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All Journal EDUKASI: Jurnal Pendidikan Islam Ta'allum: Jurnal Pendidikan Islam Asy-Syir'ah: Jurnal Ilmu Syari'ah dan Hukum Al-Wijdan : Journal of Islamic Education Studies TA'DIBUNA: Jurnal Pendidikan Agama Islam AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman SYAMIL: Jurnal Pendidikan Agama Islam (Journal of Islamic Education) Muaddib : Studi Kependidikan dan Keislaman Al-Afkar : Jurnal Keislaman & Peradaban Saliha : Jurnal Pendidikan dan Agama Islam Proceedings of Annual Conference for Muslim Scholars Al Aufa : Jurnal Pendidikan dan Kajian Keislaman Madani : Indonesian Journal of Civil Society Jurnal Studi Kependidikan dan Keislaman Ma'alim: Jurnal Pendidikan Islam Bulletin of Community Engagement Absorbent Mind SYAMIL: JURNAL PENDIDIKAN AGAMA ISLAM (JOURNAL OF ISLAMIC EDUCATION) AL ULYA: JURNAL PENDIDIKAN ISLAM At-Tuhfah : Jurnal Studi Keislaman Jurnal Penelitian dan Pengabdian Masyarakat Philosophiamundi : Journal of Global Humanistic Studies SUBSERVE: Community Service and Empowerment Journal Proceeding of International Conference on Humanity Education and Society Proceeding Of International Conference On Education, Society And Humanity Al-Hayat: Journal of Islamic Education AN-NIBRAAS: Jurnal Pemikiran Islam Ta'allum: Jurnal Pendidikan Islam
Hamam Burhanuddin
Universitas Nahdlatul Ulama Sunan Giri
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Journal : Jurnal Studi Kependidikan dan Keislaman

 1 
POST-TRADISIONALISME PESANTREN; MENGUKUHKAN TRADISI PESANTREN SEBAGAI BASIS TRANSFORMASI DI ERA MODERN Hamam Burhanuddin
AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman Vol 1 No 1 (2014): JULI 2014
Publisher : Lembaga Penelitian, Publikasi dan Pengabdian kepada Masyarakat (LP3M), STIT Islamiyah Karya Pembangunan Paron, Ngawi, Jawa Timur

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Abstract

Pesantren was the representation of Islam education original Indonesia (indigenous) that now still exists and could maintain his existence in the middle of the global arena in the educational agency, Pesantrent previously was known with classic education apparently to be conservative, dirty and backward with education modern. It term that now be proper for must be reviewed. Studied about the social function of Pesantren was needed with weighed repeated the role and the dynamics of pesantren in the Indonesian community modern, where the dynamics of the modernity influenced the existence of pesantren fundamentally so as to result in the problem emergence of the cultural identity of pesantren. This problem could be regarded as the consequences and the logical implications when being connected with the modernity that had the obligation that influenced specially the social function and the culture that were provided a basis for on the religious obligation. The study in this article focused to the side of how far pesantren could as the Islam religious institution strengthen the tradition and made him the basis of the transformation in the modern era. In the capacity whether Pesantren could play social functions of the culture in the student's community in the middle of the modernity in the Indonesia community
MODEL PENDIDIKAN ISLAM DENGAN PENDEKATAN HUMANISME RELIGIUS (Studi Kasus di MTs Attanwir Talun Sumberrejo, Bojonegoro) Hamam Burhanuddin
AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman Vol 1 No 2 (2015): JANUARI 2015
Publisher : Lembaga Penelitian, Publikasi dan Pengabdian kepada Masyarakat (LP3M), STIT Islamiyah Karya Pembangunan Paron, Ngawi, Jawa Timur

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Abstract

Education is a conscious and deliberate effort between educators (teachers) with the learners in order to achieve a goal, one of the ideal goal of education is the education that liberates and no curb. Expected model of Islamic education with religious humanism approach this teaching process is not bound by space and time, in the sense of teaching can occur anywhere during the learners have a strong interest in understanding and developing the subject matter. How learning model that is able to synergize the interest and motivation that is the duty of the teacher to the learner in the learning process, in the classroom and outside the classroom. The model is a mix of religious humanist approach humanist education paradigms and paradigm of religious education which is integrated into a coherent whole. Humanist education that emphasizes individual liberty aspects are integrated with religious education in order to build individual and social life which have independence, leaving no religious values followed by community
PENDIDIKAN BERPERSPEKTIF GENDER DI PESANTREN Hamam Burhanuddin
AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman Vol 2 No 1 (2015): JULI 2015
Publisher : Lembaga Penelitian, Publikasi dan Pengabdian kepada Masyarakat (LP3M), STIT Islamiyah Karya Pembangunan Paron, Ngawi, Jawa Timur

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Abstract: Gender in Pesantren become interesting issue to be studied, Islam teaches about equality (musawamah) means similarity conditions for men and women as well as the opportunity to obtain their rights as human beings, to be able to contribute and participate in political activities, law, economics, social, cultural, educational. Gender equality also includes the elimination of discrimination and structural, both men and women. The realization of gender equality is characterized by the absence of discrimination between women and men, and they have access, to participate and control over the development and the benefits equal and fair share of development, in this study the authors examine gender from the standpoint of education, Islamic concepts offered are al musawamah, al ‘adalah, tawazun, tawasut, taadud, al ‘adalah, tahiyyah, ukhuwah. There are can be applied in education in Pesantren.  Some discourse underlying the need for educational efforts to socialize gender perspective, namely as awareness efforts against injustice in social life. Gender socializing can be started from several educational institutions, both formal and non-formal, one of them through education in schools.
The Concept of A Religious Humanis Values Education Hamam Burhanuddin
AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman Vol 4 No 2 (2018): Januari 2018
Publisher : Lembaga Penelitian, Publikasi dan Pengabdian kepada Masyarakat (LP3M), STIT Islamiyah Karya Pembangunan Paron, Ngawi, Jawa Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53627/jam.v4i2.3224

Abstract

the study in this paper discusses the concept of a religious Humanist Values Education. Islam never experienced a heyday into the study of various disciplines, this is evident by the presence of muslim scientists. But with the passage of time that Islamic intelektualisme begin to Dim along with the understanding and the culture of taqlid. Whereas the Qur'an gave instructions in order to examine all the scientific disciplines, it can be seen from the verses of the Qur'an which was ordered to examine the nature and seisinya. Religious Humanist Values education which leads to the study of the komprehenshif of good science is both religious and General Education Development Concept is as Islam that humanizing of man in accordance with the duties of man as abdullah and the Caliph in the face of the Earth.
Penggunaan Metode Aktif Learning Tipe Group Diskusi Pada Mata Pelajaran Akidah Akhlak Siswa di MTs Mambaul Huda Bojonegoro Burhanuddin, Hamam; Nur Hidayatul Khusna, Siti; Firda Rizka Rachma Wahdani, Firda
AL-MURABBI: Jurnal Studi Kependidikan dan Keislaman Vol 10 No 1 (2023): Juli
Publisher : Lembaga Penelitian, Publikasi dan Pengabdian kepada Masyarakat (LP3M), STIT Islamiyah Karya Pembangunan Paron, Ngawi, Jawa Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53627/jam.v10i1.5062

Abstract

Abstract: This research aims to ascertain the use of active learning methods on the subject of aqidah morals at Madrasah Mambaul Huda. In learning activities, there are several problems faced by educators, including sleepy students, chatting in class during learning, a lack of concentration on the explanations conveyed by the teacher, a soft feeling of students' curiosity, students who don't dare to argue and are passive in class, and low achievement of the minimum completeness criteria. With the above problems, educators took the initiative to change learning strategies by applying the active learning method of group discussions. This qualitative research method uses a descriptive-qualitative approach using observation, in-depth interviews, and documentation. The research results are active learning strategies, including students being able to solve problems, express opinions, respect others, think critically, and want to express their ideas. The inhibiting factors for active learning are discussions dominated by students who like to talk, students who aren't talking tend to be busy alone, discussions take up a lot of time, and sometimes, the themes discussed must be more appropriate. Keywords: Active Learning Method, Aqidah Akhlak, Learning Outcome Abstract: Penelitian ini bertujuan untuk mengidentifikasi penggunaan metode pembelajaran aktif untuk meningkatkan aktivitas Peserta didik pada materi aqidahakhlak Madrasah Mambaul Huda, selama kegiatan pembelajaran pendidik dihadapkan pada beberapa masalah antara lain Peserta didik mengantuk, mengobrol di kelas saat belajar, kurang fokus pada pendidik. penjelasan, rasa ingin tahu peserta didik rendah, peserta didik tidak berani membantah, kelas pasif, standar ketuntasan minimal rendah. Menyikapi permasalahan di atas, pendidik berinisiatif mengadopsi metode pembelajaran aktif diskusi kelompok untuk mengubah strategi pembelajaran. Metode penelitian ini adalah kualitatif (penelitian lapangan) dengan pendekatan kualitatif deskriptif dengan menggunakan metode observasi, wawancara mendalam, catatan. Temuan penelitian adalah strategi pembelajaran aktif, antara lain Peserta didik mampu memecahkan masalah, mengemukakan pendapat, Menghormati orang lain, Peserta didik berpikir kritis dan mau mengungkapkan ide-idenya, penghambat belajar aktif adalah waktu diskusi yang dominan dan terkadang kurangnya korespondensi topik yang dibahas. Kata kunci: Metode Active Learning, AqidahAkhlak, Hasil Belajar Kognitif.
Co-Authors Ahmad Mujib Ahmad Nafi Ariska, Ariska Fahmi Khumaini Faiq Tobroni Farhatin, Ummu Fatma Amilia, Fatma Fauziah, Lana Fauziyah, Zumrotul Firda Rizka Rachma Wahdani, Firda FIRDA WAHDANI Hikmiah, Siti Nafisatul Isroani, Farida Istianah Istianah Khi’Mah, Fitrotul Lastutik, Sri Lugastara, Rahmatul M Saiful Aziz M. Imron M. Ridlwan Hambali Manshur, Ahmad Miftah, Zaini Moh. Yusuf Efendi Mukhamad Abdullah Lutfi Mundzar Fahman Nur Hidayatul Khusna, Siti Qodriyah, Irvia Nazilatul Ria Indah Kusuma Pitaloka Riyan Erwin Hidayat Rz. Ricky Satria Wiranata Sahri Salwa, Hana Zaida Shofa Robbani Sholihah, Nihayatus Siti Aminah SITI HIDAYAH Siti Nafsiatul Hikmiyah Sofifah, Arinnatus Sri Minarti Sulistyowati, Titin Thohiroh, Muhaiminatut Warsiyah Zumrotul Fauziah