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ETIKA GURU DAN MURID DALAM PERSPEKTIF TAREKAT SYADZILIYAH Syahriza, Fatwa Azmi
Muta'allim: Jurnal Pendidikan Agama Islam Vol 2 No 1 (2023): Muta'allim: Jurnal Pendidikan Agama Islam
Publisher : Muta'allim: Jurnal Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/mjpai.v2i1.2570

Abstract

Educators and students are important components in an education. Among the interesting discussions and often a problem of contemporary education in the relationship between the two is ethics. Ethics are norms related to what a teacher should do to students and what is forbidden to do, and vice versa. Specifically within the tarekat, ethics has more attention because the interaction between the murshid and the student is not only physical but also involves the minds of both. This study uses a qualitative-descriptive method and uses a literature study as data purification. The results of this study indicate that within the Syadziliyah order, the murshid must be able to maintain authority in front of his students, the murshid must know how his students are doing, and the murshid must be able to adjust the conditions/ability of his students in giving practice. Students must always remember their murshid wherever they are, students must limit the orders of their murshid properly, students may not move the murshid if there is a potential for danger. Abstrak Pendidik dan peserta didik merupakan komponen penting dalam sebuah pendidikan. Di antara pembahasan yang menarik dan sering menjadi problema pendidikan masa kini dalam hubungan antara keduanya adalah etika. Etika merupakan norma-norma yang terkait dengan apa saja yang harus dilakukan seorang guru terhadap murid serta apa yang dilarang untuk dilakukan, begitu juga sebaliknya. Etika dibutuhkan dalam segala institusi pendidikan. Khusus di dalam lingkup tarekat, etika memiliki perhatian yang lebih sebab interaksi antara mursyid dan murid bukan hanya sekadar secara fisik namun juga melibatkan batin keduanya. Penelitian ini menggunakan metode kualitatif-deskriptif dan menggunakan studi kepustakaan sebagai penggalian data. Hasil dari penelitian ini menunjukkan bahwa di dalam tarekat Syadziliyah seorang mursyid harus mampu menjaga wibawa di hadapan muridnya, mursyid harus mengetahui kabar keseharian muridnya, juga mursyid harus bisa menyesuaikan kondisi/kemampuan muridnya dalam memberikan amalan. Pada sisi murid, murid harus selalu mengingat mursyidnya dimana pun berada, murid harus menaati perintah mursyidnya dalam kebaikan, juga murid tidak boleh berpindah-pindah mursyid jika berpotensi menimbulkan bahaya.
Analysis of the Evaluation of the Affective Domain of Islamic Education in the Merdeka Curriculum Syahriza, Fatwa Azmi; Chasanah, Imroatul; Kumala, Sinta Dewi; Asrori, Mohammad
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i2.6986

Abstract

Learning evaluation is the process of systematically collecting, analysing and interpreting information to determine the achievement of learning objectives. One of the important components in learning evaluation is the affective/attitude domain. The purpose of this research is to find out: (1) understanding the learning evaluation of the affective domain of the PAI subject; (2) indicators of the evaluation of the affective domain of the PAI subject in the Merdeka Curriculum; (3) planning and implementation of the evaluation of the affective domain of the PAI subject in the Merdeka Curriculum. This study uses a qualitative approach by describing and elaborating on the design of the affective domain evaluation instrument for the PAI subject in implementing the Merdeka Curriculum. The data collection technique used in this research is literature study. The primary data source used is the Merdeka Belajar curriculum policy published by the Ministry of Education and Culture of the Republic of Indonesia. The secondary data sources are obtained through national and international journal articles and other book sources that can help researchers related to the design of affective domain evaluation instruments for Islamic education in the Merdeka Curriculum. The results of this study indicate that affective is a domain related to mentality and values, in the form of feelings, interests, attitudes, emotions or values. In the learning of the Merdeka Curriculum, there are no terms for cognitive, affective, and psychomotor assessments, but the Merdeka Curriculum is known as formative and summative assessments. Affective evaluation techniques can be carried out through observation, self-assessment, peer-review and journals.