FIKRAH
Fikrah : Jurnal Pendidikan Agama Islam published twice a year since 2012 (June and December), is a multilingual (Bahasa, Arabic, and English), peer-reviewed journal, and specializes in Islamic Education. This journal is published by the Islamic Education Department, Faculty of Islamic Studies, Ibn Khaldun University, Bogor, Indonesia, in partnership with ISPI( Association of Indonesian Scholars of Education). Editors welcome scholars, researchers and practitioners of Islamic Education around the world to submit scholarly articles to be published through this journal. All articles will be reviewed by experts before accepted for publication. Each author is solely responsible for the content of published articles.
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<![CDATA[LEMBAGA PENDIDIKAN DALAM PERSPEKTIF HADITS ]]>
<![CDATA[Fauziah, Ai Samrotul]]>
<![CDATA[ FIKRAH Vol 7 No 1 (2023): JUNI ]]>
Publisher : <![CDATA[Ibn Khaldun University, Bogor ]]>
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DOI: 10.32832/fikrah.v7i1.20586
<![CDATA[Penulisan artikel ini bertujuan untuk menganalisis lembaga pendidikan dalam perspektif hadits dikarenakan banyak lembaga pendidikan yang tidak sesuai dengan Undang-undang Sistem Penndidikan Nasional (UUSPN), sehingga akan dikaji bagaimana hadits berbicara tentang lembaga pendidikan. Metode yang digunakan adalah metode causal efektual dengan menggunakan kajian kepustakaan (library research) yang bersifat kualitatif dengan pendekatan klasik (naqliyyah dan aqliyyah) dan pendekatan secara kontemporer. Dari pembahasan dan hasil literatur menyimpulkan hadits pendidikan informal adalah hadits yang diriwayatkan oleh Muslim, hadits pendidikan non formal adalah hadits yang diriwayatkan oleh Bukhari Muslim dan hadits pendidikan formal adalah hadits yang diriwayatkan oleh At-Thabrani. Dengan demikian sejatinya pendidikan Islam mendekati lembaga pendidikan sesuai dengan Undang-Undang Sistem Pendidikan Nasional sehingga tidak ada alasan bagi umat muslim untuk menjauhi pendidikan yang bersifat nasional.]]>
<![CDATA[MODEL INKULTURASI NILAI RELIGIOUS PADA PEMBELAJARAN BIOLOGI DENGAN PENDEKATAN DISKOVERI ]]>
<![CDATA[Mulyani, Aty]]>;
<![CDATA[Rusdi, M.]]>;
<![CDATA[Yelianti, Upik]]>;
<![CDATA[Sudarmin, Sudarmin]]>
<![CDATA[ FIKRAH Vol 7 No 1 (2023): JUNI ]]>
Publisher : <![CDATA[Ibn Khaldun University, Bogor ]]>
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DOI: 10.32832/fikrah.v7i1.20587
<![CDATA[The objectives of research Biology matter are (1) aspects of mastery of concepts related to cognitive learning outcomes, (2) aspects of scientific work skills; and (3) aspects of religious and scientific attitudes. At this time science (Biology) learning integrated with Religious Values is still being debated regarding how what theories support it and why does it require integration? Therefore, this researcher aims to describe the inculturation learning model of Religious Values in Biology Learning with the Approach Approach because at this time religious and scientific learning has not been integrated in the sense that when teachers teach do not associate religious values. Religious values can be integrated into science learning because science and religion are closely related. While the pattern that was carried out for integration was through the process of inculturation. Inculturation has been studied by several western theologians, walisongo scholars, religious leaders in the archipelago and national education figures such as Ki Hajar Dewantara. This study developed a discovers learning model that is integrated with religious values. Through the inculturation process in its implementation, the instructional design process for the inculturation process using the ADDIE model. In the ADDIE process an analysis of the needs of students, teaching materials, learning facilities and infrastructure and needs related to the design of learning inculturation of religious values in science learning (Biology) in regular and flexible activities includes knowledge of effective teaching and learning, development that is to develop learning models inculturation of religious values in learning Biology so that it can be implemented in the learning process and evaluated. In this research conceptually, the teaching material of each sub-topic is related to the Qur'anic verses/hadith and the process can use the media of songs, poetry, religious poetry, and sholawat following the content of the subject matter of science.]]>
<![CDATA[INTEGRASI KEILMUAN DAN IMPLIKASI AIK DALAM MEWUJUDKAN INSAN BERKEMAJUAN DI PERGURUAN TINGGI ]]>
<![CDATA[Busahdiar, Busahdiar]]>;
<![CDATA[Karimah, Ummah]]>;
<![CDATA[Idrus, Ali]]>;
<![CDATA[Taufik, Azhar]]>;
<![CDATA[Wahyuni, Sri]]>;
<![CDATA[Akbar, Tubagus Osama]]>;
<![CDATA[Agustin, Cahya Lestari]]>
<![CDATA[ FIKRAH Vol 7 No 1 (2023): JUNI ]]>
Publisher : <![CDATA[Ibn Khaldun University, Bogor ]]>
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DOI: 10.32832/fikrah.v7i1.20588
<![CDATA[The concept of Insan Berkemajuan is found in the Muhammadiyah slogan as a da'wah movement. The perspective of a progressive person is a person who has superior science and technology achievements. People who have prosperous and prosperous conditions. And progressive people can bring people to power, so that the governance of the people and nation can be carried out according to the values of Islamic da'wah. And progressive people are able to invite, teach and realize Islamic values in society. So that a truly Islamic society will be realized. Through educational institutions in higher education to realize students become progressive people, they integrate knowledge on Al Islam and Kemuhammadiyahan (AIK) in every lecture. This research is a qualitative research with interview method. The data collection method in this study uses the documentation method by viewing and recording relevant available reports. The data analysis technique used is content analysis to draw conclusions from the documents used. Based on the results of the researcher's study of scientific integration in AIK implications for realizing progressive people in every lecture applied by lecturers, namely in the learning process integrated with Islamic teachings, Lecturers explicitly include AIK values in the Syllabus / RPS, Lecturers and Students behave and behave in accordance with Islamic teachings, Lecturers in the lecture process are integrated with Islamic teachings, and internalize Islamic values in each course.]]>
<![CDATA[IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI DALAM KURIKULUM MERDEKA PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SMAS BINA PUTERA-KOPOv ]]>
<![CDATA[Dirjo, Dirjo]]>;
<![CDATA[Ilzamudin, Ilzamudin]]>;
<![CDATA[Hidayat, Wahyu]]>;
<![CDATA[Lugowi, Rifyal Ahmad]]>;
<![CDATA[Wasehudin, Wasehudin]]>
<![CDATA[ FIKRAH Vol 7 No 1 (2023): JUNI ]]>
Publisher : <![CDATA[Ibn Khaldun University, Bogor ]]>
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DOI: 10.32832/fikrah.v7i1.20589
<![CDATA[In implementing an independent curriculum, educators are expected to be able to meet the learning needs of each student with different characteristics. To realize the expected learning objectives of differentiated learning is the right idea. But the facts show that it is still rare for teachers to be willing to work on this because they do not have a clear concept to carry it out. This study aims to fulfill the implementation of differentiated learning in Islamic Religious Education subjects at SMAS Bina Putera-Kopo. This research uses descriptive qualitative research methods. Research that uses hypothesis testing through data on words compiled, and data can be compiled for analysis using narrative descriptions. This study found that in an effort to implement differentiation, the following steps are needed; first, planning is carried out by mapping the initial abilities of students, what must be learned is interest and readiness to learn and determine essential material in learning outcomes; Second, it performs three components, namely the differentiation of content, processes, and products. Third, conduct an evaluation to determine the effectiveness and success rate of the objectives of the learning carried out. The researcher concluded that differentiation learning in Islamic Religious Education subjects provides an opportunity to learn naturally, starting from the initial ability of each student. The success of differentiated learning implementation is obtained due to the support of good communication and collaboration between both parties, namely the school and parents.]]>
<![CDATA[PENGARUH DIDIKAN ORANG TUA TERHADAP PESERTA DIDIK DALAM HASIL PEMBELAJARAN DI SEKOLAH ]]>
<![CDATA[Sidqy, Mukhrij]]>;
<![CDATA[Fauziah, Eva]]>
<![CDATA[ FIKRAH Vol 7 No 1 (2023): JUNI ]]>
Publisher : <![CDATA[Ibn Khaldun University, Bogor ]]>
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DOI: 10.32832/fikrah.v7i1.20590
<![CDATA[Pendidikan dalam suatu Instansi sekolah sudah jelas mempunyai banyak pengaruh untuk suatu proses perkembangan hasil didik anak , dan salah satu yang mempengaruhi dalam porsesnya adalah orang tua, karena bukan hanya berpaku kepada seorangpendidik dikarenakan Orangtua adalah yang paling bisa ditiru oleh peserta didik didalam kesehariannya dan menjadikan anak termotivasi dalam belajar, merasa diperhatikan dan menjadi pemicu acuan perkembangan yang pesat dalam hasil belajar anak atau bahkan bisa menjadi pemicu utama turunnya proses pembelajaran juga hasil yang diperoleh anak secara drastic dari sebuah factor internal dan exsternal pada diri peserta didik. Dalam rangka itulah penelitian ini dilakukan sebagai upaya dalam mengemukakan dan memberikan pencerahan wawasan kepada orangtua untuk tidak hanya berfokus pada proses yang dilakukan seorang anak namun bisa melihat pada pengaruh dan aspek dalam kehidupan dirumah dari orangtua nya sendiri dalam suatu motivasi belajar anak dan hasil yang akan dicapai secara maksimal akan lebih terlihat di sekolah. Penelitian ini dilakukan dengan cara pengumpulan data melalu suatu metode Library research. Dalam penguatan objek penelitiannya diambil dari jurnaljurnal, dokumen-dokumen, koran serta buku-buku atau biasa disebut dengan metode sekunder. Hasilnya, dapat disimpulkan bahwa orang tua memiliki andil dan peran yang sangat penting dan sangat berpengaruh dalam mendidik anak untuk tercapai nya suatu hasil prestasi belajar yang optimal.]]>
<![CDATA[URGENSI DAN PARADIGMA PENDIDIKAN PERSPEKTIF AL-QUR'AN SURAH AL-ALAQ ]]>
<![CDATA[Fauziah, Neneng]]>;
<![CDATA[Hidayat, Wahyu]]>;
<![CDATA[Wasehudin, Wasehudin]]>
<![CDATA[ FIKRAH Vol 7 No 1 (2023): JUNI ]]>
Publisher : <![CDATA[Ibn Khaldun University, Bogor ]]>
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DOI: 10.32832/fikrah.v7i1.20591
<![CDATA[Education is a matter of life and living. The whole process in human life and life is the education process itself. Education is so important that Allah sent down the first verse to the Prophet Muhammad SAW, which is an order for humans to read and understand the meaning and purpose of creation, implying the process of divine education (QS 96:1) and basyariah (QS 96:4). This study aims to explore the urgency and paradigm of Islamic education contained in sura al-Alaq; 1-5. The method used in this research is a literature study. The data used were obtained from relevant sources consisting of books, journals and writings. That it is important to read between the lines of this verse, in order to develop basic human potential so that they are able to carry out the mandate to become caliphs on earth and become pious servants. Education that can develop the role of humans as caliph fil ardh is education that refers to the conceptual foundation with the main teachings of aqidah and morals. It is through the basic teachings of aqidah and morals that humans become intelligent, trustworthy, responsible, and have positive values, so they can create a safe and peaceful environment.]]>
<![CDATA[KONSEP PENDIDIKAN HUMANIS DAN RELEVANSINYA TERHADAP AL-QUR’AN ]]>
<![CDATA[Ridholloh, Ridholloh]]>
<![CDATA[ FIKRAH Vol 7 No 1 (2023): JUNI ]]>
Publisher : <![CDATA[Ibn Khaldun University, Bogor ]]>
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DOI: 10.32832/fikrah.v7i1.20592
<![CDATA[Pendidikan humanis mengajarkan bagaimana peserta didik sebagai manusia mampu memahami proses pembelajaran secara kritis berlandaskan kerangka filosofis tujuan hidupnya sebagai manusia hal ini pula yang dipertegas oleh Paulo Freire. Penelitian ini bertujuan untuk mengetahui konsep pendidikan humanis menurut Paulo Freire dan bagaimana relevansinya terhadap Al Quran. Dengan menggunakan jenis penelitian kepustakaan (library research), penelitian ini memerlukan dokumen yang cukup banyak seperti buku, artikel, jurnal, dan dokumen lainnya. Adapun sumber data dalam penelitian ini diperoleh dari dataprimer (data pokok) dan data sekunder (data penunjang atau pendukung). Metode analisis yang digunakan dalam penelitian ini adalah analisis kualitatif. Dari hasil penelitian ini diketahui bahwa Pendidikan humanis Paulo Freire mempunyai corak kesamaan ide dengan konsep pendidikan Islam secara khusus yaitu pendidikan sebagai wadah untuk mengembangkan potensi peserta didik yang membebaskan. Pendidikan humanis dan pendidikan Qurani, memiliki relevansi dalam orientasi dan proses pendidikan, sama-sama sangat menekankan humanisasi dan pembebasan sebagai orientasi pendidikan, serta menempatkan peserta didik dan pendidik sama-sama sebagai subjek dalam proses belajar mengajar. Perbedaannya adalah bahwa cakupan pendidikan Islam lebih luas dikarenakan mampu mengintegrasikan ilmu agama dan ilmu umum.]]>
<![CDATA[PENGEMBANGAN PEMAHAMAN SIKAP MODERASI BERAGAMA BERBASIS NILAI INKLUSIVITAS PADA MAHASIWA DI PERGURUAN TINGGI ]]>
<![CDATA[Hidayatulloh, Taufik]]>;
<![CDATA[Saumantri, Theguh]]>
<![CDATA[ FIKRAH Vol 7 No 1 (2023): JUNI ]]>
Publisher : <![CDATA[Ibn Khaldun University, Bogor ]]>
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DOI: 10.32832/fikrah.v7i1.20593
<![CDATA[This paper is based on the results of a study entitled “Study of the Influence of Paramadina Life Value Lecture (NHP) on Student Character and Behavior”. The study was driven by concerns about rising intolerance and radicalism as well as counterproductive tensions between Islam and nationality among young people and students. This condition of course has the potential to threaten the disintegration of people and the nation in general. From the results of descriptive statistical analysis shows that there is a strong correlation and significant influence between NHP lecture learning and the perception and attitude of students towards Islamic and Indonesian values. This research program is designed by conducting training and workshops for a number of students who have strategic and important in the formation of understanding and moderate religious attitudes. Dissemination of the idea of religious moderation is carried out, among others, through training and development of Islamic values that are one breath with national values (Indonesianness) and socialization of moderate religious understanding is one of the long-term deradicalization strategies at the upstream level.]]>
<![CDATA[MENUMBUHKAN SIKAP MODERAT SISWA DALAM BERAGAMA MELALUI PEMBELAJARAN PAI ]]>
<![CDATA[Wahyudin, Wahyudin]]>
<![CDATA[ FIKRAH Vol 7 No 1 (2023): JUNI ]]>
Publisher : <![CDATA[Ibn Khaldun University, Bogor ]]>
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DOI: 10.32832/fikrah.v7i1.20594
<![CDATA[Pada era globalisasi dan perkembangan teknologi informasi yang pesat, umat Islam dihadapkan pada berbagai tantangan dan perubahan yang signifikan. Pendidikan Agama Islam (PAI) sebagai bagian dari kurikulum pendidikan harus memainkan peran yang lebih aktif dalam mengajarkan nilai-nilai moderat dan membangun pemahaman yang inklusif. Penelitian ini bertujuan untuk menginvestigasi efektivitas pembelajaran Pendidikan Agama Islam (PAI) dalam menumbuhkan sikap moderat dalam beragama pada siswa. Pendekatan pembelajaran yang holistik diterapkan untuk memberikan pemahaman yang komprehensif tentang makna dan pentingnya sikap moderat dalam beragama. Metode penelitian yang digunakan adalah deskriptif-analitis. Metode deskriptif digunakan untuk menggambarkan definisi sikap moderat dalam beragama dan pentingnya menumbuhkan sikap moderat dalam beragama. Hasil dari penelitian ini menjelaskan bahwa untuk menumbuhkan sikap moderat dalam pembelajaran Pendidikan Agama Islam, dapat dilakukan dengan menanamkan konsep multi religion, memperkuat kerukunan beragama, dan meningkatkan toleransi di antara siswa. Dengan demikian pembelajaran PAI yang mengintegrasikan pemahaman agama dengan nilai-nilai moderasi beragama dapat secara signifikan meningkatkan sikap moderat siswa. Siswa menjadi lebih terbuka terhadap perbedaan, mampu berdialog dengan pemeluk agama lain, dan menghargai keberagaman dalam masyarakat.]]>
