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All Journal Ta'allum: Jurnal Pendidikan Islam At-Tarbawi: Jurnal Kajian Kependidikan Islam Muaddib : Studi Kependidikan dan Keislaman Tawazun: Jurnal Pendidikan Islam Living Islam: Journal of Islamic Discourses MANAGERIA: Jurnal Manajemen Pendidikan Islam Nusantara: Jurnal Pendidikan Indonesia At-Tarbawi: Jurnal Kajian Kependidikan Islam Ta'dib Ta'allum: Jurnal Pendidikan Islam
Afiq Fikri Almas
Universitas PGRI Semarang, Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Universal Religious Learning Model (Studi Pengamalan Al Qur’an Surat An-Nahl Ayat 125): Studi pengamalan Alquran surat An-Nahl Ayat 125 Almas, Afiq Fikri
TAWAZUN: Jurnal Pendidikan Islam Vol 17 No 1 (2024)
Publisher : Program Studi Magister Pendidikan Islam,Sekolah Pascasarjana Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/tawazun.v17i1.16368

Abstract

Humans cling to the Quran as a source of education, teaching a way of life, and offering many insights into the existence of life that brings life. Many aspects of religious education are also contained in the Qur'an, one of which is the management of the learning process by implementing a universal model for all human groups. The subject matter in this paper is (1) The essence of a universal religious learning model is contained in Q.S. An-Nahl verse 125, (2) The implementation of a religious learning model using the Bil Hikmah model, the Al Mau'idzhah Hasanah model and the Mujaadalah Billatii Hiya Ahsan model is very relevant for junior and senior high school levels. This research uses descriptive qualitative method and tahliliy or tajzi'iy interpretation approach, as well as book survey or literature study used to collect the opinions of mufasirin and equipped with data sources from relevant books. The results of this study found several novelty, namely: (1) Based on the practice of the Qur'an letter An-Nahl verse 125 in the study of education there are three universal religious learning models which include educational models through bil-hikmah, educational models through Al Mau'idzah Al Hasanah, and educational models through Mujaadalah Billatii Hiya Ahsan. (2) The Universal Religious Learning Model (URLM) can be applied in Islamic religious studies in particular and can also be applied in learning religions other than Islam through material content according to their respective beliefs and religions in junior high school or high school. Abstrak Manusia berpegang teguh pada Alquran sebagai sumber pendidikan, mengajarkan cara hidup, dan menawarkan banyak wawasan tentang keberadaan hidup yang menghidupkan. Aspek pendidikan agama juga banyak terkandung di dalam Alquran yang salah satunya adalah pengelolaan proses pembelajaran dengan mengimplementasikan model universal untuk semua kelompok manusia. Pokok bahasan dalam tulisan ini yaitu (1) Esensi model pembelajaran agama yang universal terkandung dalam Q.S. An-Nahl ayat 125, (2) Implementasi model pembelajaran agama dengan menggunakan model Bil Hikmah, model Al Mau’idzhah Hasanah dan model Mujaadalah Billatii Hiya Ahsan sangat relevan untuk tingkat SMP dan SMA sederajat. Penelitian ini menggunakan metode deskriptif kualitatif dan pendekatan tafsir tahliliy atau tajzi'iy, serta book survey atau studi literatur digunakan untuk mengumpulkan pendapat para mufasirin dan dilengkapi dengan sumber data dari kitab yang relevan. Hasil penelitian ini menemukan beberapa novelty yaitu: (1) Berdasarkan pengamalan dari Alquran surat An-Nahl ayat 125 dalam kajian pendidikan terdapat tiga model pembelajaran agama yang universal yang meliputi model pendidikan dengan melalui bil-hikmah, model pendidikan dengan melalui Al Mau'idzah Al Hasanah, dan model pendidikan dengan melalui Mujaadalah Billatii Hiya Ahsan. (2) Universal Religious Learning Model (URLM) dapat diterapkan dalam pembelajaran-pembelajaran agama Islam khususnya dan juga dapat diterapkan dalam pembelajaran agama selain agama Islam melalui konten materi sesuai keyakinan dan agamanya masing-masing di SMP ataupun SMA.
Praktik Kebijakan Pendidikan Islam Indonesia dari Era Pra Kolonial hingga Kurikulum 2013 Almas, Afiq Fikri
Ta'allum: Jurnal Pendidikan Islam Vol 6 No 1 (2018)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/taalum.2018.6.1.175-196

Abstract

This article is intended to reveal the basic theory of educational policy. The practice of Islamic education in Indonesia from its development to its policy implementation has also become a basic study of this article. This research includes literature research using laws, books, articles, and journals related to the Indonesian Islamic education policy and its implementation from the pre-colonial era to the Curriculum 2013 as a source of data. A theoretical study approach to a policy using an existing phenomena. The results of this study is indicating that the policy of Indonesian Islamic education has experienced a significant development in every era, although the implementation of the policy there are still many problems in several lines. The development and change of Islamic education policies have a positive impact every year, so that Indonesian Islamic education is more global and comprehensive and felt by all Indonesian citizens. Indonesian Islamic education has been developing every time until the curriculum 2013 with additional hours of lessons, but this great policy should need to be evaluated and accompanied by the development of professional educator resources. Because the development of material policies must be supported by human resources to advance the Indonesian Islamic education.
Multiculturalism: Its Implementation in Islamic Education Khabibah, Siti; Almas, Afiq Fikri; Irbathy, Shafa Alistiana; Kolis, Nur
MUADDIB Jurnal Kependidikan dan Keislaman Vol 14 No 1 (2024)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/muaddib.v14i1.10019

Abstract

The main purpose of multicultural education is to provide equal opportunities for male and female students to succeed in their education regardless of differences in race, ethnicity, ethnicity, religion, social class, and culture of origin as well as being applied in an educational model that opposes forms of racism and all forms of discrimination in schools and society by accepting and affirming the pluralism and diversity of students. This research tried to explore traditions, habitus, and ideology and the implementation of multiculturalism values articulated in the form of curriculum and teaching, vision, and social life in institutions. With field research data collected and tested for its validity in confirmability, transferability, dependability, and data triangulation, it was found that multicultural education was implemented by inserting multiculturalism values into the learning curriculum with the dimensions of content integration, knowledge construction, prejudice reduction, equitable pedagogy, and empowering school culture and social structure. Multicultural education is attached to the curriculum and learning strategies, including in every interaction between school members. This type of multicultural education in critical education is reflective. It becomes the basis for action for change in Indonesian society which develops democratic principles in real action in the school community. It reflects unity in diversity. This research is expected to contribute to describing a multicultural education model that strengthens the diversity of differences and accommodates them for improving the quality of Indonesian human education.
Sosiologi Pendidikan Michel Foucault: Kritik dan Dialog antara Ideologis dengan Praksis Pendidikan Almas, Afiq Fikri
Nusantara: Jurnal Pendidikan Indonesia Vol. 4 No. 2 (2024)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/njpi.2024.v4i2-4

Abstract

Purpose – This research aims to discuss Michel Foucault's sociology concept of education theory and criticize the dialogue between ideology and educational practice based on several of Foucault's works. This is because Foucault rejects the concept of power that is negative. And he proposed the concept of power-knowledge which underlines that there is no power without knowledge, and vice versa. Foucault also observed the shift from monarchical power to disciplinary power in modern society, which is reflected in educational practices and needs to be addressed.Method – The research methodology approach was conducted through a literature review of Foucault's works and relevant sociological theories.Findings – The research results explain that Foucault emphasizes the importance of the relationship between power, knowledge, discipline, and punishment in the context of education. In the context of education, the practice of power is reflected in standardization, selection, and punishment systems. Foucault criticizes standardization and selection practices that can create social inequality and identifies more internalized forms of punishment such as educational punishment. However, he proposed a critique of the use of power and control in education that ignores aspects of students' individuality and critical consciousness. Research Implications – Thus, this research can provide benefits to academics and educational practitioners to understand and apply Foucault's concepts in the context of education. It is useful to encourage critical and reflective thinking towards existing educational practices and explore new ways to achieve more inclusive and humanizing educational goals. Foucault also introduced the concept of the Panopticon that can be applied in education, where schools will become efficient places of surveillance for teachers against students.
Co-Authors Dicky Artanto Imam Machali Misbah Ulmunir Misbah Ulmunir, Misbah Nur Kolis, Nur Shafa Alistiana Irbathy Siti Khabibah Subiyantoro