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All Journal Asatidzuna |Jurnal Pendidikan Guru Madrasah Ibtidaiyah AT-TAKLIM: Jurnal Pendidikan Multidisiplin
Izzuddin Mustofa
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Religion Humanities Education Social Sciences Other

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METODE PEMBELAJARAN UNTUK PENDIDIKAN DASAR PERSPEKTIF AL GHAZALI Mahmudin, Wildan; Erik Jaenudi; Fahrurroji firman; Izzuddin Mustofa; Ateng Ruhendi
Asatidzuna | Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 4 No 1 (2024): Maret, 2024
Publisher : Pusat Penelitian dan Pengabdian Kepada Masyarakat (P3M) STAI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70143/asatidzuna.v4i2.329

Abstract

The learning process is basically done to improve personal abilities or competencies. Learning is an active process active process and a function of the total situation that surrounds the student. Individuals who learning process will go through a learning experience and try to find meaning from the experience. to find meaning from the experience. The method of religious education according to Al-Ghazali in principle begins with memorization and understanding. Al-Ghazali argues that religious education should begin to be taught to children as early as possible. possible. Because in these years, a child has the preparation to accept religious beliefs solely by believing in them and not being required to find the evidence. Meanwhile, with regard to moral education morals, teaching must lead to the formation of noble morals. Type of research used by the author in this study is library research. (library research). In general, Al-Ghazali did not express a specific method to be applied in a teaching a particular method to be applied in teaching children in elementary school. ELEMENTARY SCHOOL / MI. However, Al-Ghazali's attention in terms of this method is more aimed at specific methods for teaching religion to children. on specific methods for teaching religion to children. The method of learning methods for the elementary level according to Imam Al-Ghazali, namely the method of habituation, task method, reward method, warning method, and reprimand method. and the method of reprimand.
Klasifikasi dan Contoh Variasi Bahasa: Tinjauan Teoretis dan Praktis Dzikri Ahmad Fauzi; Izzuddin Mustofa; Ade Nandang
AT-TAKLIM: Jurnal Pendidikan Multidisiplin Vol. 2 No. 7 (2025): At-Taklim: Jurnal Pendidikan Multidisiplin (Edisi Juli)
Publisher : PT. Hasba Edukasi Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71282/at-taklim.v2i7.710

Abstract

This study aims to describe the general characteristics of language variation and provide concrete examples across diverse communicative contexts. Language variation is a sociolinguistic phenomenon arising from social interaction and varying language functions, divided into categories based on speaker, usage, formality, and communication medium. Speaker-based variation includes idiolect (individual variation), dialect (geographical variation), chronolect (temporal variation), and sociolect (social group variation). Usage-based variation—also known as fungsiolect or register—relates to domains such as academic, journalistic, or legal language. Meanwhile, language formality is classified into five registers: frozen, formal, consultative, casual, and intimate. Finally, variation by medium distinguishes between spoken and written styles, with spoken language being spontaneous and written language more structured. This study employs a descriptive-literature methodology, analyzing key sociolinguistic theories from various sources. The findings indicate that language variation encompasses not only structural aspects (such as phonology, lexicon, morphology, and syntax) but is also significantly influenced by social, geographical, temporal, situational, and modal factors. In conclusion, language variation is a complex phenomenon reflecting the dynamic interplay between linguistic structure and speakers’ social identities, underscoring its importance in studies of social interaction and language education.
METODE PEMBELAJARAN UNTUK PENDIDIKAN DASAR PERSPEKTIF AL GHAZALI Mahmudin, Wildan; Erik Jaenudi; Fahrurroji firman; Izzuddin Mustofa; Ateng Ruhendi
Asatidzuna | Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 4 No 1 (2024): Maret, 2024
Publisher : Pusat Penelitian dan Pengabdian Kepada Masyarakat (P3M) STAI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70143/asatidzuna.v4i2.329

Abstract

The learning process is basically done to improve personal abilities or competencies. Learning is an active process active process and a function of the total situation that surrounds the student. Individuals who learning process will go through a learning experience and try to find meaning from the experience. to find meaning from the experience. The method of religious education according to Al-Ghazali in principle begins with memorization and understanding. Al-Ghazali argues that religious education should begin to be taught to children as early as possible. possible. Because in these years, a child has the preparation to accept religious beliefs solely by believing in them and not being required to find the evidence. Meanwhile, with regard to moral education morals, teaching must lead to the formation of noble morals. Type of research used by the author in this study is library research. (library research). In general, Al-Ghazali did not express a specific method to be applied in a teaching a particular method to be applied in teaching children in elementary school. ELEMENTARY SCHOOL / MI. However, Al-Ghazali's attention in terms of this method is more aimed at specific methods for teaching religion to children. on specific methods for teaching religion to children. The method of learning methods for the elementary level according to Imam Al-Ghazali, namely the method of habituation, task method, reward method, warning method, and reprimand method. and the method of reprimand.
Co-Authors Ade Nandang Ateng Ruhendi Dzikri Ahmad Fauzi Erik Jaenudi Fahrurroji firman Mahmudin, Wildan