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<![CDATA[Penguatan Pendidikan Karakter Siswa Melalui Manajemen Bimbingan dan Konseling Islam ]]>
<![CDATA[Isnaini, Rohmatun Lukluk]]>
<![CDATA[ MANAGERIA: Jurnal Manajemen Pendidikan Islam Vol 1 No 1 (2016) ]]>
Publisher : <![CDATA[Prodi Manajemen Pendidikan Islam FITK UIN Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[The importance of character education is a wisdom of value diversity and social live culture. To achive the goal, the education system in school has developed three sub systems,namely, administration, instruction, and pupil/ student personal service. Guidance andcounseling program is from pupil/ student personal service. Strengthening charactereducation can be realized through the management of Islamic guidance and counseling.According to management concept, implementation of guidance and counselingmanagement isone of the manivestation of systematic program on how to plan guidanceand counseling activity, how to lead human resource in the organization in order toachieve the goal, how to control the activity of guidance and counseling, andhow toevaluate it. Therefore, the management of Islamic guidance and counselingcan achievethe education goal exspecially in strengthening education character.]]>
<![CDATA[إستراتيجية تدريس قواعد اللغة العربية بكتاب ألفية ابن مالك بالمدرسة الدينية الوسطى المؤيد سوراكرتا ]]>
<![CDATA[Isnaini, Rohmatun Lukluk]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017): Jurnal Al Mahara Edisi Bulan Desember 2017 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[Arabic has a special place among the other languages of the world because Arabic is the language of the Qur'an and the Sunnah of Rasulullah SAW. To learn it, ulama agreed to put sharf and nahwu (qawaid) as the basis. One book that discusses is Alfiyah which is the book of Imam Jamaluddin Muhammad bin Abdullah bin Malik. In presenting qawaid in that kitab, the teacher requires special methods and strategies. For that by using descriptive qualitative research method, this research illustrates that a teacher at Madrasah Diniyah Wustha Al-Muayyad Surakarta using three methods, 1) qawaid wa tarjamah method, 2) Tahfidh wa Tasmi' method, and 3) lecturing method. Then, within each of these methods are translated into several strategies. The implementation of this strategy tailored to the Madrasah Diniyah Wustha at the environment Al-Muayyad boarding school in Surakarta.]]>
<![CDATA[KALIGRAFI SEBAGAI MEDIA PEMBELAJARAN BAHASA ARAB ]]>
<![CDATA[Isnaini, Rohmatun Lukluk]]>;
<![CDATA[Huda, Nurul]]>
<![CDATA[ Al Mah?ra: Jurnal Pendidikan Bahasa Arab Vol 2 No 2 (2016): Jurnal Al Mahara Edisi Bulan Desember 2016 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sunan Kalijaga Yogyakarta ]]>
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<![CDATA[The art of writing or calligraphy or better known in Arabic as khat has given a touch of art in learning Arabic. This article describes teaching Arabic with calligraphy. This media is proven to be a stimulant and a tool that teachers use to encourage students' interest to learn Arabic. In the learning process as well as in the form of the work, it has made the Arabic and calligraphy into a unity. The model with a touch of calligraphy art is aimed at learners who are just getting to know Arabic to have a sense of joy and affection to learn Arabic. The impact of pleasure can change the mindset of learners that Arabic is easy and fun.]]>
<![CDATA[KALIGRAFI SEBAGAI MEDIA PEMBELAJARAN BAHASA ARAB ]]>
<![CDATA[Rohmatun Lukluk Isnaini]]>;
<![CDATA[Nurul Huda]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 2 No 2 (2016) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2016.022-06
<![CDATA[The art of writing or calligraphy or better known in Arabic as khat has given a touch of art in learning Arabic. This article describes teaching Arabic with calligraphy. This media is proven to be a stimulant and a tool that teachers use to encourage students' interest to learn Arabic. In the learning process as well as in the form of the work, it has made the Arabic and calligraphy into a unity. The model with a touch of calligraphy art is aimed at learners who are just getting to know Arabic to have a sense of joy and affection to learn Arabic. The impact of pleasure can change the mindset of learners that Arabic is easy and fun.]]>
<![CDATA[إستراتيجية تدريس قواعد اللغة العربية بكتاب ألفية ابن مالك بالمدرسة الدينية الوسطى المؤيد سوراكرتا ]]>
<![CDATA[Rohmatun Lukluk Isnaini]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 3 No 2 (2017) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2017.032-01
<![CDATA[Arabic has a special place among the other languages of the world because Arabic is the language of the Qur'an and the Sunnah of Rasulullah SAW. To learn it, ulama agreed to put sharf and nahwu (qawaid) as the basis. One book that discusses is Alfiyah which is the book of Imam Jamaluddin Muhammad bin Abdullah bin Malik. In presenting qawaid in that kitab, the teacher requires special methods and strategies. For that by using descriptive qualitative research method, this research illustrates that a teacher at Madrasah Diniyah Wustha Al-Muayyad Surakarta using three methods, 1) qawaid wa tarjamah method, 2) Tahfidh wa Tasmi' method, and 3) lecturing method. Then, within each of these methods are translated into several strategies. The implementation of this strategy tailored to the Madrasah Diniyah Wustha at the environment Al-Muayyad boarding school in Surakarta.]]>
<![CDATA[Islamic Education Curriculum of Ban Budhee School from The South Thailand Muslim Minority ]]>
<![CDATA[Rohmatun Lukluk Isnaini]]>
<![CDATA[ EDUCATIO : Journal of Education Vol 5 No 1 (2020): May 2020 ]]>
Publisher : <![CDATA[STAI Miftahul Ula Nganjuk ]]>
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DOI: 10.29138/educatio.v5i1.42
<![CDATA[The Pattani area of Southern Thailand, precisely in the district of Laem Pho, there is a large school called Ban Budhee. It is a royal Islamic-based school that has applied Islamic education curriculum. This study aims to see the components of the curriculum in terms of the limitations of Muslim minority communities in their country in implementing the Islamic education curriculum. This research uses qualitative approach; researcher conducts in-depth interviews, field observation and documentation at the location. This paper focuses on the model of Islamic education curriculum in Muslim minority areas, especially in Ban Budhee School. The Islamic education curriculum is implemented in formal schools and supported by a curriculum held in Tadika (Kindergarten Education Park). Both curriculum are well implemented in meeting the needs of the Muslim community.]]>
<![CDATA[Kajian reflektif: Relevansi pendidikan humanis-religius dalam menghadapi era revolusi industri 4.0 ]]>
<![CDATA[Rohmatun Lukluk Isnaini]]>
<![CDATA[ Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 7, No 1 (2019): June ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jppfa.v7i1.26945
<![CDATA[Penelitian ini bertujuan untuk mengkaji pendidikan humanis-religius secara reflektif dalam menghadapi era revolusi industri 4.0. Data dikumpulkan dengan teknik library research (penelitian pustaka). Data yang telah terkumpul kemudian dianalisis secara kualitatif dengan pendekatan deskriptif. Analisis data dilakukan melalui pemaparan suatu pemikiran, pendapat para ahli (Ki Hajar Dewantara dan Prof. Abdurrahman Mas’ud, Ph.D.) atau fenomena yang ada dalam kehidupan masyarakat. Hasilnya menyebutkan bahwa pendidikan humanis-religius akan terus relevan dengan berbagai perubahan zaman, terutama dalam menghadapi era revolusi industri 4.0. Hal ini dikarenakan pendidikan humanis-religius merupakan dasar pondasi dalam kehidupan setiap insan untuk menjadikannya manusia yang berkarakter baik, tidak hanya untuk dirinya sendiri tetapi juga mampu bersikap humanis terhadap sesama dengan landasan agama. Sikap humanis dan religius akan dibutuhkan pada setiap masa oleh manusia, oleh karenanya melalui pendidikan humanis-religius akan ada keseimbangan antara kemajuan intelektual untuk sosial kemasyarakatan, sehingga dapat menghasilkan generasi-generasi yang berkarakter kuat secara humanis dan religius dengan segala potensi yang dimilikinya dan diorientasikan untuk kemashlahatan umat untuk meraih kebahagiaan bagi kehidupan AbstractThis research aims to examine reflective humanist-religious education in the face of the industrial revolution era 4.0. Data collected by library research techniques (library research). The collected data is then analyzed qualitatively using a descriptive approach. Data analysis is carried out through the presentation of thought, opinion of experts (Ki Hajar Dewantara and Prof. Abdurrahman Mas'ud, Ph.D.) or phenomena that exist in people's lives. The results state that humanist-religious education will continue to be relevant to the changing times, especially in the face of the industrial revolution 4.0. This is because humanist-religious education is the basic foundation in the life of every human being to make him a human with good character not only for himself but also able to be humane towards others with a religious foundation. Humanist and religious attitudes will be needed at all times by humans. Therefore, through humanist-religious education, there will be a balance between intellectual progress for social society so that it can produce generations of people who have strong human and religious characteristics with all the potential they have and are oriented to the benefit of the people to achieve happiness for life.]]>
<![CDATA[Revitalisasi peran bahasa Arab untuk mengatasi konflik dalam perspektif multikultural ]]>
<![CDATA[Rohmatun Lukluk Isnaini]]>
<![CDATA[ Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Vol 6, No 1 (2018): June ]]>
Publisher : <![CDATA[Graduate School, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jppfa.v6i1.22554
<![CDATA[Tulisan ini bermaksud menghadirkan kembali peran bahasa Arab sebagai bahasa yang dapat mempersatukan umat. Dalam penelitian ini diketahui adanya disfungsi peran bahasa Arab sebagai bahasa internasional Perserikatan Bangsa-Bangsa dan bahasa resmi 25 negara di benua Asia-Afrika. Bahasa Arab tidak dapat menjembatani berbagai konflik diantara negara-negara Arab yang dikenal sebagai masyarakat multikultural. Melalui penelitian kualitatif yang bersifat studi literatur dapat digambarkan secara jelas, objektif, sistematis, analitis dan kritis untuk melakukan revitalisasi peran bahasa Arab. Hasil penelitian menunjukkan bahwa peran bahasa Arab perlu direvitalisasi melalui perspektif multikultural untuk mengatasi konflik berkepanjangan di negara-negara Arab. Berikut adalah beberapa tahapan revitalisasi peran bahasa Arab untuk mengatasi konflik dalam perspektif multikultural; 1) menegaskan kembali tentang urgensi bahasa Arab sebagai bahasa Agama Islam yang mempunyai substansi penting dalam mengajarkan nilai-nilai kebaikan terutama tentang kesadaran multikultural yang termaktub dalam Alquran dan sunnah; 2) mendeklarasikan kembali tentang posisi bahasa Arab sebagai bahasa resmi negara yang harus digunakan sesuai dengan ketentuan bahasa Arab fusha secara massif dan konsekuen; 3) memperkuat komitmen berbahasa Arab dengan baik dan benar dalam berkomunikasi yang disesuaikan dengan etika dan moral; 4) mengutamakan penggunaan bahasa Arab dalam berbagai forum pendidikan dan pemerintahan tanpa mengesampingkan penggunaan bahasa asing Inggris atau Perancis; 5) menggunakan bahasa Arab fusha secara lisan maupun tulisan agar meminimalisir penggunaan bahasa Arab ‘amiyyah yang berbeda dari suatu negara dan antar negara.Kata kunci: Peran bahasa Arab, revitalisasi, multikultural REVITALISASI PERAN BAHASA ARAB UNTUK MENGATASI KONFLIK DALAM PERSPEKTIF MULTIKULTURALAbstractThis paper intends to bring back the role of Arabic as a language that can unite the people. In this study, there was a dysfunction of the role of Arabic as the international language of the United Nations and the official language of 25 countries in the Asia-Africa continent. Arabic cannot bridge various conflicts between Arab countries known as multicultural societies. Through qualitative research with the character of literature, it can be described clearly, objectively, systematically, analytically and critically to revitalize the role of Arabic. The results of the study show that the role of Arabic language needs to be revitalized through a multicultural perspective to overcome prolonged conflicts in Arab countries. The following are some stages of revitalizing the role of Arabic to overcome conflicts in a multicultural perspective; 1) reaffirming the urgency of Arabic as the language of Islam that has important substance in teaching good values, especially about multicultural awareness embodied in the Qur'an and the sunnah; 2) re-declare the position of Arabic as the official language of the country that must be used in accordance with the provisions of the Arabic language in a massive and consistent manner; 3) strengthen the commitment in Arabic properly and correctly in communicating in accordance with ethics and morals; 4) prioritizing the use of Arabic in various educational and government forums without prejudice to the use of English or French foreign languages; 5) using Arabic fusha both verbally and in writing to minimize the use of Arabic ‘amiyyah which is different from one country and between countries.Keywords: The role of Arabic, revitalization, multicultural]]>
<![CDATA[IMPLEMENTASI REKRUTMEN GURU DISD TA’MIRUL ISLAM SURAKARTA (KAJIAN MANAJEMEN SUMBER DAYA MANUSIA DI SD ISLAM) ]]>
<![CDATA[Rohmatun Lukluk Isnaini]]>
<![CDATA[ Jurnal Pendidikan Agama Islam Vol 12 No 1 (2015): Jurnal Pendidikan Agama Islam ]]>
Publisher : <![CDATA[Department of Islamic Education, The State Islamic University Sunan Kalijaga Yogyakarta ]]>
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DOI: 10.14421/jpai.2015.121-08
<![CDATA[The main objective in the recruitment process in schools is getting human resources or educators (teacher) is appropriate for a particular position so that the person is able to work optimally and can survive in school for a long time. Implementation of recruitment is a very important task, crucial and requires a great responsibility. This is because the quality of human resources that will be used schools rely heavily on recruitment and selection procedures were carried out. Based on interviews and observations made, it can be analyzed that the implementation of teacher recruitment aims to get teachers who are professional and have the best qualifications. Recruitment of new teachers is not held every year since in accordance with the needs of the school if there are vacant positions then held recruiting new teachers to fill positions corresponding field. Before conducting the necessary preparation for the recruitment of new teachers, new teacher recruitment preparation should be done so through the recruitment of school can obtain a good teacher management in order to improve the quality of school-based education.]]>
<![CDATA[ULAMA PEREMPUAN DAN DEDIKASINYA DALAM PENDIDIKAN ISLAM (Telaah Pemikiran Rahmah El-Yunusiyah) ]]>
<![CDATA[Rohmatun Lukluk Isnaini]]>
<![CDATA[ Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Vol. 4 No. 1 (2016) ]]>
Publisher : <![CDATA[UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/jpai.2016.4.1.1-19
<![CDATA[Bahasa Indonesia:Istilah ulama biasanya identik dengan laki-laki, namun disini Rahmah El-Yunusiyah bisa disebut dengan ulama karena banyak hal yang melekat pada dirinya bisa merepresentasikan sebagai seorang alim yang mempunyai kapasitas keilmuan yang mumpuni tentang agama, sikap progresifnya untuk memperjuangkan kaumnya hingga pengakuan dari masyarakat luas baik di Indonesia hingga dunia internasional terhadap kiprahnya dalam pembaharuan pendidikan bagi perempuan. Tulisan ini menelaah pemikiran Rahmah El-Yunusiyah tentang pendidikan perempuan dijamannya melalui penelusuran buku-buku teks sejarah dan berbagai literatur. Penulis berusaha menyajikan gambaran sejarah perjuangan pendidikan bagi perempuan yang telah dilakukan Rahmah El-Yunusiyah sebagai fakta sejarah tentang peran penting perempuan dalam bersosial masyarakat sehingga perlu untuk terus diperjuangkan hingga saat ini. Sebagaimana yang telah dilakukan Rahmah El-Yunusiyah sebagai pembaharu pendidikan bagi perempuan dengan mendirikan sekolah khusus perempuan dari jenjang sekolah dasar hingga perguruan tinggi. Kontribusinya dalam memperjuangkan pendidikan perempuan sangat besar, terlihat sekarang perempuan Indonesia telah dapat secara mudah untuk dapat mengakses pendidikan. Betapa perempuan sebagai tiang negara memiliki andil besar dalam menentukan masa depan bangsa. English:The term ulama is usually identical to men. However, Rahmah El-Yunusiyah is also called as an ulama because several factors attached to her such as representation as an alim with religious knowledge capacity, progressive attitudes for her community development, and the recognition of wider community both in Indonesia and in international regarding her work in woman education reform. This paper examines Rahmah El-Yunusiyah’s consideration about female education in the past through historical texts and related literatures. The author attempt to present a historical overview of El-Yunusiyah’s struggle for women's education as the historical facts about the important role of women in society. El-Yunusiyah was as a reformer of woman education who set up woman school of the primary level up to the university level. Her great contribution in education is now visible that Indonesian women have easy access to education. This effort shows that women as a pillar of the state has a big responsibility to determine the future of the nation.]]>
