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All Journal Edunity: Kajian Ilmu Sosial dan Pendidikan YASIN: Jurnal Pendidikan dan Sosial Budaya AHKAM : Jurnal Hukum Islam dan Humaniora
Coil, Coil
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Humanities Computer Science & IT Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Islamisasi Pengetahuan Syed Naquib Al-Attas dan Ismail Al-Faruqi Coil, Coil; Aprison, Wedra
YASIN Vol 3 No 5 (2023): OKTOBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v3i5.1413

Abstract

Echols and Hasan Sadily stated that the term "Islamization" comes from the English word "islamization", which means "to convert." When someone hears the word "Islamization of Science", some people feel that certain knowledge is not in accordance with Islam, so it must be Islamized. The two main figures, Syed Muhammad Naquib Al-Attas and Ismail Raji Al Faruqi, are usually the center of attention when people talk about the Islamization of science. In terms of epistemology, al-Attas and al-Faruqi agree that science is not value-free but bound by values that are considered true. They also agree that science has the same goal, and its conception is based on the principles of metaphysics, ontology, epistemology, and axiology with monotheism as the key. While there are many similarities between the two, they differ in several fundamental ways. To achieve the success of the goal of Islamization, al-Attas places more emphasis on the subject than knowledge, namely humans, by cleansing the soul and adorning it with commendable qualities, so that the process of Islamization of knowledge will result in personal transformation as well as spiritual and Islamic Islam as a whole. However, al-Faruqi put more emphasis on the subject intended to be Islamized, namely the discipline itself.
Hukuman dan Ganjaran Berdasarkan Hadis Nabi Muhammad SAW dalam Pendidikan Coil, Coil; Charles, Charles
AHKAM Vol 2 No 3 (2023): SEPTEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ahkam.v2i3.1382

Abstract

Students are motivated to learn when using rewards and punishments as teaching methods. Thus, the goals and objectives of rewarding and punishing students are to raise their desire to do better and to be more active in carrying out the positive activities they have already done, including the development of student-worthy morals. In order to be effective, rewards and penalties must be used in teaching. Rewards are given to pupils in recognition of their accomplishments or good deeds, whereas punishment has a deterrent impact on rule-breaking on the part of students. It is important to keep in mind that punishment does not involve suffering and instead encourages individuals to develop their independence. It's crucial to use both rewards and penalties to teach children. Students are motivated to learn when using rewards and punishments as teaching methods. Thus, the goals and objectives of rewarding and punishing students are to raise their desire to do better and to be more active in carrying out the positive activities they have already done, including the development of student-worthy morals. Teachers are expected to administer incentives and penalties in accordance with the law so that students would accept them wholeheartedly. And it is hoped that there won't be any miscommunication between teachers and students as long as rewards and penalties are given. In order for the use of rewards and penalties to benefit pupils and improve them, particularly in terms of morality.
Teacher-Student Interaction Patterns as a Process of Improving Student Discipline at the Darul Ulum Mudik Tampang Integrated Islamic Boarding School Coil, Coil; Afrinaldi, Afrinaldi; Aprison, Wedra; Charles, Charles; Syam, Hidayani
Edunity Kajian Ilmu Sosial dan Pendidikan Vol. 4 No. 8 (2025): Edunity: Social and Educational Studies
Publisher : PT Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/edunity.v4i8.426

Abstract

   This research is motivated by the problem of student indiscipline at the Darul Ulum Mudik Tampang Integrated Islamic Boarding School, such as late class attendance, rule violations, lack of responsibility, and disrespectful behavior toward teachers and peers. The purpose of the study is to explain the teacher-student interaction patterns in improving discipline, as well as their supporting and inhibiting factors. The method used was qualitative descriptive, conducted through interviews, observations, and documentation, with fiqh teachers as key informants, as well as the head of the foundation and grade VIII students as supporting informants. Data analysis was carried out through reduction, presentation, and verification, with validity ensured through thorough observation and triangulation. The results of the study reveal four main interaction patterns: (1) Islamic example, where teachers serve as role models in discipline and worship; (2) dialogical communication through discussion, advice, and evaluation; (3) personal supervision and guidance; and (4) the application of rewards and punishments. Supporting factors include teachers’ examples, open communication, a conducive pesantren environment, and cooperation with parents. Inhibiting factors include less effective communication, inconsistent enforcement of rules, and low student motivation.
Co-Authors Afrinaldi Afrinaldi Charles Charles Syam, Hidayani Wedra Aprison