Muhniansyah Arasyid Mahani
Universitas Islam Negeri Antasari Banjarmasin

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MEMELIHARA FITRAH MANUSIA MELALUI PENDIDIKAN ISLAM DALAM KELUARGA Hilmi Mizani; Muhniansyah Arasyid Mahani
Al-Falah: Jurnal Ilmiah Keislaman dan Kemasyarakatan Vol 22, No 2 (2022): Published in September of 2022
Publisher : STAI AL FALAH Banjarbaru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47732/alfalahjikk.v22i2.206

Abstract

Abstract:This study aims to reveal the Islamic concept of maintaining human nature through Islamic education in the family. The research method used is library research. The data to be extracted comes from the verses of the Qur'an, hadith texts, books, journals and magazines which contain the concept of maintaining human nature through Islamic education in the family. To analyze the data used descriptive analytic analysis.This research resulted in the finding that in order to maintain human nature, Islamic education in the family must start from the time the child is in the womb. As for how parents communicate with children by introducing the sentence of Tauhid and other Taibah sentences. In infancy, the child is recited when born, in aqiqahi, and given a good name. Children are often heard reciting verses from the Qur'an, singing songs containing religious poetry and Thaibah sentences. When children are 4-6 years old, Islamic religious education is given in the form of conveying Islamic religious concepts which are the main points of religion. Children can be trained to do whudu, pray and fast (not a full day).Children aged 6-12 years can already be burdened with tasks related to religious law. Entering adolescence (age 12-18 years) means that the child is approaching baliq or has reached puberty. Therefore, children must be taught Islam in its entirety, including aqidah, sharia and morals.Keywords: Family, Islamic Education, Nurturing Human Nature Abstrak:Penelitian ini bertujuan untuk untuk mengungkapkan konsef Islam tentang memelihara fitrah manusia melalui pendidikan Islam dalam keluarga. Adapun metode penelitian yang digunakan adalah penelitian.kepustakaan (library research). Data yang akan digali berasal dari ayat-ayat Al Qur’an, teks hadist, kitab-kitab, jurnal maupun majalah yang memuat konsef pemeliharaan fitrah manusia melalui pendidikan Islam dalam keluarga. Untuk menganalisis data digunakan analisis deskriptif analitik.Penelitian ini menghasilkan temuan bahwa untuk memelihara fitrah manusia, pendidikan Islam dalam keluarga harus dimulai dari anak berada dalam kandungan. Adapun caranya orang tua berkomunikasi dengan anak dengan mengenalkan kalimat Tauhid dan kalimat Taibah lainnya. Pada masa bayi, anak diazankan ketika dilahirkan, di aqiqahi, dan diberi nama dengan nama yang baik. Anak sering diperdengarkan bacaan ayat al Qur’an, dinyanyikan lagu yang berisi syair-syair agama dan kalimat Thaibah. Pada saat anak berusia 4 – 6 tahun pendidikan Agama Islam diberikan dalam bentuk penyampaian konsef agama Islam yang merupakan pokok-pokok agama. Anak sudah bisa dilatih mengerjakan whudu, shalat dan puasa (tidak penuh seharian).Anak usia 6 – 12 tahun sudah bisa dibebani tugas-tugas terkait syariat agama. Memasuki usia remaja (usia 12 – 18 tahun) berarti anak mendekati baliq atau sudah balig. Oleh karena itu anak harus diajarkan Islam secara lengkap, meliputi aqidah, syariah dan akhlak.Kata Kunci: Keluarga, Memelihara Fitrah Manusia, Pendidikan Islam 
How the Values and Authentic Leadership Patterns of Kiai in Islamic Boarding School? Mahani, Muhniansyah Arasyid; Wahyudin, Wahyudin; MOF, Yahya; Suriagiri, Suriagiri
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 1 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i1.1395

Abstract

The aim of this study is to explore the values and patterns of authentic leadership exhibited from kiai (Islamic religious leaders) with the context of Islamic Biarding School (Pondok Pesantren). The research how these values and leadership patterns are internalized and manifested the daily of the Islamic Boarding Scchool. This research method qualitative in case study design. Data collected interview participants, observation and document analysis. The data analyzed descriptive techniques, reduction data, display data and verification. The study conducted at Darul Hijrah Islamic Boarding School for Girl in Martapura, South Kalimantan. The findings that the kiai authenthic leadership is characterized core values religiosity (devotion to worship), simplicity, sincerity and sacrifice. These values are internalized both formal and informal social interaction with the pesantren. The concusion figure of the kiai serves a symbol and embodiment of deeply held values that shape the character and ethos of the institution. The implication authenthic leadership values contribute significan to institutional loyalty and the preservation of organizational across other Islamic Boarding Schools.
BANTUAN SUPERVISOR KEPADA GURU DALAM MENGATASI EMOSIONAL PROBLEM MUHNIANSYAH ARASYID MAHANI
TARBIYATUL ILMU: JURNAL KAJIAN PENDIDIKAN Vol. 2 No. 12 (2025): Tarbiyatul Ilmu: Jurnal Kajian Pendidikan
Publisher : CV. ADIBA AISHA AMIRA (ADISAM PUBLISHER)

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Abstract

The life of a teacher is a unique experience that constantly grapples with complex problems. This is understandable because a teacher's life encompasses two realms: the school and the community, including the teacher's own family. Within these realms, teachers are inextricably linked to challenges that must be faced and resolved effectively. Furthermore, internal problems are sometimes, and can even be, more serious, and can have more serious consequences. From this description, it can be said that "emotional problems" are problems experienced by teachers, whether they are self-inflicted or caused by their environment. As supervisors, we not only supervise but also act as emotional companions for teachers, providing assistance in resolving these issues to create a healthy and conducive work climate within the school environment.
BEBERAPA PROBLEMATIKA YANG DIHADAPI GURU-GURU DALAM TUGASNYA DI SEKOLAH Muhniansyah Arasyid Mahani
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 2 No. 5 (2024): Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Publisher : CV. ADIBA ASIHA AMIRA

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Abstract

Human Resources (HR) in schools, especially educators, are teachers. There are at least three types of teacher duties in carrying out their duties, namely preparing learning (planning), implementing learning (actuating), and evaluating learning (evaluation) both in terms of cognitive, affective and psychomotor aspects. However, in its implementation, many teachers experience problems or issues that are faced. For that, as a Supervisor at school, of course, you can help teachers who face various problems or issues in their duties as educators. Therefore, this discussion focuses on teachers to help overcome their problems, namely Several Problems Faced by Teachers in Their Duties at School. With the hope that teacher problems can be resolved and at the same time can improve the quality of the learning process at school
PENTINGNYA HUBUNGAN SEKOLAH DENGAN MASYARAKAT Muhniansyah Arasyid Mahani
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 3 No. 4 (2025): Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Publisher : CV. ADIBA ASIHA AMIRA

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Abstract

Schools are in the midst of society and can be said as a double-edged sword. The first eye is to maintain the sustainability of positive values in society. The second eye is as an institution that can encourage changes in values and traditions in accordance with the progress and demands of life and development. Values that are in accordance with development needs are maintained, while those that are not in accordance must be changed. Schools are the mainstay of society's hopes for their progress. Thus, there should be good cooperation between schools and the community. In addition, education is a shared responsibility between schools, government and society. The realization of this responsibility with the community cannot be carried out if the relationship between schools and the community is not established as well as possible