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All Journal TARBAWI: Jurnal Pendidikan Agama Islam Tadrib: Jurnal Pendidikan Agama Islam Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam G-Couns: Jurnal Bimbingan dan Konseling Journal of Innovation Research and Knowledge Tarbiyah bil Qalam : Jurnal Pendidikan Agama dan Sains Jurnal Multidisiplin Sahombu Ihsanika : Jurnal Pendidikan Agama Islam Al-Zayn: Jurnal Ilmu Sosial & Hukum Jurnal Dirosah Islamiyah Semesta: Jurnal Ilmu Pendidikan dan Pengajaran Tarbiatuna: Journal of Islamic Education Studies Inovasi Pendidikan dan Anak Usia Dini Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Edumaspul: Jurnal Pendidikan Al-Ikram : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Azizah Hanum OK
Unknown Affiliation
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mechanical Engineering Physics Social Sciences Other

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Hakikat Metode Pendidikan Islam Aisyah Aminda; Fellen Afifah; Sarifa Yuliani Siregar; Azizah Hanum Ok
Al-Ikram : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 1 (2023)
Publisher : LPPM STAI Raudhatul Akmal

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

Abstract

Dalam persfektif filsafat pendidikan Islam metode pendidikan Islam tidaklah sama dengan metode pendidikan yang ada di barat. Walaupun ada beberapa metode yang hampir sama. Dalam perspektif barat ada begitu banyak metode pemilihan yang ditawarkan oleh tokoh-tokoh pendidikan. Tetapi perlu dicatat bahwa kadang-kadang metode ini tidak sesuai dengan karakteristik sifat manusia. Secara khusus, metode pendidikan Islam harus relevan dengan sifat manusia sebagai makhluk dimensi ganda, yang terdiri dari jism dan spirit dan konsepsi Islam tentang jalan datangnya pengetahuan ke dalam manusia melalui pendengaran (sam'a), penglihatan (bashar) dan hati (qalb). Jika ini tidak dipertimbangkan, maka tidak peduli seberapa baik metode ini dipilih, itu mungkin tidak dapat menyelesaikan masalah. Ada beberapa macam metode yang digunakan dalan pendidikan islam. Al-Syaibany berpendapat bahwa ada 12 (dua belas) metode yang dapat digunakan dalam pendidikan pendidikan islam, yaitu : metode pengambilan kesimpulan atau induktif, metode perbandingan (qiyasah), metode kuliah, metode dialog dan perbincangan, metode lingkaran (halaqah), metode riwayat, metode mendengar, metode membaca, metode imla' (dictation), metode hafalan, metode pemahaman, dan metode lawatan untuk menuntut ilmu (pariwisata).
Peran Keluarga dan Masyarakat dalam Menanamkan Nilai Toleransi melalui Pendidikan Multikultural Siti Sarah Sari Mangunsong; Nurhalizah Maharaja; Azizah Hanum OK
Inovasi Pendidikan dan Anak Usia Dini Vol. 3 No. 2 (2026): April: Inovasi Pendidikan dan Anak Usia Dini
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/inpaud.v3i2.1110

Abstract

This research examines how families and communities play a role in instilling the value of tolerance through multicultural education. As a country rich in ethnic, religious, cultural and linguistic diversity, Indonesia needs an attitude of mutual respect so that social life continues to run in peace and harmony. Therefore, it is important to introduce the value of tolerance from an early age through the child's closest environment, such as family, community and school. In everyday life, the family is the first place where children receive education about tolerance through providing understanding, habituating positive behavior, example from parents, and monitoring children's attitudes. On the other hand, society also has a contribution as a learning environment that introduces children to diversity through social interaction and various joint activities. Schools also play a role in forming a tolerant character by implementing multicultural education in a planned and sustainable manner. This research uses a literature study method by examining various scientific sources related to multicultural education and instilling the value of tolerance. Based on the results of the study, it is known that cooperation between family, school and community has a very important role in shaping children's character so that they are able to appreciate differences, live side by side in harmony, and maintain unity in the life of a diverse society.
Inklusivitas & Layanan Anak Berkebutuhan Khusus Nuraini Nuraini; Zahra Atiah; Azizah Hanum OK
Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan Vol. 3 No. 2 (2026): Jurnal Pendidikan Anak Usia Dini dan Kewarganegaraan
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/paud.v3i2.1109

Abstract

For every child to receive an equal education, inclusive education at the early childhood education (PAUD) level is a strategic step. The purpose of this study is to thoroughly study the basic concepts of inclusive education in early childhood, identify various types of specific challenges for Children with Special Needs (ABK) in regular classes, and evaluate how effective the use of inclusive learning methods is in optimizing child development. This study uses a literature review with a descriptive qualitative approach. Secondary data were analyzed using content analysis. According to the study, teachers in regular classes face multidimensional characteristics of ABK. These obstacles include visual impairment, deafness, mental retardation, physical disability, emotional retardation/ADHD, autism, and exceptional intelligence. To overcome these problems, it has been proven that the use of assistive technology, a more flexible curriculum, individualized learning programs (IPC) based on initial assessment, varied teaching methods, and a friendly environment can be helpful. This study shows that teachers are not the only key to the success of inclusive education. This requires strong multi-stakeholder collaboration between the government, schools, special education teachers (GPK), professionals, and parents to address facility challenges and eliminate existing stigma in the field.
Religious Moderation Values In Islamic Education Textbooks At The Junior Secondary Level: A Curriculum Merdeka Perspective Junaidi Arsyad; Indah Sri Wahyuni; Yusnaili Budianti; Azizah Hanum OK
TARBAWI : Jurnal Pendidikan Agama Islam Vol. 11 No. 01 (2026): TARBAWI: JURNAL PENDIDIKAN AGAMA ISLAM (ON PROSES)
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/qs33ke21

Abstract

This research is driven by the need to strengthen the values of religious moderation in education, especially in junior high school, which is in line with the Independent curriculum orientation on character, diversity, and contextual learning. The purpose of this study was to find the values of religious moderation in the textbook of Islamic Religious Education and Ethics (PAI-BP) Grade VIII, analyze the picture of these values, and evaluate their relationship with improving character, diversity, and contextual learning. Qualitative content analysis was conducted for the structure of books, narratives, illustrations, and learning activities. The results showed that the principles of religious moderation are always present in the material, such as justice, balance, tolerance, respect for diversity, and rejection of extremism. The objectives of the Merdeka curriculum are aligned with conceptual explanations, the arguments of the Qur'an, examples from everyday life, and an invitation to critical thinking. As this study shows, PAI-BP books have built a solid foundation to enhance the moderate character and ability of learners to adapt to a diverse society. Further research is needed to see how this concept can be applied in learning.
Co-Authors Ahmad Irfan Zebua Aisyah Aminda Aisyah Firdaus Aldiansyah Aldiansyah Amanatin Nazwa Annisa Caniago Bintang Arif Samudra Diva Amanda Br Bangun Febby Adinda Fellen Afifah Hasibuan, Mhd. Abdi Indah Sri Wahyuni Intan Permata Sari Zega Ismail Ismail Junaidi Arsyad Junaidi Arsyad Muhammad Nawawi Mustafa Mutiara Mastina Fithri Daulay Nuraini Nuraini Nurhalizah Maharaja Nurul Amirah Rahmi, Lutfiyah Salminawati Sarifa Yuliani Siregar Sihombing, Arfiana Siti Aisyah Siti Sarah Sari Mangunsong SRI WAHYUNI LUBIS Suchi Nurul Khofifah Usiono Usiono Usiono Usiono Usiono Wahyu Ramadhan Yumni Febriani Tanjung Yusnaili Budianti Yusnidar Gea Zahra Atiah