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M. Yunus Abu Bakar

Universitas Islam Negeri Sunan Ampel Surabaya

Author-ID : 464757

Religion Arts Humanities Astronomy Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Social Sciences Transportation Other

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Optimalisasi Pembelajaran Melalui Pemahaman Kemampuan Awal Peserta Didik Khofifah Dwi Wulandari; Anifa Wardah; Lailatus Syarifah; M. Yunus Abu Bakar
JOURNAL SAINS STUDENT RESEARCH Vol. 2 No. 6 (2024): Desember : Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v2i6.2902

Identifying learners' initial abilities is a key step in learning. This article describes six important indicators that can help an educator to identify learners' initial abilities. Like a chef planning a family meal, a teacher needs to understand the unique needs and abilities of each learner. Every learner has an initial ability, an ability that has been possessed before acquiring specific new end abilities Initial skills represent the learner's current level of knowledge and skills to achieve the future status that the educator expects from the learner. To analyze students' initial abilities, at least an educator can identify the initial abilities of students by using techniques to detect initial abilities. In addition, educators can know well the learning styles of different students. The ability of educators to analyze students' initial abilities affects the learning methods they develop, which ultimately results in superior learning outcomes.

Kontektualisasi Aliran Filsafat Prgresivisme Dalam Pandangan Pendidikan Islam di Indonesia M. Yunus Abu bakar; Nawal Zahwa Dzakiyyah; Inayah
JOURNAL SAINS STUDENT RESEARCH Vol. 2 No. 6 (2024): Desember : Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v2i6.2932

This article discusses the philosophical schools of progressivism which cover various fields. The application of progressivism in learning based on the philosophy of progressivism in the concept of freedom to learn is so that readers can understand examples of the application of progressivism which are explained in detail in the educational curriculum in Indonesia. The method used in this article is a qualitative method using a library research approach. In this phase, the researcher tried to select data (books) related to the flow of progressivism and its figures. From the results of our research, we found that progressivism is a school of educational philosophy that supports educational change and progress as a response to changing times. Some of the figures in it are William James, John Dewey, and Hans Vaihinger. The goal of Progressivism is to develop students who can think practically and use their experience to solve problems effectively in an increasingly developing and advanced environment. Educators only act as motivators, guides, or instructors for students. The curriculum used is flexible, free, open and does not indoctrinate students. Indonesia is one of the countries that develops a curriculum to keep up with the times and compete with international education.

Melacak prinsip pemikiran Pendidikan Islam melalui Filsafat Klasik; Socrates, Plato dan Aristoteles. Trya Imamatul Istiqomah; Aulia Salsabila; M. Yunus Abu Bakar
JOURNAL SAINS STUDENT RESEARCH Vol. 2 No. 6 (2024): Desember : Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v2i6.2950

How the emergence of ancient philosophy can influence Islamic education. This article explores the emergence of ancient philosophy and its influence in the perspective of the philosophy of Islamic education. Starting from the thoughts of Greek philosophers such as Socrates, Plato, and Aristotle, the concept of education they developed became an important foundation for the development of education in the Islamic world. Socrates with his dialogical method, Plato with the concept of education in the “Republic", and Aristotle with his empirical approach, all contributed to character building, the development of reason, and the attainment of wisdom. As Islamic civilization absorbed and adapted Greek philosophy, Muslim scholars integrated these ideas into the framework of Islamic teachings, resulting in a unique blend of Greek rationality and Islamic spirituality. This article explores how Islamic philosophy of education took shape through interaction with ancient philosophy, as well as how this intellectual legacy continues to influence the overarching concept of education in the Islamic tradition, which emphasizes the formation of the whole person, the harmonization of reason and faith, and the achievement of balance in the lives of individuals and society.

Rekonstruksi Falsafah Madrasah Sebagai Lembaga Pendidikan Islam Yang Unggul Ridhokusumo; Abdullah zaid; M. Yunus Abu Bakar
JOURNAL SAINS STUDENT RESEARCH Vol. 2 No. 6 (2024): Desember : Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v2i6.2957

The madrasa, as an Islamic educational institution, plays a central role in the development of knowledge and Islamic understanding within the Muslim community. This article discusses the philosophy underlying the madrasa education system and its contributions to the formation of character and morals among Muslim generations. The study examines the fundamental values that form the operational basis of madrasas, such as tawhid (monotheism), ethics, and a love for knowledge, and how these values are reflected in the curriculum and teaching methods. Additionally, the role of madrasas in shaping a strong religious identity while balancing religious and general knowledge is explored. Using a descriptive-analytical method, this research reveals that madrasas not only function as centers of religious education but also as institutions that cultivate integrity grounded in Islamic values. This article aims to provide new insights into the contribution of madrasas as educational institutions that prioritize moral and spiritual dimensions, along with the challenges they face in the context of modernizing Islamic education.

Mengkaji Hubungan Hakikat Manusia Dan Pendidikan M. Yunus Abu Bakar; Ahmad Zidqy Azmy Hilmani; Zulfa Kalimatul Fajriyyah
JOURNAL SAINS STUDENT RESEARCH Vol. 2 No. 6 (2024): Desember : Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v2i6.2963

Education is a complex process, which includes more than just imparting knowledge, but also includes the formation of human values. Philosophy, as the foundation of educational science, has a crucial role in guiding and influencing the process of forming these values. Educational philosophy provides guidance and direction in developing educational theories into meaningful educational science, as well as assisting in setting educational goals that are based on solid values

Menelusuri Jejak Kurikulum Pendidikan Imam Ghazali: Integrasi Ilmu Keislaman dalam Fiqih, Hadis, dan Bahasa Arab Rahma Sekarningrum; Alfi Manzilatur Rohma; M. Yunus Abu Bakar
JOURNAL SAINS STUDENT RESEARCH Vol. 2 No. 6 (2024): Desember : Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v2i6.2975

The goal of this publication is to examine Imam Al-Ghazali's ideas about the curriculum, with a focus on how scientific and religious knowledge particularly Arabic should be integrated. Imam Al-Ghazali created a curriculum model that blends worldly knowledge with religious knowledge, particularly in the areas of fiqh, hadith, and Arabic, in order to create people who are not only intellectually gifted but also of noble character. Arabic plays a crucial part in this curriculum since it is the primary language used to comprehend the Koran and hadith, which form the foundation of Islamic beliefs. Understanding Islamic law correctly is based on Al-Ghazali's ideas regarding the significance of Arabic as the primary language for religious comprehension. Given the state of education today, a curriculum that incorporates religious understanding and

Pemikiran Pendidkan Ibnu Khaldun dan Implementasinya dalam Dunia Kontemporer Roisah Maulidiyah Rohmah; Siti Rahmatul Rizkiyah; M. Yunus Abu Bakar
JOURNAL SAINS STUDENT RESEARCH Vol. 2 No. 6 (2024): Desember : Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v2i6.3029

Ibn Khaldun's thought in Islamic education philosophy emphasizes the importance of knowledge and education as the main elements in the formation of civilization. This article aims to explore the concept of education according to Ibn Khaldun in the philosophy of Islamic education, especially in relation to the moral, intellectual, and social development of individuals. The method used is a literature review through the analysis of Ibn Khaldun's works, especially Muqaddimah. The results showed that Ibn Khaldun viewed education as a gradual process that requires a balance between theory and practice, as well as the importance of the teacher's role in shaping student character. In conclusion, Ibn Khaldun's concept of education is relevant in the context of modern education, because it emphasizes the importance of the relationship between moral and intellectual education. This article aims to explore Ibn Khaldun's thoughts on education in an Islamic perspective, especially how education affects the development of social and civilization.

Co-Authors A, Achmad Faisol Abd Azis Tata Pangarsa Abdeljelil, Moncef Ben Abdillah Mahbubi Abdullah zaid Abdurakhmonovich, Yuldashev Azim Abdurrohim Abdurrohim, Abdurrohim Absor, Firdaus Ulul Addin Mustaqim Ah. Zakki Fuad Ahmad Abdur Rokhim AHMAD CHAFIDUT TAMAM Ahmad Fahresi Ahmad Makinun Amin Ahmad Zidqy Azmy Hilmani Aisa, Firda Akbari, M. Yudo Agresi Al-Ulya, Naila Nafahatus Sahariyah Alberto Edmund Feliciano H. P Alfi Manzilatur Rohma Alfi Manzilatur Rokhmah Alfi, Dewi Zainul Ali Mas’ud Ali Mudlofir Ali Musthafa Almi Novita Amir Hamzah Amir Mahmud Amir Maliki Abitolkha An Nisa Rahma Andhin Sabrina Zahra Anifa Wardah Apriliani, Widia Arif Rahman Arifuddin Arifuddin Arroyyanah F Assegaf, Abd. Rachman Athaya Yulidian Athaya Yulidian Aulia Salsabila Ayu Shaumina Mubarokah Ayuningtias Yarun Az-Zahro, Fitri Charismaullah Azizatun Nafiah Azka, Sofiyyudin azmi, izzam Baharun, Hasan Brian Prilliano Cahyani, Desi Yati Wulan Celine, Devi Rofidah Chikmah, Khofshoh Roichanatul Chilya Nur Hidayah Choirul Anam Dedi Junaedi Eka Firmansyah Evi Fatimatur Rusydiyah Fadlillah, Nilna Falihah, Nadiyah Al Fathirah, Annisaul Fathorrohman, Fathorrohman Firdasari, Auliya Adiba Rahma Furqon, M. Rully Hadi, Mochammad Nur Hafidhotur Rohmah Hamdah Hanifah Hamidatul Ula Hana Zafira Zahra S Hana Zafira Zahra Subagyo Hasan, Ali Akbar Al Hendi Sugianto Hikmawati Rahayu Ika Oktaviani Ilma Luthfia Maziana Imam Ibnu Hajar Imam Karya Bakti Imam Nasa’i Inayah Inna Zulfa Muhsinin Intan Dwi Safitri Intan Dwi Safitri Isabella Auralia Salsabila Jakiyem, Jakiyem Kamila, Farichatul Kamila, Khurun In Karim, Abdul Rahim Kasuwi Saiban Khabibatun Nisa Khofifah Dwi Wulandari KHOIRUN NISA Kholilullah, Mohammad Kholis, Nur Khurriyah , Nurul Kurniawan, Redite Kusaeri Lailatus Syarifah Lalu Nasrulloh Nasrulloh Lubis, Ardiansyah Luluk firdausiyah Luluk M. Ahim Sulthan Nuruddaroini M. Faiz Ahdan Hawari M. Khoirul Huda Mahamid, Mochammad Nginwanun Likullil Maisyanah Maisyanah Maisyanah, Maisyanah Malika, Childa Mardiyah Mardiyah Marisa Amalia Hikmah Markus, Markus Mas'ud, Ali Masud, Ali Mas’udah, Laili Maulidah Syahrisyarifah Maulidatul Hasanah Maulindah, Dela Moh Asror Moh. Mahfud Moh. Zainal Abidin Aris Mohammad Sholeh Mohammad Syamsul Maarif Mohammad ‘Ainul Fikri Mahmudi Mughni, Muhamad Syafiq Muhaemin Muhaemin Muhammad Achsin Muhammad Fatih Hidayatullah Muhammad hifdhul Islam Qur’aniy Zidna Muhammad Irfan Hasanuddin, Muhammad Irfan Muhammad Jawad Attaqy Muhammad Nurkholis Kholik Muhammad Yusron Maulana El-Yunusi Muhsinin , Inna Zulfa Muniroh, Shofiyatu Zahrotil Mustain Mustain Musyarofah, Umirul Nabila Nisa Azzahra Nadhief, Muhammad Ilham Nadia Ulya Wahidah Nafiah, Azizatun Nafis, Rasydan Mohammad Najikhah, Devista Khoirun Nauroh Mahdiyyah Azhim Navisah Al Ainiyah Nawal Zahwa Dzakiyyah Nayyiroh, Azdatil Arifah Nihayatul Husna Novi Mukhlishoh Novita, Almi Nur Aqilah L. R. Opier Nur Kholis Nur Silfiataun Hasanah Nuruzzaman, Muhammad Adib Puspita Handayani Putri, Rika Triambarwati Diria Rahma Sekar Nigrum Rahma Sekarningrum Rahma Tiara Azzahra Ramdhani, Achmad Naufal Fajrur Redite Kurniawan Redite Kurniawan Rere Redjo Sasmito Ridhokusumo Rindu Amelia Ririn Inayatul Mahfudhoh Rizkika Qurroti A'yunina Rizqi, Muhammad Hadriq Ainur Rochmah, Zuliyatur Rofiqi, Rofiqi Rofiqoh, Nihayatur Roisah Maulidiyah Rohmah Roziqi, Ahmad Khoirur Rusdiyah, Evi Fatimatur Sa'adah, Nailis Salma Novi Safitri Salma Novi Safitri Salsabela, Siti Nur Salma Salsabila, Nur ‘Aliyah Salwa Nala Rohmatal Izzah Samsul Ma'arif Savira Rahmania Sef, Widad Septa Nur Laila Ali Shofiatul Widad Sholihah, Ni'matus Shubhan Minan Nurir Rohman Shubhan Minan Nurirrohman Sinta Nailul Latifah Sirojuddin, Muhammad Siti Hanifah Siti Khoiriyah Siti Marfuah Siti Rahmatul Rizkiyah Siti Zahiroh Solikhah Mawadati Sri Bulan SRI BULAN Susilawati, Sinta Ayu Tasniem Salsabila Tobroni Tobroni Trya Imamatul Istiqomah Trya Imamatul Istiqomah Ulya, Vita Fitriatul Umar Faruq Umar, Abir Utien Kustianing Widad, Shofiatul Yarun, Ayuningtias Yeyen Afista Zahidah, Is’ad Churiyah Zai'muddin, Ahmad Kana Zainuddin Zakariyah Zuha El Widad Zukhrufa Diana Azza Zulfa Kalimatul Fajriyyah Zuliyatur Rochmah Zulkarnain `Alin Nur Salsabila

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