, political, economic and others are input environment (environmental input) which directly or indirectly affect the educational process. However it is important to underlinei Islamic education system based on the ideology of tawhid sourced to al-Quran and al-Sunnah and ijtihad. Islamic education system aimed at developing fitrah (base potential) human to human resources that embody the character. Sistem adalah suatu kesatuan atau totalitas dari sejumlah komponen atau unsur berdiri sendiri dan bekerja sama serta saling mempengaruhi satu sama lain yang terarah pada pencapaian suatu tujuan. Sebagai mana pendidikan pada umumnya, pendidikan Islam merupakan sebuah sistem atau satu totalitas yang terdiri dari beberapa komponen pendidikan yang bersdiri sendiri, saling berkerja sama dan saling mempengaruhi yang terarah pada pencapaian tujuan pendidikan yang telah ditetapkan. Adapun komponen sistem pendidikan yang saling bekerja sama dang saling mempengaruhi itu adalah dasar dan tujuan pendidikan, Input peserta didik, pendidik dan tenaga kependidikan, kurikulum, administrasi, sarana, anggaran (instrumental input),orang tua dan masyarakat, kondisi alam, sosial budaya, politik, ekonomi dan lain-lain merupakan masukan lingkungan (environmental input) yang secara langsung atau tidak langsung berpengaruh dalam proses pendidikan.Akan tetapi penting dgarisbawahi sistem pendidikan Islam berlandaskan kepada ideologi tawhid yang bersumber kepada al-Qur’an dan alsunnah dan ijtihad.Sistem pendidikan Islam diarahkan pada pengembangan fitrah (potensi dasar) manusia untuk mewujudkan SDM yang yang berkarakter.
Character Education Values in the Animated Series Nussa: A Semiotic Approach Wahyuni, Syarli; Ahmad Jamin; Daflizar, Daflizar
Indonesian Journal of Counseling and Development Vol. 6 No. 1 (2024): July 2024
Publisher : Institut Agama Islam Negeri Kerinci, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ijcd.v6i1.6010

Abstract

This study addresses the concern over children’s increasing exposure to YouTube content that often lacks values of character education and may contribute to a crisis of character. Animated films, however, can be an alternative medium for instilling positive values, yet children frequently regard them only as entertainment and overlook their educational aspects. To explore this potential, the animated series Nussa, available on YouTube, was chosen as the research object because it integrates Islamic values and conveys moral lessons in an engaging way. The study employs a descriptive qualitative design within the framework of library research using a structuralism approach. Data were collected through documentation and analyzed using Roland Barthes’ semiotic theory, while validity was ensured through prolonged observation, persistence, and triangulation. Findings reveal three key points: first, nine character values were identified across five episodes of Nussa, namely religiosity, honesty, tolerance, creativity, curiosity, nationalism, friendliness/communicativeness, environmental care, and responsibility; second, denotative meanings illustrated everyday Muslim life through characters like Nussa, Rara, Uma, and Abdul, while connotative meanings emphasized moral values, and mythological meanings reinforced Islamic perspectives on these values; third, methods of transmitting character values included qudwah (role modeling), targhib (motivation), commands, prohibitions, tarhib (warnings), dialogue, and debate. Overall, the study concludes that the Nussa animated series serves not only as entertainment but also as a valuable medium for character education, contributing positively to children’s moral and social development.
Co-Authors Daflizar, Daflizar Wahyuni, Syarli