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As-Salam: Jurnal Studi Hukum Islam & Pendidikan
Published by Sekolah Tinggi Agama Islam Darussalam Lampung
ISSN : 20896638     EISSN : 24610232     DOI : -
Core Subject : Science, Education, Social,
Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences
Jurnal As-Salam: Jurnal Studi Hukum Islam & Pendidikan Mengkaji berbagai macam problematika yang berkaitan dengan Hukum & Pendidikan yang terjadi di masyarakat. Redaksi As-Salam mengundang para peminat kajian keislaman dan pendidikan untuk menulis dan melaporkan penelitinya dengan tema yang relevan dan belum pernah dipublikasikan. Terbit setiap 6 Bulan Sekali yaitu pada bulan April & Oktober.
Arjuna Subject : -
Articles 276 Documents
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PERAN KO KURIKULER DAN EKSTRAKURIKULER TERHADAP UPAYA PENCAPAIAN KURIKULUM 2013 Hidayah, Lutviyana
AS-SALAM Vol 8 No 2 (2019): MOTIVASI PERADABAN BARU DI ERA DIGITAL
Publisher : LPPM STAI DARUSSALAM LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51226/assalam.v8i2.128

Abstract

This article aims to describe the role and concepts of co-curricular and extracurricular activities so that it is useful for achieving the goals of the 2013 curriculum. This 2013 curriculum has three important objectives, namely Strengthening Character Education, Strengthening Literacy Culture, and 21st Century Learning. This type of research is library research, research sources are found in the literature and sources, or the latest findings regarding the Curricular and Extracurricular activities as well as the 2013 Curriculum. The results of this research are that co-curricular and extracurricular activities play a major role in achieving the three aspects of learning contained in the curriculum 2013, namely cognitive, affective and psychomotor aspects. These three aspects are very helpful in achieving the 2013 curriculum agenda, which consists of character strengthening, literacy culture and 21st century learning. Character strengthening can be achieved through religious extracurricular activities, Hisbul Wathan and BTQ, Kultum, work assignments, and intensive post-school guidance. Literacy culture can be achieved by reading guidance programs both reading the Al-Qur'an or spelling, one verse a day program. 21st century learning is pursued by extracurricular activities, namely tambourine activities, calligraphy and so on. The expected positive impact of this article is the dissemination of information about the urgency of co-curricular and extracurricular activities in an educational institution to achieve learning objectives in the 2013 curriculum.
PRINSIP UMUM DAN KHUSUS PENGEMBANGAN KURIKULUM: (IMPLIKASINYA TERHADAP PENERAPAN KURIKULUM 2013) Niswa
AS-SALAM Vol 8 No 1 (2019): MENYEMAI SEMANGAT PENDIDIKAN & KEADILAN HUKUM
Publisher : LPPM STAI DARUSSALAM LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51226/assalam.v8i1.131

Abstract

This article aims to describe the general and specific principles of curriculum development and to analyze the impact of the 2013 curriculum. The method used in this paper is to use the literature method (Librabry Research). The educational curriculum is always changing or developing, this is a form of response to the progress and demands of the times. However, curriculum change and development is certainly based on the principles that form the basis of development for educational curricula. The principles to be put forward include the principles in curriculum development, both in general and specifically. The results of this study indicate that, general principles in curriculum development include goal-oriented principles, competence, relevance, efficiency, effectiveness, flexibility, integrity, continuity, synchronization, objectivity and democracy. Specific principles include the principles of objectives, content, media, learning resources and evaluation. The expected positive impact of this article is that curriculum developers should pay particular attention to general and specific principles in curriculum development so that the objectives of the curriculum can be maximally achieved.
SEJARAH PERKEMBANGAN KURIKULUM DI INDONESIA SEJAK AWAL KEMERDEKAAN HINGGA SAAT INI Insani, Farah Dina
AS-SALAM Vol 8 No 1 (2019): MENYEMAI SEMANGAT PENDIDIKAN & KEADILAN HUKUM
Publisher : LPPM STAI DARUSSALAM LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51226/assalam.v8i1.132

Abstract

This article aims to describe the history of the development of the Indonesian education curriculum from 1945 to the present. Curriculum improvements are carried out at least once every ten years. Because within the past ten years, it is very possible that there will be changes in various fields such as information, communication technology and science. The method used in this research is the documentation method as used in data collection techniques in library research (library research). The object of study in this article is focused on tracing the history of curriculum development in Indonesia from the beginning of independence to the present. The results of this study indicate that the curriculum in Indonesia has been developed twelve times, namely in 1947, 1952, 1964, 1968, 1973, 1975, 1984, 1994, 1999, 2004, 2006 and 2013. The positive contribution expected from this article is that the public is educated on the history of curriculum development in Indonesia and can be used as a basis for future curriculum development to create quality students who are ready to compete internationally.
PERJALANAN BISNIS RASULULLAH SEBAGAI DASAR ETIKA BISNIS ISLAM ulil, Ulil Albab, Rahmatil Maula, Achmad Rofi Amufid, Moh Slamet S.
AS-SALAM Vol 7 No 2 (2018): AKTUALISASI DUNIA KERJA BERDASARKAN IPTEK
Publisher : LPPM STAI DARUSSALAM LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51226/assalam.v7i2.137

Abstract

Perilaku yang diterapkan oleh Nabi Muhammad SAW dalam berbisnis, mulai dari beliau menjadi seorang pengembala kambing hingga menjadi seorang pengusaha beliau selalu memberikan petunjuk atau cara dalam melakukan perdagangan dengan benar dan pfesional. Dalam hal ini beliau juga pernah mengalami kemunduran kemudian bangkit lagi dari keterpurukan bisnis. Beberapa prinsip yang diterapkan oleh Nabi Muhammad ialah amanah, jujur, menghindari gharar (ketidak pastian), timbangan tepat, tidak menimbun barang, tidak melakukan al-ghalb dan tadlis diantara penjual dan pembeli. Etika bisnis yang dilakukan oleh Nabi Muhammad menjadi menarik untuk dikaji, beliau yang hidup dalam masyarakat Arab bercorak ke-jahiliyyah-an berhasil menerapkan nilai-nilai etika, sebuah kesuksesan luar biasa jika melihat keberhasilan nabi dalam berbisnis, sehingga kita dapat meneliti: 1. Bagaimana perjalanan kehidupan Rasulullah 2. Bagaimana prinsip bisnis Rasulullah sebagai dasar etika bisnis Islam. Jenis penelitian ini adalah jenis penelitian deskriptif kualitatif dan menggunakan metode pendekatan sejarah. Penulis mencoba menguak fakta sejarah dibalik kesuksesan Nabi Muhammad dalam berbisnis.
EFEKTIVITAS ENTERPRENEURSHIP ROSULULLAH SAW PADA TRANSAKSI BISNIS ISLAM DI ERA MODERN Ulul Azmi, Andias, Nita Ambar Sari, Sri Husnul Khotimah
AS-SALAM Vol 7 No 2 (2018): AKTUALISASI DUNIA KERJA BERDASARKAN IPTEK
Publisher : LPPM STAI DARUSSALAM LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51226/assalam.v7i2.138

Abstract

Bisnis islam merupakan bagian dari usaha yang digunakan untuk memenuhi kebutuhan hidup yang mencakup dalam permasalahan muamalah. Pada zaman yang semakin berkembang saat ini terdapat beberapa pelaku bisnis yang dalam menjalankan transaksinya mulai begeser dengan nilai dan visi syari’ah. Mereka seringkali tidak peduli terhadap sesama untuk saling tolong menolong serta kejujuran sudah mulai terabaikan. Dalam melakukan transaksi bisnis dengan cara yang halal saat ini sangatlah minim sekali. Oleh karena itu agar umat muslim tidak menyimpang dalam menjalankan wirausaha dan transaksi bisnis secara islam, maka sangat diperlukan cara untuk mengetahui konsep entrepreneurship yang dilakukan oleh rosulullah saw, transaksi bisnis diera modern serta bagaimana efektivitas entrepreneurship rosulullah saw pada transaksi bisnis islam di era modern. Diketahui bahwasannya konsep berwirausaha dari rosulullah saw adalah shiddiq, amanah, tabligh, fathonah. Selain itu beliau juga mempunyai dua visi dalam menjalankan bisnisnya yaitu visi dunia dan visi akhirat. Visi dunia bisa kita lihat salah satunya dari adanya keuntungan/laba yang diinginkan seorang pelaku bisnis yang digunakan untuk memenuhi kebutuhan hidupnya, sedangkan untuk visi akhirat dapat terlihat salah satunya dari konsep berbagi dan saling tolong menolong.
RELEVANSI PEMIKIRAN PENDIDIKAN ISLAM HARUN NASUTION DENGAN PENDIDIKAN ERA MODERN DI INDONESIA Diah Rusmala Dewi
AS-SALAM Vol 8 No 2 (2019): MOTIVASI PERADABAN BARU DI ERA DIGITAL
Publisher : LPPM STAI DARUSSALAM LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51226/assalam.v8i2.139

Abstract

This article aims to analyze Harun Nasution's thoughts on education and its relevance to the modern world, especially in Indonesia. The method used in this research is literature study where the author tries to find, compile and analyze various information through various related sources. The results of this study explain that according to Harun Nasution, the backwardness of Muslims in Indonesia is caused by the Islamic education system which only focuses on the teachings of worship and fiqh which have implications for Islamic teachings which are interpreted as narrow and rigid teachings so that reforms in the world of Islamic education are needed by paying attention four important things, namely: (1) the educational curriculum should be prepared by taking into account the moral aspects, development and growth of students' thought processes, (2) the use of educational methods should emphasize the cultivation of moral education so that good morals are formed in children in addition to the delivery of material, (3) educators should have various competencies and constantly improve their quality, (4) religious education should produce students or students who religious spirit, not just religious knowledge. The positive impact expected in this article emphasizes the importance of moral aspects to be instilled in students to answer the problem of moral decline that is increasingly prevalent in this modern era.
TEORI BELAJAR HUMANISTIK ABRAHAM MASLOW DAN CARL ROGERS SERTA IMPLIKASINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM Insani, Farah Dina
AS-SALAM Vol 8 No 2 (2019): MOTIVASI PERADABAN BARU DI ERA DIGITAL
Publisher : LPPM STAI DARUSSALAM LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51226/assalam.v8i2.140

Abstract

This article aims to describe the humanistic learning theory and its implications for learning Islamic Religious Education. Collecting research data using the documentation method, whether in technique, data in library research (library research). The object of study is an article that focuses on Abraham Maslow and Carl Rogers' Humanistic learning theory and its implementation in Islamic Education learning. The results of this study indicate that humanistic learning theory is a learning process that originates and ends in humans, everything rests on human values. The humanistic education system approach emphasizes the development of human dignity who makes choices and has beliefs. Learning is considered significant, if the learning material has relevance to student needs. Students who act as the main actors interpret the process of their own learning experience. The expected positive impact of this article is the appreciation of the wider community about the importance of humanizing humans in learning activities to achieve self-actualization of students.
KENDALA GURU DALAM PEMBELAJARAN TEMATIK JARAK JAUH SELAMA MASA PANDEMI COVID-19 DI MADRASAH IBTIDAIYAH NURUL UMMAH (MINU) KOTAGEDE YOGYAKARTA Khanan Auladi
AS-SALAM Vol 9 No 2 (2020): PANDEMI COVID 19
Publisher : LPPM STAI DARUSSALAM LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51226/assalam.v9i2.141

Abstract

This article aims to examine teacher constraints in distance thematic learning in a private school in Yogyakarta. The data in this study were obtained from observations, interviews, and documentation. The results of the study show that distance learning has components, functions, models and challenges in its application. Thematic distance learning in MINU serves as a substitute for conventional learning that has been carried out so far. The model used is Fully Online. In its implementation, the teacher experiences various obstacles both internal constraints of the educator himself and constraints outside the educator. The internal obstacle of educators is the lack of readiness of educators at the beginning of the implementation of distance thematic learning, because most have never attended distance learning training. While the obstacles outside the educator are related to substandard internet connections, mentoring of student guardians that are less than optimal, and students who are getting bored with distance learning. The contribution of this research to education in Indonesia is to illustrate the obstacles that will be faced by teachers in distance thematic learning. Distance learning training is immediately given to teachers so that distance learning can be done optimally.
PENGEMBANGAN MATERI FIKIH KELAS VIII MADRASAH TSANAWIYAH: TENTANG INDAHNYA BERPUASA Khoirul Huda, Abdul Karim
AS-SALAM Vol 8 No 2 (2019): MOTIVASI PERADABAN BARU DI ERA DIGITAL
Publisher : LPPM STAI DARUSSALAM LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51226/assalam.v8i2.142

Abstract

This article aims to find out anything in the depth and breadth of the fasting material in class VIII Madrasah Tsanawiyah. The method used in this research is literature study, data collected through student books and fikih class VIII Madrasah Tsanawiyah teacher books, as well as treatment with the results of previous studies related to material development, then analyzed and described. The results of this study indicate that the subject matter contained in the eighth grade students' printed books of the subjects in the fasting chapter is still not broad and deep, so that teachers are expected to develop material that will apply it by paying attention to the requirements for developing, namely, facts, concepts, principles. , and procedures, then the four conditions must have the following things, namely distinctive, functional, valuable, and easy to use. This is an alarm so that students do not stutter about the development of science and technology and are able to keep up with the religious knowledge that has been learned. The expected positive impact of research activities by revising and developing fiqh subject matter, namely fiqh material is different from the previous one, it is more weighty, functional and easy to apply for teachers and students.
PENGEMBANGAN PENILAIAN AUTENTIK MATA PELAJARAN PENDIDIKAN AGAMA ISLAM Indah Khoirrul Mutakin
AS-SALAM Vol 8 No 1 (2019): MENYEMAI SEMANGAT PENDIDIKAN & KEADILAN HUKUM
Publisher : LPPM STAI DARUSSALAM LAMPUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51226/assalam.v8i1.143

Abstract

This article aims to describe the development of authentic assessment of Islamic Religious Education subjects. Authentic assessment basically focuses on the balance between assessing the competence of attitudes, knowledge, and skills in accordance with the development of student characteristics. The type of research in this article uses qualitative research with field study methods. The results of this study indicate that the obstacles in carrying out authentic assessments lie in the very diverse characteristics of students that make it difficult for teachers to provide assessments, the limited time in conducting assessments related to student activity, there are several aspects that must be assessed thoroughly, and the instruments used are more than one. Teachers can follow up on these obstacles by planning and managing the learning process properly, participating in several training related to assessments based on the 2013 curriculum, seeking information and references related to authentic assessment, and developing self-creativity in order to find new ways to assess students. The positive contribution that is expected from this article is that authentic assessments can be developed in every educational institution to provide quality assessments and are not limited to the cognitive realm.

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