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All Journal EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Pendidikan Multikultural Piwulang: Jurnal Pendidikan Agama Islam Chalim Journal of Teaching and Learning Jurnal Pengabdian Masyarakat: BAKTI KITA Andragogi Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan Islam
Abdul Halim
Universitas Islam Darul 'Ulum Lamongan
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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KOMPETENSI MULTIKULTURAL GURU PENDIDIKAN AGAMA ISLAM Abdul Halim; Maskuri Maskuri
Jurnal Ijtihad Vol 5, No 1 (2021): FEBRUARI
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/multikultural.v5i1.10322

Abstract

 Indonesia sebagai negara majemuk dengan keberagaman budayanya memerlukan sosok guru yang mempunyai kompetensi multikultural dalam proses pendidikannya. Hal ini didasarkan pada pentingnya guru yang menyadari realitas kehidupan bangsa Indonesia. Terlebih lagi bagi guru Pendidikan Agama Islam yang menginternalisasikan nilai-nilai agama kepada peserta didik. Ia dituntut untuk dapat melaksanakan proses pembelajaran sesuai dengan realitas bangsa yang multikultur, oleh karena terkadang agama dijadikan alasan untuk abai terhadap keragaman budaya serta bersikap eksklusif kepada peserta didik. Kajian ini berupaya untuk mendeskripsikan dan menganalisis kompetensi multikultural guru PAI dan implementasinya dalam pembelajaran. Lokus kajian ini berada pada forum Musyawarah Guru Mata Pelajaran Pendidikan Agama Islam kabupaten Mojokerto. Penelitian ini menggunakan metode fenomenologi dengan arti bahwa bagaimana guru menyadari keberagaman yang ada dalam kehidupan terhadap relevansi kebutuhan kompetensi multikultural guru PAI. Hasil penelitian menyatakan pertama bahwa dalam konteks kehidupan multikultural dan keragaman peserta didik, guru PAI dituntut untuk mempunyai kompetensi keilmuan, multikultural, profesional, sosial dan leadership. Kedua, ruang lingkup kompetensi multikultural dapat diklasifikasikan pada aspek sikap positif, basis pemahaman multikultural, skill pedagogi dan kompetensi leadership guru PAIKata Kunci: Kompetensi Multikultural, Guru PAI As a pluralistic country, Indonesia with its cultural diversity requires a teacher having multicultural competence in the educational process. Based on the importance of teachers who are aware of the realities of Indonesian life. Especially for Islamic Religious Education teachers who internalize religious values to students. The Required teacher can carry out the learning process appropriate towards the reality of a multicultural nation because occasionally belief in religion was taken as an excuse to ignore cultural diversity and having exclusive on facing students. This study aims to describe and analyze the multicultural competence of Islam Education teachers and its scope. The study focused on the Forum on Islam Education Subject Teacher for junior high school in Mojokerto regency. The research uses the phenomenological method, it means teacher awareness of diversity, needs multicultural competence. The research states, first, in the context of multicultural life and diversity of students, craved Islam education teachers who have a knowledge base, multicultural, professional, social, and leadership competencies. Second, the scope of multicultural competence can be classified into aspects; positive attitudes, the basis of multicultural understanding, pedagogical skills, and leadership competencyKeywords: Multicultural Competence, Islamic Education Teacher
PEMBELAJARAN PERSPEKTIF AL GHAZALI DAN IBNU MISKAWAIH Abdul Halim
Piwulang: Jurnal Pendidikan Agama Islam Vol 1, No 2 (2019): edisi MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/ngulang.v1i2.232

Abstract

Human as educational beings (homo educandum) has never been separated from the process of education. Therefore, they can be an object or subject of education. the educational process carried out by humans will coincide with the learning process. learning is the process of interaction between individuals (students) and other individuals (teachers) or with their environment that is intended to change a person's behavior permanently both intellectual, emotional or spiritual aspect through experience. Generally,  theories of learning are behaviorist, cognitive and humanistic theory  that lead to self's change through their learning experience based on purpose. According to Ghazali and Ibn Miskawaih's perspective, the purpose of learning is a positive moral change towards what is done by a teacher.  al Ghazali points that parent is a first educator in the individual life. According to Ibnu Miskawaih, materials for the learning is developed by using Islam epistemology.  and the other hand, al Ghazali declare a material of learning is developed by sufistic values  approach.Manusia mempunyai julukan sebagai homo educanum. Hal ini nampak pada proses kehidupan manusia dimana ia tidak akan pernah lepas dari proses pendidikan. Disatu sisi ia dapat menjadi obyek sekaligus subyek pendidikan. Pembelajaran adalah proses interaksi yang dilakukan oleh peserta didik dan guru atau lingkungannya yang ditujukan untuk merubah perilaku seseorang secara permanen baik aspek intelektual, emosi atau spiritual melalui pengalaman. Pada umumnya teori belajar behaviorisme, kognitif dan humanistik menginginkan adanya perubahan pada diri seseorang sesuai dengan yang ditujukan melalui pengalaman belajarnya. Dalam perspektif tasawuf sebagaimana diungkapkan oleh al Ghazali dan Ibnu Miskawaih bahwa tujuan pembelajaran adalah perubahan akhlak (perilaku) seseorang kepada yang baik yang dilakukan oleh seorang guru dimana menurut pandangan tasawuf bahwa pendidik pertama tersebut adalah orang tua sedangkan materi yang digunakan adalah materi-materi yang secara epistimologis dibangun secara islami sedangkan menurut al Ghazali materi tersebut juga perlu dibangun dengan pendekatan nilai sufistik. 
Gerakan Pemuda Cerdas Lawan Berita Hoax Ahmad Munir; Abdul Halim; Ahmad Fatikhul Udin
Jurnal Pengabdian Masyarakat : BAKTI KITA Vol 1 No 1 (2020): Jurnal Bakti Kita
Publisher : LPPM Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (173.121 KB)

Abstract

Di Negara kita terkenal dengan Undang-Undang yang berlaku untuk semua masyarakat Indonesia, yang melakukan pelanggaran baik pemerintahan maupun masyarakat umum. Untuk dunia informasi teknologi dan elektronik dikenal dengan UU ITE. Undang-Undang ITE ini sendiri dibuat berdasarkan keputusan anggota dewan pada tahun 2008. Keputusan ini dibuat berdasarkan musyawarah mufakat untuk melakukan hukuman bagi para pelanggar terutama dibidang informasi teknologi elektronik. Untuk dunia maya atau lebih dikenal dengan cyber sudah kita kenal dengan kehidupan sehari-hari di kalangan masyarakat Indonesia. Contoh yang paling mudah adalah situs jejaring sosial yang saat ini ratingnya sangat bagus dalam dunia pertemanan yaitu facebook. Di dunia facebook sering terjadi pelanggaran yang disalahkan oleh pengguna facebook tersebut sehingga bisa mengakibatkan nyawa seseorang menghilang atau terancam. Untuk pengguna facebook sendiri dibuat UU ITE No. 11 Tahun 2008, ada tiga ancaman yang dibawa UU ITE yang berpotensi menimpa facebook di Indonesia yaitu ancaman pelanggaran kesusilaan [Pasal 27 ayat (1)], penghinaan/pencemaran nama baik [Pasal 27 ayat (3)] dan penyebaran kebencian berdasarkan suku,agama dan ras (SARA) diatur oleh [Pasal 28 ayat (2)]. Dari undang-undang ITE bisa dilihat bahwa dunia maya itu tidak sebaik yang kita kira, ketika kita memakai jejaring sosial dengan semena-mena, maka tidak menutup kemungkinan kita bisa dijerat oleh UU ITE dengan pasal-pasal yang ada. Tidak hanya untuk dunia maya seperti jejaring sosial yang bisa menjerat kita dalam UU ITE, untuk kasus lainnya seperti menyebar video-video porno melalui alat komunikasi serta pencemaran nama baik melalu media televisi, radio, dan menulisnya dalam sebuah blog yang mayoritas bisa diakses oleh para pengguna dunia maya, semua itu mempunyai UU ITE. (Undang-undang ITE, 2010).
Model Pembelajaran Multikulturalisme Guru Pendidikan Agama Islam Abdul Halim
Chalim Journal of Teaching and Learning (CJoTL) Vol. 2 No. 1 (2022): Islamic Education
Publisher : Program S3 Pendidikan Islam Institut Pesantren KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Information technology is increasingly developing and has an impact on the fact that the world seems to be borderless, which is a challenge in the world of education, especially Islamic religious education. The term global village as an impact of globalization leads to a model of life in which various cultures meet and interact more intensely ideological contestation, and cross-cultural communication. Therefore this reality must be addressed wisely and prudently. If cultural diversity and differences are not managed properly, it will have an impact on disharmony and polarization in society. One of the efforts to respond to this reality is multiculturalism. Education in Indonesia, especially Islamic education, requires a learning model based on multiculturalism, bearing in mind that Indonesia as a plural country is required to care for and manage its diversity properly. This study took the locus of Mojokerto district where the subject of this study was a PAI teacher. This study uses a qualitative approach to data that will be collected and analyzed and tested for its validity through technical credibility, transferability, confirmability, and dependability. The results of the study illustrate that the multiculturalism learning model for PAI teachers is based on the reality of the elements and structure of PAI learning including multiculturalism and its values. In addressing the cultural diversity of students, teachers practice multicultural values ​​such as tolerance. In the realm of objectives, materials, media, methods, and evaluation of Islamic education teachers are required to internalize it with multiculturalism and its values ​​such as tolerance and mutual respect.
Internalization of Islamic Boarding School Life Values in Forming Multicultural Attitudes of Santri Abdul Halim
EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Vol 6 No 1 (2023): Edu-Religia : Jurnal Keagamaan dan Pembelajarannya
Publisher : Program Pascasarjana Pendidikan Islam Universitas Islam Darul Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edu-religia.v6i1.5058

Abstract

Islamic boarding school life, with its culture and learning system, is an educational institution that is unique and different from other institutions. In the context of character education, Islamic boarding schools have an essential role in shaping the attitudes and behaviour of students. The reality of the pluralistic Indonesian nation requires students who can behave multiculturally in society. Meanwhile, Islamic boarding schools, with their deep-rooted values and learning systems, can contribute to forming students' multicultural attitudes. In this study, we discuss Islamic boarding schools' values that play a role in developing the students' multicultural attitudes. These values are the values of honesty, democracy, tolerance, equality, love of the country and respect for cultural diversity. These values form the multicultural attitudes of students by integrating these values into the learning and life of Islamic boarding schools. In the end, values integrated into students' social and education spheres can form a multicultural attitude of students by being tolerant, open, and appreciative of differences and can become role models for students with a multicultural attitude
Strategy for Strengthening Multicultural Competence of Islamic Religious Education Teachers Halim, Abdul
EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Vol 7 No 1 (2024): Edu-Religia : Jurnal Keagamaan dan Pembelajarannya
Publisher : Program Pascasarjana Pendidikan Islam Universitas Islam Darul Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edu-religia.v7i1.6956

Abstract

Teachers have a central position in education. This is inseparable from their role as the frontline in developing human resources. In the context of disruptive life and interaction patterns that lead to a borderless world order, humans who are socially capable and oriented towards world peace are needed. In this aspect, teachers who have multicultural competence and strategies to form multiculturalist educators are needed. This research is qualitative and uses a literature review approach. The data is taken from expert concepts related to the study of multiculturalism and Islamic religious education teachers. The result of the research is that multiculturalist Islamic religious education teachers are educators who have pedagogical competence, pedagogical competence, personality, professional and social as well as multicultural competence, namely competence that leads to the mastery of teachers in understanding ethnic issues, national and global values; diversity and culture. And strengthened by pedagogical skills where Islamic religious education teachers are able to sow multicultural values to their students. In the realm of strategy, a political approach to education is needed; a curriculum with multiculturalism insights and empowerment of Islamic religious education teachers
Sikap Multikultural Guru Pendidikan Agama Islam di Sekolah Halim, Abdul
Andragogi: Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 2 (2023): Pendidikan dan Pembelajaran
Publisher : Universitas KH. Abdul Chalim Pacet Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/adrg.v3i2.1285

Abstract

In the context of education, teachers play a critical and decisive role in the educational process. It is expected that multiculturalism and an awareness of its values should be integral to a teacher’s approach. Teachers must possess multicultural awareness and competence, essential for promoting multiculturalism within society, particularly for teachers of Islamic Religious Education (PAI). PAI teachers are expected to embody and model multicultural behavior so that religion becomes a guiding force in the development of multiculturalism within the community. This article examines the multicultural behavior of PAI teachers in the school environment as a normative foundation for the development of multicultural education in schools. This study employs a qualitative approach, specifically a case study focusing on PAI teachers in the Mojokerto district. Data was collected through interviews, observation, and documentation, which were then analyzed and validated. The results of this study indicate that the multicultural behavior of PAI teachers is rooted in several factors: behavior motivated by feelings, behavior based on habits, behavior guided by ethics, norms, and values, behavior driven by goals, and dialogical multiculturalism.
UPAYA GURU PENDIDIKAN AGAMA ISLAMDALAM MENINGKATKAN SPIRITUAL QUOSTIENT  SISWADI SMP IBNU SINA MOJOKERTO: Efforts Of Islamic Religious Education Teachers In Improving Students' Spiritual Quotient At Ibnu Sina Middle School, Mojokerto Sholikhin, Anwar; Abdul Halim
Piwulang: Jurnal Pendidikan Agama Islam Vol. 8 No. 1 (2025): edisi SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/6xqpq708

Abstract

Teachers are human figures whose presence and role are expected in education, as resources that occupy positions and play important roles in life. Spiritual Intelligence or Spiritual Quostient is an awareness that not only recognizes existing values ​​but also creatively discovers new values. This research uses a qualitative case study approach. Data collection through observation, interviews, and documentation. Data collection, data presentation, and drawing conclusions are the data analysis techniques used in this study. The results of this study can be summarized as follows: (1) Activities that increase students' Spiritual Quostient include congregational Dhuhur prayer, congregational Dhuha prayer, Quranic recitation, and reciting the Asmaul Husana (the Beautiful Names of Allah). (2) Efforts made by teachers to increase students' Spiritual Quostient through good planning in congregational Dhuhur prayer, starting from preparation, implementation, and the results of student changes. Teachers feel an increase in students' spiritual intelligence, seen from the students' increased enthusiasm in participating in this congregational Dhuhur prayer activity. The existence of Dhuhur prayer activities can increase students' spiritual intelligence with the following indicators: (a) Students are orderly and disciplined in congregational prayer (b) Self-awareness to worship increases (c) Improves good relations between teachers and students (d) A sense of responsibility arises in students.
Deradicalization Through Multicultural Islamic Religious Education at The Islamic University Burhan Djamaluddin; Bahri, Syamsul; Abdul Halim; Nurlailah; Chabibi, Muhammad
Nazhruna: Jurnal Pendidikan Islam Vol. 7 No. 3 (2024): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v7i3.34

Abstract

In the context of preventing radicalism, it is important to research educational institutions that have implemented multicultural Islamic education. This article explains how deradicalization is pursued through Multicultural Islamic Education at Universitas Islam Malang (UNISMA. This research uses a qualitative method with a phenomenological approach to understand the role of Islamic religious education in shaping students' multicultural attitudes. Data were collected through observations, interviews with 15 alumni from three cohorts, and documentation, focusing on the integration of multiculturalism concepts in the course materials. The findings indicate that the Multicultural PAI doctoral program at UNISMA significantly contributes to preventing radicalism by promoting tolerance and inclusive religious education. The program encompasses both theological and socio-cultural aspects, which help transform students' mindsets to become more open and reinforce the values of Bhinneka Tunggal Ika and Pancasila within the framework of Islamic education. The curriculum serves as a deradicalization tool by deepening the understanding of diversity and encouraging positive interactions within and between religious communities. However, its effectiveness is influenced by students' subjective factors, such as their attitudes, and external factors like the sociopolitical context. Further research is needed to assess the program's long-term impact and refine the curriculum based on student feedback.
Co-Authors Ahmad Fatikhul Udin Ahmad Munir Burhan Djamaluddin Chabibi, Muhammad Maskuri Nurlailah Sholikhin, Anwar Syamsul Bahri