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HAKIKAT MANUSIA MENURUT MUHAMMAD IQBAL Nurmaliyah, Yayah
Majalah Ilmu Pengetahuan dan Pemikiran Keagamaan Tajdid Vol 21, No 1 (2018)
Publisher : Universitas Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/tajdid.v21i1.253

Sejarah mencatat bahwa umat Islam pernah berada di posisi terdepan dalam peradaban dunia. Belakangan sebuah kenyataan juga tidak terbantahkan ketika umat Islam harus mengakui keunggulan komunitas lain dalam berbagai aspek kehidupan. Sebagai upaya mengembalikan kejayaan masa lalu, Muhammad Iqbal menyeru umat Islam untuk tidak terbuai dengan kegemilangan atau romantika masa lalu dan melarang untuk taqlid buta pada pemikiran masa lalu yang mengakibatkan hilangnya kreasi dan inovasi dalam menghadapi realitas perkembangan zaman. Muhammad Iqbal juga menyeru umat Islam untuk tidak bersikap apriori terhadap Barat, sebaliknya dapat memanfaatkannya dan meresponsnya dengan kritis. Hal ini disebabkan Muhammad Iqbal cukup lama mengikuti pendidikan di Barat yang dipenuhi oleh semangat penelaahan dan penelitian ilmu pengetahuan yang tinggi, sehingga ia dengan jelas melihat dan merasakan langsung bergantinya aktifitas ilmiyah dari Timur ke Barat. Hal ini cukup membuatnya kagum dan menginginkan umat Islam untuk mengikuti semangat Barat dalam melakukan kajian-kajian ilmiyah yang notebene pernah dilakukan sebelumnya. Muhammad Iqbal juga menyadari bahwa faktor tersebut di atas tidak akan bermanfaat apa-apa apabila umat Islam sendiri tidak memiliki semangat dan kemauan untuk berobah. Kemunduran umat Islam dewasa ini secara garis besar disebabkan oleh 2 faktor; internal dan eksternal. Kedua faktor itu harus dibenahi demi mengembalikan kecemerlangan masa lalu. Dengan mengutip QS. Al-Ra’d ayat 11, Muhammad Iqbal mencoba mengembangkan gagasannya mengenai khudi yang notabene merupakan hakikat dari kemanusiaan itu sendiri. Menurutnya moralitas suatu bangsa ditentukan oleh pandangan masyarakatnya mengenai khudi ini, dan segala sesuatu di alam ini memiliki khudinya sendiri-sendiri. Setiap khudi akan bergerak maju sehingga mencapai titik perkembangannya masing-masing.

ROBERT JACKSON’S THEORY IMPLEMENTATION EFFORTS TO BUILD STUDENTS’ RELIGIOUS TOLERANCE ATTITUDE AT SMK MAHADHIKA 4 JAKARTA Lilik Murni Mustamiah; Yayah Nurmaliyah; Desmaliza Desmaliza
Penamas Vol 35 No 2 (2022): Volume 35, Issue 2, July-December 2022
Publisher : Balai Penelitian dan Pengembangan Agama Jakarta

This study aims to determine the role of religious education teachers in schools as an effort to build students' religious tolerance, supporting and inhibiting factors in an effort to build religious tolerance attitudes students, and to find out the implementation of religious education in plurality based on Robert Jackson's theory at SMK Mahadhika 4 Jakarta. This research is a qualitative research where the researcher will act as a research tool and attempt to collect data, describe and analyze data in the field through observation, interviews and documentation. The results of this study state that the role of religious teachers in building students' religious tolerance is first, through the learning process (good habits and examples). Second, the teacher participates in assisting in religious activities/social activities, both intracurricular and extracurricular. The supporting factor in building students' religious tolerance is through intracurricular and extracurricular activities. Inhibiting factors include lack of student response and self-motivation, students from incomplete families, and lack of student understanding of tolerance material. Mahadhika 4 Vocational School has implemented religious education in plurality based on Robert Jackson's theory, namely using an interpretive approach and a dialogical approach

2013 Curriculum: Implementation of Islamic Religious Education Learning in Schools for Children with Special Needs Yayah Nurmaliyah; Syamsul Aripin; Nana Meily Nurdiansyah
International Journal of Islamic Thought and Humanities Vol. 2 No. 1 (2023): International Journal of Islamic Thought and Humanities
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

The 2013 curriculum is the latest guideline for implementing education in Indonesia. Its application applies to public schools and special schools. This study aims to determine how to implement the 2013 curriculum in learning Islamic religious education for children with special needs (ABK) at SLB Negeri 01 Jakarta. This study uses qualitative research with a descriptive approach to data collection techniques with interviews, observation, and documentation. Data were collected based on field notes, comments, and documentation. The results of the study concluded that the implementation of the 2013 Curriculum for Children with Special Needs (ABK) at SLB Negeri 01 Jakarta uses the same PAI curriculum as the curriculum in traditional schools, and the scope of Islamic Religious Education materials taught is no different from other schools including; al-Qur'an hadith, faith, morals, fiqh and the history of Islamic culture. The learning methods for Islamic Religious Education in special schools are lectures, practices, questions and answers, demonstrations, and exercises. The learning media used include audio-visual media, tape recorders, films, radio, television, digital al-Qur'an, and braille Qur'an are also puzzles. Learning Evaluation consists of three domains cognitive, affective, and psychomotor.

PARENT CONTROL RELATIONSHIP IN USE GADGETS WITH THE RESPONSIBILITY OF LEARNING CHILDREN AT RA MIFTAHUL ANWAR PADEMANGAN NORTH JAKARTA Yayah Nurmaliyah; Syifa Fauziyah Putri
Journal of Early Childhood Education (JECE) Vol 5, No 1 (2023)
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v5i1.33993

The aim of this study was to examine the relationship between parental supervision of gadget usage and children's learning responsibility. The research was conducted at RA Miftahul Anwar in Pademangan, North Jakarta. The research method used was quantitative, and the study design was correlational. The participants of the study were all the parents of students at RA Miftahul Anwar, totaling 23 individuals, and the sampling technique used was total sampling or saturated sampling. The data collection technique employed was a questionnaire consisting of items related to parental supervision of gadget usage and children's learning responsibility. The data were analyzed using the Pearson product-moment correlation with SPSS 22.The results of the study showed a correlation coefficient of 0.662 and a significance value of 0.001 < 0.05. Additionally, the calculated t-value (4.045) was greater than the tabulated t-value (2.080). Therefore, it can be concluded that there is a significant relationship between parental supervision of gadget usage and children's learning responsibility.

ROBERT JACKSON’S THEORY IMPLEMENTATION EFFORTS TO BUILD STUDENTS’ RELIGIOUS TOLERANCE ATTITUDE AT SMK MAHADHIKA 4 JAKARTA Lilik Murni Mustamiah; Yayah Nurmaliyah; Desmaliza Desmaliza
Penamas Vol 35 No 2 (2022): Volume 35, Issue 2, July-December 2022
Publisher : Balai Penelitian dan Pengembangan Agama Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31330/penamas.v35i2.625

This study aims to determine the role of religious education teachers in schools as an effort to build students' religious tolerance, supporting and inhibiting factors in an effort to build religious tolerance attitudes students, and to find out the implementation of religious education in plurality based on Robert Jackson's theory at SMK Mahadhika 4 Jakarta. This research is a qualitative research where the researcher will act as a research tool and attempt to collect data, describe and analyze data in the field through observation, interviews and documentation. The results of this study state that the role of religious teachers in building students' religious tolerance is first, through the learning process (good habits and examples). Second, the teacher participates in assisting in religious activities/social activities, both intracurricular and extracurricular. The supporting factor in building students' religious tolerance is through intracurricular and extracurricular activities. Inhibiting factors include lack of student response and self-motivation, students from incomplete families, and lack of student understanding of tolerance material. Mahadhika 4 Vocational School has implemented religious education in plurality based on Robert Jackson's theory, namely using an interpretive approach and a dialogical approach

Implementasi Metode Maternal Reflektif (MMR) dalam Pembelajaran Pendidikan Agama Islam dan Budi Pekerti Pada Siswa Tunarungu di Sekolah Luar Biasa (SLB) Negeri 7 Jakarta Umi Taslimah; Yayah Nurmaliyah
ULIL ALBAB : Jurnal Ilmiah Multidisiplin Vol. 2 No. 12: November 2023
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jim.v2i12.2396

Pelaksanaan MMR tidak terlepas dari kelebihan dan kekurangannya, MMR dalam pembelajaran PAI, di SLBN 7 Jakarta masih dalam proses uji coba, Sudah mencapai kepada tiga tahapan, (PERDATI, PERCAMI, PERCALI). Metode penelitian yang dipergunakan adalah metode penelitian berjenis kualitatif deskriptif. Dengan dua sumber data primer; 1) Guru PAI, 2) Guru pendamping kelas, 3) Kepala sekolah. Menggunakan teknik pengumpulan data berupa; Observasi, Wawancara, serta dokumentasi. Berdasarkan temuan penelitian, MMR dalam pembelaran PAI pada siswa tunarungu kelas VIII SLB Negeri 7 Jakarta, telah efektif dan aktif dilaksanakan. Pelaksanaan MMR di kelas VIII sudah sampai pada tahap percakapan linguistik PERCALI, MMR juga dianggap metode komprehensif dan solusi jangka panjang bagi siswa tunarungu. Namun, terlepas dari manfaat tersebut, MMR juga memiliki kelemahan yaitu dibutuhkan banyak waktu dan tenaga dalam penerapannya, kurangnya kompetensi serta pemahaman guru terkait MMR juga kerap menjadi kelemahannya. Oleh karenanya guru perlu melakukan inovasi ataupun evaluasi pembelajaran, agar kemudian timbulah solusi yang dapat menyelesaikan suatu masalah.

Analisis Pendekatan Individual dalam Pembelajaran Pendidikan Agama Islam pada Siswa ADHD di Sekolah Alam Tangerang Mekar Bakti Stiyani, Lenia Dwi Stiyani; Yayah Nurmaliyah; Abdul Ghofur
JURNAL PENDIDIKAN ISLAM AL-ILMI Vol. 8 No. 1 (2025)
Publisher : Fakultas Agama Islam Universitas Muhammadiyah Luwuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/al-ilmi.v8i1.3911

The learning approach is one of the most important supports for the success of the learning process in inclusive schools. Using an appropriate learning approach will make it easier for students to understand the material taught. This applies to learning for children with ADHD. However, in reality, in the learning process for children with ADHD, there are still inclusive schools that do not use effective learning approaches, especially for children with ADHD. Therefore, this research aims to find out how to use the Individual Approach in the Islamic Education learning process for ADHD students at the Tangerang Nature School Mekar Bakti. This study uses a qualitative method with data collection techniques through observation, interviews, and documentation studies. The results of this study explain that the use of the Individual Approach in Islamic Education learning for ADHD students at the Tangerang Mekar Bakti Nature School includes planning, implementation and evaluation activities. Planning activities are prepared through initial observations carried out by the school and psychologists, this is done to analyze the initial condition of the students. Implementation of the Individual Approach in Islamic Education learning for ADHD students at the Tangerang Nature School Mekar Bakti is carried out using the Cluster and Pull Out model. In the process, the learning media uses flash cards, cellphones, puzzles and playdough. Evaluation of the use of the Individual Approach in Islamic Education learning for ADHD students is carried out routinely by inclusion teachers and PAI teachers who discuss the development of each ADHD child who is guided by the Shadow Teacher. It is hoped that this research can be a motivation for educational institutions for children with special needs, especially children with ADHD, in implementing an Individual Approach in Islamic Education learning.

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