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All Journal Jurnal al-Ulum : Jurnal Pemikiran dan penelitian ke-Islaman Jurnal Pengabdian Masyarakat dan Riset Pendidikan AL-Ikhtiar : Jurnal Studi Islam
Huswatul Hasanah
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Other

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PENDIDIKAN ISLAM PERSPEKTIF IKHWANUS SHAFA DAN RELEVANSINYA DENGAN PENDIDIKAN ISLAM KONTEMPORER Huswatul Hasanah
Jurnal Al-Ulum : Jurnal Pemikiran dan Penelitian Ke-Islaman Vol 10 No 4 (2023): al-Ulum: Jurnal Pendidikan, Penelitian dan Pemikiran Keislaman
Publisher : Universitas Islam Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31102/alulum.10.4.2023.425-433

Abstract

Education is one of the paths that humans must take to become happy. A person can improve their quality in the form of physical and mental abilities through the educational process. Ikhwanus Shafa, is a group of Islamic thinkers who study and offer concepts of Islamic education; which includes religious-rational understanding. This article aims to find out about the educational perspective of the Ikhwanus Shafa and its relevance to contemporary Islamic education. The research method in this writing is library research which is qualitative in nature. The primary data source for this writing is a book by Maragustam entitled "Philosophy of Islamic Education Towards Character Formation in Facing Global Currents". The secondary data sources for writing use books and journals that are relevant to the discussion. Data collection techniques use documentation. The data analysis technique uses content analysis. The results and discussion in this paper are that according to Ikwanus Shafa the aim of education must be linked to religion; the curriculum must include logic, philosophy, psychology, study of divine religious books, prophecy, sharia sciences, and exact sciences; Teaching methods must teach from concrete to abstract, namely by presenting examples during learning. The relevance of Ikhwanus Shafa's educational thoughts to contemporary Islamic education is relevant based on the regulations/policies in Law no. 20 of 2003. However, problems and challenges were found that were not in line with the rules/policies in their implementation. The implication of this research is that we can know that Islamic education will continue to exist and be relevant to the progress of the times when the implementers of educational activities themselves are still willing to open themselves to progress and compromise with the latest technology.
Desain Pengembangan Kurikulum Pendidikan Agama Islam Terpusat Pada Mata Pelajaran Huswatul Hasanah
AL-Ikhtiar : Jurnal Studi Islam Vol. 2 No. 1 (2025): AL-Ikhtiar : Jurnal Studi Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/p0yym696

Abstract

Tulisan ini bertujuan untuk mengetahui desain pengembangan kurikulum PAI terpusat pada mata pelajaran. Menggunakan jenis penelitian kepustakaan (library research). Pengumpulan data menggunakan teknik dokumentasi, berupa buku-buku dan artikel jurnal yang berkaitan dengan tema pembahasan. Analisis data menggunakan analisis isi (Content Analysist). Hasil penelitian yaitu desain pengembangan kurikulum PAI terpusat pada mata pelajaran merupakan desain yang menitikberatkan atas konten atau materi ajar dan terdiri dari mata-mata pelajaran yang diajarkan secara terpisah. Desain pengembangan kurikulum PAI terpusat pada mata pelajaran terdiri dari tiga bentuk desain, yaitu: (1) Desain mata pelajaran menyajikan mata pelajaran secara terpisah-pisah dalam bentuk mata-mata pelajaran. Misalnya, hukum Islam, ushul fikih (dari bidang fikih); ilmu tauhid, akhlak (dari bidang akidah akhlak); al-quran, hadis, tafsir (dari bidang al-quran hadis); sejarah Islam (dari bidang SKI). (2) Desain disiplin ilmu, pengembangan pendidikan khusus/kejuruan. Disiplin-disiplin ilmu pada desain ini, seperti: akidah akhlak, fikih, al-quran hadis, SKI. (3) Desain bidang luas, desain ini menggabungkan beberapa mata pelajaran yang berkaitan menjadi satu mata pelajaran. Misalnya, akidah akhlak, fikih, al-quran hadis, SKI, digabungkan menjadi mata pelajaran PAI. AbstractThis paper aims to determine the subject-centered design of the PAI curriculum development. Using the type of library research. Data collection uses documentation techniques, in the form of books and journal articles related to the theme of the discussion. Data analysis using content analysis. The results of the study are that the subject-centered design of the PAI curriculum development is a design that focuses on content or teaching materials and consists of subjects that are taught separately. The design of the subject-centered PAI curriculum development consists of three design forms, namely: (1) Subject design presents subjects separately in the form of subjects. For example, Islamic law, ushul fiqh (from the field of fiqh); the science of monotheism, morality (from the field of moral creed); Al-Quran, Hadith, Tafsir (from the field of Al-Quran Hadith); Islamic history (from the field of SKI). (2) Design of scientific disciplines, development of special/vocational education. Disciplines in this design, such as: moral belief, jurisprudence, al-Quran hadith, SKI. (3) Broad field design, this design combines several related subjects into one subject. For example, moral beliefs, jurisprudence, Al-Quran Hadith, SKI, are combined into PAI subjects
Peningkatan Proses dan Hasil Belajar Matematika Menggunakan Model Quantum Teaching Berbantu Media Audio Visual: Penelitian Huswatul Hasanah; Nurlev Avana; Opi Andriani
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 1 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 1 (Juli 2025 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i1.2602

Abstract

This study aims to describe the improvement of the learning process and mathematics learning outcomes of third-grade students at SD Negeri 04/II Jaya Setia through the application of the Quantum Teaching model assisted by audio-visual media. This research was motivated by the low mathematics achievement, where only 35% of students reached the Minimum Mastery Criteria (KKTP) with a score of 70, while 65% had not yet achieved it. The research employed Classroom Action Research (CAR), conducted in two cycles consisting of planning, implementation, observation, and reflection. Data were collected through observation, tests, and documentation, with instruments including teacher and student observation sheets, test items, and learning documentation. The results showed that the implementation of the Quantum Teaching model assisted by audio-visual media improved both student learning activities and outcomes. In Cycle I, the average score reached only 74.1% with 60% classical mastery, while in Cycle II the average increased to 89.6% with 90% classical mastery. In addition, the observation results revealed an improvement in the teaching and learning process, where teacher performance increased from 80% in Cycle I to 84.5% in Cycle II, and student participation increased from 79.15% in Cycle I to 85.25% in Cycle II.
Co-Authors Avana, Nurlev Opi Andriani