Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Instructional Development Journal Cendekia: Media Komunikasi Penelitian dan Pengembangan Pendidikan Islam
Wahyu Ramadan
Universitas Ahmad Dahlan
Religion Education Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Pembelajaran Pendidikan Agama Islam Pada Anak Berkebutuhan Khusus Tunanetra Aulia Farkhan; Sifa Azahra; Bunga Melati Sukma; Wahyu Ramadan; Difa'ul Husna
Instructional Development Journal Vol 5, No 3 (2022): IDJ
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/idj.v5i3.20004

Abstract

Education To ensure a more dignified life, everyone has a fundamental interest in education. According to Article 31 of the 1945 Constitution, the state is obliged to provide high-quality education services to all its citizens, including those with potential inequalities (disabled). Children with special needs have unique characteristics that distinguish them from other children but do not necessarily exhibit mental, emotional, or physical disabilities. Because of their uniqueness, children with special needs (ABK) require special care. Great children is the first term used to refer to children with special needs in Indonesia. Because some disabilities (children with special needs) and Children with Special Needs have only temporary characteristics, children with special needs include children with special needs that are permanent. Children with special needs are those who struggle to adjust because of trauma, confusion, or difficulty concentrating. With the right help, temporary special needs children can become permanent. Islamic education learning methods have discussed various teaching strategies that educators can use in their classroom activities. In this case, several approaches have been presented, including the lecture method, question and answer, discussion, and giving assignments, among others. Similar to other forms of education, the instructor prepares the necessary tools and media, such as braille, shaped teaching aids, speakers, or other items that can help blind students in learning activities. These materials are ensubywith the lessons to be taughTRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian //  TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//
Pemikiran Haedar Nashir Tentang Moderasi dan Implikasinya pada Konsep Pendidikan Islam Berkemajuan Wahyu Ramadan; Azaki Khoirudin
Cendekia Vol. 16 No. 02 (2024): Cendekia October 2024
Publisher : Fakultas Agama Islam Universitas Billfath

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37850/cendekia.v16i02.789

Abstract

Islamic education faces several opportunities and challenges in the current era of globalization and digitalization. As a preparatory effort to take advantage of opportunities and overcome existing obstacles, Islamic education needs to adopt the concept of moderation promoted by Haedar Nashir, namely upholding moderate Islamic norms. Thus, this research aims to analyze and describe Haedar Nashir's views on the concept of moderation and the implications of moderation for the concept of progressive Islamic education. The method used in this research is a qualitative approach using a literature study. According to Haedar Nashir's perspective, this study's results show that religious moderation is creating and bridging diversity to strengthen tolerant attitudes between religious communities. Religious moderation does not mean eliminating the value of faith, but developing a more open perspective. Second, the implication of religious moderation for progressive Islamic education, according to Haedar Nashir, is an effort to produce modern, intelligent, and devout human resources. Haedar Nashir also emphasized the urgency of human values, justice, and balance in progressive Islamic education.
Co-Authors Aulia Farkhan Azaki Khoirudin Bunga Melati Sukma Difa'ul Husna Sifa Azahra