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WACANA KEAGAMAAN REMAJA DI MEDIA SOSIAL (Kajian Analisis Wacana Model Van Dijk dalam Tulisan Afi) Muzakki, Hawwin
AS-SALAM Vol 6, No 2 (2017): PENDIDIKAN KEMANUSIAAN & KEADILAN RUMAH TANGGA
Publisher : LP3M STAI DARUSSALAM LAMPUNG

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Religious discourse is a sequence of related sentences, and relates one proposition to another proposition, thus forming a unified language of religion. Religious discourse is influenced by the age level, the development of psychological aspects, including the development of thinking. Adolescence is a period of transition between childhood and adulthood. In addition, as a search for self-identity especially related to religion. Like teenagers in general, Afi Nihaya Faradisa also wrote his religious anxiety that became viral on Facebook. The purpose of this study is actually to see the religious discourse of adolescents in social media, using a qualitative approach, discourse analysis van Dijk model. Van Dijk divides his discourse into three dimensions: text dimension, social cognition, and social context. There is one Afi writings that the author thoroughly titled Inheritance. The result found that Afis writing took the perspective of a teenager who wrote about religion on facebook themed pluralism, mysticism, convergence, religious conflict and nationalism. Afis writing also sparked debate in Indonesian society. Afis writing is not born positivist but constructivist, because it is built by the understanding of writing of others. The implications of this study are to see how a teen considers religion and government steps in guarding youth religious behavior. Keywords: Religious, youth, media, discourse analysis

WACANA KEAGAMAAN REMAJA DI MEDIA SOSIAL (Kajian Analisis Wacana Model Van Dijk dalam Tulisan Afi) Muzakki, Hawwin
AS-SALAM Vol 6, No 2 (2017): PENDIDIKAN KEMANUSIAAN & KEADILAN RUMAH TANGGA
Publisher : LP3M STAI DARUSSALAM LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar

Religious discourse is a sequence of related sentences, and relates one proposition to another proposition, thus forming a unified language of religion. Religious discourse is influenced by the age level, the development of psychological aspects, including the development of thinking. Adolescence is a period of transition between childhood and adulthood. In addition, as a search for self-identity especially related to religion. Like teenagers in general, Afi Nihaya Faradisa also wrote his religious anxiety that became viral on Facebook. The purpose of this study is actually to see the religious discourse of adolescents in social media, using a qualitative approach, discourse analysis van Dijk model. Van Dijk divides his discourse into three dimensions: text dimension, social cognition, and social context. There is one Afi writings that the author thoroughly titled Inheritance. The result found that Afis writing took the perspective of a teenager who wrote about religion on facebook themed pluralism, mysticism, convergence, religious conflict and nationalism. Afis writing also sparked debate in Indonesian society. Afis writing is not born positivist but constructivist, because it is built by the understanding of writing of others. The implications of this study are to see how a teen considers religion and government steps in guarding youth religious behavior. Keywords: Religious, youth, media, discourse analysis

WACANA KEAGAMAAN REMAJA DI MEDIA SOSIAL: (Kajian Analisis Wacana Model Van Dijk dalam Tulisan Afi) Hawwin Muzakki
AS-SALAM Vol 6 No 2 (2017): PENDIDIKAN KEMANUSIAAN DAN KEADILAN RUMAH TANGGA
Publisher : LPPM STAI DARUSSALAM LAMPUNG

Religious discourse is a sequence of related sentences, and relates one proposition to another proposition, thus forming a unified language of religion. Religious discourse is influenced by the age level, the development of psychological aspects, including the development of thinking. Adolescence is a period of transition between childhood and adulthood. In addition, as a search for self-identity especially related to religion. Like teenagers in general, Afi Nihaya Faradisa also wrote his religious anxiety that became viral on Facebook. The purpose of this study is actually to see the religious discourse of adolescents in social media, using a qualitative approach, discourse analysis van Dijk model. Van Dijk divides his discourse into three dimensions: text dimension, social cognition, and social context. There is one Afi writings that the author thoroughly titled Inheritance. The result found that Afi's writing took the perspective of a teenager who wrote about religion on facebook themed pluralism, mysticism, convergence, religious conflict and nationalism. Afi's writing also sparked debate in Indonesian society. Afi's writing is not born positivist but constructivist, because it is built by the understanding of writing of others. The implications of this study are to see how a teen considers religion and government steps in guarding youth religious behavior.

GLOKALISASI PENDIDIKAN: STUDI ATAS REVITALISASI PEMIKIRAN KI HAJAR DEWANTARA Muzakki, Hawwin
Kodifikasia Vol 14, No 1 (2020)
Publisher : IAIN PONOROGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/kodifikasia.v14i1.1906

Adanya inferiority complex yang menjangkiti kaum pribumi dan paham koloni dari Belanda pada masa penjajahan, akhirnya ajaran diferensiasi sosial masuk ke masyarakat Indonesia. Belanda dengan sengaja membedakan antara pribumi dan non pribumi, sehingga mencabut akar identitas bangsa. Dalam kondisi tersebut, diperlukan sebuah lembaga pendidikan model baru yang bisa diakses oleh semua orang dengan menggabungkan tradisi luhur dan modernitas. Taman siswa (1922), sebagai jawaban Ki Hajar Dewantara atas lembaga pendidikan yang dimaksud. Penelitian ini merupakan penelitian literatur yang dianalisis dengan menggunakan hermeneutika filosofis. Penelitian ini ingin mengungkap, Pertama, Bagaimana konsep pemikiran pendidikan Ki Hajar Dewantara berbasis kearifan lokal? Kedua, Bagaimana konsep pemikiran pendidikan Ki Hajar Dewantara berwawasan global? Ketiga, Bagaimana revitalisasi pemikiran Ki Hajar Dewantara tentang glokalisasi pendidikan? Adapun tujuan dalam penelitian ini untuk Memberikan gambaran pemikiran Ki Hajar Dewantara tentang konsep pendidikan yang masih melestarikan tradisi, mengembangkan modernitas, rancang bangun konseptual tersebut sebagai dasar untuk me-revitalisasi pemikiran Ki Hajar Dewantara tentang pendidikan di Indonesia. Hasil penelitian ini menghasilkan kesimpulan; Pertama,konsep pemikiran pendidikan Ki Hajar Dewantara berbasis kearifan lokal meliputi 3 hal, yaitu: local assets, traditions, values and beliefs. Kedua,konsep pemikiran pendidikan Ki Hajar Dewantara berwawasan global melliputi: Bidang ekonomi, bidang sosio-cultural dan bidang akademik. Ketiga,revitalisasi pemikiran Ki Hajar Dewantara tentang glokalisasi pendidikan, yaitu: revitalisasi aspek global dan revitalisasi aspek lokal dengan perencanaan glokalisasi pendidikan melalui: Komitmen kelembagaan; pembentukan kelompok perencanaan strategis dan komite pengarah, Penilaian kontekstual; Mengembangkan rencana strategis, Validasi; Adopsi dan Perayaan. [During the Dutch colonial period, The Netherlands deliberately distinguishes between natives and non-natives, thereby eliminating national identity. Under these conditions, a new model of educational institution is needed that can be accessed by everyone by combining the noble tradition and modernity. Taman Siswa (1922) is the answer of Ki Hajar Dewantara to the educational institution that intended. This research is a literature research that analyzed by using the philosophical hermeneutics. This research reveal, First, how is the concept of Ki Hajar Dewantara on education thought based on the local wisdom? Second, how is the concept of Ki Hajar Dewantara on the educational of global-minded? Third, how is the revitalization of Ki Hajar Dewantara's thoughts on the education glocalization? The purpose of this study is to provide a description of Ki Hajar Dewantara's thoughts on education glocalization (global, local and revitalizing aspects of his ideas). The results of this study concluded; First, the concept of Ki Hajar Dewantara education thought based on local wisdom includes 3 types, namely: local assets, traditions, values and beliefs. Second, the concept of global education Ki Hajar Dewantara's thinking includes: Economic, socio-cultural and academic. Third, the revitalization of Ki Hajar Dewantara's thoughts on the education glocalization, namely: revitalizing global aspects and revitalizing local aspects with the planning of education glocalization through: Institutional commitment; the formation of a strategic planning group and steering committee, contextual assessment; Develop a strategic plan, Validation; Adoption and Celebration.]

Managing Learning for Quality Improvement (Mengelola Pembelajaran untuk Peningkatan Mutu) Muzakki, Hawwin
An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial Vol. 2 No. 2 (2015): Desember
Publisher : LP2M Sekolah Tinggi Agama Islam (STAI) Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (491.782 KB)

Quality education needed in order to prepare high Â quality human resource, in the sense of science, a skill (lifeskill) , and possession technology. The efforts to improve and Â improve the Â quality of education like never stopped. Many reform agenda that, while, and will be implemented. Reforming education not just enough Â to change in the curriculum , but should be followed by change study practice and Â learning on and off Â class. Change tradition lessons learned student centered to excel instantly toward (learned to learn) or (learn to realize learn)Â was indeed not easy. For this very essential to formulate how to manage learning that students can learn how to learn, which finally ended up at developing and improving the quality of learning

Mengukuhkan Islam Nusantara: Kajian Sosiologis-Historis Muzakki, Hawwin
An-Nuha : Jurnal Kajian Islam, Pendidikan, Budaya dan Sosial Vol. 6 No. 2 (2019): Desember
Publisher : LP2M Sekolah Tinggi Agama Islam (STAI) Madiun

Islam bring the message as a religion of “rohmatan lil 'alamin”. However, post-prophetic Islam turned into ideological extremism. The author will focus the discussion with the formulation of the problem: How does the process of changing Islam from rohmatan lil 'alamin become an ideology through sociological-historical analysis? How to restore Islam to be a rohmatan lil 'alamin for future Islamic development through sociological-historical analysis? The purpose of this discussion to trace the transformation of Islamic into ideology and explores Islam rahmatan lil alamin in Indonesia, for moderate vision of Islam Nusantara. The author will discuss using the theory of social construction (externalization, objectivity, internalization) by Peter L. Berger. The results revealed that, externally Islam brought by the Prophet Muhammad brought the teaching of rohmatan lil'alamin. The rohmatan lil 'alamin value is objectified by the Arabic characteristic of the ashobiyah. The ashobiyah nature of the Arab nation is internalized into society through ideological extremities. To restore Islam rohmatan lil 'alamin, the writer review Islam Nusantara. Islam is externalized in Indonesia through peaceful way. Islamic teachings finally objectified by the plural Indonesian society and influenced “Ethical Java”. Plural nature and maintain harmony in the ethics of Java is embedded character of moderation values ??(Tawassuth, Tawâzun, I'tidâl, Tasâmuh). This research contributes, to the development of Nusantara Islam which is a model of Islam that is not only centered on Arabia and realize Islam that preach rahmatan lil 'alamin.

GLOKALISASI PENDIDIKAN: STUDI ATAS REVITALISASI PEMIKIRAN KI HAJAR DEWANTARA Hawwin Muzakki
Kodifikasia: Jurnal Penelitian Islam Vol 14, No 1 (2020)
Publisher : IAIN PONOROGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/kodifikasia.v14i1.1906

Adanya inferiority complex yang menjangkiti kaum pribumi dan paham koloni dari Belanda pada masa penjajahan, akhirnya ajaran diferensiasi sosial masuk ke masyarakat Indonesia. Belanda dengan sengaja membedakan antara pribumi dan non pribumi, sehingga mencabut akar identitas bangsa. Dalam kondisi tersebut, diperlukan sebuah lembaga pendidikan model baru yang bisa diakses oleh semua orang dengan menggabungkan tradisi luhur dan modernitas. Taman siswa (1922), sebagai jawaban Ki Hajar Dewantara atas lembaga pendidikan yang dimaksud. Penelitian ini merupakan penelitian literatur yang dianalisis dengan menggunakan hermeneutika filosofis. Penelitian ini ingin mengungkap, Pertama, Bagaimana konsep pemikiran pendidikan Ki Hajar Dewantara berbasis kearifan lokal? Kedua, Bagaimana konsep pemikiran pendidikan Ki Hajar Dewantara berwawasan global? Ketiga, Bagaimana revitalisasi pemikiran Ki Hajar Dewantara tentang glokalisasi pendidikan? Adapun tujuan dalam penelitian ini untuk Memberikan gambaran pemikiran Ki Hajar Dewantara tentang konsep pendidikan yang masih melestarikan tradisi, mengembangkan modernitas, rancang bangun konseptual tersebut sebagai dasar untuk me-revitalisasi pemikiran Ki Hajar Dewantara tentang pendidikan di Indonesia. Hasil penelitian ini menghasilkan kesimpulan; Pertama,konsep pemikiran pendidikan Ki Hajar Dewantara berbasis kearifan lokal meliputi 3 hal, yaitu: local assets, traditions, values and beliefs. Kedua,konsep pemikiran pendidikan Ki Hajar Dewantara berwawasan global melliputi: Bidang ekonomi, bidang sosio-cultural dan bidang akademik. Ketiga,revitalisasi pemikiran Ki Hajar Dewantara tentang glokalisasi pendidikan, yaitu: revitalisasi aspek global dan revitalisasi aspek lokal dengan perencanaan glokalisasi pendidikan melalui: Komitmen kelembagaan; pembentukan kelompok perencanaan strategis dan komite pengarah, Penilaian kontekstual; Mengembangkan rencana strategis, Validasi; Adopsi dan Perayaan. [During the Dutch colonial period, The Netherlands deliberately distinguishes between natives and non-natives, thereby eliminating national identity. Under these conditions, a new model of educational institution is needed that can be accessed by everyone by combining the noble tradition and modernity. Taman Siswa (1922) is the answer of Ki Hajar Dewantara to the educational institution that intended. This research is a literature research that analyzed by using the philosophical hermeneutics. This research reveal, First, how is the concept of Ki Hajar Dewantara on education thought based on the local wisdom? Second, how is the concept of Ki Hajar Dewantara on the educational of global-minded? Third, how is the revitalization of Ki Hajar Dewantara's thoughts on the education glocalization? The purpose of this study is to provide a description of Ki Hajar Dewantara's thoughts on education glocalization (global, local and revitalizing aspects of his ideas). The results of this study concluded; First, the concept of Ki Hajar Dewantara education thought based on local wisdom includes 3 types, namely: local assets, traditions, values and beliefs. Second, the concept of global education Ki Hajar Dewantara's thinking includes: Economic, socio-cultural and academic. Third, the revitalization of Ki Hajar Dewantara's thoughts on the education glocalization, namely: revitalizing global aspects and revitalizing local aspects with the planning of education glocalization through: Institutional commitment; the formation of a strategic planning group and steering committee, contextual assessment; Develop a strategic plan, Validation; Adoption and Celebration.]

POSDAYA BERBASIS PESANTREN: PELATIHAN MANAJEMEN MADRASAH DAN PENGELOLAAN KELAS DI PONDOK PESANTREN TAHFIDZUL QUR’AN “HASAN MUNADI POHSAWIT” PONOROGO Ahmad Natsir; Hawwin Muzakki; Muchlis Daroini
InEJ: Indonesian Engagement Journal Vol 1, No 2 (2020)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) IAIN Ponorogo

Pesantren Hasan Munadi yang terletak di desa Karangan, Badegan, Ponorogo sedari awal memang didirikan untuk mencetak kader-kader muslim yang menghafalkan Alquran. Seiring dengan perkembangan pendidikan Pesantren Hasan Munadi mulai mendirikan yayasan dengan nama yang sama kemudian melebarkan sayapnya kepada pendidikan formal. Mulai dari taman kanak-kanak, madrasah ibtidaiyyah, madrasah tsanawiyyah, hingga madrasah aliyah. Namun, amat disayangkan, pengembangan kepada pendidikan formal ini sedikit melupakan ‘fitrah’ awal berdirinya pesantren. Hal ini dikarenakan kesulitan yang dialami para guru dalam implementasi kurikulum hafalan Alquran dan sumber daya manusia yang khusus berkecimpung dalam hafalan Alquran masih sedikit. Berangkat dari aset para alumni pesantren sekaligus para guru yang berbekal kemampuan baca Alquran yang mumpuni pelatihan manajemen madrasah dan pengelolaan kelas di pondok pesantren tahfidzul quran ini layak untuk dilaksanakan. Pasca pelatihan tersebtu dilaksanakan, antusiasme para guru dan para pimpinan luar biasa. Tidak ada kursi kosong, sekaligus mereka dengan semangat mengikuti pelatihan dari awal hingga akhir. Hasil evaluasi menunjukkan kemampuan para peserta meningkat. Dan, tentu akan diperlukan evaluasi dan pendampingan yang menyeluruh secara berkelanjutan kemudian hari.

Basis Transformasi Tradisi Pesantren Salaf di Era Modern (Kajian Semiotika Barthes dan Dekonstruksi Derrida) Hawwin Muzakki; Khoirul Mudawinun Nisa'
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol 12 No 1 (2020): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Pesantren has contributed to a system of values of local wisdom that has become a tradition and is believed to be a core value and belief. However, not a few pesantren traditions are underestimated, valued by the Orientalists as old-fashioned, traditional, sincretic, etc. The existence of a shift in the view of the pesantren tradition, encourages authors to deconstruct salaf pesantren traditions using the study of Barthes's semiotics and Derrida's deconstruction theory analysis by: 1) Finding the meaning of denotation and connotation through signs, signifier and signified, 2) Tracing the elements of aporia (paradoxical meaning, contradictory meaning, and irony meaning), and 3) Reversing or changing the (conventional) meanings. The results of the study concluded that: 1) The traditions that have been developed in the Salaf pesantren are the accumulated interpretations that have been passed on by the ancestors as the treasures of human psychology (al-makhzun al-nafs) which act as guide tools in a boarding school environment; 2) analysis of the deconstruction of the salaf pesantren tradition is done by severing the epistemological relationship to all authorities that shape the knowledge tradition by overhauling the standard and frozen relations system into a fluid system of relations, further accounted for giving reasonable sides in all the traditions that developed within. Keywords: Semiotics, Roland Barthes, Deconstruction, Jacques Derrida, Pesantren Tradition Abstrak Pesantren telah melahirkan sistem nilai-nilai kearifan lokal yang menjadi tradisi dan diyakini sebagai nilai dasar (core belief and core values). Namun, tidak sedikit tradisi-tradisi pesantren dipandang sebelah mata, kolot, sinkretis, jumud dan kuno oleh kaum orientalis. Adanya pergeseran pandangan tersebut, mendorong penulis untuk mendekonstruksi tradisi pesantren salaf menggunakan kajian semiotika Barthes dan pisau analisis teori dekonstruksi Derrida dengan cara: 1) Mencari makna denotasi dan konotasi lewat tanda, penanda dan petanda, 2) Melacak unsur-unsur aporia (makna paradoks, makna kontradiktif, dan makna ironi), dan 3) Membalikkan atau merubah makna-makna yang sudah dikonvensionalkan. Penelitian kualitatif ini berlokasi di Pesantren Darussalam Mekar Agung Madiun. Melalui observasi, wawancara dan studi dokumentasi, disimpulkan bahwa: 1) Tradisi-tradisi yang telah berkembang di pesantren salaf merupakan akumulasi interpretasi yang telah diwariskan para leluhur sebagai khazanah kejiwaan manusia (al-makhzun al-nafs) yang menjadi pedoman dan piranti dalam lingkungan pesantren; 2) analisis dekonstruksi tradisi pesantren salaf dilakukan dengan memutuskan hubungan epistemologis terhadap segala otoritas yang membentuk tradisi pengetahuan dengan merombak sistem relasi yang baku dan beku, menjadi sistem relasi yang cair dan dinamis, dari yang mutlak menjadi relatif, dari ahistoris menjadi historis yang selanjutnya dipertanggungjawabkan untuk memberi sisi-sisi masuk akal (reasonable) dalam segenap tradisi yang berkembang. Kata Kunci: Semiotika, Roland Barthes, Dekontruksi, Jacques Derrida, Tradisi Pesantren.

PENGUATAN SPIRITUALITAS DAN KEMANUSIAAN DALAM IMPLEMENTASI PENDIDIKAN PROFETIK DI PERGURUAN TINGGI ISLAM: Studi Kasus di UIN Sayyid Ali Rahmatullah Tulungagung hawwin muzakki; Muh Ibnu Sholeh
Jurnal Tinta: Jurnal Ilmu Keguruan dan Pendidikan Vol. 5 No. 2 (2023): Jurnal Tinta
Publisher : Institute Agama Islam Al-Qolam Malang

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Pendidikan profetik adalah proses transfer pengetahuan (knowledge) dan nilai (values) yang bertujuan untuk mendekatkan diri kepada Tuhan dan alam sekaligus memahaminya untuk membangun komunitas sosial yang ideal (khaira ummah). Humanisasi dalam pendidikan profetik di Perguruan Tinggi merupakan upaya untuk memperkuat nilai-nilai kemanusiaan dalam proses pembelajaran. Transendensi dalam pendidikan profetik di Perguruan Tinggi merupakan upaya untuk mengintegrasikan ilmu pengetahuan dengan nilai-nilai agama. Salah satu institusi pendidikan yang memiliki fokus pada pendidikan profetik adalah UIN SATU Tulungagung. Atas latar belakang tersebut di atas, peneliti akan mengkaji dan menganalisa pelaksanaan implementasi pendidikan profetik di Perguruan Tinggi Islam. Penelitian ini bertujuan untuk mendeskripsikan tentang bagaimana perguruan tinggi mengimplementasikan pendidikan profetik ke dalam tri dharma perguruan tinggi? Menggunakan metode kualitatif menghasilkan kesimpulan: (1) Implementasi penguatan spiritualitas dalam pendidikan profetik di UIN Sayyid Ali Rahmatullah Tulungagung yaitu Pembelajaran Madrasah Diniyah di kampus, Penerapan Kurikulum MBKM dan Integrasi Keilmuan di Pembelajaran dalam Kelas, Menyelenggarakan Kegiatan Ilmiah, dan Menyediakan Fasilitas yang Memadai untuk menunjang aktivitas Keagamaan. (2) Implementasi penguatan kemanusiaan dalam pendidikan profetik di UIN Sayyid Ali Rahmatullah Tulungagung yaitu Program KKN Membangun Desa: Menyadarkan Hidup Bermasyarakat, Mengembangkan Bakat dan Minat Mahasiswa; Melatih Jiwa Kemanusiaan, dan Membangun Budaya Akademik yang Inklusif: Menjadi Manusia yang Merdeka

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