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All Journal Proceedings of Annual Conference for Muslim Scholars Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Jurnal Teologi Islam
Andik Wahyun Muqoyyidin
Universitas Pesantren Tinggi Darul Ulum Jombang
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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INTEGRITASI DAN INTERKONEKSITAS ILMU-ILMU AGAMA DAN SAINS MENUJU PENDIDIKAN TINGGI ISLAM CENTER OF EXCELLENCES Andik Wahyun Muqoyyidin
Edusentris Vol 1, No 2 (2014): Juli
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (340.481 KB) | DOI: 10.17509/edusentris.v1i2.143

Abstract

Sejumlah pemikir dan ahli pendidikan, khususnya di Barat, makin menunjukkan kegelisahan dan kekecewaan terhadap sistem dan hasil pendidikan modern, sebagaimana terlihat dalam sejumlah artikel dan pertemuan ilmiah yang diadakan di beberapa tempat. Mereka merasakan tidak adanya korelasi antara pandangan orang modern dan hasil temuannya dengan Maha Pencipta, serta pengakuan akan adanya kehidupan di balik kehidupan di dunia ini sebagai sesuatu yang hilang dalam kerangka keberilmuwan orang-orang modern masa kini. Berangkat dari pola pikir di atas, artikel ini bertujuan membicarakan pentingnya melihat bangunan keilmuan, yang merupakan dasar berdiri tegaknya pendidikan tinggi Islam center of excellences, sebagai bangunan yang integratif dan interkoneksitas antar berbagai unsurnya, baik dalam proses penggalian maupun pencabangannya. Paradigma interkoneksitas ini berasumsi bahwa untuk memahami kompleksitas fenomena kehidupan yang dihadapi dan dijalani manusia, setiap bangunan keilmuan apapun, baik keilmuan agama (termasuk agama Islam dan agama-agama yang lain), keilmuan sosial, humaniora, maupun kealaman tidak dapat berdiri sendiri. Kerjasama, saling tegur sapa, saling membutuhkan, saling koreksi dan saling keterhubungan antar disiplin keilmuan akan lebih dapat membantu manusia memahami kompleksitas kehidupan yang dijalaninya dan memecahkan persoalan yang dihadapinya.Kata kunci: integrasi, interkoneksitas, ilmu-ilmu agama, sains, pendidikan tinggi islam.
Membumikan Deradikalisasi Pendidikan Islam sebagai Respons Antisipatif Radikalisme di Era Global Andik Wahyun Muqoyyidin
Proceedings of Annual Conference for Muslim Scholars No Seri 1 (2017): AnCoMS 2017: Buku Seri 1
Publisher : Koordinatorat Perguruan Tinggi Keagamaan Islam Swasta Wilayah IV Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (326.477 KB) | DOI: 10.36835/ancoms.v0iSeri 1.51

Abstract

This paper aims to describe the systematic and holistic efforts to unearth the de-radicalization of Islamic education. The rise of radicalism in the name of religion on the global stage, particularly in Indonesia, both with an old and new-style format, demanding the authorities to seriously think of a proper strategy for overcoming it. All rightly appreciate the government’s determination to continue to optimize the de-radicalization program in order to ward off misunderstandings and extreme ideology. Although the roots of the rise of radicalism among Muslims, it is complex, but in fact indirectly it reflects an Islamic education learning practices that have been implemented at various levels of education. One of the major breakthroughs related to rejuvenating this de-radicalization program can be started from the reorientation of the Indonesian Islamic education vision towards strengthening inclusive vision-multiculturalist. That is, early on, some important components of Islamic education, as components of the curriculum, educators, and learning strategies should be directed to equip learners life skills (soft skills) face various challenges they will encounter in the midst of social life are very diverse (plural), both in terms of religion and belief (multireligious), language (multilingual), race, ethnicity (multiethnic), as well as the traditions and cultures (multicultural).Keywords: De-radicalization; Islamic education; Radicalism; Global.
Analisis Kesalahan Menulis Bahasa Arab Pada Pembelajaran Imla Murid Kelas 2 Ula Madrasah Diniyah Darussalam Padar Kesamben Ngoro Jombang Rifki Ramadani; Mohamad Yahya Ashari; Andik Wahyun Muqoyyidin
Jurnal Teologi Islam Vol. 2 No. 1 (2026): DESEMBER 2025 - MEI 2026
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/cdwesc42

Abstract

The purpose of this study was to analyze Arabic writing errors, analyze the learning of dictation (imla'), and determine how teachers evaluate Arabic writing errors in Grade 2 Ula students at Madrasah Diniyah Darussalam Padar Kesamben Ngoro Jombang. This research used a descriptive qualitative research method, analyzing through a documentary study approach. The data collection techniques used were interviews, observation, and documentation. In the implementation, the teacher wrote the material on the board, explained it, conducted a question and answer session, then dictated simple vocabulary words that were repeated three times before the students wrote them in their notebooks. The teacher evaluated Arabic writing errors by collecting error data, identifying errors, classifying errors, and correcting student errors to provide appropriate guidance. The results showed that many students still made errors, such as errors in connecting letters, letter usage, letter length, and letter omissions and additions. Errors in writing Arabic among second-grade Ula students at Madrasah Diniyah Darussalam Padar Kesamben Ngoro Jombang are caused by a lack of mastery of basic Arabic writing skills, limited learning media, and the use of traditional teaching methods. The imla’ learning process is carried out through the dictation method, beginning with the teacher writing and explaining the material on the board, then dictating simple Arabic vocabulary three times for students to write down. Evaluation is conducted by collecting, identifying, classifying, and correcting students’ mistakes, and the results show that many students still make errors in writing Arabic. This evaluation also serves as a reference for teachers to understand students’ writing abilities and their comprehension of the material taught.
Co-Authors Mohamad Yahya Ashari Rifki Ramadani