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Dasar dan Tujuan Pendidikan Islam Barni, Mahyuddin
Al-Banjari : Jurnal Ilmiah Ilmu-Ilmu Keislaman Vol 7, No 1 (2008)
Publisher : Pascasarjana UIN ANTASARI Banjarmasin

Education as a well planned proccss, needs principles and objectives to be achieved. Education carried out in a certain country should be in Iinc with tlre objectives of the country. lslamic education, of course has principles and objectives in accordance with the lslamic teaching. In this paper, the writer will describe about Quranic verscs and Fladits which beconre thc principlc of lslamic education. The writer also explaining the objectives of lslamic education flom the opinion of many lslamic educational experts.

LEMBAGA PENDIDIKAN MUHAMMADIYAH DI KALIMANTAN SELATAN Barni, Mahyuddin
Al-Banjari : Jurnal Ilmiah Ilmu-Ilmu Keislaman Vol 9, No 2 (2010)
Publisher : Pascasarjana UIN ANTASARI Banjarmasin

Organisasi Muhammadiyah merupakan wadah sosial Islam tertua dan terbesar di Indonesia yang bergerak dalam bidang sosial kemasyarkatan yang bercirikan Islam. Organisasi ini mencurahkan kegiatan pada usaha-usaha pendidikan dan kesejahteraan dan dalam program dakwah guna melawan agama Kristen dan ketakhayulan-ketakhayulan lokal. Dalam usahanya memurnikan pengamalan ajaran Islam (purifikasi) sekaligus mengangkat kehidupan umat, Muhammadiyah lebih berani menerapkan sistem modern.Di Kalimantan Selatan, Muhammadiyah berdiri secara resmi pada tahun 1925 di Alabio. Kehadiran Muhammadiyah di Alabio diikuti dengan pendirian Sekolah Muhammadiyah pada tahun 1926. Sejak itu, Sekolah Muhammadiyah bermunculan bersamaan dengan lahirnya Cabang Muhammadiyah di seluruh Kalimantan Selatan. Sampai saat ini, Pimpinan Daerah dan Pimpinan Cabang Muhammadiyah telah berdiri di semua kabupaten/kota di Kalimantan Selatan. Organisasi ini di Kalimantan telah memiliki sejumlah sekolah, madrasah dan pendidikan tinggi.

Student Ethics in Learning Perspectives of Kiai Hajj Muhammad Zaini Sekumpul Martapura Barni, Mahyuddin; Yusran, Muhammad
Dinamika Ilmu: Jurnal Pendidikan DINAMIKA ILMU VOL 19 NO 2, DECEMBER 2019
Publisher : IAIN Samarinda

Students are a component of the education system. It will not be called education if the student is not in it. To succeed in education (learning), many conditions must be considered; one of which is ethics or manners. In the context of Islamic education, ethics or manners for a student is very important. It is difficult for a student to succeed in education if he is not ethical or civilized.Â Even if he succeeded in education or in learning, then his knowledge was not a blessing or not useful for others or a cause of destruction for himself. This paper aims to describe the ethics of a student who is learning according to the perspective of a religious figure so that he is successful in his learning. This paper used documentary techniques. The data of this paper obtained from the recordings of lectures delivered by Kiai Haji Muhammad Zaini during his lifetime and juxtaposed with the book read by him. Student ethics according to Kiai Hajj Muhammad Zaini is that a student should always expect and ask his teacher to always pray for him, use the time for useful activities, repeat lessons at home and ask back to the teacher related lessons that are still vague for him, clean the intention when looking for knowledge that is only because of Allah SWT, revive religion, keep the Islamic shari'a in order to remain there, intend the knowledge gained will be practiced, always do good deeds and adorn themselves with praiseworthy qualities, get used to getting up at night to worship Allah and ask Allah in order to give him useful knowledge and other virtues, respect his teacher zahir (external) and bathin (inner), not make friends or be close with people who are not in good morals (immoral perpetrators and other deeds), do not use the knowledge they get to debate or pilgrimage, always trying to be close to Allah SWT, accustom to ablution before learning, always reading the Qur'an, always correcting the five senses of sin in order to quickly understand the science of religion.

Al GhazÄliâ€™s Thoughts on Islamic Education Curriculum Barni, Mahyuddin; Mahdany, Diny
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 17 No 2, December 2017
Publisher : IAIN Samarinda

Al Ghazali lived in the Islamic golden age when all the fields of education flourished. There have been many studies of al-Ghazali's thoughts, yet, further and deeper examination from various perspective is needed to get objective and actual thoughts of Al-Ghazali. In al Ghazaliâ€™s time, there was no term of curriculum, however, the concept emerged as an accumulation of previous thoughts about the curriculum. The objective of this research is to study about al Ghazali's thoughts on the curriculum of Islamic education based on the series of curricula before al-Ghazali which eventually distinguish this study from others. This library research relies on written materials from the works of al Ghazali and others related to this topic. Â The data were collected using documentary technique and analyzed using content analysis method. In conclusion, Al-Ghazaliâ€™s curriculum is similar to the concept of holistic education which is characterized by intellectual, emotional, physical, and spiritual developments. The curriculum also covers the dimension of development and it is beneficial for individual and society to make people closer to Allah SWT.

LEMBAGA PENDIDIKAN MUHAMMADIYAH DI KALIMANTAN SELATAN Barni, Mahyuddin
Al-Banjari : Jurnal Ilmiah Ilmu-Ilmu Keislaman Vol 9, No 2 (2010)
Publisher : Pascasarjana UIN ANTASARI Banjarmasin

Organisasi Muhammadiyah merupakan wadah sosial Islam tertua dan terbesar di Indonesia yang bergerak dalam bidang sosial kemasyarkatan yang bercirikan Islam. Organisasi ini mencurahkan kegiatan pada usaha-usaha pendidikan dan kesejahteraan dan dalam program dakwah guna melawan agama Kristen dan ketakhayulan-ketakhayulan lokal. Dalam usahanya memurnikan pengamalan ajaran Islam (purifikasi) sekaligus mengangkat kehidupan umat, Muhammadiyah lebih berani menerapkan sistem modern.Di Kalimantan Selatan, Muhammadiyah berdiri secara resmi pada tahun 1925 di Alabio. Kehadiran Muhammadiyah di Alabio diikuti dengan pendirian Sekolah Muhammadiyah pada tahun 1926. Sejak itu, Sekolah Muhammadiyah bermunculan bersamaan dengan lahirnya Cabang Muhammadiyah di seluruh Kalimantan Selatan. Sampai saat ini, Pimpinan Daerah dan Pimpinan Cabang Muhammadiyah telah berdiri di semua kabupaten/kota di Kalimantan Selatan. Organisasi ini di Kalimantan telah memiliki sejumlah sekolah, madrasah dan pendidikan tinggi.

DASAR DAN TUJUAN PENDIDIKAN ISLAM Barni, Mahyuddin
Al-Banjari : Jurnal Ilmiah Ilmu-Ilmu Keislaman Vol 7, No 1 (2008)
Publisher : Pascasarjana UIN ANTASARI Banjarmasin

Education as a well planned proccss, needs principles and objectives to be achieved. Education carried out in a certain country should be in Iinc with tlre objectives of the country. lslamic education, of course has principles and objectives in accordance with the lslamic teaching. In this paper, the writer will describe about Qur'anic verscs and Fladits which beconre thc principlc of lslamic education. The writer also explaining the objectives of lslamic education flom the opinion of many lslamic educational experts.

GURU DAN MURID DALAM PENDIDIKAN ABAD KE-21: MENGGALI NILAI DALAM PERSPEKTIF AL-QUR’AN DAN HADIS Rohman, Taufikur; Iskandar, Iskandar; Barni, Mahyuddin
PROFETIK: Jurnal Mahasiswa Pendidikan Agama Islam Vol. 4 No. 1 (2023): JULI-DESEMBER
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/profetik.v4i1.4912

Kemerosotan moral yang terjadi pada guru dan murid di pendidikan abad ke-21 memerlukan integrasi nilai-nilai Islam yang mendalam. Tujuan dari penelitian ini untuk menyelidiki nilai-nilai dalam Al-Qur’an dan Hadis yang berkaitan dengan guru dan murid dalam Pendidikan abad ke-21. Penelitian ini merupakan studi literatur dengan menggunakan metode analisis konten. Penelitian ini menggunakan metode tafsir tematik, yakni mencari makna yang sama dengan topik pembahasan. Guru dan Murid erat kaitannya dengal ilmu, terdapat beberapa ayat-ayat Al-Qur’an yang membahas tentang guru dan murid seperti: Q.S. Ar-Rahman/55 Ayat 1–4 menjelaskan mengenai nilai-nilai kompetensi kepribadian, pengetahuan, pengembangan potensi, serta kemampuan berinteraksi yang harus dimiliki oleh guru. Q.S. Al-Kahfi/18 ayat 66 menjelaskan murid harus bersikap tawadhu dan memposisikan sebagai orang yang membutuhkan ilmu. Q.S An-Najm/53 Ayat 5–6 menjelaskan guru harus memiliki kecerdasan dan keluasan keilmuannya, serta harus berpenampilan meyakinkan. Semua nilai-nilai tersebut harus dipahami secara mendalam sehingga bisa membentuk hubungan antar guru dan murid yang memiliki nilai-nilai keislaman yang kuat.

Nurturing Resilient Generations: Character Education in Islamic Teachings within the Framework of Society 5.0 Irlina, Andi; Barni, Mahyuddin; Basir, Abd.; Khairuddin
Al-Iftah: Journal of Islamic studies and society Vol 5 No 1 (2024): Al-Iftah: Journal of Islamic studies and society
Publisher : IAIN Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/aliftah.v5i1.8330

In the 4.0 industrial revolution era, people need to be technology literate. This is carried out in light of the fact that people frequently utilize technology to make a variety of tasks or activities easier, including educational tasks. Technology can also help societies in a country to meet other societies around the words using varieties of social media platforms. Technology enlighten the 5.0 society’s task, but the existence of digital technology also causes children and teenagers to face a variety of issues; it impedes their development and progress, and it leads to negative behavior among children and teenagers. Violence, online gambling, free sex, killing for the sake of money, even, and suicide. In the 5.0 society era, however, a resilient generation is required. We need human resources that can not only utilize technology to make life easier but also use it to benefit people and the environment in order to meet the challenges of this new era. Qualitative methodologies and a literature review are used in this study. For this study, the author gathers and examines information from a number of trustworthy sources. The study's findings suggest that teaching Islamic character building education to children and teenagers is essential to prepare them to be resilient adults. Islam teaches about morality, adab, seerah, muroqabalah, worship, and monotheism. Communities, families, and educational institutions as well as the government can work together to establish character education initiatives that are in line with Islamic beliefs. Islamic character education offer insights into developing a resilient mindset that withstands technology disruptions and societal upheavals by utilizing a holistic viewpoint that takes into account people's spiritual, intellectual, and emotional aspects resulting resilient generations.

Social Character Education in the Perspective of the Qur'an and Hadith Nurhidaya M; Basir, Abd; Barni, Mahyuddin; Khaeruddin, Ahmad
Al Qalam Vol. 40 No. 2 (2023): July-December 2023
Publisher : Center for Research and Community Service of UIN Sultan Maulana Hasanuddin Banten-Serang City-Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/alqalam.v40i2.9812

This research discusses the meaning of social education and its value in forming social character from the perspective of the Qur’an and Hadith. The assessment was done through a literature review, taking references from commentaries, books, journals, and related articles, accessed online via the Internet network. There are many values of social character education taught in the Qur'an and Hadith, such as brotherhood, mutual help, caring, forgiveness, tolerance, mutual giving, not being individualistic, and giving each other space to others. Many more social and community education values are presented in the Al-Qur'an and Hadith, which can be used to form social character. Due to limitations, several examples of social and social education values are taken, as informed in the Al-Qur'an and Hadith.

Transformation of Education: Pattern of Integration of Science in Learning at UIN Antasari Banjarmasin Hudaya, Hairul; Barni, Mahyuddin
SYAMIL: Journal of Islamic Education Vol 12 No 1 (2024): SYAMIL: Journal of Islamic Education
Publisher : Pascasarjana Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sy.v12i1.8928

This research aims to analyze the pattern of integrating knowledge in learning at UIN Antasari Banjarmasin. It has become a core issue at State Islamic Religious Higher Education Institutions (PTKIN), especially after the status change of several Islamic higher education institutions from STAIN or IAIN to UIN. This status change has had significant consequences on the shift in the fields of study at UIN, which were originally focused solely on Islamic sciences and have been expanded to include general sciences, both social and natural sciences. Many issues remain unresolved regarding the implementation of knowledge integration in the faculties at UIN Antasari, ranging from policies on knowledge integration in learning, the patterns of knowledge integration practiced by lecturers, and the extent to which lecturers respond to research on knowledge integration. The patterns of knowledge integration employed by some lecturers in the learning process include relating or presenting Quranic verses and Hadiths in the teaching of general subjects, and relating or presenting general knowledge in the teaching of Islamic studies. The integration models include informative and complementary approaches. The method used in this research is qualitative descriptive, which involves capturing the state of institutions, communities, and other entities based on the facts found. The research findings indicate that the pattern of knowledge integration involves lecturers relating Quranic verses and Hadiths in the teaching of general subjects, and integrating general knowledge in the teaching of Islamic studies, as well as using informative and complementary models.

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