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INDONESIA
TA'LIM : Jurnal Studi Pendidikan Islam
Published by Universitas Islam Darul Ulum
ISSN : 26210452     EISSN : 26210460     DOI : -
Core Subject : Education,
Education Other
TA‘LIM: Jurnal Studi Pendidikan Islam published by Program Studi Pendidikan Agama Islam (PAI) Universitas Islam Darul' Ulum Lamongan. TA‘LIM Journal that focus studies on Islamic Education. This journal is published twice a year in January and July.
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue "Vol 2 No 2 (2019): July" : 7 Documents clear
PENDIDIKAN MULTIKULTURAL SEBAGAI PEMBENTUKAN KARAKTER PESERTA DIDIK Muhammad Anas Ma`arif
TA'LIM : Jurnal Studi Pendidikan Islam Vol 2 No 2 (2019): July
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/talim.v2i2.1413

Abstract

The realization of multicultural education is not just students getting material at school, but students also need to be able to experience multicultural practice firsthand. Thus, teachers, principals, school staff, employees, and security guards must be able to create a multicultural atmosphere in the school environment. And, multicultural education should not only be obtained in formal education, but non-formal education and informal education must also implement a multicultural system. this study uses library research in which data is taken from books, journals, which are relevant to the theme. This research resulted in the internalization of multicultural education on integral aspects in the subjects of students. The value internalized must contain elements of tolerance and mutual insult so that people can respect one another
PENDIDIKAN ISLAM SEBAGAI SEBUAH SISTEM DI ERA 4.0 Triana Rosalina Noor
TA'LIM : Jurnal Studi Pendidikan Islam Vol 2 No 2 (2019): July
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/talim.v2i2.1472

Abstract

The era of 4.0 has brought changes in the order of human life from the order of behavior to the organization. And education can be a solution to these fundamental changes. However, Islamic education that is intended to be implemented should be a well-systemized Islamic education. This is because Islamic education will not only build people in the competencies of religious knowledge but also religious knowledge all of which come from the Koran. Through well-organized Islamic education, it will help shape the personality of the students in a comprehensive personality growth, have good intellectuals and optimal faith. Therefore, it is appropriate to change towards era 4.0, Islamic education is required to be more sensitive to the symptoms of social change in society. Islamic education should properly improve and beautify itself so that it can not only be able to do the best innovations so that it is always contextual to demands and changes. Islamic education begins to strengthen the components that are in it so that the quality and end products produced are a superior generation for the era.
MANAJEMEN PEMBERDAYAAN GURU DALAM LEMBAGA PENDIDIKAN ISLAM Aris Sofandi
TA'LIM : Jurnal Studi Pendidikan Islam Vol 2 No 2 (2019): July
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/talim.v2i2.1476

Abstract

Islamic Educational Institutions quality are related to its teachers’ quality. Qualified teacher will be able to help the institution to reach its vision. There are not a lot of good teachers. Therefore, the Islamic institution should apply teacher empowerment management system in order to increase the number of empowered and qualified teacher. Planning, organizing, actuating, and controlling are the main functions in management. Strategies to empower teacher are analysis and design of work, human resource planning, recruitment, selection, professional development, compensation, and work culture.
IBTIDAIYAH MADRASAH (MI) AND INTEGRATED ISLAMIC PRIMARY SCHOOL (SDIT) REQUEST OF ISLAMIC EDUCATION AND INTEGRAL PARADIGM IN THE SISDIKNAS LAW NO. 20 OF 2003 Nurhadi Nurhadi
TA'LIM : Jurnal Studi Pendidikan Islam Vol 2 No 2 (2019): July
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (294.056 KB) | DOI: 10.52166/talim.v2i2.1615

Abstract

The emergence and existence of the madrasa cannot be separated from the Islamic reform movement which was initiated by the efforts of a number of religious intellectuals who were later developed by Islamic organizations in Java, Sumatra and Kalimantan. Educational institutions currently have three models that have developed in Indonesia, namely schools (general) as mentioned above, madrasas (religions) as well as those mentioned above, and pesantren. The three according to some thinkers cannot realize the education objectives of the National Education System. The author Analsis stated the substantive goals of national education in the National Education System Act No. 20 of 2003 is Islamization and Integration of Islamic education. By combining the two paradigms of Islamic education is likely to be realized with the actual purpose of education. There are four factors that SDIT is very substantive with national education goals in the National Education System Act No. 20 of 2003, which is an Islamization and Integralism of Islamic education, in accordance with the purpose of education in the Act Chapter II Article 3, namely: "To develop the potential of students to become human beings who believe and fear the Almighty God, have a noble, healthy character, knowledge, skillful, creative, independent, and become a democratic and responsible citizen ". Religion with its legality and formality, both knowledge and administration, and both Islamic education institutions are very high and equal, equal to equivalent general education, namely elementary school (SD). This can be seen from the recognition of MI and its integral curriculum both general curriculum and religion, according to its characteristic that MI school-based madrasas (imtaq and science and technology) and SDIT are religion-based schools (science and technology and imtaq).
PERAN ORANG TUA DALAM MENDIDIK ANAK SEJAK DINI SECARA ISLAMI DI ERA MILENIAL 4.0 Ida Latifatul Umroh
TA'LIM : Jurnal Studi Pendidikan Islam Vol 2 No 2 (2019): July
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (355.665 KB) | DOI: 10.52166/talim.v2i2.1644

Abstract

Children are the desire of every married couple. Children given by Allah to His servants will be held accountable in the afterlife. Parents' obligations to their children do not only meet their physical needs. But the most important thing is to provide him with education, especially religious education. And parental obligations in providing education must begin early. Family education plays an important role as the foundation of further education, especially to face the challenges of education in the 4.0 era. The study in this paper uses the method of library study, which aims to determine the role of parents in educating children from an early Islamic age in the 4.0 era. The results of this study are parents have a role as forming the positive character of children from an early age. In shaping the positive character of children in the 4.0 era, parents must continue to learn about ways to educate children. The things that can be done by parents in educating children in the 4.0 era are: maintaining good communication, knowing trends loved by children so they know how to filter them, setting aside free time for children, being gentle with children, digging information about children's activities, equip children with a strong religious education, pray for children.
PENDIDIKAN KARAKTER PADA ANAK BERKEBUTUHAN KHUSUS Muchamad Suradji
TA'LIM : Jurnal Studi Pendidikan Islam Vol 2 No 2 (2019): July
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (211.246 KB) | DOI: 10.52166/talim.v2i2.1645

Abstract

This study aims to determine the character education of children with special needs in SDLB 45 Babat Lamongan. The research method used in this study is qualitative, while the data collection techniques are observation, interview and documentation. The analysis in this study uses descriptive qualitative analysis with stages of data display, data reduction, and verification and conclusions. The results of the research conducted, it can be concluded that the character values ​​applied to students at SDLB 45 are curiosity, friendly / communicative and care for the environment. 3 out of the 18 character values ​​that exist when applied can be considered good, although the implementation process requires a little time. This is because students are different from normal students in general, and the teacher implements gradually by providing stimulus in advance and demonstrating that the character values ​​to be conveyed can be received by students well.
PEMBENTUKAN KARAKTER ANAK MENURUT ABDULLAH NASHIH ULWAN Muhammad Hambal
TA'LIM : Jurnal Studi Pendidikan Islam Vol 2 No 2 (2019): July
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Islam Darul 'Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (292.047 KB) | DOI: 10.52166/talim.v2i2.1676

Abstract

The purpose of this study is to discuss the urgency of Islamic education for children and how the theory of character formation of children according to Abdullah Nashih Ulwan. This research is a qualitative study with the type of library research (library research), and the data analysis technique uses inductive and deductive. The findings of this study can be concluded: first, Islamic education is education oriented to the five pillars of religion, namely faith, etiquette, morals, worship, and muamalat. Two pillars are closely related to the afterlife, namely faith and worship. While the other three pillars are related to world affairs, namely morals, manners and muamalat. If you accept the pillars as intended in education, this education will give birth to people who have strong faith, truly worship, both moral and ethical, and are able to involve the community and be involved in life in accordance with the skills (expertise) they have. Second, the theory of the formation of children's characters in accordance with Ulwan began since the creation, and the formation of children's characters to become a being insan kamil (perfect human being) is not enough just to reform the morals, but must discuss some aspects of coaching, good faith education, religious education, moral education, scientific education, and physical education. Because humans are not only like walking objects, but humans consist of spirits and bodies. The morality that is seen is the fruit of the faith and spirituality that is in the soul and feelings. Likewise man was created not to live alone, but he is a social creature that lives and bermuamalah with others.

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