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All Journal Analisis: Jurnal Studi Keislaman Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Proceedings Konferensi Nasional Sistem dan Informatika (KNS&I) Jurnal Terapan Abdimas Indonesian Fisheries Research Journal Aqlania Ulumuna IJORER : International Journal of Recent Educational Research Abrahamic Religions: Jurnal Studi Agama-Agama Indonesian Research Journal on Education PPSDP International Journal of Education Jurnal Ilmiah Multidisiplin
Asep Awaludin, Asep
STMIK RAHARJA
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Scientific-Cum-Doctriner dalam Studi Islam Menurut Mukti Ali : Studi Analisis Perspektif Worldview Islam Fadhilah, Manzilatul; Trisnani, Asif; Awaludin, Asep
Aqlania Vol. 13 No. 2 (2022): December
Publisher : Jurusan Aqidah dan Filsafat Islam Fakultas Ushuluddin dan Adab UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/aqlania.v13i2.6817

Abstract

This article tries to reveal Mukti Ali's thoughts about his new approach in Islamic Studies, namely Scientific-Cum-Doctrinaire in the eyes of Islamic Worldview. This article was written using a qualitative research approach by taking the type of library research, in which the data analysis technique was descriptive-qualitative. The results of the study were also explored through a philosophical approach to examine the thoughts of Mukti Ali who was able to create his own method of understanding Islam, namely the synthesis method and the typological method. The result of this research is that the Scientific-Cum-Doctrinaire approach is the result of a combination of three different approaches. First, Doctrinaire or dogmatic, namely approaching religion based on the statements of the Qur'an and Hadith, but this approach is considered outdated by Mukti Ali because it cannot be applied in society. Second, Scientific, which is approaching religion scientifically. However, Ali rejects this approach if it is only used singly because it is considered unsuitable. Third, synthesis is a combination of Scientific-Doctrinaire. According to him, this approach is appropriate to use in understanding Islam. Meanwhile, in the Islamic worldview, the most perfect method is the monotheistic method. Furthermore, the concept of Scientific-Cum-Doctrinaire in the eyes of the Islamic worldview is value-free. Mukti Ali also admitted that the steps of the Scientific-Cum-Doctrinaire method had not been clearly defined, thus, the Scientific-Cum-Doctrinaire method was different or incompatible with the Islamic worldview concept.
The Effect of Learning Method and Self-Confidence on Student Learning Outcomes Awaludin, Asep; Ruhiat, Yayat; Anriani, Nurul; Suryadi, Suryadi
IJORER : International Journal of Recent Educational Research Vol. 5 No. 3 (2024): May
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v5i3.604

Abstract

Objective: This study examines the disparities in enhancing student learning outcomes based on learning methods and varying levels of student self-confidence, categorized as high, medium, and low. Method: This study employs quantitative methodologies utilizing quasi-experimental methods. The study uses a non-equivalent control group technique and follows a 2 x 3 two-way ANOVA factorial design. The study sample comprised 1000 students enrolled at the health Polytechnic Banten, an educational institution in Indonesia. The enormity of this scale requires the study to be divided into many portions due to the significant temporal and financial resources needed. Therefore, a sample size of 10.00% of the population was chosen. In addition, the researchers utilized a systematic random sampling method to determine the number of students involved in the study. Results: The research findings can be classified into three main areas. Firstly, there were significant differences in student learning outcomes between those taught using STEM learning methods and those who received bedside teaching. Secondly, variations in student self-confidence levels (high, medium, and low) also resulted in differences in learning outcomes. Lastly, an interaction was observed between the learning methods and the levels of student self-confidence, which influenced the overall learning outcomes as measured by the average pre-test and post-test scores and questionnaires. Novelty: The novelty of this research was variations from previous research in terms of emphasis, subject, results, and combination of research variables. Previous research only concentrated on STEM methods and self-confidence to improve student learning outcomes. Previous research only examined one research variable: STEM, bedside teaching method, and self-confidence.
Co-Authors Abdullah Muslich Rizal Maulana Adi Purnomo Churriyah, Churriyah Dewi, Priyantini Edi Suharyadi Fadhilah, Manzilatul Farkan, Mochammad Ika Susilawati Ilamsyah Ilamsyah, Ilamsyah Lia Noviana Lovat, Emeretus Terry M. Adib Fuadi Nuriz M. Kharis Majid Mimin Maryati Muhammad Nurrosyid Huda Setiawan Munafiah, Nida'ul Muttaqin Muttaqin NUR CHOLIFAH Nurul Anriani Nurwendah Nurwendah, Nurwendah Qorib, Khoffifa Assakhyyu Romi Novriadi Ruhiyat, Yayat Samsu Harapan, Sri Budiani Setyo, Dito Sufratman, Sufratman Suryadi Suryadi Syamsul Hadi Untung Trisnani, Asif Yayat Ruhiat Yusril, Raden