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PERSEPSI GURU TENTANGPUNISHMENT DAN IMPLEMENTASINYA DALAM PEMBELAJARAN DI MADRASAH IBTIDAIYAH KECAMATAN MEDAN TEMBUNG Anri Naldi, Wahyudin Nur Nasution, Syaukani
EDU-RILIGIA: Jurnal Ilmu Pendidikan Islam dan Keagamaan Vol 2, No 3 (2018): Juli-September
Publisher : Pascasarjana UIN Sumatera Utara

ABSTRACT: This research aims to analyze: 1) How is the teacher’s perception about punishment inelementary school of Medan Tembung district? and 2) How is punishment implementation in learningconducted by a teacher in elementary school of Medan Tembung district? This research uses qualitativemethod, with use science approach to the interpretation of data obtained through interviews, observationand documentation. The results showed that: 1) Teacher’s perception of punishment is a punishment thateducates students who have a deterrent effect because they have committed a violation, the purpose ofwhich is to improve behavior, personality, character and discipline. And 2) There are two implementationsof giving the punishment: First, it is carried out in general in accordance with the regulations in theelementary school of Medan Tembung district. Second, it is carried out specifically by the teacher in thelearning process at Islamic elementary school in Medan Tembung district. Giving the punishment by teacherhas been implemented in the learning process and activities outside of learning hours with the purposefunction and basics of giving punishment and use a strategy of combining punishment methods andtechnic in the learning process in the Islamin elementary school at Medan Tembung district.Penelitian ini bertujuan untuk menganalisis: 1) Bagaimanakah persepsi guru tentang punishment diMadrasah Ibtidaiyah di Kecamatan Medan Tembung? Dan 2) Bagaimanakah implementasiPunishmentdalam pembelajaran yang dilakukan guru di Madrasah Ibtidaiyah di Kecamatan Medan Tembung? Penelitianini merupakan penelitian kualitatif dengan pendekatan fenomologi.Teknik penarikan sampling yang digunakanadalahpurposive sampling. Hasil penelitian menunjukkan bahwa: 1) Persepsi guru tentangpunishmentadalah hukuman yang mendidik yang memberikan efek jera kepada siswa karena telah melakukan pelanggaran,yang tujuannya untuk memperbaiki tingkah laku, kepribadian, akhlak dan kedisiblinan. 2) Implementasipemberianpunishment yang dilakukan ada dua: Pertama, dilakukan secara umum yaitu sesuai denganperaturan di Madrasah Ibtidaiyah Kecamatan Medan Tembung. Kedua, dilakukan secara khusus olehguru dalam proses pembelajaran di Madrasah Ibtidaiyah di Kecamatan Medan Tembung. Pemberianpunishment yang dilakukan guru telah di implementasikan dalam proses pembelajaran dan kegiatandiluar jam pembelajaran dengan tujuan, fungsi dan dasar-dasar pemberianpunishment, serta menggunakanstrategi penggabungan antara metode dan teknikpunishment dalam proses pembelajaran di MadrasahIbtidaiyah di Kecamatan Medan Tembung.Kata Kunci:Persepsi, Punishment dan Implementasi

Teacher’s Perception of the Digital Report Card Application and it’s Implementation at Private Primary School for Islamic Studies Fatkhur Rohman; Candra Wijaya; Anri Naldi
FITRAH: Jurnal Kajian Ilmu-ilmu Keislaman Vol 7, No 1 (2021): 11 Articles, Pages 1-180
Publisher : IAIN Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/fitrah.v7i1.4259

Since the scrolling of the Handbill of the Directorate General of Islamic Education, Ministry of Religion Affair Number: 1594/DJ.I/DT.II.I/KS.00/10/2018, date October 29, 2018 about Digital Report Card Application use, Digital Report Card Application for Primary School for Islamic Studies enforced to public and private Primary School for Islamic Studies throughout Indonesia. This research is the result of a field study, which aims to analyze teachers' perceptions about the digital report card application and its implementation at Elsusi Meldina Private Islamic Boarding School. The research data, obtained through observation, interviews, and document study, then analyzed using the Miles and Hubermen analysis model. This study found that teachers' perceptions that the digital report card application are a substitute application for manual report cards that are run using a computer (laptop) and an Excel program that uses an online-based application whose purpose is to assess student learning outcomes, and facilitate teacher performance in working on student learning outcomes. The implementation of the Digital Report Card application is carried out based on Standard Operating Procedures (SOP) in accordance with the Circular of the Ministry of Religion Affair of the Indonesia Republic

HADITS ABOUT EDUCATION CURRICULUM Anri Naldi
Proceeding International Seminar of Islamic Studies INSIS 2 (January 2021)
Publisher : Proceeding International Seminar of Islamic Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (376.878 KB)

Hadiths are communications, stories, conversations from the Prophet Muhammad which are found in many contexts both religion, world, history and events that occur which are explanations of the Koran which are also used as a source of law after the Koran. Other names that are often expressed for hadith are sunnah, khabar, and atsar. The curriculum is the path to salvation, glory and goodness. In Islam the curriculum used to be safe in the World and in the Hereafter is the Koran and Hadith, in education to carry out and run well and achieve the goals achieved must follow the educational curriculum. Hadiths about the educational curriculum are concepts made by Islamic education experts in order to integrate Islamic education into hadith science. The hadiths about curriculum are materials or lessons that are taught in education. The hadiths about this curriculum were compiled based on the educational curriculum taught by the Prophet Muhammad when in Mecca before the hijjrah and Medina after the hijjrah, the Prophet's curriculum at that time was Education of Tawheed / Faith, Worship Education, Moral Education, Physical Education and Reading and Writing Education.Keywords: Hadith, Curriculum, Education

NETWORK OF THE MIDDLE EAST NUSANTARA ULAMA (20th Century To 21st Century) Anri Naldi
At-Tazakki: Jurnal Kajian Ilmu Pendidikan Islam dan Humaniora Vol 6, No 2 (2022): At-Tazakki
Publisher : Program Studi Pendidikan Islam Pascasarjana UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/attazakki.v6i2.13461

Abstract. The purpose of this study is to analyze the network of middle eastern ulema of the archipelago from the 20th to the 21st century, the method of line research is qualitative research with a library research approach, namely the literature study which contains a series of theories that are relevant and of course relevant. In the research, the results of this study are the educational background of Indonesia's Leading Ulama (20th century to 21st centuries such as Haji Abdul Malik Karim Amrullah/Buya Hamka (1908-1981 AD) associated with a network of eastern scholars in the middle is Makkah Wahid Hasyim (1914-1953 AD) his studies in Makkah (1932-1933) KH Abdurrahman Wahid/Gusdur (1940-2009 AD) Cairo, Egypt, where he studied (and never finished) at al-Azhar From Cairo, he went to Baghdad to study Arabic literature and culture.His studies in the Middle East lasted until 1971 when he returned to Pesantren Teb uireng belongs to his family. Map of the Middle East Network of Ulama of the 20th to 21st centuries such as Haji Abdul Malik Karim Amrullah/Buya Hamka (1908-1981 AD) clearly came from a network of Middle Eastern scholars from Mecca, Medina and Cairo. Wahid Hasyim (1914-1953 AD) he had studied with a number of well-known scholars in Haramayn, including Sheikh Ahmad al-Nahrawi, Sheikh Sayid Ahmad al-Dimyati, Sheikh Sayid Ahmad Dahlan, and Sheikh Muhammad Khatib al-Hanbali. Abdurrahman Wahid/Gusdur (1940-2009 AD) studied at the Tebuireng pesantren which was founded by KH. Hasyim Asy'ari, who was a student of Muhammad al-Nawawi Al-Bantani and later studied in Cairo, of course al-Azhar met the idea of reforming Jamaluddin al-Afghani, Muhammad Abduh, and Rashid Rida from al-Azhar Cairo. The influence of the Middle East Ulama Network on the understanding and religiosity of Indonesian Muslims such as Haji Abdul Malik Karim Amrullah/Buya Hamka (1908-1981 AD) embraced Muhammadiyah ideology. Wahid Hasyim (1914-1953 AD) and Abdurrahman Wahid/Gusdur (1940-2009 AD) with the understanding of Nahdatul Ulam (NU) in Indonesia. The conclusion of this research is that the Middle Eastern Ulama Nusantara Network has been started since the 17th century until the 19th century from various regions of Malay Indonesia which of course in the 20th to 21st century ulama network is a network that has been formed through the Haramayn route.

NETWORK OF THE MIDDLE EAST NUSANTARA ULAMA (20th Century To 21st Century) Anri Naldi
At-Tazakki: Jurnal Kajian Ilmu Pendidikan Islam dan Humaniora Vol 6, No 2 (2022): At-Tazakki
Publisher : Program Studi Pendidikan Islam Pascasarjana UIN Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47006/attazakki.v6i2.13461

Abstract. The purpose of this study is to analyze the network of middle eastern ulema of the archipelago from the 20th to the 21st century, the method of line research is qualitative research with a library research approach, namely the literature study which contains a series of theories that are relevant and of course relevant. In the research, the results of this study are the educational background of Indonesia's Leading Ulama (20th century to 21st centuries such as Haji Abdul Malik Karim Amrullah/Buya Hamka (1908-1981 AD) associated with a network of eastern scholars in the middle is Makkah Wahid Hasyim (1914-1953 AD) his studies in Makkah (1932-1933) KH Abdurrahman Wahid/Gusdur (1940-2009 AD) Cairo, Egypt, where he studied (and never finished) at al-Azhar From Cairo, he went to Baghdad to study Arabic literature and culture.His studies in the Middle East lasted until 1971 when he returned to Pesantren Teb uireng belongs to his family. Map of the Middle East Network of Ulama of the 20th to 21st centuries such as Haji Abdul Malik Karim Amrullah/Buya Hamka (1908-1981 AD) clearly came from a network of Middle Eastern scholars from Mecca, Medina and Cairo. Wahid Hasyim (1914-1953 AD) he had studied with a number of well-known scholars in Haramayn, including Sheikh Ahmad al-Nahrawi, Sheikh Sayid Ahmad al-Dimyati, Sheikh Sayid Ahmad Dahlan, and Sheikh Muhammad Khatib al-Hanbali. Abdurrahman Wahid/Gusdur (1940-2009 AD) studied at the Tebuireng pesantren which was founded by KH. Hasyim Asy'ari, who was a student of Muhammad al-Nawawi Al-Bantani and later studied in Cairo, of course al-Azhar met the idea of reforming Jamaluddin al-Afghani, Muhammad Abduh, and Rashid Rida from al-Azhar Cairo. The influence of the Middle East Ulama Network on the understanding and religiosity of Indonesian Muslims such as Haji Abdul Malik Karim Amrullah/Buya Hamka (1908-1981 AD) embraced Muhammadiyah ideology. Wahid Hasyim (1914-1953 AD) and Abdurrahman Wahid/Gusdur (1940-2009 AD) with the understanding of Nahdatul Ulam (NU) in Indonesia. The conclusion of this research is that the Middle Eastern Ulama Nusantara Network has been started since the 17th century until the 19th century from various regions of Malay Indonesia which of course in the 20th to 21st century ulama network is a network that has been formed through the Haramayn route.

Kepemimpinan Kepala Madrasah Menyikapi Pandemi Covid-19; Studi Kebijakan Penguatan Inteligensi Siswa Amsal Qori Dalimunthe; Anri Naldi; Fayza Nurriski
Fitrah: Journal of Islamic Education Vol. 3 No. 1 (2022): Juni (2022)
Publisher : Prodi PAI STAI Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/fitrah.v3i1.110

This study aims to analyze the policy of madrasa principals in improving the quality of education during the Covid-19 pandemic. This research was conducted at Madrasah Aliyah Negeri 2 Deli Serdang. This study uses a qualitative research method with a case study approach. The main informant of the research was the head of the madrasah, and the supporting informants were teachers of the Islamic education science group of 5 people. Collecting data using observation techniques, interviews, and documentation studies. Data analysis was carried out with the stages of data reduction, data presentation and concluding. The results showed that there were several policies of the head of the madrasa, namely: (1) strengthening students' spirituality through the Koran and tahfiz Qur'an programs, (2) strengthening student intelligence through learning according to the curriculum structure and tahfiz Qur'an, (3) strengthening student morals by implementing independent learning, and honesty-based learning. All of these activities are carried out in two forms, namely online and the wave learning system. The implications of this research are of course in improving the quality of education, especially at the Madrasah Aliyah level.

ANALISIS PERKEMBANGAN DAN PELAKSANAAN KURIKULUM DI MIS ELSUSI MEDINA Anri Naldi; Neng Nurcahyati Sinulingga; Putri Handayani Lubis
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 14, No 3 (2023): Juli
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v14i3.16144

Abstrak: Tujuan penelitian ini adalah menganalisis perkembangan dan pelaksanaan kurikulum dengan pendekatan nilai-nilai keislaman di Madrasah Ibtidaiyah Swasta Elsusi Meldina. Jenis penelitian ini adalah penelitian kualitatif dengan pendekatan fenomologi. Teknik pengumpulan data dengan teknik pengamatan, wawancara dan studi dokumen. Teknik analisis data, reduksi data, kategorisasi data, sintesisasi, menysusun hipotesis kerja. Hasil penelitian menunjukkan bahwa sejak berdiri tahun 1991 perkembanga kurikulum berdasarkan perubahan kurikulum pendidikan, sejak kurikulum 1984, kurikulum 1994, KBK, KTSP dan kurikulum 2013 dan merdeka belajar. Pelaksanaan kurikulum dilakukan dengan pendekatan nilai-nilai keislaman disesuaikan dengan program madrasah yang mengedapankan pendidikan agama Islam. pelaksanaan yang diterapkan adalah kurikulum 2013 dengan pendekatan nilai-nilai keislaman. Keunggulan yang dapat dilihat dari pelaksanaan ini adalah 1. Kemampuan afektif atau sikaf spritual yang menunjukkan nilai-nilai religius. 2. Kemampuan kognitif atau pengetahuan ilmu agama dan ilmu umum sebagai ciri khas madrasah. 3. Kemampuan psikomotorik atau keterampilan yang dikuasai siswa melalui kegiatan-pendidikan dan ekstrakurikuler. Maka dapat disimpulkan perkembangan dan pelaksanaan kurikulum yang sampai saat ini kurikulum 2013 dengan pendekatan merdeka belajar membawa Madrasah Ibtidaiyah Swasta Elsusi Meldina menjadi madrasah yang mampu mengimplentasikan kurikulum pendidikan sesuai dengan keinginan orang tua, masyarakat, bangsa dan Negara.Abstract: The purpose of this study is to analyze the development and implementation of the curriculum with an approach to Islamic values in the Elsusi Meldina Private Madrasah Ibtidaiyah.This type of research is qualitative research with a phenomological approach. Data collection techniques with observation, interview and document study techniques. Data analysis techniques, data reduction, data categorization, synthesis, compiling working hypotheses. The results showed that since its establishment in 1991 the development of the curriculum based on changes in the educational curriculum, since the 1984 curriculum, the 1994 curriculum, KBK, KTSP and the 2013 curriculum and independent learning. The implementation of the curriculum is carried out with an approach to Islamic values adapted to the madrasah program that precipitates Islamic religious education. The implementation applied is the 2013 curriculum with an approach to Islamic values. The advantages that can be seen from this implementation are 1. Affective or spiritual abilities that demonstrate religious values. 2. Cognitive ability or knowledge of religious science and general science as a characteristic of madrasah. 3. Psychomotor abilities or skills mastered by students through educational and extracurricular activities. So it can be concluded the development and implementation of the curriculum that until now the 2013 curriculum with an independent learning approach brought the Elsusi Meldina Private Ibtidaiyah Madrasah into a madrasah that is able to implement the educational curriculum in accordance with the wishes of parents, society, nation and State.

Analysis of physical education in MAS Istiqomah Sri Gunting (perspective of Islamic education philosophy) Muhammad Rusdi; Salaminawati Salaminawati; Usiono Usiono; Anri Naldi
ATTARBIYAH: Journal of Islamic Culture and Education Vol 8, No 1 (2023): Attarbiyah: Journal of Islamic Culture and Education
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/attarbiyah.v8i1.61-72

This study aims to analyze physical education conducted at MAS Istiqomah Sri Gunting based on the perspective of Islamic education philosophy. This research is qualitative research with a phenomenological approach, and the tools used as data collectors are observations, interviews, document studies, and data analysis techniques through data collection steps, data reduction, data presentation, conclusion: Withdrawal/Verification, and validity testing. The results showed that the purpose of physical education at MAS Istiqomah Sri Gunting had not been based on the philosophy of Islamic education because it has not entirely followed health rules in dressing, following health rules about housing, maintaining hygiene, treating diseases, getting used to exercising and regulating eating and drinking patterns. The purpose of physical education is carried out based on the objectives of the educational curriculum used today as recommended by the government. This is reinforced by the absence of learning materials or actions that lead to the habits advocated through the Qur'an and hadith, as well as the opinions of scholars. As the hadith recommended, there were no student learning activities in archery, horse riding, or swimming. So it can be concluded, based on the analysis of the philosophy of Islamic education physical education conducted at MAS Istiqomah Sri Gunting, the objectives and implementation cannot be said to be sourced from the Quran, hadith, and the opinions of scholars as the source of Islamic educational philosophy.

Analisis Pengembangan Kurikulum di Lembaga Pendidikan Islam pada Masa New Normal Anri Naldi; Nurdila Nasution
Fitrah: Journal of Islamic Education Vol. 3 No. 1 (2022): Juni (2022)
Publisher : Prodi PAI STAI Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/fitrah.v3i1.99

This study aims to analyze curriculum development in Islamic educational institutions during the new normal period, focusing on curriculum changes, curriculum development in learning, and curriculum development outcomes. The research was carried out at MIS Elsusi Meldina because the madrasah has changed its curriculum. The research method used is qualitative with a case study approach. Collecting data using observation techniques, interviews, and documentation studies. Observations to observe learning activities by teachers and students, interviews to obtain data about the basis and development carried out by madrasa heads, and documentation used to analyze various policy documents related to curriculum development. The study results revealed that the curriculum changes occurred from the 2013 curriculum to the Free Learning Curriculum. The implementation of Islamic education in the new normal era is based on religious and general subjects and contains extracurricular materials with an Islamic education approach. The results achieved by students are mastering two knowledge at once and this development has given a different color from the learning in madrasas in general in the city of Medan.

KONSEP TAWAKAL DALAM KAJIAN AKHLAK TASAWUF BERDASARKAN DALIL PADA AL QUR’AN Anri Naldi; Cahaya Cahaya; Muhammad Zein Damanik
Atthiflah: Journal of Early Childhood Islamic Education Vol. 10 No. 2 (2023): Juni
Publisher : Prodi Pendidikan Islam Anak Usia Dini Institut Agama Islam Daruttaqwa Gresik

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

For every Muslim, tawakal is one of the characteristics that must be possessed. Tawakal is a great character of faith. According to Muhammad bin Hasan asy-Sharif, tawakal is a person who knows that only Allah is responsible for his sustenance and affairs. Therefore, he relies solely on Him and does not put his trust in other than Him. may be harmful and may not be of any benefit. According to al-Imam Ahmad, tawakal is a deed of the heart, because it is a deed of the heart, so it is not expressed in verbal words and the deeds of the body. Sahl said that tawakal is submission to Allah according to whatever He wills. Whereas Dzun-Nun said that trustworthiness means not relying on self-regulation, apart from one's own power and strength, the trustworthiness of a servant becomes stronger if he knows that Allah is watching and watching him. Because of this, tawaqal is something that every Muslim must have and know. Tawakal is the basic thing, but it will be strengthened by the arguments that will guide the tawakal.

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