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Mengenal Matematika dalam Perspektif Islam Huda, Mualimul; Mutia, Mutia
FOKUS Jurnal Kajian Keislaman dan Kemasyarakatan Vol 2, No 2 (2017)
Publisher : STAIN Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jf.v2i2.310

The science of Islam sourced from the Quran and Hadith should not be positioned in a place apart from other clusters of science, but should be put as a source of knowledge. The Quran and Hadith as the source of Islamic teachings serve as guidance (al-huda), explanation (at-tibyan), differentiator (al-furqan), and even healer (as-syifa). There are many mathematical studies in the Quran that describe the science integrated in the Quran. One of the Quran explains about mathematical concepts such as set, line, calibrate, integer, fraction, and circle. Mathematics is a central science in everyday life and mathematics has been introduced early on. Mathematics is the language used in the creation of the universe. Thus, to learn and understand the verses of Kauniyyah is necessary mathematics. Understanding of the universe will lead to the awe of the power of Allah SWT. In addition, mathematics is also capable of providing a deeper approach to understanding Qawliyyah verses. Muslim scientists contribute thoughts and findings on mathematics. This proves that there is no dichotomy between science and religion. Keywords: science, mathematics, Qurâan

Eksistensi Pesantren dan Deradikalisasi Pendidikan Islam di Indonesia (Menyemai Spirit Toleransi dan Pendidikan Islam Multikultural) Huda, Mualimul
FOKUS Jurnal Kajian Keislaman dan Kemasyarakatan Vol 3, No 1 (2018)
Publisher : STAIN Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jf.v3i1.458

Religious life in Indonesia is very dynamic with the emergence of various cases set to religious radicalism.. The phenomenon is not only growing at a particular community, but its existence has been developing in the form of transnational institution. Even pesantren as part of Islamic tradition of archipelago is often associated as' base or central understanding of Islam fundamental become root for growth radical movement that in the name of Islam. The radicalization of understanding at certain pesantren huts that impact on acts of radicalism in Indonesia should be laid in the context of the development of transnational Islamic movements due to the various developments of the existing world. The results of this study concluded that Islam as a universal religion of love (rahmatan lil 'alamin) which teaches education by upholding human values, respecting human rights, respecting cultural and cultural diversity, craving peace, justice, tolerance and a balanced attitude, and other noble manifestations. Dogmatic groups that justify acts of violence in the name of religion have reduced and injured the teachings of rahmatan lil 'alamin. Islamic education (Pesantren) that teaches hatred against different opinions and beliefs is not ideal for the continuity of diversity and diversity in Indonesia. Pesantrens infiltrated by radicalization need to be reoriented in a direction compatible with the Islamic spirit that teaches mutual respect and brotherhood. A number of values that are taught are tolerant, moderate, togetherness, equality, mutual respect and degrees of Islamic multicultural education

Mengenal Matematika dalam Perspektif Islam Mualimul Huda; Mutia Mutia
FOKUS Jurnal Kajian Keislaman dan Kemasyarakatan Vol 2, No 2 (2017)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jf.v2i2.310

The science of Islam sourced from the Qur'an and Hadith should not be positioned in a place apart from other clusters of science, but should be put as a source of knowledge. The Qur'an and Hadith as the source of Islamic teachings serve as guidance (al-huda), explanation (at-tibyan), differentiator (al-furqan), and even healer (as-syifa'). There are many mathematical studies in the Qur'an that describe the science integrated in the Qur'an. One of the Qur'an explains about mathematical concepts such as set, line, calibrate, integer, fraction, and circle. Mathematics is a central science in everyday life and mathematics has been introduced early on. Mathematics is the language used in the creation of the universe. Thus, to learn and understand the verses of Kauniyyah is necessary mathematics. Understanding of the universe will lead to the awe of the power of Allah SWT. In addition, mathematics is also capable of providing a deeper approach to understanding Qawliyyah verses. Muslim scientists contribute thoughts and findings on mathematics. This proves that there is no dichotomy between science and religion. Keywords: science, mathematics, Qur’an

Eksistensi Pesantren dan Deradikalisasi Pendidikan Islam di Indonesia (Menyemai Spirit Toleransi dan Pendidikan Islam Multikultural) Mualimul Huda
FOKUS Jurnal Kajian Keislaman dan Kemasyarakatan Vol 3, No 1 (2018)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Religious life in Indonesia is very dynamic with the emergence of various cases set to religious radicalism.. The phenomenon is not only growing at a particular community, but its existence has been developing in the form of transnational institution. Even pesantren as part of Islamic tradition of archipelago is often associated as' base or central understanding of Islam fundamental become root for growth radical movement that in the name of Islam. The radicalization of understanding at certain pesantren huts that impact on acts of radicalism in Indonesia should be laid in the context of the development of transnational Islamic movements due to the various developments of the existing world. The results of this study concluded that Islam as a universal religion of love (rahmatan lil 'alamin) which teaches education by upholding human values, respecting human rights, respecting cultural and cultural diversity, craving peace, justice, tolerance and a balanced attitude, and other noble manifestations. Dogmatic groups that justify acts of violence in the name of religion have reduced and injured the teachings of rahmatan lil 'alamin. Islamic education (Pesantren) that teaches hatred against different opinions and beliefs is not ideal for the continuity of diversity and diversity in Indonesia. Pesantrens infiltrated by radicalization need to be reoriented in a direction compatible with the Islamic spirit that teaches mutual respect and brotherhood. A number of values that are taught are tolerant, moderate, togetherness, equality, mutual respect and degrees of Islamic multicultural education

Analisis Faktor Kinerja Guru Untuk Meningkatkan Mutu Pendidikan Madrasah Mualimul Huda
Islamic Management: Jurnal Manajemen Pendidikan Islam Vol 5, No 01 (2022): Islamic Management: Jurnal Manajemen Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/im.v5i01.2083

Upaya peningkatan mutu pendidikan menjadi isu strategis nasional serta kajian manajemen mutu pendidikan. Faktor kinerja guru menjadi salah satu faktor yang menentukan capaian kinerja madrasah dalam memenuhi standar pendidikan. Penelitian ini bertujuan untuk mendeskripsikan dimensi dan indikator kinerja guru, selanjutnya menganalisis kontribusi variabel kinerja guru terhadap mutu pendidikan madrasah. Sampel penelitian ini adalah guru Madrasah Aliyah swasta di kabupaten Jepara. Sampel diambil dengan teknik cluster sampling sebanyak 178 responden. Teknik analisis data menggunakan analisis deskriptif dan analisis konfirmasi faktor pada pemodelan struktural dengan aplikasi SmartPLS.30. Hasil penelitian menunjukkan bahwa faktor kinerja guru direfleksikan dengan baik pada empat dimensi pembentuk, yaitu dimensi pedagogik, profesional, sosial dan kepribadian. Dimensi profesional dan kepribadian guru memiliki kontribusi yang kuat dalam memprediksi peningkatan capaian standar mutu madrasah. Secara keseluruhan indikator pada variabel kinerja guru memiliki kontribusi yang signifikan terhadap capaian mutu pendidikan madrasah dengan nilai koefisien jalur adalah 0,494 atau sebesar 49,4% dipengaruhi oleh kinerja guru.

Islamic Education Learning Management Based on Religious Moderation Values Mualimul Huda
MindSet : Jurnal Manajemen Pendidikan Islam Volume 1 Nomor 1 Maret 2022
Publisher : Sekolah Tinggi Agama Islam Ma`arif Kalirejo Lampung Tengah

Learning management is needed to optimize learning activities and achieve learning objectives. Through Islamic religious education (PAI) learning, students are directed to be able to actualize religious understanding in everyday life with a religious, multicultural, tolerant, and moderate attitude within the framework of the Indonesian nation and state. One of the efforts is to internalize the values of religious moderation in Islamic religious education learning. The purpose of internalizing the values of religious moderation is to increase students' understanding, practice tolerance, mutual respect, have a national commitment, and be anti-violence. This study aims to describe the management of PAI learning by internalizing the values of character education based on religious moderation. This study uses a library research approach, descriptive data analysis method, collecting data, compiling, clarifying, and interpreting. The study results revealed that the internalization of religious moderation values in PAI learning includes planning, implementation, control, and evaluation activities. Learning planning activities are guided by the content of the PAI curriculum at KMA 183 in 2019. Implementation activities include the application of approaches, methods, media and strategies, adaptive learning to religious moderation values, including student-centered learning approaches, problem-based learning, and contextual and cooperative learning. Learning evaluation activities are carried out by assessing cognitive, psychomotor, and affective aspects. The implication is that PAI teachers should continue to create and innovate learning by internalizing the values of character education in the learning process.

Implementation of Scientific Approach In Islamic Education Learning Mualimul Huda
Edukasi Islami : Jurnal Pendidikan Islam Vol 11, No 03 (2022): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v11i03.4392

This study explains how to implement a scientific approach in learning Islamic Religious Education (PAI) subjects. This research also explores several problems implementing a scientific approach to the issue of Islamic Religious Education. This research uses a descriptive qualitative method. They are collecting data using interview documentation and observation. Researchers conducted semi-structured interviews to obtain comprehensive data—informants in research, among them school principals, PAI teachers, and students. Data validity and validity tests were conducted using source, technique, and time triangulation methods. Data analysis was carried out with data reduction, data presentation, and verification stages. The results of the study show that a scientific approach to Islamic subjects is carried out in the four fields of study, namely the study of the Al-Qur'an-Hadith, Akidah- Akhlak, Fiqh, and History of Islamic Culture. Learning activities are done by observing, asking, exploring, associating, and communicating. The scientific approach in PAI subjects can be applied with a material approach and a methodical approach. Islamic education material in the study of moral education, jurisprudence, and Islamic cultural history can be used with a material approach. In comparison, material for faith and faith can be applied methodically. The material approach provides a broader explanation related to social practices and contexts in everyday life. The method approach is carried out by directing students to explore the resources of teaching materials available in the library. There are several supporting and inhibiting factors in implementing the scientific approach, among them necessity Skills teachers to integrate PAI material and scientific knowledge, student readiness, learning media, and infrastructure.

Islamic Nationalism in Pesantren (Study on Pesantren in Pantura Region of Central Java) Moh In'ami; Mualimul Huda; Masrukhin Masrukhin
TSAQAFAH Vol. 19 No. 1 (2023): Tsaqafah Jurnal Peradaban Islam
Publisher : Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/tsaqafah.v19i1.9552

The very idea of ‘Islamic Nationalism’ in Indonesia grounded from educational values and character building in maintain a spirit of unity and brotherhood, participate in realizing security, love for the motherland, and accommodating the nation's culture. In Indonesian pesantren tradition, we found a ‘basic-belief’ grounded from historical facts about ulama’s struggle to maintain harmony but asserting the religious spirit for nationalism. This study covering Islamic boarding schools in Central Java: Raudlatul Ulum, Darul Falah, and Futuhiyyah. Using non-structural interviews, we collect several motivations, teachings, and another jargon implemented in sense of pseudo-pedagogical and political education. We analize interpretively focusing the ‘basic-belief’ of their ‘hubb al-wathan’ as basis of our coined ‘islamic nationalism’ in daily life. This study show that these boarding schools have a commitment jargon with several activities supported ‘islamic nationalism’ as well as students training on responsibility, discipline, independence, mutual cooperation integrity using several platform as follows: commemoration of Islamic holidays, traditions of deliberations, bahtsul masail forums, participation in general elections, social service activities, raising aid for social solidarity, commemorating the Republic of Indonesia's independence day, Hari Pahlawan, hari Pancasila, Hari Santri and another activities. The involvement of students in educational activities can train the readiness of students to take part in caring for national commitment, the spirit of diversity, tolerance, and accommodation for the nation's culture and create harmony.

ANALYSIS OF THE MADRASA PRINCIPAL LEADERSHIP FACTOR IN IMPROVING THE LEARNING QUALITY Mualimul Huda; Safriadi Safriadi
Intelektualita Vol 12, No 1 (2023): Jurnal Intelektualita: Journal Education Sciences and Teacher Training
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

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

Mutu pembelajaran menjadi business core layanan lembaga pendidikan. Upaya peningkatan mutu pembelajaran memerlukan berbagai pendekatan dan quality control. Faktor kepemimpinan kepala madrasah dalam menjalankan fungsinya menjadi salah satu faktor yang memiliki kontribusi terhadap capaian mutu pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan dimensi dan indikator kepemimpinan kepala madrasah, selanjutnya menganalisis kontribusi variabel kepemimpinan terhadap kinerja guru. Penelitian ini menggunakan pendekatan kuantitatif. Populasi dan sampel penelitian ini adalah kepala madrasah dan guru pada 8 madrasah aliyah swasta di Jawa Tengah. Sampel diambil dengan teknik random sampling sebanyak 160 responden. Selanjutnya peneliti melakukan analisis deskriptif statistik untuk mengukur subdimensi dan indikator pada variabel kepemimpinan dan mutu pembelajaran. Uji konfirmasi konstruk menggunakan confirmatory factor analysis pada persamaan struktural dengan software SmartPLS.30. Hasil penelitian mendeskripsikan bahwa kepemimpinan kepala madrasah direfleksikan dengan baik pada lima dimensi pembentuk, yaitu dimensi kepribadian, manajerial, supervisi, kewirausahaan dan sosial.Â Dimensi kepribadian, manajerial dan supervisi memiliki kontribusi yang kuat dalam memprediksi peningkatan capaian mutu pembelajaran. Keteladanan dan integritas menjadi salah satu indikator pembentuk dimensi kepemimpinan kepribadian. Secara keseluruhan dimensi dan indikator pada variabel kepemimpinan kepala madrasah memiliki kontribusi yang positif dan signifikan terhadap capaian mutu pembelajaran dengan nilai koefisien jalur adalah 0,425 atau sebesar 42,5% dipengaruhi oleh faktor kepemimpinan kepala madrasah.

Implementasi Cooperative Learning Pada Mata Pelajaran Al-Qur’an Hadist dalam Tinjauan Pembelajaran Abad 21 di MTs Salafiyah Tuban Rahmawati, Endris; Huda, Mualimul
JEID: Journal of Educational Integration and Development Vol. 3 No. 3 (2023)
Publisher : Education Mind Based Development Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55868/jeid.v3i3.289

Several problems related to PAI learning in Indonesia are due to students' lack of confidence in asking questions; they are only passive and often silent in learning. This problem also comes from educators, who still focus on understanding the material without paying attention to the right strategy. This teaching and learning process still leads to cognitive aspects, such as approach teacher-centred or just talking. The purpose of carrying out this research is to understand the forms, supporting and inhibiting factors that educators face and to know the implications of implementing cooperative learning on Al-Qur'an Hadith-based subjectsSkills 21st century learning at MTs Salafiyah Jatirogo Tuban. This type of research study is descriptive qualitative. The results of this study prove that the form's implementation of cooperative learning in the Al-Qur'an Hadith subject at MTs Salafiyah Asy Syafi'iyah Jatirogo Tuban using the typeTeams Games Tournament, Numbered Head Together, jigsaw, and group discussion. There are three steps in implementing cooperative learning: planning, implementation and evaluation. Supporting factors in successful cooperative learning include the role of the principal, who is open to teacher innovation, enthusiastic students, and the willingness of teachers to develop their competencies. At the same time, the inhibiting factors that become obstacles are the lack of time allocation, inadequate teaching aids and media, and students who look ordinary so that they are less conducive to learning. There are implications of implementing cooperative learning, namely facilitating students in understanding the material, practising responsibility and tolerance, increasing friendships, increasing the courage of students in asking questions and communicating with teachers and friends and so on.

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