Zawiyah: Jurnal Pemikiran Islam
Zawiyah: Journal of Islamic Thought published by the Postgraduate of IAIN Kendari includes textual studies and field work with various perspectives on education, law, philosophy, history, theology, political science, and more. This journal serves as a scientific forum for lecturers, researchers and other communities, this journal invites scholars and researchers outside the Institute to contribute the result of their studies and researches in the areas related to Islam and muslim society. Indonesian scholars can enrich studies through articles published in journals. Articles written in Indonesian have abstracts in English and with fair procedures for peer-review, Zawiyah publish research and studies relating to Islamic studies with various dimensions and approaches. Zawiyah: Journal of Islamic Thought is published twice a year, each issue focuses on the investigation of academics through comprehensive observations of Islamic Studies. This journal, serves as a forum for studying Islam in Indonesia and other parts of the world in local and global contexts. Therefore, researchers, writers, and readers from various scientific backgrounds have interacted scientifically
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<![CDATA[DETERMINASI WPRLDVIEW KEILMUAN DAN DAMAINYA SAINS-AGAMA ]]>
<![CDATA[Aris Try Andreas Putra]]>
<![CDATA[ Zawiyah: Jurnal Pemikiran Islam Vol 2, No 1 (2016): Desember 2016 ]]>
Publisher : <![CDATA[IAIN Kendari ]]>
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DOI: 10.31332/zjpi.v2i1.567
<![CDATA[Tulisan ini akanmengelaborasi secara konseptual berdasarkan hasil kajian literature tentang determinasi worldview keilmuan dan damainya sains-agama. Worldview merupakan pemahaman seseorang atau masyarakat terhadap fenomena yang empiris maupun non-empiris, dimana pandangan ini dipengaruhi oleh faktor internal maupun faktor eksternal; baik keturunan, faktor pendidikan, kondisi sosial budaya, agama dan lain sebagainya. Worldview sebagai dasar bagi setiap sikap dan perilaku seseorang, termasuk kegiatan ilmiah.Setiap kegiatan seseorang terrefleksi dari pandangan hidupnya (worldview) tersebut.Proses pembentukan pandangan hidup sejalan dengan proses pembentukan elemen-elemen pokok yang merupakan bagian dari struktur pandangan hidup itu. Struktur worldview hampir serupa dengan elemen worldview dan terdapat sedikitnya lima bagian penting yaitu: struktur atau konsep 1) tentang kehidupan, 2) tentang dunia, 3) tentang pengetahuan 4) tentang nilai dan 5) tentang manusia. Worldview (pandangan hidup/pandangan alam) adalah pemahaman seorang terhadap konsep-konsep pokok tertentu. Pemahaman setiap manusia akan mempengaruhi perilakunya. Cara pandang, sikap, dan perilaku seorang manusia ditentukan, bagaimana ia memahami suatu objek yang diinderanya. Antar ilmuwan satu dengan lainnya, yang memiliki pandangan hidup bebeda akan menghasilkan kesimpulan berbeda tentang satu fenomena. Pandangan hidup yang memiliki dimensi kepercayaan pada Tuhan, contohnya, tentu akan menerima pengetahuan non-empiris. Sebaliknya pandangan hidup yang mengingkari eksistensi Tuhan akan meniadakan pengetahuan non-empiris dan pengetahuan spiritual lainnya. Demikianlah perdebatan antara worldview sampai pada pembahasan konflik dan damainya sains dan agama.]]>
<![CDATA[Akal Perspektif Al-Qur'an ]]>
<![CDATA[Muh Daming K.]]>
<![CDATA[ Zawiyah: Jurnal Pemikiran Islam Vol 2, No 1 (2016): Desember 2016 ]]>
Publisher : <![CDATA[IAIN Kendari ]]>
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DOI: 10.31332/zjpi.v2i1.521
<![CDATA[Intelligent is one of capacity among capacity of human in which purpose as tool and pair of scales for knowlegde to understand either right and worng. Intelligent in al-Qur'an can be purposed as medium to think of authorization and creation of Allah SWT. In any circumtances.Intelligent can show affection. Intteligent pepople will learn from saying of Allah SWT., as guidance to the right. If intelligent is safe, morals will be perfect.]]>
<![CDATA[INTEGRASI SAINS DAN AGAMA DALAM PEMBELAJARAN ELABORASI ]]>
<![CDATA[Ambar Sri Lestari]]>
<![CDATA[ Zawiyah: Jurnal Pemikiran Islam Vol 2, No 1 (2016): Desember 2016 ]]>
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DOI: 10.31332/zjpi.v2i1.563
<![CDATA[Pembelajaran dapat dimaknai sebagai hasil dari pengalaman-pengalaman siswa dalam kehidupannya yang kemudian dikonstruksikan sendiri didalam pikiran akhirnya terwujud pada perubahan perilaku. Hasil belajar ini mencakup aspek kognitif, afektif dan psikomorik yang terintegrasi di dalam diri seorang individu dalam menerapkan suatu konsep. Dari hasil pengamatan di kelas pembelajaran masih terfokus pada pengajar yang mendominasi kelas, karena itu melalui pembelajaran elaborasi dengan pendekatan kontekstual peserta didik dapat saling berinteraksi dengan lebih mengembangkan potensi diri dalam mengetahui dan memahami serta semaknai suatu hal baru. Kegiatan pembelajaran saat ini sangat didukung oleh teknologi informasi, dengan menggunakan internet sebagai pendukung dalam kegiatan proses belajar mengajar. ]]>
<![CDATA[INTEGRASI ILMU DALAM PEMBELAJARAN AL ISLAM DAN KEMUHAMMADIYAHAN BERWAWASAN NEUROSAINS ]]>
<![CDATA[Leliy Kholida]]>
<![CDATA[ Zawiyah: Jurnal Pemikiran Islam Vol 2, No 1 (2016): Desember 2016 ]]>
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DOI: 10.31332/zjpi.v2i1.568
<![CDATA[The effort of the goverment do to grow their interest is by formulating curriculum study based on occupation field necessity called the National Qualification Curriculum of Indonesia (KKNI). By this, it can be done learning in higher education is the changing of qualification achievement in subject, case Al Islam and Kemuhammadiyahan (Akhlak). The lectures in designing learning can reference insight neuroscience. The designing learning of Al Islam and Kemuhammadiyahan (Akhlak) change from Teacher Center Learning (TCL) to Student Center Learning (SCL) with a variety of strategies and methods of learning example blended learning. There are seven the best circuit to qualify for learning is meant by neuroscience: cortex prefrontal maturity, sensory modality, mirror neuron, sensory motor, creative imagination, Hypothalamic Pituitary Adrenal (HPA), spiritual brain. The essentials, key Pearson its from there are seven sircuit until their individual to communicate, it can produce legitimacy (as college graduates, recognition of prior learning; even both).]]>
<![CDATA[INTEGRASI AGAMA DAN NEGARA DALAM PRODUK HUKUM PERKAWINAN PERSPEKTIF NEGARA HUKUM INDONESIA ]]>
<![CDATA[Budiarti Budiarti]]>
<![CDATA[ Zawiyah: Jurnal Pemikiran Islam Vol 2, No 1 (2016): Desember 2016 ]]>
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DOI: 10.31332/zjpi.v2i1.559
<![CDATA[According to the constitution, UUDNRI 1945, that religion and state have a relationship that is integral in determining the validity of a marriage in Indonesia. Religion is the foundation of the validity of a marriage, and the state gives legitimacy. Administrative toward marriage conducted according to the laws of each religion. Therefore, interfaith marriage is not a form of expression and religious freedom are guaranteed in the Constitution as a state of law that is based upon Almighty God. The implementation marital law product is not providing the legitimacy of marriage through a civil registry administratively, it is not discriminated against and do not conflict with the rule of law in Indonesia. Religion and state in the context of Indonesian law has a strong relationship in the organization of state power, it is necessary to pay attention to religious values in the formulation of a legal product, either through legislation, regulations, and judicial.]]>
<![CDATA[INTEGRASI SAINS DAN AGAMA DALAM PEMBELAJARAN ELABORASI ]]>
<![CDATA[Sri Lestari, Ambar]]>
<![CDATA[ Zawiyah: Jurnal Pemikiran Islam Vol 2, No 1 (2016): Desember 2016 ]]>
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<![CDATA[Pembelajaran dapat dimaknai sebagai hasil dari pengalaman-pengalaman siswa dalam kehidupannya yang kemudian dikonstruksikan sendiri didalam pikiran akhirnya terwujud pada perubahan perilaku. Hasil belajar ini mencakup aspek kognitif, afektif dan psikomorik yang terintegrasi di dalam diri seorang individu dalam menerapkan suatu konsep. Dari hasil pengamatan di kelas pembelajaran masih terfokus pada pengajar  yang mendominasi kelas, karena itu melalui pembelajaran elaborasi dengan pendekatan kontekstual peserta didik dapat saling berinteraksi dengan lebih mengembangkan potensi diri dalam mengetahui dan memahami serta semaknai suatu hal baru. Kegiatan pembelajaran saat ini sangat didukung oleh teknologi informasi, dengan menggunakan internet sebagai pendukung dalam kegiatan proses belajar mengajar. ]]>
<![CDATA[SALAT DAN KESEHATAN PERSPEKTIF HUKUM ISLAM ]]>
<![CDATA[Siti Halimang]]>
<![CDATA[ Zawiyah: Jurnal Pemikiran Islam Vol 2, No 1 (2016): Desember 2016 ]]>
Publisher : <![CDATA[IAIN Kendari ]]>
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DOI: 10.31332/zjpi.v2i1.560
<![CDATA[Solat is worship which contains some utterances and action started by recitation of laudation and ended by peace be unto you. Solat is worship demanding concentration and absorbed deeply. Humble before God in Solat can impact to concentration and health mind. If mind is health, all aspect of body will feel health. When Solat all aspect of healthy will be synergy harmoniously. Solat is related to healthy through eacht solat actions that stimulate nerve system, such as back, armpit, shoulder, arm and leg, thigh and finger leg. If all the nerve cencors is stimulated, it will react to certain organ in the body. In perspective of ilamic law this is preventive action to take care of soul, because the purpose of Islamic law is to give commonly useful benefit to soul as the instrument of worship to Allah swt. ]]>
<![CDATA[PENDEKATAN RUQYAH PADA ANAK AUTISME ]]>
<![CDATA[Desy Aniqotsunainy]]>
<![CDATA[ Zawiyah: Jurnal Pemikiran Islam Vol 2, No 1 (2016): Desember 2016 ]]>
Publisher : <![CDATA[IAIN Kendari ]]>
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DOI: 10.31332/zjpi.v2i1.565
<![CDATA[Child Autism is a developmental disorder of children who have complex that can be seen before the age of 3 years, which is the specification concerning communication, social interaction and activity of the imagination. School Children with Special Needs Taruna Al-Quran Yogyakarta, has a therapeutic program of Al-Quran and Hadith that is integrated into the curriculum of education for children with autismem. The therapeutic process is done by reading some of the letters in the selection of the Quran and several hadith the prophet Muhammad, prayer and dhikr (ruqyah). Ruqyah supporting elements in the approach by performing Duha prayer in congregation, learning Tahfidz (recitation) of the Quran, the socialization of environmental, academic material (general studies and religion). Results of research on ruqyah approach in autismetic children showed significant improvements in cognitive, motoric, verbal and affection after students attend some treatment continuously and constantly evaluated its development . Islamic education is integrated in the form of habituation, emotional, experience, exemplary daily life .]]>
<![CDATA[KURIKULUM 2013: SPIRITUALISASI SAINS MELALUI PENDEKATAN TEMATIK-INTEGRATIF ]]>
<![CDATA[Supriyanto Supriyanto]]>
<![CDATA[ Zawiyah: Jurnal Pemikiran Islam Vol 2, No 1 (2016): Desember 2016 ]]>
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DOI: 10.31332/zjpi.v2i1.561
<![CDATA[Integration of science discourse revolving around 12 years ago and then spread to almost all religious colleges, both public and private. The concept has been built long enough trouble as realizing the real action, so it is inevitable imagination to this day still immersed several universities in the integration of scientific discourse. The emergence of the curriculum in 2013were judged to have the spirit of integration of the momentum for education practitioners either from early childhood through college. The concept of thematic learning-integrative contained in the new 2013 curriculum limited to internal integration and still mono disciplines, so still need to do the reconstruction of aspects of the curriculum content. Efforts integration of science into the curriculum in 2013 is supported by some models of learning such as project based learning, discovery based learning, inquiry based learning and problem based learning.]]>
<![CDATA[ISLAM DAN LINGKUNGAN (Model Pendidikan Islam Dalam Pembentukan Perilaku Peduli Lingkungan di SMA Negeri 6 Kendari) ]]>
<![CDATA[Jumarddin La Fua,Samsul, Husain Insawan Ratna Umi Nurlila2]]>
<![CDATA[ Zawiyah: Jurnal Pemikiran Islam Vol 2, No 1 (2016): Desember 2016 ]]>
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DOI: 10.31332/zjpi.v2i1.566
<![CDATA[This research examines the model of Islamic education in the formation of environmental care behavior in SMA Negeri 6 Kendari. The purpose of this research is to understand the introduction and understanding of environmental education as well as the form and behavior of matter formation environment in SMA Negeri 6 Kendari. The method of this research is qualitative research approach to the study of the field or field research, where researchers conduct research directly on site to get and collect data to be able to give you an idea of the reality on the ground in a systematic and describes the relationship of all the data obtained in particular relating to the establishment of environmental care behavior in SMA Negeri 6 Kendari. The object of this research is the principal, vice principal, teacher of Islamic education, Teachers Adiwiyata and Sman 6 Kendari. Data collection techniques in the study done by direct observation, interviews, and documentation. Data analysis in this research by reduction of data, data presentation and data verification. The results showed that the formation of environmental values matter in SMA Negeri 6 Kendari has done to build the character of the care for the environment through conditioning activities interact with the environment in discerning and wise. The process of cultivation of the value of environmental care in SMA Negeri 6 Kendari take a long time and done continuously and sustainably so that learners can receive values that have been instilled in him and will bring up the behavior of matter to the environment. The shape of the planting environment values which has been done by the SMA Negeri 6 Kendari through several patterns such as socialization, structuring the environment school vision being performed on every Tuesday, Thursday and Saturday, a text message or writing words of motivation that is framed in religus, and awarding examples example by all the citizens of the school in building a caring environment on behavior of SMA Negeri 6 Kendari.]]>
