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All Journal AT-Tahdzib: Jurnal Studi Islam dan Muamalah MODELING: Jurnal Program Studi PGMI Attaqwa: Jurnal Ilmu Pendidikan Islam Empiris: Journal of Progressive Science and Mathematics Swakarya: Jurnal Penelitian Sosial dan Pemberdayaan Masyarakat Attaqwa:Jurnal Ilmu Pendidikan Islam
Wildan Nur Hidayat
UIN Salatiga
Religion Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Education Materials Science & Nanotechnology Social Sciences Other

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Generasi Muslim Milenial Sebagai Model Islam Wasaṭiyyah Zaman Now Musyafangah Musyafangah; Bekti Taufiq Ari Nugroho; Wildan Nur Hidayat
AT-Tahdzib: Jurnal Studi Islam dan Muamalah Vol 7 No 1 (2019): At-Tahdzib
Publisher : Sekolah Tinggi Agama Islam At-Tahdzib Ngoro Jombang Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (655.998 KB)

Abstract

This study study describes and analyzes the notion of wasaṭiyyah Islam, which explains the millennial generation of wasaṭiyyah Islam. Islamic wasaṭiyyah must be taken from the clerical explanation, so as not to trigger 'missunderstanding' and intolerant attitude that damages the image of Islam itself. This research belongs to library research. Data collection is done by quoting, adapting, and analyzing the representative literaries and relevant to the issues discussed, then reviewing and concluding them. The results of this study indicate that: 1) Through the process of literacy and teaching the true religion, millennial generations can be agents of change in syiar Islam wasaṭiyyah. Tolerant Islam, respect for diversity and a benevolent Islam for all people; 2) The nature, existence and urgency of Islam wasaṭiyyah is the generation of Islam ummatan wasatan interpreted as followers of religion that take the middle way or adherents of the principle of moderate, be a fair and balanced people in various things, both in terms of sharia and muamalah and can create harmony in life, because it can touch all aspects faced by humans, and offer the principles of unity by referring to the Qur'an as an open book, promoting justice, equality, tolerance, humanity, liberation and non-discrimination; 3) Phenomenology should not create a contradiction between a true and an incorrect religion. In a forced state, phenomenology can vigilantly distinguish pure and impure religiosity. There are two main perspectives of sociology that are often used as a basis in viewing religious phenomena in society, namely: functionalist perspective, and symbolic interactionism.
IMPLEMENTASI BEBERAPA TEORI BELAJAR DALAM APLIKASI SHOLAT FARDHU (Studi: Teori Koneksionisme Edward L. Thorndike, Teori Belajar Medan Kurt Lewin, dan Teori Kondisioning Ivan Pavlop di Masjid Al-Ikhlas Sarirejo) Wildan Nur Hidayat; Noor Malihah
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 19 No. 1 (2023): Maret (In Press)
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

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Abstract

Learning theory is a systematic concept that is scientifically and empirically tested to add insight in overcoming phenomena, especially in learning activities. This study aims to analyze the theory of connectionism, field theory and conditioning theory and their implementation of fardhu prayer. This research method uses qualitative research methods with a literature approach. The qualitative research method is a method based on the disbursement of information related to the implementation of learning theory at the Al-Ikhlas Sarirejo mosque carried out in natural research, searching for data through 1) observation; 2) documentation; and 3) interviews. Researchers also conducted literature study research from primary books and secondary data regarding the three learning theories. Research results: The three major theories have harmony and can be implemented in the practice of fard prayer. 1) Thonrdike with his three pillars of law where the application starts from how the readiness of the students, to the training process that has an impact on whether or not the learning objectives are successful. 2) Lewin argues that individuals can change their environment and vice versa, as evidenced by little priests who are able to attract the attention of other students to learn to be priests; 3) Pavlov, with his theory of conditioning which is in accordance with conceptualized conditioning so that students are accustomed to doing habits and rewards when successfully answering a problem; 3) Pavlov, with his theory of conditioning which is in accordance with conceptualized conditioning.
Edukasi Tanaman Obat Berdasarkan Kajian Etnobotani dan Thibbun Nabawi di MI Nurul Huda Penggung Boyolali Rini Verary Shanthi; Wildan Nur Hidayat
MODELING: Jurnal Program Studi PGMI Vol 9 No 3 (2022): September
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/modeling.v9i2.1622

Abstract

This study aims to determine and analyze medicinal plant education based on ethnobotanical and thibbun Nabawi studies at MI Nurul Huda Penggung Boyolali. This type of research is qualitative research using a descriptive approach. The method in this research is by taking data using interviews, observation and documentation. The location of this research is MI Nurul Huda Penggung, Boyolali Regency, Central Java Indonesia. The analysis used in this research includes: Data Reduction, Data Display, Conclusion Drawing and verification. The results of this study indicate that the medicinal plant education program carried out at MI Nurul Huda Boyolali aims to introduce, foster and increase children's knowledge, knowledge and interest in medicinal plants. plants that are socialized to students, are plants that are often found in homes planted in the madrasah environment include 18 types of plants such as: Jahe, Bawang Putih, Bawang Merah, Kunyit Putih, Kunyit Kuning, Lidah Buaya, Kencur, Jeruk Nipis, Pepaya, Sirih Merah, Jahe Merah, Adas, Kapulaga, Jeruk Purut, Dlingo, Lempuyang, Bawang Lanang, dan Sirsak. The success of this implementation can be due to supporting factors such as: 1) The service method used was effective enough to attract students' interest; 2) The school is very cooperative and helps prepare a conducive implementation place such as courtyards, classrooms and complete lcd projector and loudspeaker facilities; 3) MI Nurul Huda students are very proactive and enthusiastic in doing the assignments given; 4) The speaker as a resource person is very good at the topic given in the service; 5) The abundance of biological resources that are the raw material for TOGA planting education.
IMPLEMENTASI BEBERAPA TEORI BELAJAR DALAM APLIKASI SHOLAT FARDHU (Studi: Teori Koneksionisme Edward L. Thorndike, Teori Belajar Medan Kurt Lewin, dan Teori Kondisioning Ivan Pavlop di Masjid Al-Ikhlas Sarirejo) Wildan Nur Hidayat; Noor Malihah
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 19 No. 1 (2023): Maret
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Learning theory is a systematic concept that is scientifically and empirically tested to add insight in overcoming phenomena, especially in learning activities. This study aims to analyze the theory of connectionism, field theory and conditioning theory and their implementation of fardhu prayer. This research method uses qualitative research methods with a literature approach. The qualitative research method is a method based on the disbursement of information related to the implementation of learning theory at the Al-Ikhlas Sarirejo mosque carried out in natural research, searching for data through 1) observation; 2) documentation; and 3) interviews. Researchers also conducted literature study research from primary books and secondary data regarding the three learning theories. Research results: The three major theories have harmony and can be implemented in the practice of fard prayer. 1) Thonrdike with his three pillars of law where the application starts from how the readiness of the students, to the training process that has an impact on whether or not the learning objectives are successful. 2) Lewin argues that individuals can change their environment and vice versa, as evidenced by little priests who are able to attract the attention of other students to learn to be priests; 3) Pavlov, with his theory of conditioning which is in accordance with conceptualized conditioning so that students are accustomed to doing habits and rewards when successfully answering a problem; 3) Pavlov, with his theory of conditioning which is in accordance with conceptualized conditioning.
PENINGKATAN MOTORIK HALUS ANAK MELALUI MEDIA PELEPAH PISANG Demcy Ayu Barawati; Arif Dwi Yuwono; Novita Eka Nurjanah; Wildan Nur Hidayat
Empiris: Journal of Progressive Science and Mathematics Vol. 1 No. 1 (2023)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/empiris.v1i1.38

Abstract

Kemampuan fisik motorik halus anak di RA Syamila kids Salatiga kelas A diamati dengan kegiatan kegiatan pembelajaran anak-anak di sekolah. Hasil observasi menunjukkan kurangnya semangat bahkan anak-anak tidak tertarik dalam pembelajaran. Hal ini dapat dilihat dari beberapa anak yang belum bisa memegang pensil untuk menulis, crayon untuk mewarnai. Anak-anak di sekolah RA Syaamila kids Salatiga perlu kegiatan yang menarik untuk mengembangkan kemampuan fisik motorik halusnya. Media merupakan alat yang digunakan untuk menstimulasi aspek perkembangan anak seperti nilai moral dan agama, aspek motorik, aspek bahasa, aspek sosial emosional, aspek kognitif maupun aspek seni pada anak. Penelitian ini menggunakan penelitian tindakan kelas yang dilaksanakan, dua siklus, adapun tahapan siklusnya perencanaan, pelaksanaan, pengamatan, dan refleksi. Tehnik pengumpulan data ini menggunakan observasi, dokumentasi dan menggunakan analisis data kuantitatif. Subjek penelitian ini anak kelompok A.2 di RA Syaamila Kids Salatiga dengan jumlah siswa 19 anak yang terdiri dari 10 anak perempuan dan 9 anak laki-laki. Hasil penelitian menunjukkan media pelepah pisang ini dapat mengembangkan fisik motorik halus anak. Presentase keberhasilan pada siklus 1 dengan 47%, dan Siklus II 92%. Dari Hasil data tersebut motorik halus anak mengalami perkembangan melalui media pelepah pisang. Sehingga dapat disimpulkan bahwa peningkatan motorik halus anak meningkat dengan menggunakan media pelepah pisang.
DIFERENSIASI KONSEP KURIKULUM PENDIDIKAN LINTAS NEGARA (IMAM GHAZALI DAN K.H AHMAD DAHLAN) Wildan Nur Hidayat; Tri Apriyanto; Ustadzah
Swakarya: Jurnal Penelitian Sosial dan Pengabdian Masyarakat Vol. 1 No. 1 (2023): Swakarya: Jurnal Penelitian Sosial dan Pengabdian Masyarakat
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/swakarya.v1i1.31

Abstract

Penelitian ini bertujuan untuk: 1) membahas perbedaan konsep kurikulum pendidikan lintas negara yakni Imam Ghazali dan K.H Ahmad Dahlan; 2) penelitian ini juga membahas kontribusi pemikiran Imam Ghazali dan K.H Ahmad Dahlan bagi dunia sosial dan pendidikan. Penelitian ini tergolong penelitian kepustakaan (library research). Peneliti dalam hal ini melakukan penelitian dengan menggunakan sarana insidental sebagai instrumen utama dan menganalisis literatur ilmiah berupa artikel jurnal, buku, majalah ilmiah serta publikasi ilmiah lainnya yang berkaitan dengan pembahasan pada tema yang diajukan olehnya. Hasil penelitian ini menunjukkan bahwa: 1) Menurut al-Ghazali, untuk mencapai kebahagiaan, maka seseorang mesti memiliki kesatuan antara ilmu dan amal sekaligus, yang muncul dalam perilaku sehari-hari. 2) Sedangkan K.H Ahmad Dahlan, lebih mengutamakan konsep pembaharuan. Pemikiran pembaharuannya secara garis besar dibagi menjadi dua yaitu purifikasi (pemurnian) ajaran islam dan tajdid dengan menggunakan akal (ijtihad), menghilangkan taklid yang membabi buta. Sementara kontribusi dalam kehidupan sosial dan pendidikan: 1) Imam Ghazali mengharuskan pembelajaran terkait dengan kebutuhan masyarakat, dengan mempersiapkan tiap-tiap individu bersungguh-sungguh dalam merealsasikan kehidupan sosial, konsep inilah yang mendekati konsep sufistik, yang lebih bersifat tradisional; 2) K.H Ahmad Dahlan melakukan perubahan dalam sistem pendidikan yaitu dengan menggabungkan antara sistem pendidikan Belanda dengan pesantren tradisional.Hal ini untuk mewujudkan peserta didik yang berbudi pekerti luhur, alim dalam agama, luas pandangan dan paham masalah ilmu keduniaan, serta bersedia berjuang untuk kemajuan masyarakatnya Jadi peserta didik cerdas secara integral (agama-ilmu pengetahuan umum).
IMPLEMENTASI BEBERAPA TEORI BELAJAR DALAM APLIKASI SHOLAT FARDHU (Studi: Teori Koneksionisme Edward L. Thorndike, Teori Belajar Medan Kurt Lewin, dan Teori Kondisioning Ivan Pavlop di Masjid Al-Ikhlas Sarirejo) Wildan Nur Hidayat; Noor Malihah
Attaqwa: Jurnal Ilmu Pendidikan Islam Vol. 19 No. 1 (2023): Maret
Publisher : Prodi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Learning theory is a systematic concept that is scientifically and empirically tested to add insight in overcoming phenomena, especially in learning activities. This study aims to analyze the theory of connectionism, field theory and conditioning theory and their implementation of fardhu prayer. This research method uses qualitative research methods with a literature approach. The qualitative research method is a method based on the disbursement of information related to the implementation of learning theory at the Al-Ikhlas Sarirejo mosque carried out in natural research, searching for data through 1) observation; 2) documentation; and 3) interviews. Researchers also conducted literature study research from primary books and secondary data regarding the three learning theories. Research results: The three major theories have harmony and can be implemented in the practice of fard prayer. 1) Thonrdike with his three pillars of law where the application starts from how the readiness of the students, to the training process that has an impact on whether or not the learning objectives are successful. 2) Lewin argues that individuals can change their environment and vice versa, as evidenced by little priests who are able to attract the attention of other students to learn to be priests; 3) Pavlov, with his theory of conditioning which is in accordance with conceptualized conditioning so that students are accustomed to doing habits and rewards when successfully answering a problem; 3) Pavlov, with his theory of conditioning which is in accordance with conceptualized conditioning.
Co-Authors Arif Dwi Yuwono Bekti Taufiq Ari Nugroho Demcy Ayu Barawati Musyafangah Musyafangah Noor Malihah Novita Eka Nurjanah Rini Verary Shanthi Tri Apriyanto Ustadzah