FALASIFA : Jurnal Studi Keislaman
FALASIFA Journal of Islamic Studies, contains Islamic studies covering Islamic Education, Management of Islamic Education, Islamic Thought, Islamic Economics, Islamic Politics, Pesantren, Family Education, Community Education, and other Islamic Studies. Published twice season, April and September.
Articles
202 Documents
<![CDATA[Implementation of Religious Tolerance Values in Islamic Religious Education at a Public High School in Rembang ]]>
<![CDATA[Moh Sholihuddin]]>;
<![CDATA[Farida Isroani]]>
<![CDATA[ FALASIFA : Jurnal Studi Keislaman Vol 13 No 01 (2022): Maret ]]>
Publisher : <![CDATA[STAIFAS-Press ]]>
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DOI: 10.36835/falasifa.v13i01.859
<![CDATA[The implementation of religious tolerance is a standard of consideration consistent concept of humans towards mutual respect of other religions by living together without mixing beliefs. This research uses a qualitative case study approach through observation, interview and documentation. The results of the study show that: the values of religious tolerance which are internalized in the subject of Islamic Religious Education at a public high school in Rembang have been well actualized by students and all school members through the realization of school programs that support the internalization of religious tolerance values. The supporting factor for the actualization of the value of tolerance at at a public high school in Rembang is the goal orientation of each school member, including the principles of wholeness, unity, humanism, and socialism.]]>
<![CDATA[Problem-Based Learning Strategies As The Main Concept of Quality Learning ]]>
<![CDATA[Nur Jannah]]>
<![CDATA[ FALASIFA : Jurnal Studi Keislaman Vol 13 No 01 (2022): Maret ]]>
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DOI: 10.36835/falasifa.v13i01.861
<![CDATA[One of the current learning problems is the lack of educators in mastering strategies or learning models that lead to the quality of the learning output itself. The application of methods in learning is one of the keys to achieving quality learning because, in its implementation, the strategy will determine whether the teaching is effective or not. Problem Based Learning (PBL) strategy is one of the strategies considered important in achieving the quality of education because it is based on social and scientific problems by the tendencies of the learner, resulting in a contextual and scientific understanding. In this learning model, students are invited to solve some issues and find solutions for the contextual problems. Thus, students can be actively involved in the learning process so that learning does not feel monotonous and only listens to the teacher lecturing. This strategy indirectly also fosters students' ability to analyze problem-solving and think critically about solving problems or events they will face. This paper examines the concept of quality learning problem-based learning in the idea of quality, both absolute and relative, as Edward Sallis argues. So that learning does not feel monotonous and only listen to the teacher lecturing.]]>
<![CDATA[TYPOLOGY OF MAJLIS TA’LIM DISCOURSE; An Overview Towards Religious Discourse Constellation in Jember Regency ]]>
<![CDATA[Hafidz Hafidz]]>;
<![CDATA[Erfan Efendi]]>
<![CDATA[ FALASIFA : Jurnal Studi Keislaman Vol 13 No 01 (2022): Maret ]]>
Publisher : <![CDATA[STAIFAS-Press ]]>
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DOI: 10.36835/falasifa.v13i01.938
<![CDATA[Majlis ta’lim is a necessity for the development of the reality of religious populism today. This type of religious group is a forum for the socio-political cultural structuring of today’s society. So that these religious groups have a role in constructing the social life of the community. In this context, the majlis ta’lim is deemed to have an interest in producing its discourse. Of course, everyone has understood that the religious discourse of religious assemblies (majlis) has a strong influence on the order of social life. The last fact was found that today’s religious assemblies (majlis) tend to contest, especially in the world of politics. On such problems, this research is important to do. The important issue that must be studied is how the awareness and religious views of the majlis ta’lim in seeing the various religious discourses that have existed so far that have been there? And how is the typology of discourse developed in response to it? Through a qualitative approach in the intentionality or Franz Brentano model of action qualitative approach, the research problem is trying to be studied. The result is an important picture of discourse production developed by this majlis. The conclusion is that the discourse production developed by this majlis has two different and contradictory typologies. The difference is the attitudes and religious values developed in religious discourse.]]>
<![CDATA[Islamic Education Learning Improvement Through Learning Leadership ]]>
<![CDATA[Sarwan Sarwan]]>;
<![CDATA[Imron Rosady]]>
<![CDATA[ FALASIFA : Jurnal Studi Keislaman Vol 13 No 01 (2022): Maret ]]>
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DOI: 10.36835/falasifa.v13i01.939
<![CDATA[This paper aims to describe the improvement of learning through learning leadership so that the function of principals to improve the quality of inputs through preparing professional educators as a way increasing the quality of Islamic education because if they have professional educators they will do the same. The effective learning process produces outstanding outcomes. The provision of education personnel in decision-making institutions is determined by the education office or school committee. Meanwhile, to improve the professionalism of education personnel, principals bring coaching through supervision activities. Coaching teachers in schools and with other schools to develop the communication, knowledge, and experience of educators by involving teachers in training and workshops. The quality of Islamic education will be achieved with the participation of the community, and for that, the principal also increases promotions to perfect the student recruitment strategy to improve learning, especially in Islamic education learning.]]>
<![CDATA[Technology As A Product Of Science Based On Philosophy ]]>
<![CDATA[Muhammad Choerul Umam]]>;
<![CDATA[Siti Masitoh]]>;
<![CDATA[Mochamad Nursalim]]>
<![CDATA[ FALASIFA : Jurnal Studi Keislaman Vol 13 No 02 (2022): September ]]>
Publisher : <![CDATA[STAIFAS-Press ]]>
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DOI: 10.36835/falasifa.v13i02.1046
<![CDATA[Man defines science and philosophy as a genuine endeavor to comprehend a discipline's approach and notion. The periods' and developments' high needs have ushered philosophy into an arrangement by demonstrating how the "Mother of Science" develops effectively from each subject. Of course, being a human person, he will never be pleased with knowledge alone, but rather with knowledge and truth. Because truth is the state of something according to the real object, learning something through knowledge (philosophy) is a method of gaining objective and right knowledge. Furthermore, the job of philosophy in this context is to analyze and research human life from many perspectives. The goal of this research is to look at philosophy as the foundation for the development of scientific products in the form of technology, the function of which is to decide the path of human life itself. The job of technology is not only to solve issues encountered by humanity in certain locations and eras, but also to address many metaphysical concerns. The existence of philosophy and science is very necessary in the midst of the development of science and technology; its presence is demonstrated by the specialization of science, because scientists are expected to be able to realize their limitations by studying philosophy in order to avoid being trapped in an attitude of intellectual arrogance. The community is heterogeneous in this century, so the advancement of technology will produce complex difficulties and can transform the mindset of human life to a more sophisticated life pattern with technical power such as robots and the internet. Philosophy underpins science, which is employed as an axiological milestone in positively directing and controlling the development of science and technology for the benefit of mankind and the environment.]]>
<![CDATA[Development Of Schoology-Based E-Learning In Islamic Economics Course Tadris Study Program Kh Achmad Siddiq Institute Of Islamic Religion 2019 ]]>
<![CDATA[Musyarofah Musyarofah]]>;
<![CDATA[Moh Sutomo]]>;
<![CDATA[Abdurrahman Ahmad]]>
<![CDATA[ FALASIFA : Jurnal Studi Keislaman Vol 13 No 02 (2022): September ]]>
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DOI: 10.36835/falasifa.v13i02.1047
<![CDATA[Utilization of information technology has become a necessity in almost every sector of life, including the world of education by presenting e-learning systems in educational institutions to increase the effectiveness and flexibility of learning. E-learning enables learning interactions between students and educators by accessing information and subject matter/lectures anytime and anywhere . The same is true for learning the Islamic Economics course at the Social Sciences Tadris Study Program which in its implementation coincides with the Internship II activities at partner SMP/MTs, so that both activities can run well without having to leave one of them. The objectives of this study are: 1) To describe the development of Schoology - based E-learning in the Islamic Economics course at the Social Studies Tadris Study Program IAIN Jember in 2019 ?; 2). Describe the feasibility and effectiveness of Schoology - based E-learning development products in the Islamic Economics course at the Social Studies Tadris Study Program IAIN Jember in 2019 . This research uses an adapted research and development model from Sugiyono include : 1) Potential and problems; 2) Gathering information; 3) Product Design; 4) Design validation; 5) Design improvements; 6) Product trial: 7) Product revision; 8) Trial of use; 9) Product Revision; 10) Mass Product Manufacturing. The research instruments used were: 1) validation questionnaires for experts, 2) product applicability observation sheets, 3) practice questions, 4) assessment rubrics, 5) lecturer and student response questionnaires, and (5) interview guidelines for lecturers and students. The data obtained in the form of quantitative and qualitative. Quantitative data analysis used descriptive percentage technique . The results of the study show that: 1) E-learning products based on Schoology in the Islamic Economics course are arranged using features namely : Add file/Link/External Tools in the form of power point or Theory each chapter Islamic Economics , Add Discussion in the form of a discussion forum , Add Link in the form of connected learning videos with youtube , Add Test/ Quiz in the form of Quiz and Add Assignment in the form of Tasks , 2) The development of Schoology-based E-learning which is compiled has the feasibility of a material expert of 78.2%, which means that the Islamic Economics e-learning module material is valid or feasible to use. The results from IT experts and design percentages are 80% which means that the IT e-learning design is valid or feasible to use. The results of the assessment from the initial trial stage obtained an average percentage of 81.25%, which means that e-learning is very valid so that the product can be used without revision. Test the effectiveness of e-learning with use calculation NGain Score shows the average value of NGain Score is 0.5326 is categorized as moderate or quite effective, with a minimum N-Gain Score value of 0.14 and a maximum N-Gain Score value of 0.93. So it can be concluded that the use of e-learning schoolology in the Islamic Economics course is quite effective in improving the learning outcomes of Tadris IPS IAIN Jember students.]]>
<![CDATA[Perspectives On The Philosophy Of Education Progressivism In Learning Models Ubiquitous Learning ]]>
<![CDATA[Remerta N. Naatonis]]>;
<![CDATA[Siti Masitoh]]>;
<![CDATA[Mochamad Nursalim]]>
<![CDATA[ FALASIFA : Jurnal Studi Keislaman Vol 13 No 02 (2022): September ]]>
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DOI: 10.36835/falasifa.v13i02.1048
<![CDATA[The development of technology in the world of education gave birth to various new learning models and methods, one of which is Ubiquitous Learning. Ubiquitous Learning is u-u-learning, referred to as u-learning, leveraging digital content, physical environments, mobile devices, pervasive components, and wireless communication to provide users with a teaching-learning experience anytime, anywhere, and anywhere. The birth of Ubiquitous Learning is in line with and in line with the philosophical view of progressivism which considers education to always innovate or change in accordance with the changing times and science and technology in another sense the philosophy of progressivism is a school of modern educational philosophy that wants a change in the implementation of education to be more advanced. This study aims to analyze uLearning learning in the perspective of the philosophy of progressivism to see the relationship and assess the compatibility of the two concepts in indonesian education today, the research method uses qualitative methods with a literature review approach on Ubiquitous Learning and analyzed using the philosophical theory of progressivism. The results of the study can be explained as follows, first: Ubiquitous Learning is a learning model in which there is a separation between students and teachers in the teaching and learning process so that students are emphasized to learn more independently from where and at any time by using technological facilities and networks both the philosophy of progressivism education is a belief in the natural power of man, the power that is passed on to humans from birth who have been bring basic talents and abilities or potentials, especially their resourcefulness, so that humans will be able to overcome all the problems of their lives Third: the philosophy of progressivism education views the elements contained in distance education model Ubiquitous Learning as an effort to provide alternative education that is constrained to follow education in general.]]>
<![CDATA[Humanist Learning With Multiple Intelligences Strategy On Religious Education ]]>
<![CDATA[Imron Rosady]]>
<![CDATA[ FALASIFA : Jurnal Studi Keislaman Vol 13 No 02 (2022): September ]]>
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DOI: 10.36835/falasifa.v13i02.1049
<![CDATA[Learning in Islamic education is very important in the application of learning with multiple intelligences in Islamic Religious education learning. The learning planning document is called a lesson plan, there is multiple intelligences research at the time of acceptance of new students to find out their intelligence, students are grouped based on their respective intelligence. The implementation of multiple intelligences in Islamic religious education learning in schools has been carried out well. The lesson plan has been owned by the religious education teacher before the lesson is carried out. The main basis for teachers in making lesson plans for religious education learning is the linguistic intelligence of students by adjusting all learning activity plans with linguistic intelligence indicators. The implementation of the multiple intelligences linguistics strategies in religious education learning has been carried out with learning activities that are adapted to the linguistic intelligence of students, both activities at the beginning of learning such as apperception, warner, and scene setting, core activities are presented with methods that are following linguistic intelligence, and activities at the end of the lesson.]]>
<![CDATA[Code Switching In English Teaching Learning Process At Year Tenth Of State Islamic Senior High School 3 Jember ]]>
<![CDATA[Anik Nur Maidah]]>;
<![CDATA[Moh. Nahrowi]]>
<![CDATA[ FALASIFA : Jurnal Studi Keislaman Vol 13 No 02 (2022): September ]]>
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DOI: 10.36835/falasifa.v13i02.1050
<![CDATA[This study aims to explain the way of native teacher and non-native teachers do code switch during classroom interaction, to describe the types of code-switching, to explain the factors that cause the occurrence of code-switching, and to explain the functions of code-switching in English teaching learning process used by native teacher and non-native teacher. This study uses descriptive qualitative since this study is to analyze and find the social phenomena which are running naturally based on Hoffman theory to describe code-switching in English teaching learning process. There are three types of code-switching: inter-sentential, intra-sentential, and emblematic-switching. The result shows that all of the three types found in this study used by native teacher and non-native teacher. Furthermore, the most type used by native teacher and non-native teacher is intra-sentential code-switching. Besides, the most dominant factors that cause the occurrence of code-switching is talking about particular topic since to help the learners understand the meaning of the topic. Moreover, the most significant functions of code-switching to teachers is affective function since the teacher wanted to build intimate relations with the students and the most dominant function to students is conflict-control since the students used code-switching to avoid misunderstanding of teachers’ explanation.]]>
<![CDATA[Development Of Biology Learning Tools To Improve Communication Skills Reviewed From Humanistic Philosophy ]]>
<![CDATA[Dian Noer Asyari]]>;
<![CDATA[Siti Masito]]>;
<![CDATA[Mochamad Nursalim]]>
<![CDATA[ FALASIFA : Jurnal Studi Keislaman Vol 13 No 02 (2022): September ]]>
Publisher : <![CDATA[STAIFAS-Press ]]>
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DOI: 10.36835/falasifa.v13i02.1075
<![CDATA[This research is a developmental research because it develops learning tools to improve students' communication skills in terms of humanistic philosophy. The aim of this study is to create practicable learning instruments for training communication skills in the sense of a humanistic philosophy according to the criteria of validity, practicability and effectiveness. The development of learning devices was based on the four-D model. Research design using a pretest-posttest design with a group. Several insights were gained based on research data: the validity of learning tools developed in good categories; the readability of the developed student textbooks is appropriate for learning; the implementation of the RPP is well categorized; the dominant student activities are communicating information/opinions, asking questions and making presentations with a share of 18.88%; The obstacles encountered when using learning tools are that students are unfamiliar with communication skills, making some students less active participants in the learning process. Students respond positively to the learning process; Guided discovery learning can train students' communication skills; and student learning outcomes are 100% complete after participating in the teaching and learning process. The conclusion of this study is that guided discovery learning tools are feasible (valid, practical and effective) that are used to train students' communication skills.]]>
