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Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam
Published by STIT Raden Wijaya Mojokerto
ISSN : 20884540     EISSN : 25804626     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 93 Documents
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Narasi Disparitas Higher-order Thinking Skill dan Scientific Thinking Skills Timur dan Barat dalam Sebuah Pengembangan Pemahaman yang Bertahan Lama Sholihin, Anwar
Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam Vol. 10 No. 1 (2020)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32616/tdb.v10.1.264.35-42

Abstract

Al Quran is a book of arguments and books that challenge western and eastern thinkers to collide with the truth of correct thinking, for the defeat of concepts and methodologies, the west thinks harder to surpass it by denying the truth of the Quran. Sayangya timur (the Islamic community) tends to follow him to justify their post-truth. This paper aims to describe how the disparity narrative of Eastern (Islamic) and western Scientific thinking skills in the development of long-lasting understanding. This research is a qualitative literature study of how phenomenons are interpreted in the literature. Reflexive methods such as narrative inquiry, autoetnography, joint ethnography, and community dialogue methods. As a form of understanding, narrative inquiry helps us shape our understanding of complex events. From the results of the discussion, it can be concluded as follows: 1) Higher-order thinking skills and western scientific thinking skills tend to squeeze thoughts constantly towards the emptiness of the soul by accelerating the post-truth era. 2) Higher-order thinking skills and Eastern (Islamic) scientific thinking skills are integrated into three low, medium and high levels which analogize thinking in parallel 1 (horizontally or vertically) parallel 2 (horizontally and vertically) and systematically complex cyclically by staying on linguistic narrative and rejects the post-truth by itself.
Pendidikan Matematika dalam Kontek Studi Islam: Al-Khwarizmi dan Kontribusinya untuk Matematika Cahyo, Hariris Nur; Firmansyah, Ilham Nur
Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam Vol. 10 No. 1 (2020)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32616/tdb.v10.1.265.43-50

Abstract

This article aims to describe the role of Al-Khwarizmi and his contributions to mathematics and mathematics education in the context of Islamic studies. This research is a qualitative literature study. The approach used is the empirical historical approach because the historical approach must be understood as a type of empirical, empirical approach, especially in the sense where this term is contrasted with an apriorist, rationalistic, or intellectualist orientation. Reflexive methods such as narrative inquiry, autoetnography, joint ethnography, and community dialogue methods. As a form of understanding, narrative inquiry helps us shape our understanding of complex world events. In the study of history, the attention of observers drawn by the charm peculiar to the era gained prominence as greats in science and in every art of peace as they had achieved on the battlefield. Such times, in the history of the Arabs, were the Caliph Al Mansur, Harun Al Rashid, and Al Mamun, famous contemporaries of Charlemagne. From the results of the discussion it can be concluded as follows: 1) Science and mathematics in the modern world benefit from the contribution of Islamic culture, despite the frequent tacit denial (which has characterized the history of Western ideas since the 17th century) that Muslim thinkers and medieval scholars make a significant contribution to our understanding of the world. 2) Since the beginning Islamic education has always been the main religious education, in the sense that it is explicitly meant to preserve religious traditions and at the same time, there is a strong urge to seek knowledge in culture, such as the hadith "seeking knowledge even though in China", "studying is an obligation. for every man and woman "and" seeking knowledge from the cradle to the grave is an obligation for every human being ". His reflection was that scholars throughout their history were very active in learning from foreign sources until they reached the "golden age of the Islamic era", which in turn supported "the scientific pillars of the Renaissance in the Western world". 3) Many studies on the contribution of Islam to mathematics and mathematics education especially computational mathematics that can be enjoyed today are the work of Islamic scholars.
Menakar Kontradiksi Implementasi Teori Direct Teaching dan Indirect Teaching dalam Permendikbud No 37 Tahun 2018 Arief, Mochamad Budi; Moh. Rodhi
Ta'dibia: Jurnal Ilmiah Pendidikan Agama Islam Vol. 10 No. 1 (2020)
Publisher : Sekolah Tinggi Ilmu Tarbiyah Raden Wijaya Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32616/tdb.v10.1.266.51-56

Abstract

This article aims to describe the implementation of direct teaching and indirect teaching in Permendikbud No. 37 of 2018 which is not in line with the theory, especially indirect teaching. This research is a qualitative literature study to interpret the phenomena in the literature. The approach used is an empirical approach which is contrasted with an apriorist, rationalistic, or intellectualist orientation. Simultaneous qualitative analysis, each influencing all the others, then, comparisons are made between the different types of organizations to study the unit of analysis. Finally, the book's social artifacts become the unit of analysis. From the results of the discussion, it can be concluded as follows: 1) Indirect teaching strategies exemplify teaching concepts, patterns, and abstracts for inquiry, problem solving, and discovery learning experiences that encourage students to think beyond the facts given, conclude and make generalization as a result or a follow-up to direct instruction or direct learning, where the teacher focuses students' attention on a problem and then provides students with only background information. Contradictory to this, Permendikbud No. 37/2018 concerning amendments to Permendikbud No. 24/2016 on KI and KD Curriculum 2013 mentions the formulation of competency in spiritual attitudes, namely respecting and living up to the teachings of the religion it adheres to. The formulation of social attitude competence is showing honest behavior, discipline, responsibility, courtesy, care, and confidence in interacting with family, friends, teachers, and neighbors. Both competencies are achieved through indirect teaching, namely modeling, habituation, and school culture, by paying attention to the characteristics of subjects and the needs and conditions of students. 2) Indirect learning has the following characteristics: (1) Students are responsible for their own learning processes and outcomes; (2) students learn by absorbing and adapting new information into their cognitive structures with what they already know and believe from the learning process; and (3) students solve problems through active-collaborative discussions in Permendikbud No. 37 of 2018 concerning changes to Permendikbud No. 24 of 2016 concerning KI and KD Curriculum 2013 is very small and does not even touch the characteristics referred to.

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