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INDONESIA
MODELING: Jurnal Program Studi PGMI
Published by Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto
ISSN : 24423661     EISSN : 2477667X     DOI : -
Core Subject : Education,
Education Other
Arjuna Subject : -
Articles 16 Documents
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Search results for , issue "Vol 8 No 2 (2021): September" : 16 Documents clear
Manajemen Pendidikan Islam dalam Membentuk Karakter Siswa di Madrasah Ibtidaiyah Saidur Ridlo
MODELING: Jurnal Program Studi PGMI Vol 8 No 2 (2021): September
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/modeling.v8i2.1067

Abstract

Education has an important and central role in the development of human potential, including mental potential. Through education, it is hoped that a transformation will occur that can develop positive characters, and change character from bad to good. National education gives a mandate to schools/madrasas as formal educational institutions to organize a learning process that can enable the development of a social culture that gives birth to the character and civilization of the nation. The purpose of this study is to explain the management of Islamic education in shaping the character of students at Madrasah Ibtidaiyah. The method in this study uses a qualitative method with the type of descriptive analytic research. The results of this study that in shaping the character of students need Islamic education management so that character education planning is needed, character education organization, character education implementation, and character education supervision is needed. Documentary character education is integrated into the curriculum. In the development of character education, it is socialized to school members such as teachers, employees, and students as well as to parents and the community. As well as character values ​​are integrated into learning planning.
Reaktualisasi Karakter Peserta Didik melalui Pendidikan Islam Didik Supriyanto; Arif Efendi
MODELING: Jurnal Program Studi PGMI Vol 8 No 2 (2021): September
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/modeling.v8i2.1074

Abstract

This article discusses the role of Islamic religious education in character building of students in schools. PAI is one of the main pillars of character education. Character education will develop well if it starts from the deep-rooted religious spirit of children, so the school's PAI teaching materials are one of the supporting characters of character education. Through PAI studies, students learn aqidah as the foundation of their religion, teach the Quran and Hadith as a guide for their lives, teach Fiqh as a legal sign in worship, teach Islamic history as a living example, and teach ethics as a human guide. good or bad behavior. Bad. Therefore, the main goal of PAI learning is the personality development of the students, which is reflected in their behavior and mentality in everyday life. One of the successes of PAI learning in schools depends on the application of appropriate learning methods.
Kualitas Guru dalam Meningkatkan Mutu Pendidikan di Indonesia Ida Rohmah Susiani; Nur Diny Abadiah
MODELING: Jurnal Program Studi PGMI Vol 8 No 2 (2021): September
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/modeling.v8i2.1098

Abstract

Metrics to determine the goodness of a nation’s education level and how it fares when compared to other nations are continuously developed and updated. It is important because the growth of various aspects in a nation, whether directly or indirectly, is tied to the quality of education for the people. In a list of 14 developing countries, Indonesia ranked 10th in academic quality and 14th in teacher quality. This highlights a national urgency to focus and improve on our teachers’ quality for the nation’s overall education standard to rise. The aims of this research are to apply the literature study method to investigate previous studies on the topic of education practitioners and identify the possible solutions to improve them. The identified solutions are largely classified into 3 according to the party largely responsible to practice it, namely: i) the teachers, ii) the academic institutions, and iii) the government. These solutions are not isolated from one another; all three are needed to function together to achieve a synchronized improvement on teachers quality, and in turn, overall education quality in Indonesia.
Implementasi Perencanaan Pendidikan Dakwah Islam Abd. Hakim
MODELING: Jurnal Program Studi PGMI Vol 8 No 2 (2021): September
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/modeling.v8i2.1118

Abstract

Planning Islamic da’wah education is the process of compiling actions to be carried out in order to achieve the expected goals of Islamic education. The preparation process must also be based on the basic values of Islamic teachings, namely based on the Qur'an and Al-Hadith. The purpose of this research is to explain the implementation of Islamic da’wah education planning. The method in this study uses a qualitative method with the type of descriptive analytic research. The results of this study indicate that the planning of Islamic da'wah education is one of the implementations of God's commands, which is to call people towards Islamic teachings which include issues of theology, sharia, morals, and institutions. Islamic da'wah education planning is a systematic thinking pattern in determining everything that will be carried out in order to achieve a goal, while the function of Islamic da'wah education planning is to determine the goals or framework of actions needed to achieve certain goals.
MALAM DALAM AL-QUR`AN: Upaya Optimalisasi Waktu Malam untuk Belajar Siswa Achmad Muchammad
MODELING: Jurnal Program Studi PGMI Vol 8 No 2 (2021): September
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36835/modeling.v8i2.1576

Abstract

Bagi pelajar, menentukan waktu yang paling efektif untuk belajar bukanlah pekerjaan mudah. Apalagi di jaman modern seperti saat ini, seiiring ragam tantangannya yang juga beragam, mulai dari eksistensi media sosial yang kian merebak, ragam hiburan yang ditawarkan, hingga pola pergaulan yang semakin meluas, turut menjadi penyebab rumitnya mengatur aktifitas belajar siswa guna menunjang kegiatan belajar mereka di sekolah. Kondisi tersebut tentu berpengaruh pada proses pendidikan yang sedang mereka jalani. Alih-alih mencapai hasil maksimal dalam penerimaan materi pelajaran, justru laju pencerapan ilmu para siswa itu justru malah terganggu. Tulisan ini mencoba menawarkan pola belajar dan waktu yang efektif untuk belajar siswa. Perpaduan antara pengasahan inteletual dan spiritual yang ditawarkan dipandang tepat guna menjawab serangkaian tantangan di atas. Yakni dengan cara optimalisasi sepertiga malam yang terakhir sebagai rentang waktu yang dinilai paling tepat – seperti akan dibahas nanti -- , karena selain dapat meningkatkan kecerdasaan spiritual melalui shalat tahajjud, niscaya juga meningkatkan kecerdasan intelektualitasnya dengan belajar. Penelitian ini menggunakan metode kualitatif dengan pisau analisis isi (content analisys) yang kritis.
Sosiologi Pendidikan Mannheim (Sebuah Refleksi) Purwanto, Purwanto
MODELING: Jurnal Program Studi PGMI Vol 8 No 2 (2021): September
Publisher : Program Studi PGMI Sekolah Tinggi Ilmu Tarbiyah Nahdlatul Ulama Al Hikmah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69896/modeling.v8i2.2480

Abstract

Refleksi didefinisikan sebagai upaya untuk mencapai sudut pandang yang lebih tinggi untuk melihat situasi secara keseluruhan daripada hanya melihat fakta-fakta yang terisolasi. Pendekatan interdisipliner Mannheim terhadap pendidikan dan sosiologi pendidikan meliputi; (1). Tujuan Sosiologi Pendidikan, (2). Pengembangan Kurikulum dan Fungsi Sekolah, (3). Meninjau Ulang Posisi Nilai Mannheim dan Kaitannya dengan Tujuan Pendidikan, (4). Perdebatan Individualis-Kolektivis dalam Pendidikan, (5). Sifat Sosial-Psikologis Individu dan Perkembangan Kepribadian sebagai Aspek Pendidikan dan Pembelajaran, (6). Psikologi dan Pembelajaran, (7). Frustrasi, (8). Peran Guru dalam Pendidikan Kreatif, (9). Asumsi Naturalistik dan Teori Pembelajaran, (10). Faktor Sosiologis, (11). Pembelajaran dan Pengembangan di Sekolah, dan; (12). Ruang Kelas. Perspektif berbagai disiplin ilmu yang disebutkan, perlu upaya refleksi. Pembahasan refleksi sosiologi pendidikan inilah yang akan dibahas dalam tulisn ini. Penelitian ini adalah jenis penelitian library research dengan menggunakan pisau analisis deskriptif analisis. Hasil penelitian ini adalah: (1) Ada konsistensi dan kesinambungan dalam teori sosial Mannheim dan sosiologi pendidikannya. Mannheim berusaha mengkoordinasikan temuan-temuan epistemologisnya; usahanya untuk menemukan setidaknya seperangkat nilai yang bersifat sementara (temporary) dan relasional (relational) yang akan menjadi panduan untuk bertindak. (2) Mannheim meneliti faktor kepribadian, budaya, dan sosiologis atau struktural yang terlibat dalam proses pendidikan. Pembahasannya adalah rangkuman pengetahuan kontemporer yang paling relevan. Ia meninjau teori-teori kepribadian, gagasan tentang ciri-ciri budaya dasar suatu zaman, dan studi sosiologis tentang proses pendidikan. (3) Mannheim mencatat bahwa ada prasyarat fungsional (functional prerequisites) dari struktur dan budaya serta individu. Mannheim merasa bahwa pendidikan harus terdiri dari pengembangan untuk hidup. Pendidikan harus memberikan akar bagi stabilitas serta keamanan yang dibutuhkan untuk menghadapi perubahan. Pendidikan harus memberikan pengetahuan yang akurat tentang; dunia tempat kita hidup agar kita dapat menemukan tempat kita di dunia sebagai individu dan memiliki dasar minimal pengetahuan umum dan tujuan yang disepakati bersama dalam perspektif waktu historis tertentu. Abstract Reflection is defined as an attempt to reach a higher vantage point to see the situation as a whole rather than just looking at isolated facts. Mannheim's interdisciplinary approach to education and the sociology of education includes; (1). Purpose of Sociology of Education, (2). Curriculum Development and School Functions, (3). Revisiting Mannheim's Value Position and its Relation to the Purpose of Education, (4). The Individualist-Collectivist Debate in Education, (5). Socio-Psychological Nature of Individuals and Personality Development as Aspects of Education and Learning, (6). Psychology and Learning, (7). Frustration, (8). The Role of the Teacher in Creative Education, (9). Naturalistic Assumptions and Learning Theories, (10). Sociological Factors, (11). Learning and Development in Schools, and; (12). Classroom. The perspectives of the various disciplines mentioned, need reflection efforts. The discussion of reflection on the sociology of education is what will be discussed in this paper. This research is a type of library research using a descriptive analysis analysis. The results of this study are: (1) There is consistency and continuity in Mannheim's social theory and his sociology of education. Mannheim attempted to coordinate his epistemological findings; his attempt to find at least a set of temporary and relational values that would guide action. (2) Mannheim examined the personality, cultural, and sociological or structural factors involved in the educational process. His discussion is a summary of the most relevant contemporary knowledge. He reviewed personality theories, ideas about the basic cultural traits of an era, and sociological studies of the educational process. (3) Mannheim noted that there are functional prerequisites of structure and culture as well as the individual. Mannheim felt that education should consist of development for life. Education should provide the roots for the stability and security needed to deal with change. Education should provide accurate knowledge of the world we live in so that we can find our place in the world as individuals and have a minimal basis of common knowledge and goals that are mutually agreed upon within a specific historical time perspective.

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