Articles
<![CDATA[Problematika Pendidikan Islam Perspektif Maqâṣid Sharîʻah ]]>
<![CDATA[Rosidin, Rosidin]]>
<![CDATA[ Marâji`: Jurnal Ilmu Keislaman Vol 3 No 1 (2016): September ]]>
Publisher : <![CDATA[Koordinatorat Perguruan Tinggi Agama Islam Swasta Wilayah IV Surabaya ]]>
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<![CDATA[The article seeks to reveal problems faced by Islamic education from the perspective of Maqâṣid al-Sharîʻah, namely ideological (ḥifẠal-dîn), practical (ḥifẠal-nafs), academic (ḥifẠal-âaql), relationships or networks (ḥifẠal-nasl), vocational (ḥifẠal-mâl) and quality (ḥifẠal-âirá¸) aspects. In order to know the details of crucial problems of the Islamic education along with their alternative solutions, this paper suggests that the Islamic education should consider the insiderâs and outsiderâs perspective which has four types of roles as follow: a) complete observer; b) observer as participant; c) participant as observer; d) complete participant. This article proposes three important implications, are: first, the problems of the Islamic education can be categorized and mapped based on Maqâṣid al-Sharîʻah, in order to ease the analysis of such problems. Second, the analysis of the problems should be based on the insidersâ and outsidersâ point of views, so that it would be able to comprehensively detect the problems of Islamic education and show the inclusiveness of the Islamic education. Third, problem solving alternatives should be oriented at the level of theological (faith and religious [îmân]), theoretical (philosophical and empirical [âilm]), practical (learning and teaching [âamal]) and moral (ethics and aesthetics [akhlâq]) realms. ]]>
<![CDATA[STUDI FIKIH DI PERGURUAN TINGGI: Kajian Model Pembelajaran Andragogi ]]>
<![CDATA[Rosidin, Rosidin]]>
<![CDATA[ ULUL ALBAB Jurnal Studi Islam Vol 18, No 2 (2017): Islamic Law ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/ua.v18i2.4440
<![CDATA[Constraints often encountered by lecturers in educating students is still attached pedagogical mentality like students of secondary education; has not moved on andragogical mentality like a college student. These constraints can be found in the context of basic principles of andragogy. As a library research, this paper examines the data sources in the form of literature relevant to Islamic law (fiqh) studies and andragogy (adult education). The study results in six models of andragogical learning for the development of Islamic law (fiqh) courses in higher education. First, the learning model of “learn how to know†that emphasizes aspects of epistemology to increase students’ curiosity (need to know). Second, independent learning model that emphasizes student activeness in learning. Third, experiential based learning model, especially literature and field research practice, to foster inclusive thinking. Fourth, actual life-based learning model, either related to worship or muamalat. Fifth, contextual learning model to find alternative solutions to real life problems from the perspective of Islamic law (fiqh). Sixth, the learning model to develop students’ intrinsic motivation.]]>
<![CDATA[INTERNASIONALISASI PENDIDIKAN TINGGI ISLAM MELALUI REALISASI THE GLOBAL GOALS BERBASIS MAQASHID SYARIAH ]]>
<![CDATA[Rosidin, Rosidin]]>
<![CDATA[ ULUL ALBAB Jurnal Studi Islam Vol 17, No 1 (2016): Islamic Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/ua.v17i1.3254
<![CDATA[The era of globalization is characterized by a shift in the concept of citizenship. From nation citizenship to global one. The implication is the need to reform Islamic education based on global standardization and Islamic values. The concrete form is the internationalization of Islamic education through the realization of the global goals based on maqashid sharia. The model established is the education that makes maqashid sharia as the core curriculum (model of comprehensive education), open to all parties to obtain or provide educational (emancipatory), ready to compete in the global competition (competitive), to cultivate the attitude of flexibility and open-minded towards each other (inclusive), cooperate with global citizens (collaborative) and is able to bring actual change for the community (transformative).]]>
<![CDATA[KEPEMIMPINAN PENDIDIKAN DALAM AL-QUR’AN(STUDI PUSTAKA KISAH-KISAH DALAM AL-QUR’AN) ]]>
<![CDATA[Rosidin, Rosidin]]>
<![CDATA[ J-MPI (Jurnal Manajemen Pendidikan Islam) J-MPI Vol. 1, No. 2, Juli - Desember 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jmpi.v1i2.3964
<![CDATA[Al-Qur’an merupakan sumber primer pendidikan Islam. Teks al-Qur’an bersifat konstan, namun kontekstualisasi al-Qur’an bersifat dinamis, sehingga dapat memberikan sumbangsih pemikiran sebagai alternatif solusi atas problematika pendidikan nasional di Indonesia, terutama krisis kepemimpinan pendidikan. Tulisan ini bertujuan memberikan sumbangsih pemikiran terkait alternatif solusi atas problem krisis kepemimpinan pendidikan dengan menjadikan kisah-kisah dalam al-Qur’an (Qashash al-Qur’an) yang relevan sebagai objek penelitian.Penelitian ini bersifat studi pustaka dengan pendekatan kualitatif dan jenis penelitian deskriptif. Teknik pengumpulan data berupa dokumentasi, terutama melibatkan tafsir al-Qur’an dan literatur ilmu pendidikan. Teknik analisis data mengacu pada metodologi tafsir tarbawi (tafsir kependidikan) dengan tiga model analisis, yaitu analisis kebahasaan (lughawi), analisis isi (tahlili) dan analisis kependidikan (tarbawi).Hasil penelitian menujukkan bahwa kepemimpinan pendidikan dalam tujuh kisah rasul yang termaktub dalam al-Qur’an, dapat dikategorikan menjadi empat kompetensi. Yaitu kompetensi moral, profesional, sosial dan intelektual. Keempatnya merupakan pemekaran makna dari empat sifat kenabian, yaitu Shiddiq, Amanah, Tabligh dan Fathonah. Keempat kompetensi dan sub-kompetensi kepemimpinan tersebut berimplikasi pada aneka model, strategi hingga teknik kepemimpinan pendidikan yang berpotensi menanggulangi krisis kepemimpinan pendidikan. ]]>
<![CDATA[Metode Tafsîr Tarbawî Dalam Tinjauan Teoritis Dan Praktis ]]>
<![CDATA[Rosidin, Rosidin]]>
<![CDATA[ J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 1 No. 2 Januari-Juni 2015 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jpai.v1i2.3348
<![CDATA[The Holy Qur’an is a primary resource for Islamic education. Therefore, it’s important to fid an appropriate method which enable to research and explore contents of The Holy Qur’an extensively. The writer proposes a Tafsîr Tarbawî method as an alternative idea. This method is combining thematic exegesis method (Tafsîr Mawdlȗ‛î) and education approach, especially Islamic education approach. There are steps to apply Tafsîr Tarbawî method: 1) select a theme; 2) compile verses of Qur’an then classify; 3) Tabulate verses according to NuzÈ—l al-Qur’an then know about Asbâb al-NuzÈ—l and al-Munâsabah (correlation of verses); 4) Analyze verses by al-Tafsîr, al-Sunnah, Ushul al-Fiqh, Islamic education, and every discipline –especially education theory– that is much-needed to gain comprehensive and complete conclusion of this method. Beside theoretical framework and Tafsîr Tarbawî method in pratice, the writer also presents example of this method’s product entitle: “Concept ofÈ–lÈ— al-Albâb in Qur’an and its Implication for Islamic Educationâ€. The result of this example shows a combination of exegesis and Islamic education analysis. Thus, this article proves that Tafsîr Tarbawî method could be an appropriate method to discover contents of The Holy Qur’an for developing theory and practice of Islamic education.]]>
<![CDATA[STRATEGI PENINGKATAN KINERJA PENDIDIK PROFESIONAL BERBASIS ETOS KERJA QUR’ANI ]]>
<![CDATA[Rosidin, Rosidin]]>
<![CDATA[ J-PAI: Jurnal Pendidikan Agama Islam JPAI Vol. 2 No. 2 Januari-Juni 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jpai.v2i2.3971
<![CDATA[This paper is the text of the Koran studies aimed at finding Quranic ethos of the key concepts that could potentially improve the quality of professional educators fourth competence, if implemented optimally. In the process, this article refers to the steps of methodological-applicative interpretation Tarbawi practical: to determine the theme, identify the passages relevant, then analyze the data paragraph with three analytical techniques, namely language (lughawi), content (tahlili) and education (Tarbawi ). There are three main findings of this study. First, the "self-awareness" is a key concept work ethic Qur'ani in improving the performance of professional educators. Details, improvement of professional competence through basic awareness of the obligations of educators; improvement of pedagogical competence through an awareness of the human rights of learners; increase awareness of personal competence through for my own shortcomings; improvement of social competence through awareness of the advantages of others. Second, the implementation strategy of self-awareness in improving the performance of professional educators are theological (faith), theoretical (science), practical (charity) and moralistic (morals). Thirdly, there are three levels of quality implementation of self-awareness, which is below the standard (wrongdoers); according to the standard (muqtashid); and above standard (Sabiq). Keywords: Self-Awareness, Qur'anic Performance, Professional Educators]]>
<![CDATA[Analisis Teori Pilihan Rasional Terhadap Transformasi Madrasah ]]>
<![CDATA[.., Rosidin]]>
<![CDATA[ Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 7, No 2 (2015): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar ]]>
Publisher : <![CDATA[Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jt.v7i2.3325
<![CDATA[Madrasa transformation from time to time is based on rational choice which decisioned by leaders, managers, and society. Within the perspective of RCT, that rational choice prefer to the economic concept of making profis and inhibiting loss. As the transformation of the earlier educational institution, Madrasa Nizhamiyah depicts rational choice from its historical background, implemented educational practices, qualifiation of its graduates, andsociety responses towards it. Rational choice which generally bases madrasa transformation in Indonesia is heterogeneous. It shows from non-cooperative action with the government (madrasa in the era of colonization); cooperative action with the government (madrasa in the era of the old order); cooperative action with society needs and working world (madrasa in the era of the new order) and the inclusive-predictive action with the world development (madrasa in the era of reformation and globalization).Keywords: Transformation, Madrasa, RCT, Rational Choice]]>
<![CDATA[OPTIMALISASI PEMBELAJARAN BERBASIS PENGALAMAN (EXPERIENTIAL LEARNING) ]]>
<![CDATA[Dr. Rosidin]]>
<![CDATA[ El-QUDWAH El-Qudwah (04-2014) ]]>
Publisher : <![CDATA[lp2m-uin malang ]]>
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<![CDATA[Oleh : Rosidin Dosen Fakultas Ilmu Tarbiyah dan Keguruan (FITK) UIN Maulana Malik Ibrahim Abstract Focus of this article discusses: 1) The study is the result of research normative Tarbawi thematic interpretation of the verses of the Koran that are relevant to the experience -based learning; 2 ) The study discusses the theoretical one experience-based learning model , Experiential Learning (EL) model Kolb; 3 ) Study of practical ideas that shape is constructed from the study of normative and theoretical results , accompanied by bid operational measures at the level applicable . The formulation of this problem is qualitatively assessed in the library research. The results of the study are: 1) The story of the Prophet and the Koran figures indicate explicitly or implicitly the existence of interaction-based learning experience; 2) Theory-based learning experiences that have been tested and are widely applicable theory of Experiential Learning (EL) model Kolb serves three main products, namely (a) EL cycle consisting of experiences (Concrete Experience), Reflective Observation (Reflective Observation), Abstract conceptualization (Abstract conceptualization) and Active Experimentation (Active Experimentation ); (b) learning strategies relevant to EL Cycle; (c) learning style based on EL cycle , namely Divergent , Assimilation, Convergent and Accommodation. 3) Study of practical this study resulted in three recommendations: (a) implementation of the EL Model Cycle Kolb; (b) Model EL-based learning strategies Kolb; (c) Kolb's learning style model facility in learning.]]>
<![CDATA[METAFORA SEBAGAI TEMAN BELAJAR ANAK ]]>
<![CDATA[Rosidin Rosidin]]>
<![CDATA[ RAHMATAN LIL ALAMIN: JOURNAL OF PEACE EDUCATION AND ISLAMIC STUDIES Vol. 1 No. 2 (2018): Islam Rahmatan lil Alamnin ]]>
Publisher : <![CDATA[Universitas Islam Raden Rahmat Malang ]]>
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<![CDATA[Dinamika arus informasi yang penuh-sesak menyebabkan belajar mengetahui (learn to know) harus digantikan belajar cara mengetahui (learn how to know), untuk membina pembelajar mandiri. Problemnya, banyak anak kecanduan gadget, sehingga berpotensi menghambat pembinaan pembelajar mandiri. Alternatif solusinya, metafora diposisikan sebagai ‘teman belajar’ anak dalam Pendidikan Dasar (SD/MI). Apalagi metafora sudah dipraktikkan sejak masa Rasulullah SAW dan masih efektif diterapkan dalam pendidikan kontemporer. Kontribusi tulisan ini adalah kontruksi makna metafora al-Qur’an (Amtsal al-Qur’an) dari perspektif dua unsur metafora: Fokus/Wahana dan Bingkai/Topik/Tenor. Ada tiga hasil riset. Pertama, ada empat kategori metafora al-Qur’an dari perspektif Fokus/Wahana: Manusia, Flora, Fauna dan Benda atau Tempat. Kedua, ada tiga kategori metafora al-Qur’an dari perspektif Bingkai/Topik/Tenor: Akidah, Fikih dan Akhlak. Ketiga, Tujuh kategori metafora al-Qur’an tersebut relevan untuk difungsikan sebagai teman belajar anak dalam rangka mencapai Standar Kompetensi Lulusan Pendidikan Dasar, baik dimensi sikap, pengetahuan maupun keterampilan, sesuai Peraturan Menteri Pendidikan dan Kebudayaan Nomor 20 Tahun 2016.]]>
<![CDATA[SASARAN PEMBENAHAN MANAJEMEN PENDIDIKAN ISLAM ]]>
<![CDATA[Mohamad Rosidin]]>
<![CDATA[ Evaluasi: Jurnal Manajemen Pendidikan Islam Vol 1, No 1 (2017): EVALUASI-edisi MARET ]]>
Publisher : <![CDATA[STAI Ma'had Aly Al-Hikam Malang ]]>
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DOI: 10.32478/evaluasi.v1i1.68
<![CDATA[Manajemen pendidikan Islam ikut bertanggung jawab dalam membenahi aneka problematika yang mendera pendidikan Islam melalui solusi yang sistematis, terutama menggunakan skema POAC (Planning, Organizing, Actuating, Controlling). Tulisan ini membahas enam sasaran pokok pembenahan manajemen pendidikan Islam, mengingat problem tidak pernah absen dari keenamnya. Secara garis besar, keenam sasaran tersebut dipilah menjadi dua komponen, yaitu insani dan non-insani. Pada komponen insani, manajemen pendidikan Islam bertugas mengkreasi pendidik yang mampu memfungsikan dirinya sebagai leader sekaligus manager; serta mengkreasi peserta didik yang mampu membina dirinya sebagai orang pandai, bukan orang bodoh. Terkait komponen non-insani, manajemen pendidikan Islam menyasar tujuan pendidikan agar memadukan antara tujuan pragmatis dan idealis secara harmonis; mengusahakan realisasi kurikulum aktual yang mendekati bahkan melampaui kurikulum ideal; menciptakan metode pendidikan yang memadukan pendekatan student-oriented dengan teacher-oriented secara proporsional; serta menyelenggarakan evaluasi pendidikan yang ditujukan pada bakat maupun prestasi peserta didik.]]>
