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All Journal El-Rusyd
Nelly Izmi
STIT Ahlussunnah Bukittinggi
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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KAJIAN ESENSIAL INTEGRASI ALQUR’AN KEDALAM KURIKULUM MATA PELAJARAN UMUM Nelly Izmi
El-Rusyd Vol. 1 No. 2 (2016): Desember
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (441.552 KB)

Abstract

Al-Qur’an memuat ayat-ayat yang mengatur kehidupan manusia agar memperoleh kebahagiaan di dunia dan di akhirat, sedangkan ilmu pengetahuan merupakan alat untuk mencapai kehidupan yang lebih baik. Dengan demikian Islam dan ilmu merupakan dua hal yang integral dan tidak bisa dipisahkan. Ilmu pengetahuan seyogianya berbasiskan nilai-nilai agama dan di dalam ajaran agama Islam mengandung fakta-fakta dan memberi motivasi ke arah pencarian ilmu pengetahuan dan teknologi, maka sesungguhnya Islam tidak mengenal adanya dikotomi antara agama dan ilmu pengetahuan karena keduanya bersumber dari Allah SWT. Untuk lebih memberi kekuatan nilai Islami pada kurikulum, maka disertakan atau dicari landasan Al Qur’an atau Hadits shahih yang relevan atau mendukung materi pokok yang sedang diajarkan. Namun hal ini tidak boleh dipaksakan, sehingga relevansinya terkesan dibuat-buat. Apabila tidak ada ayat Al Qur’an atau Hadits yang cocok atau relevan, maka integrasinya dilakukan secara filosofis sudah cukup.
ANALISIS TERHADAP STRUKTUR KURIKULUM TINGKAT ALIYAH DAN DAMPAKNYA TERHADAP PEMBELAJARAN DI MADRASAH TARBIYAH ISLAMIYAH CANDUNG KAB. AGAM Nelly Izmi
El-Rusyd Vol. 3 No. 1 (2018): Juni
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIIT) Ahlussunnah Bukittinggi

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Issues raised in this research is that how the structure of the curriculum inMTI Candung, infact, there are six subjects were naming the same curriculum ofKitab Kuning and the curriculum of the Religion Minister of Indonesia, the content ofthe curriculum is also partly the same, but are taught at different times, so there hasbeen a dualism curriculum that makes its implementation to be less effective andefficient, and what the inpact of a dualism curriculum to the teaching and learningprocess. The method used in this study is qualitative. While data collection is donethrough interview, observation and documentation. This data analysis techniquebased on verification, interpretation, and historiography. Based on the collecteddata, obtained the following results:The weakness found were: learning outcome isless than optimal, manages more personnel because the same field of study are taughttwice, to pay salary / incentive larger, there is more reguler schedules and studentsfeel the burden of learning and a severe test, because it was done twice
TRADISI PEMBELAJARAN KITAB KUNING DALAM KURIKULUM PESANTREN Nelly Izmi
El-Rusyd Vol. 7 No. 2 (2022): Desember
Publisher : Sekolah Tinggi Ilmu Tarbiyah (STIIT) Ahlussunnah Bukittinggi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58485/elrusyd.v7i2.132

Abstract

The Yellow Book (also known as “Kitab Kuning”) is an important factor that characterizes Pondok Pesantren (Islamic boarding schools). The Yellow Book is functioned by Pondok Pesantren as a reference whichits content is unquestionable. The fact that the Yellow Book was written a long time ago and continues to be used from time to time shows that the Yellow Book has been tested for its truth in a long history. This study aims to reveal the Yellow Book learning method, skills in the Yellow Book teaching, and assessment in the Yellow Book learning book. The research method used is qualitative with the type of library research. The results of this study indicate that the Yellow Book learning method used is Wetonan/Bandongan, Sorogan, memorization, mudzakarah, majelis taklim, bahtsul kutub, fathul kutub, muqoronah. The skills in teaching the Yellow Book are: reading skills, translation skills, and understanding skills. Assessment of the Yellow Book is by: a. Testing the reading skills by asking students to read one by one. b. Testing the translation skills by asking students to read and translate before group discussions. c. Testingthe comprehension skills by asking students to explain the contents of the Yellow Book in front of the audience directly, if necessary, holding questions and answers.
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