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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA Jurnal Ilmiah Research Student Jurnal Sains Student Research MERDEKA: Jurnal Ilmiah Multidisiplin Jurnal Ilmiah Nusantara Journal of Cultural Relativism (JCR)
M Yunus Abu Bakar
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Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Social Sciences Other

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Konsep Essensialisme Dalam Perspektif Filsafat Pendidikan Islam Amin Putri, Rokhmatul Khoiro; M Yunus Abu Bakar
Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Vol 6 No 1 (2023): DIRASAH
Publisher : Institut Agama Islam (IAI) Faqih Asy'ari Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58401/dirasah.v6i1.752

Abstract

Philosophy of Essentialism is a philosophical school that wants humans to return to their old culture. The emergence of this understanding was a reaction to the absolute and dogmatic symbolism of the Middle Ages. Thus, a systematic and comprehensive concept of man and the universe was drawn up, which met the requirements of the times. This essentialism views that education that is based on the view of flexibility in all its forms can be a source of the emergence of views that are changing, easily swayed, less focused and less stable. Therefore, education must be based on values ​​that can be stable and have been tested by time, durable and have values, so that education in a country can remain stable and directed. The purpose of the philosophy of essentialism education is to improve the character of the community through the existing cultural heritage, so that later students can contribute to improving people's lives in the face of changing times that can kill character values. This paper aims to examine the philosophy of essentialism in the perspective of Islamic education, using the library research method. The results of the study stated that the flow of essentialism has a view in the field of education, namely: educational goals, educational curriculum, educators, and students. Along with the times, there are several views that need to be taken seriously, namely: the ontological view, the epistemological view, and the axiological view.
Lingkungan dan Lembaga Pendidikan dalam Pandangan Islam Dela Maulindah; Hana Zafira Zahra Subagyo; Ni’ma Rohmatul Hidayah; M Yunus Abu Bakar
MERDEKA : Jurnal Ilmiah Multidisiplin Vol. 1 No. 5 (2024): Juni
Publisher : PT PUBLIKASI INSPIRASI INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/merdeka.v1i5.1266

Abstract

Menurut Islam, lingkungan dan lembaga pendidikan memegang peranan penting dalam membentuk karakter dan kepribadian umat Islam.Lingkungan yang baik menunjang proses pendidikan dan membantu perkembangan peserta didik  secara optimal.Tulisan ini membahas tentang peran bi’ah serta lembaga pendidikan dalam perspektif ajaran Islam.Lembaga dan lingkungan pendidikan Islam di Indonesia yang beragam dan kondusif dalam membentuk generasi yang berilmu agama  dan beriman secara mendalam serta, berakhlak mulia, dan siap menghadapi tantangan global. Setiap jenis lembaga pendidikan ini, baik informal, nonformal, maupun formal, memiliki kontribusi unik dalam mengembangkan potensi individu dan membangun masyarakat yang seimbang antara aspek spiritual dan intelektual. Beragamnya model pendidikan Islam di Indonesia memungkinkan masyarakat untuk memilih sesuai dengan kebutuhan dan preferensi mereka, memperkuat integrasi pendidikan agama dalam kehidupan sehari-hari. Artikel ini juga membahas tentang beberapa contoh lingkungan dan lembaga pendidikan Islam yang ideal
Aliran Filsafat Pendidikan Progresivisme Dalam Pendidikan Islam Muhammad Irsyad Salsabila; M.Syarifur Rijal Wahyullah; M Yunus Abu Bakar
JOURNAL SAINS STUDENT RESEARCH Vol. 2 No. 6 (2024): Desember : Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v2i6.2955

Abstract

Islamic education is the process of developing students' potential through teaching, habituation, guidance, nurturing and supervision to obtain various knowledge and Islamic values to realize the perfection of life both in this world and the hereafter. Philosophizing for some people is a hard job. Philosophizing is thinking, reflecting, contemplating, analyzing, reflecting and even thinking evaluatively. According to language, the term progressivism comes from the word progressive, which means moving forward. In the Big Indonesian Dictionary it is stated that the word progressive is defined as moving towards progress; aiming for improvement now; and rising levels. Education is a cultural process, therefore it grows and develops in the cultural flow of each society and often originates from the religion and traditions adhered to by the community so that its presence has strong roots in the culture of the community. Progressive education encourages a flexible learning approach and respects individual differences. Because each student has unique potential, rigid and authoritarian learning methods are not in accordance with the principles of progressivism.
Tarbiyah, Ta’lim, Ta’dib : Pilar Pendidikan Islam Dalam Membentuk Generasi Berkarakter Dela Maulindah; Ahsanil ‘Azami; M Yunus Abu Bakar
JOURNAL SAINS STUDENT RESEARCH Vol. 2 No. 6 (2024): Desember : Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v2i6.2959

Abstract

Islam views education as a formation of human character that is obedient to Allah SWT and cotrubutes positively to society. This educational concept is based on naqliyah knowledge, which subsequently gives rise to various aqliyah knowledge. This study employ a qualitative approuch using descriptive-analytical methods to analyze several concepts of islamic education, both in term of definitions and differences. The focus of this article is to present several education concepts from an islamic perspective, specifically analyzing the concepts of Tarbiyah, Ta’lim and Ta’dib. Through these three discussions, we can derive an accurate undesrtanding of their definitions and the differences amoung these educational concepts.
Aliran Filsafat Esensialisme dalam Pandangan Pendidikan Islam Khurun In kamila; Nur Mafaza Karima; Nabiila Tsuroyya Azzahra; M Yunus Abu Bakar
JOURNAL SAINS STUDENT RESEARCH Vol. 2 No. 6 (2024): Desember : Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v2i6.2960

Abstract

Essentialism is a school that believes that the values contained in education should prioritize returning to values and culture that have been tested by time, which in turn will emphasize teaching that is clear and relevant to people's lives. The teaching method in essentialism is more traditional, where teachers play an important role in the teaching and learning process, while students are expected to receive and absorb the knowledge provided. In this article the author analyzes various sources, including books and journals, to discuss the view of essentialism in the context of developing a quality Islamic religious education philosophy. Essentialism emphasizes the importance of the core knowledge and values that must be taught to the younger generation. In the philosophy of Islamic religious education, this approach focuses on teaching fundamental teachings such as faith, morals and worship, which form the basis of students' character and spirituality. Thus, this article aims to provide knowledge about the importance of an essentialist approach in creating religious education that is not only of high quality, but also relevant to the needs of the times.
Dinamika Pembelajaran dan Pemerolehan Bahasa Arab Ika Oktaviani; Rahma Sekarningrum; Maulidah Syahrisyarifah; M Yunus Abu Bakar
JOURNAL SAINS STUDENT RESEARCH Vol. 2 No. 6 (2024): Desember : Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v2i6.3015

Abstract

Penelitian ini bertujuan untuk mengkaji dinamika pembelajaran Bahasa Arab, dengan fokus pada pengaruh perbedaan metode pembelajaran terhadap pemahaman yang diperoleh oleh anak-anak dan orang dewasa. Menggunakan pendekatan kualitatif, penelitian ini menganalisis literatur terkait, seperti buku dan jurnal ilmiah, untuk mengidentifikasi faktor-faktor yang mempengaruhi efektivitas pembelajaran Bahasa Arab di Indonesia. Hipotesis utama yang diuji adalah bahwa perbedaan metode pembelajaran akan memengaruhi tingkat pemahaman siswa, terutama antara kelompok usia yang berbeda. Temuan awal menunjukkan bahwa faktor lingkungan belajar, motivasi, serta ketersediaan sumber daya berperan penting dalam proses pembelajaran. Selain itu, perbedaan teknik pengajaran yang diterapkan pada anak-anak dan orang dewasa memiliki dampak yang signifikan terhadap hasil yang diperoleh. Penelitian ini diharapkan dapat memberikan wawasan mendalam mengenai prinsip-prinsip pembelajaran dan pemerolehan bahasa Arab, serta kontribusinya dalam meningkatkan kualitas pengajaran di berbagai tingkat pendidikan.
Menggali Esensi Teori Generatif Transformatif Dan Implementasinya Dalam Pembelajaran Bahasa Arab Intan Dwi Safitri; Ahmad Zidqy Azmy Hilmani; M Yunus Abu Bakar
JURNAL ILMIAH NUSANTARA Vol. 1 No. 6 (2024): November
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jinu.v1i6.2868

Abstract

This article discusses the transformational-generative theory developed by Noam Chomsky and its application in Arabic language learning. This theory explains how humans have an innate ability to acquire language through the Language Acquisition Device (LAD). Language structure consists of two parts: deep structure and surface structure, which are connected through transformational rules. This study aims to integrate the transformational-generative theory into Arabic language learning, taking into account the unique characteristics of Arabic, such as the i'rab system, verbal sentences (jumlah fi'liyah), and nominal sentences (jumlah ismiyah). This theory aids in generating an unlimited number of sentences through a creative process. Although the theory has the advantage of separating linguistic knowledge from speaking skills, its drawback lies in neglecting clauses and assuming that language is an innate ability that requires minimal practice.
MAHARAH KALAM DALAM BERBAHASA ARAB PERSPEKTIF FILSAFAT ILMU Nailis sa adah; M Yunus abu Bakar
JURNAL ILMIAH PENDIDIKAN KEBUDAYAAN DAN AGAMA Vol. 3 No. 2 (2025): April
Publisher : CV. ALIM'SPUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/jipa.v3i2.1132

Abstract

Maharah kalam (Speech proficiency) is one type of proficiency in Arabic. Maharah kalam is the skill of conveying messages orally using Arabic as a medium, without ignoring the rules of language use so that what is conveyed is easily understood by the person you are speaking to or the recipient of the message. The philosophy of science makes an important contribution to this scholarship. In the philosophy of science there are three main pillars in defining the object of study, namely ontology, epistemology and axiology. This article discusses maharah kalam in Arabic which is studied from the perspective of the philosophy of science. This research uses a literature review method, namely what is presented in this article comes from all types of references, such as books, articles, journals, and others. Everything is presented in depth according to the specified theme. Finally, in this research it can be concluded that maharah kalam in Arabic from the perspective of the philosophy of science shows that mastery of Arabic is not just a technical skill, but also reflects a deep understanding of the reality of the language, its epistemological processes, and the values ​​contained therein. This integration of philosophical dimensions provides a solid foundation for Arabic speaking proficiency, making it not only practically useful but also academically and spiritually meaningful..
Mengungkap Karakteristik Belajar Peserta Didik Hamdah Hanyfah; Khurun In Kamila; Siti Rahmatur Riskiyah; M Yunus Abu Bakar
JOURNAL SAINS STUDENT RESEARCH Vol. 3 No. 3 (2025): Jurnal Sains Student Research (JSSR) JUNI
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v3i3.4856

Abstract

The learning characteristics of students play a crucial role in determining the success of the learning process in the classroom. Each student has different learning styles, interests, and tendencies, which affect how they absorb information and interact with the learning material. This study aims to reveal various learning characteristics of students that can influence the effectiveness of learning. By understanding these characteristics, educators can design teaching strategies that are more aligned with the individual needs of students, creating an environment that supports their academic and personal development. This abstract will discuss the key factors that shape students' learning characteristics and their implications for improving educational quality.
Teori Konstruktivisme Dalam Dunia Pembelajaran Nabiila Tsuroyya Azzahra; Septa Nur Laila Ali; M Yunus Abu Bakar
JURNAL ILMIAH RESEARCH STUDENT Vol. 2 No. 2 (2025): September
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jirs.v2i2.4762

Abstract

This article discusses the implementation of constructivism theory in the world of learning, especially at the elementary school level. The study uses a literature review method by examining various literatures related to generative constructivism. The results of the study show that constructivism emphasizes the active role of students in building knowledge through direct experience and social interaction. Teachers act as facilitators who help students construct understanding, not just transfer knowledge. Constructivism-based learning requires students to think actively, compose concepts, and take responsibility for their learning outcomes. The characteristics of constructivism learning include learning that is relevant to real life, collaborative, and student-centered. In conclusion, the application of constructivism theory can increase students' activity, creativity, and independence in the learning process.
Co-Authors Ahmad Zidqy Azmy Hilmani Ahsanil ‘Azami Alfi Manzilatur Rokhmah Amin Putri, Rokhmatul Khoiro Anjani Rohmatul Ummah Asroriyah Asroriyah Dela Maulindah Hamdah Hanyfah Hana Zafira Zahra Subagyo Hanna Nor Fadhilah Ika Oktaviani Intan Dwi Safitri Irji’i Ahmad Fahresi Jihan Sunniyah Syakuuroh Ni'mah Khurun In kamila M Haviz Ghozali M.Syarifur Rijal Wahyullah Maulidah Syahrisyarifah Moh. Mahfud Muhammad Irsyad Salsabila Muhammad Jawad Attaqy Muhammad Nerikhul Amin Nabiila Tsuroyya Azzahra Nailis sa adah Ni’ma Rohmatul Hidayah Nur Kholis Nur Mafaza Karima Rahma Sekarningrum Septa Nur Laila Ali Siti Nur Sofirotul Jannah Siti Rahmatur Riskiyah