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All Journal Cendekia QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Risâlah, Jurnal Pendidikan dan Studi Islam Mukaddimah: Jurnal Studi Islam An-Nur : Jurnal Studi Islam ALSYS : Jurnal Keislaman dan Ilmu Pendidikan Musala : Jurnal Pesantren dan Kebudayaan Islam Nusantara Al-Balad : Jurnal Hukum Tata Negara dan Politik Islam Quranic Edu Pengabdian Cendekia
Munjahid
Institut Ilmu Al Qur'an An Nur Yogyakarta
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Pola Pendidikan Humanis Religius pada Rumah Pintar “Pijoengan” Bantul Yogyakarta Munjahid, Munjahid; Kuswanto, Heri
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 16 NO 1 TAHUN 2018
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v16i1.1317

Abstract

The academic anxiety in this paper is the number of educational processes deviating from its primary mission of humanizing humans. The learning process focuses only on try out and discussion of exam questions while the formation of attitudes and skills is ignored. The formulation of the problem in this article is: What is the pattern of religious humanist education in Rumah Pintar "Pijoengan" Bantul Yogyakarta? What is the implication of humanist education in Rumah Pintar "Pijoengan" Bantul Yogyakarta? How are the supporting and inhibiting factors of the implementation of religious humanist education in Smart House "Pijoengan" Bantul Yogyakarta ?. The results of his research are: Humanist education pattern that is widely implemented is "Development of personality and soul of the subjects of education", "Social sensitivity" and "Expansion of Consciousness". Implications: increased insight, prosperity, independence, health, religious awareness, humanist attitudes, community soft skills and the availability of trained workers. Supporting factors: government political support, managerial mentality, natural factors, managerial ability to work together, awareness of educational institutions. Inhibiting factors: decreasing the number of donors, tool functions, facilities and infrastructure, limited types and number of facilities, educators and education, marketing, the number of hamlets that are difficult to reach. إن القضية المبحوثة في هذا المقال هي كثرة عمليات التربية العادلة عن رسالتها الأساسية هي أنسنة البشر. تقتصر عملية التعليم على التركيز في الإعداد لمقابلة الامتحانات والتدريب على إجابة الأسئلة، وأما جانب تكوين الشخصية والكفاءة فُمهمل. وأسئلة البحث في هذا المقال هي : ما هو نمط التربية الإنسانية الدينية في مركز التعليم " “Pijoengan” بانتول يوغياكرتا ؟، وما أثر نمط التربية الإنسانية الدينية في مركز التعليم " “Pijoengan” بانتول يوغياكرتا ؟، وما العناصر الداعمة والعائقة لعملية التربية الإنسانية الدينية في مركز التعليم " “Pijoengan” بانتول يوغياكرتا ؟. ونتائج البحث هي : إن نمط التربية الإنسانية المطبقة كثيرا هو "تنمية شخصية و نفسية الطالب، والحسّاسة الاجتماعية، وتوسيع الوعي. أما الآثار منها هي ارتقاء أفق المعارف، والرفاهية، والاعتماد على النفس، والصحة، والوعي بالتّنوع، والموقف الإنساني، والمهارات الناعمة للمجتمع وتوفّر العمّال المتدرّبين. أما العناصر الداعمة فهي : الداعم السيايى من الحكومة، وشخصيات المسؤولين، والعنصر الطبيعي. أما العاناصر العائقة فهي : انخفاض المتبرعين، فوائد الأجهزة، المرافق والوسائل، قلّة كمية ونوعية المرافق والوسائل، والمدرسون والموظفون التربويون، والتسويق، وكثرة القرى الصعبة الوصول إليها.
SEKULARISASI PESANTREN (Studi Analisis atas Dinamika Kurikulum Pesantren) Munjahid, Munjahid
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL. 9. NO. 1 TAHUN 2011
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v9i1.859

Abstract

It is broadly assumed that the Islamic boarding house is a conservative, static, and inclusive institution. The similar idea has been raised by Geerzt whom he classifies the members of Islamic school as conservative Muslim. In fact, this allegation seems over generalized and unfounded. This is absolutely unfair because there have been valuable rapid changes of this institution that suit on the need of global development, although the changes occur without excluding the traditional system. Moreover, the changes are getting faster and more significant after the inclusion of two main subjects, such as mantiq and ushul fiqh which might greatly adopt and concede the logic of the Greek philosophers. On the other hand, some of Muslims still show deep antipathetic attitudes towards the sciences from the West which entered into Islamic boarding schools. They argue that it will gradually shift the Islamic tradition into the secular Western tradition. They do not realize that whatever the discipline occupied, it is indeed considered as the science of Islam under condition that it provides them with science and knowledge of the truth of Allah, piety, fear to God, useful, able to bring the knowledge of Gods power (khasyyah) and for the benefit of all mankind. Thus, what some people consider as secular science, truly it belongs to the science of Islam. In other words, secularization is actually the Islamization itself. ظن كثير من الباحثين أنّ بسنترين مؤسسة تربوية متخلفة وجامدة. وعلى هذا، سمّى جيتس أهل بسنترين بالمسلمين المتخلفين الجامدين. هذه التهمة لا تقوم على أساس، لأن التغيرات وقعت فيها، لكنها لا تقع باهمال النظام التقليدي وتركه، بل كانت هذه التغيرات كبيرة، خاصة بعد ادخال مادة أصول الفقه والمنطق في المنهج الدراسي، وهما موروثان من منطق الفلسفة اليوناننية. ولازال بعض المسلمين متهما أن العلوم الغربية الداخلة في بسنترين سوف تغيّر تدريجيا العادات والتقاليد في بسنترين إلى العادات والتقاليد الغربية العلمانية. هم لا يعرفون أن كلّ علم جعل أهله مؤمنا بالله ومتّقيا وساعده في معرفة قدرة الله فهو إسلامي. بهذا أصبح ما يظنّه بعض الناس علمانيّا فهو إسلاميّ، والعلمانية هي الإسلامية نفسها.
Pola Pendidikan Humanis Religius Pada Rumah Pintar “Pijoengan” Bantul Yogyakarta Munjahid, Munjahid; Kuswanto, Heri
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 16 NO 1 TAHUN 2018
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v16i1.1248

Abstract

Abstract: The academic anxiety in this paper is the number of educational processes deviating from its primary mission of humanizing humans. The learning process focuses only on try out and discussion of exam questions while the formation of attitudes and skills is ignored. The formulation of the problem in this article is: What is the pattern of religious humanist education in Rumah Pintar "Pijoengan" Bantul Yogyakarta? What is the implication of humanist education in Rumah Pintar "Pijoengan" Bantul Yogyakarta? How are the supporting and inhibiting factors of the implementation of religious humanist education in Smart House "Pijoengan" Bantul Yogyakarta ?. The results of his research are: Humanist education pattern that is widely implemented is "Development of personality and soul of the subjects of education", "Social sensitivity" and "Expansion of Consciousness". Implications: increased insight, prosperity, independence, health, religious awareness, humanist attitudes, community soft skills and the availability of trained workers. Supporting factors: government political support, managerial mentality, natural factors, managerial ability to work together, awareness of educational institutions. Inhibiting factors: decreasing the number of donors, tool functions, facilities and infrastructure, limited types and number of facilities, educators and education, marketing, the number of hamlets that are difficult to reach. ملخص :إن القضية المبحوثة في هذا المقال هي كثرة عمليات التربية العادلة عن رسالتها الأساسية هي أنسنة البشر. تقتصر عملية التعليم على التركيز في الإعداد لمقابلة الامتحانات والتدريب على إجابة الأسئلة، وأما جانب تكوين الشخصية والكفاءة فُمهمل. وأسئلة البحث في هذا المقال هي : ما هو نمط التربية الإنسانية الدينية في مركز التعليم" “Pijoengan” بانتول يوغياكرتا؟، وما أثر نمط التربية الإنسانية الدينية في مركز التعليم " “Pijoengan” بانتول يوغياكرتا ؟، وما العناصر الداعمة والعائقة لعملية التربية الإنسانية الدينية في مركز التعليم " “Pijoengan” بانتول يوغياكرتا؟. ونتائج البحث هي: إن نمط التربية الإنسانية المطبقة كثيرا هو "تنمية شخصية و نفسية الطالب، والحسّاسة الاجتماعية، وتوسيع الوعي. أما الآثار منها هي ارتقاء أفق المعارف، والرفاهية، والاعتماد على النفس، والصحة، والوعي بالتّنوع، والموقف الإنساني، والمهارات الناعمة للمجتمع وتوفّر العمّال المتدرّبين. أما العناصر الداعمة فهي: الداعم السيايى من الحكومة، وشخصيات المسؤولين، والعنصر الطبيعي. أما العاناصر العائقة فهي: انخفاض المتبرعين، فوائد الأجهزة، المرافق والوسائل، قلّة كمية ونوعية المرافق والوسائل، والمدرسون والموظفون التربويون، والتسويق، وكثرة القرى الصعبة الوصول إليها.
KEBIJAKAN PENDIDIKAN KHALIFAH AL-MA’MUN DAN IMPLIKASINYA TERHADAP KEMAJUAN ILMU PENGETAHUAN Munjahid, Munjahid
Risâlah, Jurnal Pendidikan dan Studi Islam Vol 6 No 2 (2020): Risâlah, Jurnal Pendidikan dan Studi Islam
Publisher : Fakultas Agama Islam Universitas Wiralodra Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/jurnal_risalah.v6i2.152

Abstract

This paper aims to determine the education policy of al-Ma’mun’s caliph and how the implications for the progress of science in education. Al-Ma’mun’s caliph was the golden peak of Muslims. Not only is the safety and comfort of a well-controlled society, but also education and science at that time are growing and developing rapidly. Its is evidenced by the movement to translate books in foreign languages, the writing of original works, the provision of libraries, the establishment of educational institutions, scientifiec research and discussion. Not only that, scientific progress achieved at that time was the growth and development of scientific and educational institutions (such as: Bait al-Hikmah, observatories, the growth of low, middle and high level educational institutions), the development of various scientific disciplines, (such as: astronomy, mathematics, medicine, pharmacy, geography, al-Qur'an, Hadith, kalam science, history and literature). Keywords: policy, science, rational, Mu’tazilah
IMPLEMENTASI TOTAL QUALITY MANAGEMENT (TQM) PADA SEKOLAH NU DAN MUHAMMADIYAH Munjahid
AN NUR: Jurnal Studi Islam Vol. 5 No. 1 (2013): An-Nur: Jurnal Studi ISlam
Publisher : Istitut Ilmu Al-Qur'an (IIQ) An-Nur Yogyakarta Komplek PP An Nur Ngrukem PO BOX 135 Bantul 55702 Yogyakarta Tlp/Fax (0274) 6469012. http://jurnalannur.ac.id/

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Abstract

Masyithah’s kindergarten Bandung Sewon Bantul (TK NU) and ABA’s kindergarten Nitikan Yogyakarta (TK Muhammadiyah) are two kindergartens implement total quality management. Both of the kindergartens, which equally Islam has been accredited with a rating of A. However, both Kindergartens were organized by two Islamic organizations, namely NU and Muhammadiyah. Both kindergarten above both use total quality management but with drip at a series of implementation on a different domain. The impact of the implementation of total quality management in both the kindergartens are the achievement of the vision, mission and goal. Difference in both of kindergartens is that the progress made by Masyithah’s kindergarten are slowly but surely (evolution), while progress has been made in Nitikan ABA’s Kindergarten is dynamic.
SOROGAN DAN PROSES PRODUKSI ULAMA Munjahid
AN NUR: Jurnal Studi Islam Vol. 6 No. 1 (2014): An-Nur: Jurnal Studi ISlam
Publisher : Istitut Ilmu Al-Qur'an (IIQ) An-Nur Yogyakarta Komplek PP An Nur Ngrukem PO BOX 135 Bantul 55702 Yogyakarta Tlp/Fax (0274) 6469012. http://jurnalannur.ac.id/

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Abstract

Sorogan sebagai suatu tradisi pembelajaran individual tradisional khas pesantren, di mana santri/murid mendatangi kyai untuk belajar, lalu kyai membacakan Alquran/kitab dalam suasana hubungan yang akrab disertai bimbingan akhlak, sedangkan santri mensahi (menulis penjelasan guru). Setelah selesai lalu santri mengulangi sepersis mungkin bacaan, terjemahan dan penjelasan guru. Penambahan materi pelajaran didasarkan pada tingkat kemampuan/ penguasaan materi pelajaran masing-masing santri. Penekanan pembelajaran pada bimbingan akhlak dan karakter santri, hubungan antara kyai dengan santri didasari oleh ikatan emosional yang kuat, disertai sikap sabar, tekun, rajin dan disiplin santri dan kyai. Tradisi sorogan telah menghasilkan sejumlah besar guru madrasah, ustaz majelis ta’lim, dan para khatib jum’at serta da’i yang dijiwai oleh semangat untuk menyebarluaskan dan memantapkan keimanan orang-orang Islam, terutama di pedesaan.
Pendidikan Islam Multikultural Untuk Mewujudkan Civil Society: Rujuk Ulang pada Hijrah Nabi Muhammad SAW Munjahid
AN NUR: Jurnal Studi Islam Vol. 6 No. 2 (2014): An-Nur: Jurnal Studi ISlam
Publisher : Istitut Ilmu Al-Qur'an (IIQ) An-Nur Yogyakarta Komplek PP An Nur Ngrukem PO BOX 135 Bantul 55702 Yogyakarta Tlp/Fax (0274) 6469012. http://jurnalannur.ac.id/

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Abstract

Banyak orang yang salah paham terhadap Islam, mereka menyamakan antara Islam dengan Muslim, sehingga apa yang terjadi pada sebagian umat Islam digeneralisasi ke dalam agama Islam atau ajaran Islam. Terdapat kesan bahwa seolah-olah Islam adalah agama yang terbelakang, karena banyak orang Muslim yang bodoh, tidak dapat bersatu, bersikap brutal, mudah terprovokasi untuk melakukan kekerasan, bahkan banyak yang menjadi teroris. Hal ini diperburuk dengan sejumlah negara-negara Islam atau Negara- negara yang berpenduduk mayoritas Muslim yang terbelakang dan tidak memiliki pengaruh atau kekuasaan di mata dunia terutama negara-negara Barat. Pendidikan Islam yang diterapkan oleh Nabi Muhammad SAW., ketika beliau hijrah ke Madinah, adalah jawaban untuk tamparan semua tuduhan tersebut. Nabi Muhammad SAW., sebagai rasul sekaligus sebagai kepala negara dapat menjadi teladan yang cerdas dan mampu membawa pengikutnya yang plural baik secara etnis, kelompok, budaya maupun agama, mampu mencapai kemakmuran, kedamaian, kebebasan, kesetaraan dan kemajuan yang belum pernah dapat dicapai oleh para pemimpin Muslim setelah itu. Masyarakat Madinah sebagaimana yang dipimpin oleh Nabi Muhammad SAW disebut sebagai civil society oleh para pemikir terkemuka Indonesia semisal Nurchalis Madjid.
Pendidikan Agama Islam pada Anak Jalanan dan Anak Terlantar di Pondok Pesantren Al-Fataa Bantul Yogyakarta Munjahid
AN NUR: Jurnal Studi Islam Vol. 7 No. 2 (2015): An-Nur: Jurnal Studi ISlam
Publisher : Istitut Ilmu Al-Qur'an (IIQ) An-Nur Yogyakarta Komplek PP An Nur Ngrukem PO BOX 135 Bantul 55702 Yogyakarta Tlp/Fax (0274) 6469012. http://jurnalannur.ac.id/

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Abstract

Implications of Islamic Education on street children and abandoned children in al- Fataa children’s boarding school are: Pupils able to mention the names and types of vowel, reading Arabic numbers from 1-500, reading Arabic-Indonesian transliteration, reading passages from the Koran smoothly, apply the science of Tajweed and recitation Garib well. Pupils have an attitude and good skills in terms of: self-awareness, to overcome the crisis, independent study, a good relationship with other people, can judge for itself, establish the identity of a positive, self-controlled, functioning self, communicate, understand the needs and feelings of others, sensitive and open in communicating, concentrating consciousness, creative, combining cognitive and affective learning rate. While the humanist values that are less able to have is the ability imaginative. In conjunction with this ability, most students are less able to read the Qur’an with a good voice and songs
KEBIJAKAN PENDIDIKAN KHALIFAH AL-MA’MUN DAN IMPLIKASINYA TERHADAP KEMAJUAN ILMU PENGETAHUAN Munjahid Munjahid
Risâlah, Jurnal Pendidikan dan Studi Islam Vol. 6 No. 2 (2020): Risâlah, Jurnal Pendidikan dan Studi Islam
Publisher : Fakultas Agama Islam Universitas Wiralodra Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/jurnal_risalah.v6i2.152

Abstract

This paper aims to determine the education policy of al-Ma’mun’s caliph and how the implications for the progress of science in education. Al-Ma’mun’s caliph was the golden peak of Muslims. Not only is the safety and comfort of a well-controlled society, but also education and science at that time are growing and developing rapidly. Its is evidenced by the movement to translate books in foreign languages, the writing of original works, the provision of libraries, the establishment of educational institutions, scientifiec research and discussion. Not only that, scientific progress achieved at that time was the growth and development of scientific and educational institutions (such as: Bait al-Hikmah, observatories, the growth of low, middle and high level educational institutions), the development of various scientific disciplines, (such as: astronomy, mathematics, medicine, pharmacy, geography, al-Qur'an, Hadith, kalam science, history and literature). Keywords: policy, science, rational, Mu’tazilah
NILAI-NILAI PENDIDIKAN PESANTREN DALAM NOVEL KEMBARA RINDU KARYA HABIBURRAHMAN EL SHIRAZY Sugeng Riyadi; Munjahid; Samsudin; Ahmad Shofiyuddin Ichsan
Mukaddimah: Jurnal Studi Islam Vol. 5 No. 2 (2020)
Publisher : Kopertais Wilayah III Yogyakarta

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Abstract

Abstrak Penelitian ini bertujuan untuk mengetahui nilai-nilai pendidikan pesantren yang terdapat dalam novel Kembara Rindu karya Habiburrahman El Shirazy dan untuk mengetahui relevansinya terhadap pendidikan Islam saat ini. Jenis penelitian ini adalah kepustakaan dan teknik pengumpulan data dilakukan dengan cara dokumentasi. Sedangkan analisis data menggunakan metode analisis isi. Hasil penelitian menunjukkan bahwa (1) dalam hal materi pembelajaran terdapat materi kitab kuning, nahwu, fikih, akhlak, tasawuf, saraf dan Al-Qur’an. Dalam hal metode pembelajaran, terdapat metode bandongan (wetonan), metode sorogan, dan metode menghafal. Dalam evaluasi pembelajaran, terdapat evaluasi sumatif, evaluasi penempatan, dan evaluasi diasnotik. Sedangkan dalam akhlak dan jiwa kepesantrenan, terdapat ajaran tentang keikhlasan, kemandirian, ukhuwah Islamiyah, kebebasan berpendapat, hormat terhadap kyai dan guru, silaturahim, kebersamaan, dan kasih sayang. (2) Nilai-nilai pendidikan pesantren pada novel Kembara Rindu sangat relevan dengan pendidikan saat ini, baik dari sisi materi dan kurikulum pembelajaran. Kata kunci: Nilai-Nilai Pendidikan, Pondok Pesantren, Novel Kembara Rindu, Habiburrahman El-Shirazy
Co-Authors A.A. Ketut Agung Cahyawan W Abdullah, Muhammad Ayub Ahmad Shofiyuddin Ichsan Alayya, Almas Angeli Rahma Ali Djamhuri Anis Khairani Azis Azis Fakhrurozi, Muhammad Arya Heri Kuswanto Ichsan, Ahmad Idul Adnan Kowi Dhukhurmatin Masakin, Muhammad Irham Mujawazah, Mujawazah Nasirudin Sahadasih Sahadasih Samsudin Samsudin