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Application of Humanistic Values in Islamic Education; The Challenges Of Human Potentials in Modern Era Rijalul Alam, Naufal Ahmad
Taallum: Jurnal Pendidikan Islam Vol 4, No 1 (2016)
Publisher : Institut Agama Islam Negeri (IAIN) Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/taalum.2016.4.1.173-192

Education is a medium to change the characteristic of human beings to reach their perfection. In Islam, the ultimate goal of education is to uphold humanistic values thare embedded in every individual. This article attempts to analyse the application of Islamic concept of education by putting emphasis on the process of humanization. It is argued that the function of education is not only to provide cognitive knowledge for students, but alsoto introduce to the students humanistic values and principles. Humanitzation in Islamic education means that students are taught how to develop good character and personality. This is the challenge of development and progress in all lines of life that produces some of the social changes are large and comprehensive on human life and lead to social change. Education is charged on the human values of self learners Humanistic values that are embedded in Islamic education include: religious values, togetherness, and partnership.

Peningkatan Motivasi Belajar Tarikh Melalui Metode CIRC (Cooperative Integrated Reading And Compotition) Madjid, Abd.; Alam, Naufal Ahmad Rijalul; Aisah, Anita
BELAJEA: Jurnal Pendidikan Islam Vol 4, No 2 (2019)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/belajea.v4i2.792

Penelitian ini berawal dari tesis bahwa motivasi belajar Tarikh atau Sejarah Kebudayaan Islam pada siswa Madrasah Tsanawiyah (MTs) terlihat rendah. Hal ini tentu akan berakibat negatif, salah satunya adalah menurunnya rasa apresiasi dan meneladani sejarah tokoh-tokoh Islam. Penelitian ini memiliki tujuan yang meliputi (1) menganalisis peningkatan motivasi belajar Tarikh pada siswa kelas eksperimen sebelum dan sesudah diberikan metode Cooperative Integrated Reading and Compotition (CIRC) ; (2) menganalisis perbedaan motivasi belajar Tarikh pada kontrol dan kelas eksperimen setelah diberikan metode CIRC. Jenis penelitian ini adalah penelitian eksperimen dengan menggunakan desain eksperimen kuasi, untreated control group design pretest and posttest. Analisis statistik yang digunakan untuk menguji dua hipotesis menggunakan anava campuran atau lebih dikenal dengan Anava Mixed Design. Anava Mixed Design ini memadukan dua sub analisis yaitu Within Subject Test dan Between Subject Test. Within Subject Test merupakan pengujian perbedaan jumlah skor dalam satu kelompok (pretest dan posttest) dan Between Subject Test yaitu pengujian perbedaan skor antar kelompok. Hasil penelitian menjelaskan bahwa; 1) Tidak ada perbedaan motivasi belajar Tarikh yang signifikan pada kelompok eksperimen sebelum dan sesudah perlakuan metode CIRC, 2) Tidak ada perbedaan motivasi belajar Tarikh secara signifikan antara kelompok eksperimen dengan kelompok kontrol setelah metode CIRC.

MODEL PEMBELAJARAN PAI DI LEMBAGA FILANTROPI PENDIDIKAN: Studi di Panti Asuhan Putra Al-Islam Yogyakarta Naufal Ahmad Rijalul Alam
JSSH (Jurnal Sains Sosial dan Humaniora) JSSH (Jurnal Sains Sosial dan Humaniora) Vol. 3 No. 1 Maret 2019
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Artikel ini bertujuan untuk: 1) Merumuskan model pembelajaran PAI yang efektif di Lembaga filantropi Pendidikan, 2) Menganalisis faktor pendukung dan penghambat model pembelajaran PAI pada lembaga filantropi pendidikan di Yogyakarta. Penelitian ini merupakan penelitian kualitatif deskriptif. Model penelitian kualitatif ini menggunakan teknik analisis data Miles and Huberman. Pengambilan data dilakukan dengan teknik observasi dan wawancara. Kesimpulan yang dihasilkan adalah: 1) model pembelajaran PAI di Panti Asuhan Putra Al-Islam Giwangan menggunakan Model George Betts, 2) Faktor pendukung model pembelajaran PAI ada 5: (a) Sistem pembelajaran; (b) Lingkungan, sarana dan prasarana; (c) Strategi Pembelajaran; (d) Metode pembelajaran, dan (e) Media pembelajaran. Sedangkan faktor penghambat ada 3: (a) Ketidaksiapan pendidik dan peserta didik (b) Kurikulum yang tidak dijalankan secara penuh; (c) Terbatasnya jumlah buku pelajaran.

Pembelajaran Agama Islam Kontekstual dengan Photo Essays dalam Praktik Microteaching Nurwanto Nurwanto; Naufal Ahmad Rijalul Alam
Islamadina : Jurnal Pemikiran Islam ISLAMADINA, Volume 19, No. 2, September 2018
Publisher : Universitas Muhammadiyah Purwokerto (UMP)

Tulisan ini menginvestigasi desain pembelajaran mahasiswa dalam kelas microteaching dengan menggunakan photo essay (PE). Sebagaimana diketahui, pelatihan pembelajaran yang inovatif bagi calon guru Pendidikan Agama Islam (PAI) merupakan kebutuhan utama agar mereka mampu mendesain dan menerapkannya dalam tanggung jawab profesinya di masa depan. Di antara metode dan sumber belajar inovatif yang perlu diterapkan adalah photo essay agar pembelajaran lebih konstruktif dan kontekstual. Penelitian ini adalah studi kasus dengan menempatkan kelas microteaching di Prodi PAI FAI UMY sebagai unit analisisnya. Data dikumpulkan melalui FGD, dokumentasi dan observasi. Melalui analisis konten atas dokumen Rencana Pelaksanaan Pembelajaran (RPP) dan karya PE, serta analisis induktif melalui FGD dan observasi atas praktek mengajar siswa, hasil riset ini disajikan dalam bentuk tabel, foto dan narasi. Hasil penelitian menunjukkan bahwa pertama, di dalam sejumlah RPP sesuai Kurikulum 2013, PE dicantumkan baik sebagai metode, model maupun sumber belajar. Di dalamnya PE digunakan dalam dua tahap pertama pembelajaran saintifik yakni mengamati dan menanya. Namun, PE ternyata bukan satu-satunya metode dan sumber belajar dalam desain RPP karena terdapat kombinasi metode dan sumber belajar lainnya. Sementara itu, sebagian PE memuat unsur kedalaman narasi, koneksi emosi, kekuatan nilai individual, orisinal dan kontekstual karena dialami praktikan secara langsung. Kedua, praktikan menerapkan ragam pembelajaran di kelas. Ada praktikan yang menggunakan PE sebagai suplemen informasi bagi siswa dan, yang kedua, PE yang disusun hanya disajikan di akhir pembelajaran. Cara yang ketiga adalah komentar atas foto-foto dilakukan secara kolaboratif antara siswa secara individual maupun kelompok dan guru. Desain dan praktik PE dalam pembelajaran PAI ini diindikasikan mendukung pembelajaran konstruktivistik dan konstekstual sesuai kebutuhan guru di masa depan.

Application of Humanistic Values in Islamic Education; The Challenges Of Human Potentials in Modern Era Naufal Ahmad Rijalul Alam
Ta'allum: Jurnal Pendidikan Islam Vol 4 No 1 (2016)
Publisher : Institut Agama Islam Negeri (IAIN) Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/taalum.2016.4.1.173-192

Education is a medium to change the characteristic of human beings to reach their perfection. In Islam, the ultimate goal of education is to uphold humanistic values thare embedded in every individual. This article attempts to analyse the application of Islamic concept of education by putting emphasis on the process of humanization. It is argued that the function of education is not only to provide cognitive knowledge for students, but alsoto introduce to the students humanistic values and principles. Humanitzation in Islamic education means that students are taught how to develop good character and personality. This is the challenge of development and progress in all lines of life that produces some of the social changes are large and comprehensive on human life and lead to social change. Education is charged on the human values of self learners Humanistic values that are embedded in Islamic education include: religious values, togetherness, and partnership.

PANDANGAN AL-GHAZALI MENGENAI PENDIDIKAN AKLIAH (Tinjauan Teoretis dan Filosofis) Naufal Ahmad Rijalul Alam
Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Vol. 3 No. 2 (2015)
Publisher : UIN Sunan Ampel Surabaya

Bahasa Indonesia:Artikel ini bertujuan untuk menjelaskan pandangan Al-Ghazali mengenai pendidikan akliah dalam Islam. Dalam pandangannya, Islam memberikan penghargaan yang tinggi terhadap akal. Banyak dari ayat Al-Qur’an dan Hadits Nabi yang menganjurkan dan mendorong manusia untuk mempergunakan akalnya dan banyak berpikir guna mengembangkan intelektualnya. Merujuk kepada ayat-ayat Al-Qur’an yang di dalamnya terdapat berbagai kata seperti dabbara, naz{ara, faqiha, tafakkara, ‘aqala, Al-Ghazali mengkaitkan kegunaan akal dengan kekuatan daya pikirnya. Pendekatan yang digunakan berbasis teoritis dan filosofis, dengan merujuk kepada ayat Qur’an yang berkaitan dengan keunggulan akal dalam skala makro berpikir manusia, serta pendapat para tokoh. Hasil dari pembahasan didapatkan, bahwa akallah yang menemukan isyarat-isyarat ilmu pengetahuan yang dalam tahap selanjutnya dapat memperkokoh keimanan, keyakinan dan ketakwaan kepada Allah SWT. Akal adalah sumber ilmu pengetahuan, teknologi dan kebudayaan yang dipergunakan untuk menciptakan alat-alat yang berguna dan menghadapi problem-problem manusia. Al-Ghazali menghendaki perkembangan akal, disamping ingin menjauhkan manusia dari manusia yang individualis, materialis dan pragmatis. Beliau menghendaki adanya keseimbangan antara kemajuan akal dan penghayatan spiritual, keseimbangan antara kegunaan dan kebenaran, sehingga pendidikan yang dicapai tidak hanya memiliki, tetapi juga memuat azas tanggung jawab kepada Tuhan, pencipta akal.English:This article aims to describe the view of Al-Ghazali on the nonsensical education in Islam. Al-Ghazali argues that Islam gives high appreciation of reason. Many of the verse of the Qur'an and the Hadith of the Prophet who was advocate and encourage people to use their minds and a lot of thinking to develop intellectually. Referring to the verses of the Qur'an in which there are various words such as dabbara, naz{ara, faqiha, tafakkara, ‘aqala, Al-Ghazali linking usability sense with the power of thought. The approach based on the theoretical and philosophic, with reference to the Qur'anic verses related to the sense of excellence in the macro-scale human thought, and scholars opinion. The conclution of this article, intellect which find cues science in the later stage can strengthen faith, belief and devotion to God Almighty. Intellect is the source of science, technology and culture which are used to create tools that are useful and faced with the problems of man. Al-Ghazali requires the development of reason, in addition to want to keep people from the man individualist, materialist and pragmatic. He calls for a balance between progress and appreciation of spiritual sense, a balance between usability and truth, then education is achieved not only have, but also includes the principle of responsibility to God, the creator of sense.

Religious Education Practices in Pesantren: Charismatic Kyai Leadership in Academic and Social Activities Naufal Ahmad Rijalul Alam
Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Vol. 8 No. 2 (2020): December 2020
Publisher : UIN Sunan Ampel Surabaya

This study investigates religious education practices through Kyai leadership characteristics as the caregiver as well as a decision-maker in pesantren. qualitative data are gathered through documentation, observation, and interview at Pesantren Bina Insani, Yogyakarta. The education at Pesantren Bina Insani has been well known as community-based education, derived from the aspirations of the community, and to meet their interests. As a community-based educational institution, the Pesantren is very dependent upon the initiative and charisma of the Kyai as the leader. The results demonstrate that Kyai Teguh’s charismatic leadership characteristics have turned into unwritten standards for people under his influence in managing the Pesantren and developing their social skills. From leadership theory perspective, Kyai Teguh’s characteristics are the rational grounds for his followers in terms of decision making, wok-ethics, and social interactions.

The Practice of Science and Religion Integration: Students’ Perspective on Muhammadiyah Pesantren Naufal Ahmad Rijalul Alam; Fajar Rachmadhani
At-Ta'dib Vol 16, No 2 (2021): Learning Strategies During The Pandemic
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v16i2.6896

Islamic educational institutions in Indonesia have an important role in implementing science either from Islam, or the West with the breadth of knowledge. This study seeks to reveal the practice of Islamic education that integrates science and religious knowledge together. By taking the subject of students at Pondok Shabran, Surakarta, this qualitative research captures the extent to which the application of the integration of Islamic and Western knowledge is able to strengthen the understanding of students so that they get a portion that suits their needs. The result of the study shows, first, that the integration of knowledge through classroom learning has implications for improving the thinking skills of students. Second, the assignment given by the teacher gives students the freedom to read various kinds of Western literature that strengthens Islamic arguments.

Strengthening Leadership Culture (The Role of Kyai in Indonesian Pesantren) Naufal Ahmad Rijalul Alam
At-Ta'dib Vol 13, No 1 (2018): Education System and Education Method in Pesantren
Publisher : Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/at-tadib.v13i1.1986

Pesantren is the traditional Islamic education system and the oldest non-formal institution in Indonesia. In order to its role, this boarding school has many contributions in the strengthening of education culture, specifically in building and concerning the identity of Islam. Some scholar proved the important role of Pesantren in transferring Islamic knowledge, strengthening people’s religious loyalty to Islamic principles. In addition, Pesantren has two roles: teaches religion knowledge and encourage it’s student or santri to develop globally. All of thus cannot be separated from the Kyai role as an owner and a leader to manage its community. As an official subject, leadership practice of Kyai seems to be high expected to inculcate education. Kyai in Pesantren plays many roles such as educator and caregiver, society connector, leader, and manager of the Pesantren. This paper aims to find the role of Kyai in Pesantren as the leader in managing an educational system inside it. By using the literature research, the writer found that Kyai's leadership as a symbol and strength in building values. Santri character, actually not only dealing with the process of education, but also for every santri have a duty as a successor and educator in the future, the spreader mission Islamic da’wa that eventually became the guard and fortress of the ummah. The sustainability and its existence of Pesantren are on Kyai as the leader, main holder, policymaker, especially in the sphere of education and educating society.

Application of Humanistic Values in Islamic Education; The Challenges Of Human Potentials in Modern Era Naufal Ahmad Rijalul Alam
Ta'allum: Jurnal Pendidikan Islam Vol 4 No 1 (2016)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/taalum.2016.4.1.173-192

Education is a medium to change the characteristic of human beings to reach their perfection. In Islam, the ultimate goal of education is to uphold humanistic values thare embedded in every individual. This article attempts to analyse the application of Islamic concept of education by putting emphasis on the process of humanization. It is argued that the function of education is not only to provide cognitive knowledge for students, but alsoto introduce to the students humanistic values and principles. Humanitzation in Islamic education means that students are taught how to develop good character and personality. This is the challenge of development and progress in all lines of life that produces some of the social changes are large and comprehensive on human life and lead to social change. Education is charged on the human values of self learners Humanistic values that are embedded in Islamic education include: religious values, togetherness, and partnership.

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