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All Journal The Islamic Religious Educational Journal
Ganjar, Devi
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Religion Education Social Sciences

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Array ISLAM DAN PENDIDIKAN PLURALISME: Array Ganjar, Devi
Ta'lim: The Islamic Religious Educational Journal Vol. 2 No. 1 (2023): EDISI MARET
Publisher : Sekolah Tinggi Agama Islam Persatuan Umat Islam Majalengka

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Abstract

Abstraksi Jika berbicara terkait pluralisme, sebagian masyarakat muslim menolaknya. Banyak faktor yang melatarbelakanginya, tapi apakah sebenarnya pluralisme itu? Bagaimana Islam memandang tentang konsep pluralisme ini? Semua akan dibahas pada tulisan ini. Pembahasan ini menggunakan kajian pustaka. Adapun hasil dari penelitian ini, bahwa konsep pendidikan pluralisme adalah pendidikan yang berorientasi pada realitas persoalan yang sedang dihadapi umat manusia secara keseluruhan. Melihat realitas tersebut, maka disinilah letak pentingnya menggagas pendidikan Islam berbasis pluralisme dengan menonjolkan beberapa karakter. Kata kunci: Pendidikan, Islam, Pluralisme
Upaya Pengkondisian Kelas untuk Mendisiplinkan Siswa Ganjar, Devi
Ta'lim: The Islamic Religious Educational Journal Vol. 3 No. 2 (2024): EDISI SEPTEMBER
Publisher : Sekolah Tinggi Agama Islam Persatuan Umat Islam Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65585/jt.v3i2.177

Abstract

Class conditioning is a fundamental component of learning management aimed at creating an orderly, effective learning environment that supports the development of student discipline. Discipline is not merely understood as compliance with rules, but as students’ ability to manage their behavior, responsibilities, and learning awareness. This article provides a theoretical analysis of various classroom conditioning efforts to cultivate student discipline through a literature-based approach. The findings indicate that effective classroom conditioning requires the integration of preventive strategies, positive reinforcement, humanistic approaches, and the creation of a democratic classroom climate. Various theories—such as behaviorism, social-cognitive theory, and humanistic approaches—offer a strong foundation for understanding that discipline is not simply a repressive action, but a behavioral construction that develops through repeated interactions among students, teachers, rules, and the learning environment. This article asserts that teachers play a central role as classroom managers, motivators, and moral exemplars in fostering discipline through planned, consistent classroom conditioning grounded in pedagogical values.
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