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All Journal AL ISHLAH Jurnal Pendidikan Nuansa: Jurnal Penelitian Ilmu Sosial dan Keagamaan Islam
Ainur Rahman
UIN Sunan Kalijaga Yogyakarta
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementasi Metode Sorogan dan Bandungan Di Pondok Pesantren Ni’amul Ulum Tegalsari Yogyakarta Ainur Rahman; Naimah; Zubaidi
NUANSA: Jurnal Penelitian Ilmu Sosial dan Keagamaan Islam Vol. 18 No. 2 (2021)
Publisher : Research Institute and Community Engagement of IAIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/nuansa.v18i2.4353

Abstract

Pondok pesantren ni’amul ulum tegalsari Yogyakarta is one of the Islamic education institutions that focuses on learning the yellow book by using the sorogan and bandungan method in teaching the yellow book in order to improve the skills of reciting the yellow book. The purpose of this research is to find out why the sorogan and bandungan method is still used, is it still effective, and how is an effective implementation strategy in learning the study of the study of the mahasantri yellow book in the learning system in Islamic boarding schools in the current era by looking at the progress of the times that are increasingly developing. What are the supporting causes and obstacles in the application ofe the sorogan and bandungan method strategies in learning the yellow book. The method used in this research is in the form of qualitative research methods and uses descriptive research. Sources of data in this study through informans, namely Putri Kiyai, Ustad, along with students, both old and new students, at pondok pesantren ni’amul ulum tegalsari Yogyakarta. Data collection techniques in this research are through observation, interviews and data from supporting Islamic boarding schools. From the results found in this study, namely; First, the yellow book learning system with the sorogan and bandungan metthods at the Ni’amul Ulum Tegalsari Islamic Boarding School in Yogyakarta is not much different from the sorogan and bandungan methods as in general, where the students face to face with the Kiyai/Teacher in the aspect of reading books yellow. Second, the supporting factor is the presence of a figure of Kiyai whose ability to read the yellow book has mastered and has been validated. Third, the problem that hinders and hinders learning in using the sorogan and bandungan methods is the lack of a teacher’s talent in the aspect of reading the yellow book and the lack of teaching staff. (Pondok Pesantren Ni’amul Ulum Tegalsari Yogyakarta ialah salah satu lembaga pendidikan Islam yang menfokuskan pembelajaran kitab kuning dengan memakai metode sorogan beserta bandungan didalam pengajaran kitab kuning guna untuk meningkatkan keahlian mengaji kitab kuning. Tujuan penilitian ini untuk mengetahuinya mengapa metode sorogan beserta bandungan tetap di gunakan, apakah tetap berjalan efektif, dan bagaimana strategi pelaksanaan yang efektif didalam pembelajaran keahlian mengaji kitab kuning mahasantri dalam sistem pembelajaran di pesantren pada zaman era saat ini dengan memandang kemajuan zaman yang semakin pesat perkembangannya. Apa penyebab pendukung beserta penghambat dalam penerapan strategi metode sorogan dan bandungan didalam pembelajaran kitab kuning. Metode yang dipakai dalam peneletian ini yaitu berupa metode penelitian kualitatif dan menggunakan penelitian deskriptif. Sumber data dalam penelitian ini melalui infoman yaitu putri Kiyai, Ustad, beserta santri baik santri lama maupun yang santri baru di Pondok Pesantren Ni’amul Ulum Tegalsari Yogyakarta. Teknik pengumpulan data didalam penelitain ini ialah melalui observasi, interview serta data-data dari pesantren yang mendukung. Dari hasil yang di temukan dalam penelitian ini yaitu; Pertama, Sistem pembelajaran kitab kuning dengan metode sorogan dan bandungan di Pondok Pesantren Ni’amul Ulum Tegalsari Yogyakarta sedikit tidak jauh berbeda sama metode sorogan dan bandungan seperti pada umumnya yang mana para santri berhadap-hadapan secara berlangsung sama Kiyai/Guru di dalam aspek membaca kitab kuning. Kedua, Faktor yang mendukung adalah adanya sosok figur seorang Kiyai yang kemampuan baca kitab kuningnya telah menguasai dan telah tervalidasi. Ketiga, Persoalan yang menjadikan penghalang dan penghambatnya pembelajaran dalam memakai metode sorogan dan bandungan adalah minimnya bakat seorang guru dalam aspek kemampuan baca kitab kuning serta kurangnya tenaga pengajar.)
Implementation of the Adiwiyata School in Improving the Quality of Public Elementary School Education Ainur Rahman; Sedya Santosa; Muhammad Syaikhul Basyir; Ika Nur'aini; Zainal Arifin
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.2299

Abstract

This study was carried out at a public elementary school in Krapyak Wetan with the aim of investigating the implementation of the Adiwiyata pilot school in enhancing the educational quality in relation to the Adiwiyata school programme policies. The study also examined the execution of the Adiwiyata school programme, as well as the factors that support or hinder its implementation.   The employed methodology is a qualitative approach with a descriptive orientation.   Data collection methods encompassing observation, in-depth interviews, and documenting.   The data sources include of the school principal, school treasurer, Adiwiyata team members, and teachers.   The process of data analysis involved data reduction, data display, and data verification.   The research yielded recognition for the Adiwiyata school at the district level in Bantul. Additionally, it led to the implementation of various programmes such as daily plastic-free cleaning activities, the establishment of healthy and food-safe canteens, the implementation of a simple school wastewater treatment system (IPAL), compost processing programmes, the installation of composters, the establishment of hydroponics systems, the construction of greenhouses, the creation of biopores for planting, the utilisation of ablution water waste, and the implementation of the 3R recycling principle (reuse, reduce, and recycle) among others.   The programme is executed by including many components, such as the adoption of eco-friendly policies, implementation of an eco-friendly curriculum, engagement in participatory environmental activities, and efficient management of eco-friendly supporting infrastructure.   Hydroponics, greenhouses, biopore planting, ablution water waste, 3R recycling (reuse, reduce and recycle), and other related methods and practises.   The programme is executed by incorporating components such as eco-friendly policies, implementation of an eco-friendly curriculum, participatory environmental activities, and management of eco-friendly supporting facilities.   Hydroponics, greenhouses, biopore planting, ablution water waste, 3R recycling (reuse, reduce, and recycle), and other related practises.   The programme is executed by incorporating components such as eco-friendly policies, implementation of an eco-friendly curriculum, participatory environmental activities, and management of eco-friendly supporting facilities.
Co-Authors Ika Nur'aini Muhammad Syaikhul Basyir Naimah Naimah Sedya Santosa Zainal Arifin Zubaidi