Article Per Year (5 Year)
p-Index From 2020 - 2025
1.554
P-Index
This Author published in this journals
All Journal Jurnal Ilmu Ushuluddin Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Jurnal Ilmiah Ilmu Ushuluddin Jurnal Studia Insania Al-Banjari : Jurnal Ilmiah Ilmu-Ilmu Keislaman Khazanah: Jurnal Studi Islam dan Humaniora The International Journal of Education Management and Sociology Jurnal Internasional Bayan lin-Naas : Jurnal Dakwah Islam Jurnal Al-Husna Studia Islamika
Irfan Noor, Irfan
IAIN Antasari
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Physics Social Sciences

Published : 27 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 27 Documents
Search

 1   2   3 
Postmodernism Educational Philosophy (Curriculum Review, Learning Methods And The Role Of Teachers) Nasir, Muhammad; Assya'bani, Ridhatullah; Noor, Irfan; Iqbal, Muhammad
The International Journal of Education Management and Sociology Vol. 3 No. 2 (2024): March - April : The International Journal of Education Management and Sosiology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v3i2.16

Abstract

Postmodernism educational philosophy is a view that criticizes and challenges the values and principles of modernism in the context of education. This study aims to explain the impact of postmodernism educational philosophy on three main aspects, namely curriculum, learning methods, and the role of teachers. In terms of curriculum, the postmodernist approach emphasizes diversity and plurality. The curriculum is no longer based on grand narratives or objective truths, but rather adapts to local contexts and student diversity. Education is directed at understanding various perspectives and diverse cultural stories. Learning methods in the educational philosophy of postmodernism emphasize the active participation of students. The learning process is no longer linear or authoritarian; Instead, teachers act as facilitators who encourage discussion, collaboration, and critical thinking. Understanding concepts is emphasized more than simply the acceptance of information. The role of teachers in the context of postmodernism has undergone significant changes. The teacher is no longer a single source of knowledge, but rather a mediator and facilitator. Teachers are expected to understand student diversity, respond to changes in society, and create an inclusive learning environment. This study uses a descriptive-analytical method by detailing the main concepts of postmodernism educational philosophy and applying them to the context of the curriculum, learning methods, and the role of teachers. Through analysis, it can be concluded that the educational philosophy of postmodernism is actually modernism itself which is actually used to criticize modernism itself to provide a change in the educational paradigm, emphasizing flexibility, participation, and recognition of diversity. The implication is the need for adjustments in educational practices to respond to the dynamics of contemporary society and prepare students to interact with a complex and varied world.
Postmodernism Educational Philosophy (Curriculum Review, Learning Methods And The Role Of Teachers) Nasir, Muhammad; Assya'bani, Ridhatullah; Noor, Irfan; Iqbal, Muhammad
The International Journal of Education Management and Sociology Vol. 3 No. 2 (2024): March - April : The International Journal of Education Management and Sosiology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v3i2.16

Abstract

Postmodernism educational philosophy is a view that criticizes and challenges the values and principles of modernism in the context of education. This study aims to explain the impact of postmodernism educational philosophy on three main aspects, namely curriculum, learning methods, and the role of teachers. In terms of curriculum, the postmodernist approach emphasizes diversity and plurality. The curriculum is no longer based on grand narratives or objective truths, but rather adapts to local contexts and student diversity. Education is directed at understanding various perspectives and diverse cultural stories. Learning methods in the educational philosophy of postmodernism emphasize the active participation of students. The learning process is no longer linear or authoritarian; Instead, teachers act as facilitators who encourage discussion, collaboration, and critical thinking. Understanding concepts is emphasized more than simply the acceptance of information. The role of teachers in the context of postmodernism has undergone significant changes. The teacher is no longer a single source of knowledge, but rather a mediator and facilitator. Teachers are expected to understand student diversity, respond to changes in society, and create an inclusive learning environment. This study uses a descriptive-analytical method by detailing the main concepts of postmodernism educational philosophy and applying them to the context of the curriculum, learning methods, and the role of teachers. Through analysis, it can be concluded that the educational philosophy of postmodernism is actually modernism itself which is actually used to criticize modernism itself to provide a change in the educational paradigm, emphasizing flexibility, participation, and recognition of diversity. The implication is the need for adjustments in educational practices to respond to the dynamics of contemporary society and prepare students to interact with a complex and varied world.
KOMERSIALISASI PENDIDIKAN DAN IMPLIKASINYA TERHADAP DAKWAH DI ERA TEKNOLOGI Hasanah, Risqiatul; Iqbal, Muhammad; Noor, Irfan
Bayan lin-Naas : Jurnal Dakwah Islam Vol 8, No 2 (2024)
Publisher : Fakultas Dakwah Institut Dirosat Islamiyah Al-Amien Prenduan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28944/bayanlin-naas.v8i2.1900

Abstract

AbstrakKomersialisasi pendidikan telah menjadi salah satu isu yang semakin penting di tengah perkembangan globalisasi dan revolusi teknologi. Di Indonesia, pendidikan yang sebelumnya dipandang sebagai hak dasar dan layanan publik kini semakin sering diubah menjadi komoditas yang diperjualbelikan dengan motif keuntungan. Di Islam sendiri, pendidikan merupakan bagian dari metode dakwah, sehingga hal yang terkait dengan pendidikan tentunya berdampak pada dakwah itu sendiri. Fenomena ini diperkuat oleh kemajuan teknologi digital yang menawarkan berbagai inovasi dalam sektor pendidikan, seperti pembelajaran online, platform digital, dan penggunaan kecerdasan buatan. Di satu sisi, teknologi membuka peluang besar dalam meningkatkan akses pendidikan, namun di sisi lain, mempercepat komersialisasi yang berdampak pada meningkatnya ketimpangan akses terhadap pendidikan berkualitas. Artikel ini mengeksplorasi berbagai aspek dari komersialisasi pendidikan dalam konteks revolusi teknologi, termasuk faktor-faktor yang mendorong tren ini, dampak terhadap kualitas dan kesetaraan pendidikan, serta tantangan etis yang muncul ketika pendidikan beralih dari fungsi sosialnya menuju entitas bisnis. Dengan menggunakan pendekatan kritis, artikel ini juga mengkaji bagaimana komersialisasi pendidikan menciptakan tekanan terhadap keluarga, memperlebar kesenjangan antara kelompok masyarakat kaya dan miskin, serta menurunkan nilai-nilai sosial pendidikan. Lebih lanjut, artikel ini membahas peran teknologi dalam mempercepat proses komersialisasi, sekaligus menawarkan solusi untuk menjaga agar pendidikan tetap inklusif dan berkeadilan. Melalui kajian ini, diharapkan muncul kesadaran akan pentingnya kebijakan pendidikan yang adil dan berbasis hak, sehingga pendidikan dapat diakses oleh semua lapisan masyarakat tanpa diskriminasi. Artikel ini diakhiri dengan serangkaian rekomendasi yang menekankan perlunya regulasi yang ketat terhadap sektor swasta dalam pendidikan, peningkatan peran negara dalam penyediaan layanan pendidikan publik, serta pemanfaatan teknologi untuk menciptakan akses pendidikan yang merata dan terjangkau.
Faktor Psikologis Yang Mempengaruhi Proses Terapi Anak Dengan Autisme Rizky, Elvina; Noor, Irfan; Fadhila, Mahdia
Jurnal Al-Husna Vol. 1 No. 1 (2020): April 2020
Publisher : Islamic Psychology Study Program, Faculty of Ushluddin and Humanities, UIN Antasari Banj

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jah.v1i1.3513

Abstract

Autism is a developmental delay in children which is characterized by disorders in social aspects, communication. behavior and language. Treatment that will be given to children with autism which is therapy, like speech therapy, behavior, occupation and sensory integration. Based on preliminary studies and earlier research, found things that can affect both those that support and inhibit the implement of therapy. Therefore This study aims to decide what psychological factors affect the process therapy at the Center for Disability and Inclusion Education in South Kalimantan Province. This study uses a type of field research with a qualitative descriptive approach. The subjects in this study amounted to 6 therapists who have worked for 5 years at PLDPI. The results showed that therapeutic services at PLDPI, there are factors that influence the process and success of therapy. Internal factors that support the therapeutic process in PLDPI is the wishes of the child, age of child, level of autism disorders, IQ child, child's mood, affection therapist, therapist's patience and therapist's sincerity, ritual therapist (praying, prayer dhuha, reading istigfar and basmalah), intention of the therapist, understanding of children, enthusiasm and attendance consistency therapist, professional attitude. While external factors that support is self-awareness of people old in adopting a diet, parental support, the role of parents at home, therapist support, number adequate therapist, therapist collaboration with parents, adequate facilities and infrastructure and a therapeutic schedule that meets the target and therapy program that suits the child's needs. The internal factors that inhibit the child's condition such as hyperactivity, hypoactive, tantrum, sick, minimal eye contact, speech difficulties and disobedience and therapists who cannot controlling emotions. While the external factor is parents' want.
Gambaran Faktor Psikologis yang Mempengaruhi Proses Terapi Anak dengan Autism Spectrum Disorder Rizky, Elvina; Noor, Irfan; Fadhila, Mahdia
Jurnal Al-Husna Vol. 1 No. 2 (2020): Agustus 2020
Publisher : Islamic Psychology Study Program, Faculty of Ushluddin and Humanities, UIN Antasari Banj

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jah.v1i2.3694

Abstract

Autism spectrum disorder is a developmental delay in children which is characterized by disorders in social aspects, communication, behavior, and language. Treatment that will be given to children with autism is therapy, like speech therapy, behavior, occupation, and sensory integration. Based on preliminary studies and earlier research, I found things that can affect both those that support and inhibit the implementation of therapy. Therefore This study aims to decide what psychological factors affect the process therapy at the Center for Disability and Inclusion Education in South Kalimantan Province. This study uses a type of field research with a qualitative descriptive approach. The subjects in this study amounted to 6 therapists who have worked for 5 years at PLDPI. The results showed that therapeutic services at PLDPI, there are factors that influence the process and success of therapy. Internal factors that support the therapeutic process in PLDPI is the wishes of the child, age of the child, level of autism disorders, IQ child, child's mood, affection therapist, therapist's patience and therapist's sincerity, ritual therapist (praying, prayer dhuha, reading istighfar and basmalah), the intention of the therapist, understanding of children, enthusiasm and attendance consistency therapist, professional attitude. While external factors that support is self-awareness of people old in adopting a diet, parental support, the role of parents at home, therapist support, number adequate therapist, therapist collaboration with parents, adequate facilities and infrastructure and a therapeutic schedule that meets the target and therapy program that suits the child's needs. The internal factors that inhibit the child's condition such as hyperactivity, hypoactive, tantrum, sick, minimal eye contact, speech difficulties and disobedience and therapists who cannot be controlling emotions. While the external factor is the parents' wants.
Dukungan Sosial pada Anak dengan Autisme Dari Orang Tua yang Memiliki Lembaga Pendidikan dan Pelayanan Anak Bekebutuhan Khusus (ABK) Hasanah, Syamya Nor; Noor, Irfan; Komalasari, Shanty
Jurnal Al-Husna Vol. 1 No. 3 (2020): Desember 2020
Publisher : Islamic Psychology Study Program, Faculty of Ushluddin and Humanities, UIN Antasari Banj

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jah.v1i3.4168

Abstract

Autism is a developmental disorder that result in a children growth does not develop optimally, both in terms of communication, social interaction motor, sensory and emotion, so that children needs social support from people around them, especially parents in doing daily activities. Social support is divided into four type, that is emotional support, esteem support, tangible or instrumental support, and informational support. Type of research using case study with a qualitative approach. The research subject were father and mother who have autism children and have services for children with special needs. Data collection techniques using observation, interview, and documentation. Data analysis techniques using data collection techniques, data reduction data presentation and drawing conclusions. The results show that the social support which is given by parents including emotional support in the form of affection, care and concern, listening and trusting, then esteem support in the form giving reward for positive things done by children, informational support in the form of finding out and giving information that the children needs, tangible or instrumental support in the form of providing materials and facilities, provides job assistance or services and spending time.
Commodification of Ḥajj Rituals amongst Banjarese Pilgrims Raihani, Raihani; Noor, Irfan; Supriansyah, Supriansyah
Studia Islamika Vol. 30 No. 1 (2023): Studia Islamika
Publisher : Center for Study of Islam and Society (PPIM) Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36712/sdi.v30i1.15258

Abstract

This paper is drawn from a larger study of Banjarese experiences in performing ḥajj or pilgrimage to Saudi Arabia. This phenomenological study employed in-depth interviews with about 50 informants in two different areas where Banjarese populations are concentrated, i.e. South Kalimantan and Indragiri Hilir. The theme of the commodification of rituals including ojek ḥajar aswad and badal haji emerged from the comprehensive data analysis. In theory, commodification refers to the practice to turn something into a commodity. In the experiences of some Banjarese pilgrims, commodified rituals have the importance of both spiritual enhancement and social pride, even though these practices sometimes involve cheating and manipulation from the side of the service providers. So, not only do ḥajj rituals provide sacred experiences for the pilgrims, but also an opportunity for some to make profits from them even through unethical or illegal conduct.
Co-Authors Asiah, Mariatul Assya'bani, Ridhatullah Fadhila, Mahdia Hasanah, Syamya Nor Heni Pujiastuti Maskur Maskur Muhammad Iqbal Muhammad Iqbal Noor, Muhammad Iqbal Rahmah Rahmah Raihanah Raihanah Raihani Raihani Risqiatul Hasanah Rizky, Elvina Rony, Zahara Tussoleha Shanty Komalasari, Shanty Sugeng, Santoso Supriansyah, Supriansyah