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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

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.

Peran Guru Pendidikan Agama Islam Dalam Mengembangkan Pendidikan Multikultural Huda, Mualimul
Jurnal Kajian Pendidikan Islam Volume 1 Nomor 1 Januari 2022
Publisher : Sekolah Tinggi Agama Islam Ma`arif Kalirejo Lampung Tengah

The crisis that has penetrated Indonesia now is a multidimensional crisis, starting from a crisis of morality, ethics and tolerance. The decline in moral values in students has now become a challenge and warning for all parties, especially educational institutions, the role of teachers and parents. Many cases happen to young people, ranging from cases of intolerance, bullying, promiscuity and other deviant acts. Various multidimensional crises in Indonesia, whether recognized or not are part of the cultural problems one of the causes is the diversity of cultures that exist in our society. Cultural diversity should not be a cause of discrimination, injustice, suspicion and various human rights violations, but rather a force to build togetherness. The teacher has an important role in the transmission of science, information, character education, research, recreation, and cultural understanding. The thought of multicultural Islamic education in Indonesia is based on Islamic teachings as a source of thought. Multiculturality is a sunnatullah that can not be avoided in it contains important values for the development of faith and social life the role of the teacher plays an important role in rectifying the understanding of Islam that deviates from the understanding of Islam which is "Rahmatan lil allamin". This study includes the study of library research using an empirical-based qualitative approach. In this study the study of literature was used in collecting data. While the data analysis technique uses content analysis by sorting the data then grouping similar data and then analyzing the contents according to the purpose of the study. The result is that it takes the role and role model of the teacher about mutual respect by acting fairly, objectively, giving feedback and reflection in learning , use polite language and not touch sensitive issues related to religious and ethnic differences. The need to emphasize multicultural values in the curriculum of Islamic religious education, and integrate teaching models and methods so that learning objectives can be achieved. The development of multicultural Islamic education is felt to be able to become a means in building a more substantive, contextual, positive and constructive national civilization. It is hoped that teachers will be able to encourage students to have awareness and understanding to always uphold the values of justice, democracy, humanity and pluralism in relationships.

Incorporating the Value of Religious Moderation in Islamic Education Learning Huda, Mualimul
Al-Hayat: Journal of Islamic Education Vol 8 No 1 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i1.476

This article aims to analyze strategies, methods and models for internalizing the values of religious moderation through the role of teachers and learning Islamic education through curriculum and learning, as well as their implications for forming student character. This research uses a qualitative approach. Data collection techniques use semi-structured interviews, supporting documentation and observations of a series of learning processes in and outside the classroom. Checking the validity of the data uses triangulation techniques. Data analysis was carried out using the stages of data collection, data reduction, data presentation, and concluding/verification. This research shows that internalising religious moderation values includes planning, implementation, organizing and evaluation. Several methods of internalizing the importance of religious moderation include exemplary methods, motivation, habituation, insertion methods, enforcing rules and choosing teaching methods. In general, internalization can be grouped through the learning culture approach in the classroom and school culture. The stages include transforming values, building communication and interaction between teachers and students and synergizing mental attitudes and personalities. The model for integrating the importance of religious moderation through the Islamic education curriculum and learning can be carried out using informative insertion, confirmative insertion and corrective insertion methods. The implications of internalizing the values of religious moderation positively impact increasing student discipline, tolerance, compliance with school rules, respect, and social awareness.

Implementation of Scientific Approach In Islamic Education Learning Huda, Mualimul
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 dataâ€”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.

Curriculum Management and Implementation of Integrative Learning in Islamic-Based Madrasas in Central Java Sumadi, Eko; Huda, Mualimul
QUALITY Vol 13, No 1 (2025): QUALITY
Publisher : Pascasarjana IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v13i1.31380

This article aims to explain the curriculum management and implementation of integrative learning in pesantren-based madrasas in Central Java. The research employs a qualitative approach, focusing on two pesantren-based madrasas: MA Al-Azhar in Boyolali and MA Al-Haramain in Jepara. Data were collected through interviews, observations, and documentation. Data analysis techniques include reduction, presentation, and verification or validation of conclusions. The discussion in this article yields the following conclusions: 1) Curriculum management in pesantren-based madrasas involves designing and developing the curriculum according to integrative principles in all areas of learning, integrating religious materials and general materials. 2) Integrative learning is implemented through various teaching methods, the integration of Islamic values into general subjects, and the cultivation of Islamic character in daily life. This is achieved through insertion, complementation, verification, comparison, and project-based learning methods. 3) The success of implementing the integrative curriculum depends heavily on support from various parties, including madrasa heads, teachers, parents, and supportive education policies. Challenges such as limited infrastructure, inconsistent policy implementation, and a lack of resources must be addressed through system improvements, training, and ongoing evaluation. Specific contributions include: 1) Strengthening the concept of integrative curriculum management, 2) integrative learning implementation models, and 3) making practical contributions to educational institutions.

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