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All Journal Muhadasah : Jurnal Pendidikan Bahasa Arab Ta’limDiniyah: Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies).
Muhammad Dalle
UIN Maulana Malik Ibrahim
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Aspek Afektif dalam Pembelajaran Daring Bahasa Arab Berdasarkan KMA 183 Tahun 2019 Muhammad Jundi; Muhammad Dalle
Muhadasah: Jurnal Pendidikan Bahasa Arab Vol. 2 No. 2 (2020): MUHADASAH: Jurnal Pendidikan Bahasa Arab
Publisher : Program Studi Pendidikan Bahasa Arab Institut Agama Islam Sunan Kalijogo Malang

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Pembelajaran daring saat pandemi cenderung mengesampingkan aspek afektif yang sangat penting dalam Kurikulum 2013. Sejalan dengan penerapan KMA 183 tahun 2019 di tahun ajaran 2020/2021, pembelajaran bahasa Arab di madrasah pun harus menyesuaikan. Tulisan ini bertujuan untuk mengemukakan cara- cara penerapan aspek afektif walaupun dalam pembelajaran daring seperti saat ini. Sebab pembelajaran daring sangat bergantung pada kemelekan teknologi yang memadai, sementara masih banyak masyarakat belum berada pada level tersebut. Penelitian ini berjenis penelitian pustaka dengan pendekatan deskriptif. Hasil kajian dari berbagai sumber literatur disimpulkan menjadi suatu penjelasan untuk memecahkan masalah. Dari penelitian ini ditemukan bahwa ada berbagai cara yang dapat digunakan untuk mempertahankan aspek afektif dalam pembelajaran daring. Kebervariasian cara tersebut bergantung pada strategi guru dan media atau layanan belajar apa yang digunakan dalam pembelajaran daring yang dilaksanakan.
Unveiling Salafi Puritanism Indoctrination: A Case Study of an Islamic Boarding School for Girls in Malang Muhammad Dalle
Ta'limDiniyah: Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Vol 4 No 1 (2023): Oktober
Publisher : Prodi Pendidikan Agama Islam IAI Al-Qodiri Jember

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Abstract The objective of this research is to investigate the influence of Salafi puritanism thought within the boarding school environment in Malang by depicting an undisclosed educational institution, focusing on its various aspects such as teacher support, curriculum materials, religious practices, and the dominance of Salafi lectures. The study employed qualitative research methods, including interviews, observations, and document analysis, to gather data from teachers, students, and school materials. The findings indicate a significant influence of Salafi puritanism thought in school. Teachers expressed support for Salafi teachings, as evidenced by their instructional methods, choice of source materials, and rejection of certain religious programs. The use of Salafi scholars' books in the religious curriculum and the exclusion of practices such as reciting the Shalawat Nariyah and celebrating additional Islamic holidays provide tangible evidence of this influence. Furthermore, variations in dhikr practices were observed, following the formula of Salafi scholars and differing from mainstream Islamic practices. Salafi preachers dominated the lecture sessions, while alternative perspectives were often disregarded or opposed by Salafi teachers. These indicators reflect the prevailing Salafi puritanism ideology within the school's educational environment. In light of these findings, it is recommended that the school administration considers promoting intellectual diversity. Creating an inclusive environment that acknowledges and respects diverse thoughts and religious perspectives is crucial.
Co-Authors Muhammad Jundi