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Ahmad Mustofa Jalaluddin Al Mahalli

Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Author-ID : 5588825

Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Analisa Dominasi Konstruksi Epistemologi Pembelajaran Qur’an Hadits, Akidah Akhlak, Fiqih, dan SKI yang diajarkan di Madrasah Ahmad Mustofa Jalaluddin Al Mahalli
PROGRESSA: Journal of Islamic Religious Instruction Vol. 2 No. 1 (2018): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Talking about epistemology, can not be separated from the method. The method of Islamic education in this case discusses the nature of the ways of working in compiling the science of Islamic education. Among the methods used in compiling the science of Islamic education, by referring to the main source (al-Qur'an) including the hermeneutic methodology. This study aims to describe the dominance of the epistemological construction of the learning of the Hadith Qur'an, the Akidah of Morals, Fiqh, and the SKI taught in Madrasas. The results of the analysis are concluded: 1.) If Islamic Religious Education is broken down into four subjects, namely the Hadith Qur'an, Akhah Akhlak, Fiqh, and SKI, then it can be determined which epistemology dominates between the sub-subjects. 2.) The Hadith Qur'an emphasizes the bayani epistemology, because the discussion is centered on the interpretation of the Qur'an and Hadith texts. While Akidah Akhlak will be more dominated by Irfani's knowledge, because it focuses on the experience of intuition in the form of psychological beliefs and experiences in the form of attitudes. 3.) The Fiqh will be balanced between the Bayani and Burhani epistemology, because in addition to the study of the text of the postulate which is the subject of the ushul fiqh, it also considers social knowledge concerning correspondence and coherence with the condition of social societies. Likewise, the History of Islamic Culture will be dominated by both epistemologies, because the history of Islam, besides being examined from naqli texts (asbabun nuzul / wurud), also requires conformity between sensory experience and historical texts (both in terms of chronology and periodization)

Counterpoint to the primordial nature of human learning processes in Gagné and alFarabi's perspective about learning behavior Ahmad Mustofa Jalaluddin Al Mahalli
PROGRESSA: Journal of Islamic Religious Instruction Vol. 3 No. 1 (2019): Februari
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Education focuses on vehicles seeking knowledge in it, because it has specific goals and meanings in the Islamic worldview. The principle promoted by Gagné has led to a number of learning design conventions and techniques that determine the full sequence of content related to the learning objectives provided, and techniques have also been expanded to design and sequence learning programs. On the other hand, the emphasis on the vertical, eternal or spiritual dimensions is the ideological basis for Islamic education. While Western education theory emphasizes materialistic and utilitarian, Islam is not complete if it touches a holistic individual. This is a form of worship intended for the improvement of this world and the hereafter. al-Farabi put forward the theory that humans have the power that if honed properly will make humans able to capture the science of hudana in the form of revelation and inspiration and called mustfad sense. The conclusion of this discussion is: Gagné classifies learning outcomes in five main categories; intellectual skills, cognitive strategies, verbal information, motor skills and attitudes as abilities learned while Al-Farbï also speaks of three stages of intelligence: potential or latent intelligence, intelligence in action, and acquired intelligence. Gagne Also identifies different learning levels for the purpose of sequeneing instructions. He believes that teaching must begin with the simplest skills and continue hierarchically to a greater level of difficulty while Al-Fàbï indicates that education must begin after the age of eleven, the education process must be designed so that the first ten years of a child's life are dedicated to physical training and training while the next ten years are dedicated to learning various sciences (arithmetic, astronomy, and music) and the next five years for logic and polemics. The student must then spend the next fifteen years of his life developing skills and skills in whatever he has learned and, after reaching the age of fifty, he must concern himself with teaching and educating others

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