Tarbawiyah Jurnal Ilmiah Pendidikan
Tarbawiyah: Jurnal Ilmiah Pendidikan is a scientific periodical journals that managed by peer-review, in which other scientists (peer-review) evaluate the article’s value and credibility before published. This journal is dedicated to publish scientific articles in the study of Islamic education from different aspects and perspectives as well as the themes that have been determined. This journal is available in print with ISSN: 2579-3241, and online with ISSN: 2579-325X, and published twice a year, in Juny and December.
Articles
316 Documents
<![CDATA[Psikologi Dalam Perspektif Al-Farabi Dan Sigmund Freud ]]>
<![CDATA[Haiatin Chasanatin]]>
<![CDATA[ Tarbawiyah Jurnal Ilmiah Pendidikan Vol 11 No 02 (2014): Jurnal Tarbawiyah ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Metro ]]>
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<![CDATA[The rapid development of contemporary psychology has absent- minded some of Islamic thinkers. The results of Western thought that not infrequently lead to bias, often massively adopted without a careful analysis. Referring to movement science Islamisasi initiated by Ismail Raji al-Faruqi, this study aims to conduct a comparison between the concepts of psychology in the view of Al - Farabi and Sigmund Freud. Both of them are central figure in the development of contemporary psychology and the psychology of Islam. In this paper will be presented on the concept of psychology in perspective Al - Farabi and Sigmund Freud. From the results of this study concluded that there are similarities and differences between the concepts of psychology according to Al - Farabi and Sigmund Freud. The equation is found in the discussion of aspects of human jasmaniyah while striking difference was found in ruhaniyah aspects. The second aspect is not at all touched by the concept of psychoanalysis Freud. The difference has impact to different patterns of personality offered by the two men.]]>
<![CDATA[INTEGRASI PENDIDIKAN DENGAN PENUNTUT ILMU DALAM PERSPEKTIF HADIS ]]>
<![CDATA[andiyanto trie]]>;
<![CDATA[Wasis Aminulloh]]>
<![CDATA[ Tarbawiyah Jurnal Ilmiah Pendidikan Vol 3 No 1 (2019): Tarbawiyah : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Metro ]]>
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DOI: 10.32332/tarbawiyah.v3i1.1696
<![CDATA[Menuntut ilmu merupakan kewajiban seorang muslim guna mencerdaskan kehidupan dan mengamalkannya. Ilmu pada dasarnya sebagai kebutuhan umat manusia untuk mempelajari setiap pengetahuan yang ada dimuka bumi ini, baik yang sifatnya formal maupun non formal. Dalam perspektif ilmu Hadits nabi Muhammad bersabda “ menuntut ilmu adalah wajib bagi setiap muslim laki-laki atau perempuan”. Pendidikan Islam baik sebagai teori atau konsep maupun sebagai aktifitas atau praktek yang bergerak dalam rangka pembinaan kepribadian yang utuh dan paripurna memerlukan suatu dasar yang kokoh. Dasar yang kokoh dari suatu pendidikan adalah memberikan arah pada tujuan yang akan dicapai, jadi yang maksud dasar dalam suatu pendidikan adalah pandangan hidup yang melandasi seluruh aktivitas pendidikan, karena dasar menyangkut masalah ideal dan fundamental, maka diperlukan landasan pandangan hidup yang kokoh dan komprehensif, serta tidak mudah berubah, karena diyakini memiliki yang telah teruji oleh sejarah.]]>
<![CDATA[TRANSMISI NILAI DAN ILMU PENGETAHUAN: Menilik Eksistensi dan Keberfungsian Lembaga Pendidikan Islam ]]>
<![CDATA[Akla Akla]]>;
<![CDATA[Ahmad Muzakki]]>
<![CDATA[ Tarbawiyah Jurnal Ilmiah Pendidikan Vol 3 No 1 (2019): Tarbawiyah : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Metro ]]>
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DOI: 10.32332/tarbawiyah.v3i1.1698
<![CDATA[Artikel ini mendeskripsikan tentang transmisi nilai dan ilmu pengetahuan dalam kontek eksistensi dan keberfungsian lembaga pendidikan Islam. Dalam tonggak sejarah, munculnya lembaga pendidikan Islam berawal dari digunakan dan difungsikannya rumah sahabat Arqam untuk pusat pembelajaran Islam. Lembaga pendidikan Islam tidak sertamerta muncul begitu saja, namun ada beberapa fase dan kronologis yang melatarbelakanginya. Pasca itu, muncul dan berkembang berbagai varian dan bentuk pendidikan Islam secara Kelembagaan ataupun institusi. Dalam perkembangannya, lembaga pendidikan Islam mengemban dua tugas sekaligus, yaitu sebagai wadah transmisi ilmu pengatahuan (agama) dan wadah tranmisi nilai-nilai (akhlak).]]>
<![CDATA[PENDIDIKAN SPIRITUAL DALAM KITAB TUHFAH AL-MAUDŪD BI AHKĀMI AL-MAULŪD KARYA IBNU QAYYIM AL-JAUZIYYAH ]]>
<![CDATA[Arief Rifkiawan Hamzah]]>
<![CDATA[ Tarbawiyah Jurnal Ilmiah Pendidikan Vol 2 No 01 (2018): Tarbawiyah : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Metro ]]>
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DOI: 10.32332/tarbawiyah.v15i01.1136
<![CDATA[Tuhfah Al-Maudūd Bi Ahkāmi Al-Maulūd is one of the books of Ibn Qayyim Al-Jawziyyah which discusses different issues compared to other works. This article examines spiritual education written by Ibn Qayyim Al-Jawziyyah in his book. This study is interesting to do, since the focus of education mostly only penetrated the intellectual intelligence and emotional intelligence, while spiritual intelligence still has not received intense attention in education. Then the study of this book is still not much done in terms of spiritual education. This study is a literature study with the primary source of the book Tuhfah Al-Maudūd Bi Ahkāmi Al-Maulūd and other supporting books of Ibn Qayyim Al-Jawziyyah. The theory that the writer uses here is from Islamic education theory written by Syed Muhammad Naquib Al-Attas and Ramayulis, then about the sprititual intelligence of Ary Ginanjar Agustian and Danah Zohar-Ian Marshall. Based on the theory, Ibn Qayyim views that education is ta'dib, which represents the good of the body and the ruhaniyah. Spiritual intelligence is the first thing parents notice, from before birth until delivery. The educational environment should be designed to avoid bad images, noise, and action that could endanger the child's comfort.]]>
<![CDATA[KONSTRUK EPISTIMOLOGI PENDIDIKAN ISLAM ]]>
<![CDATA[Alie Muslim]]>;
<![CDATA[Gugus Kriswahyudi]]>
<![CDATA[ Tarbawiyah Jurnal Ilmiah Pendidikan Vol 3 No 1 (2019): Tarbawiyah : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Metro ]]>
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<![CDATA[Pendidikan Islam harus lebih unggul dibandingkan pendidikan lainnya. Namun pada umumnya, pendidikan Islam masih jauh tertinggal dibandingkan pendidikan lainnya. Berbagai upaya untuk mewujudkan pendidikan Islam yang unggul telah dilakukan, namun hasilnya belum menggemberikan. Tentang sebab-sebab mengapa upaya mengunggulkan pendidikan Islam tersebut belum berhasil, antara lain karena upaya yang dilakukan itu masih bertumpu pada pemecahan yang belum mendasar dan bersifat parsial. Upaya yang mendasar dan integrated untuk mewujudkan pendidikan Islam yang unggul antara lain dengan membangun epistimologi pendidikan Islam yang unggul, yang hingga saat ini dianggap belum pernah dirumuskan, termasuk oleh para ulama dan ilmuwan Muslim di zaman kejayaannya di abad klasik. Melalui studi terhadap berbagai literatur yang relevan dan otoritatif dengan analisis kualitatif dan pendekatan filosofis, tulisan ini menawarkan sebuah bangunan epistimologi pendidikan Islam dengan berbagai aspeknya yang terkait. Namun sebelum itu, tulisan ini menggambarkan kondisi objektif pendidikan Islam saat ini serta berbagai faktor yang mempengaruhinya, baik internal maupun eksternal.]]>
<![CDATA[Memantik Ketrampilan Sosial Siswa Melalui Model Pembelajaran Two Stay-Two Stray (TS-TS) ]]>
<![CDATA[Anita Lisdiana]]>
<![CDATA[ Tarbawiyah Jurnal Ilmiah Pendidikan Vol 3 No 2 (2019): Tarbawiyah : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Metro ]]>
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DOI: 10.32332/tarbawiyah.v3i2.1779
<![CDATA[The purpose of this study was to determine the use of the TS-TS learning model for students' social skills in MTs Al-Hikmah Bandar Lampung on Integrated Social Sciences subjects. This research is a class action research. The populations in this study were students of MTs Al-Hikmah Bandar Lampung and the sample in this study were students of class VII A MTs Al-Hikmah Bandar Lampung. Data collection in this study was carried out by observation, interview, and documentation. The results showed that there was an increase in students' social skills at MTs Al-Hikmah Bandar Lampung using the TS-TS learning model. In the cycle 1 phase there are no indicators of student social skills reaching 70%. In the second cycle phase, the social skills indicator of students reached 70%, namely the indicator of the ability to share information reaching 73%, the indicator of the ability to take seriously / follow instructions reaching 75% and the indicator of the ability to work together to reach 77%. In the third cycle stage, all indicators of students' social skills have reached 70% or more. Indicator of the ability to share information reached 82%, indicator of the ability to respect reached 80%, indicator of the ability to be serious / follow the instructions reached 86%, indicator of the ability to work together reached 84%, indicator of the ability to express opinions reached 82% and indicator of the ability to accept opinions reached 84%. Improvement of students 'social skills in each cycle strengthens the evidence that the use of TS-TS learning models provides alternative learning that can improve students' social skills.]]>
<![CDATA[Konsep Tauhid Sebagai Subtansi Pendidikan Islam: Belajar dari Pengalaman Luqman Al-Hakim dalam Qur'an Surat Lukman Ayat 13 ]]>
<![CDATA[Budie Agung]]>;
<![CDATA[Khalid Ramdhani]]>;
<![CDATA[M. Tajudin Zuhri]]>
<![CDATA[ Tarbawiyah Jurnal Ilmiah Pendidikan Vol 3 No 2 (2019): Tarbawiyah : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Metro ]]>
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DOI: 10.32332/tarbawiyah.v3i2.1454
<![CDATA[This article was written to examine the concept of tauhid as the substance of Islamic Education. The research method used is based on a qualitative approach using a literature review method of literature both sourced from interpretations and thoughts of Islamic Education figures. The results showed that the obligation of an educator towards his child is to teach the values of monotheism and prevent it from doing polytheism. The teachings of monotheism that Luqman al-Hakim gave to his child are in accordance with the natural potential of the child, as it is known that every human being before birth into the world has claimed that God is his God. This study recommends that all stakeholders of Islamic Education internalize the values of monotheism in the curriculum of education in schools and Madrasas.]]>
<![CDATA[Manajemen Pembelajaran Tahfidz Al-Quran: Pengalaman Menghafal Al-Qur'an di STIU Ma'had Tahfidz Wadi Mubarak Megamendung Bogor ]]>
<![CDATA[Muhammad Hisam]]>;
<![CDATA[Farizal Ms]]>;
<![CDATA[Otong Surasman]]>
<![CDATA[ Tarbawiyah Jurnal Ilmiah Pendidikan Vol 3 No 2 (2019): Tarbawiyah : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Metro ]]>
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DOI: 10.32332/tarbawiyah.v3i2.1812
<![CDATA[This paper describes the planning and organization of the learning of tahfidz al-Qur'an at Wadi Mubarok. Through interviews, observations and study documents, that the planning of learning tahfidz al-Qur'an at Wadi Mubarok is done individually. Planning is done by using the teacher's experience as a hafidz 30 Juz. The teacher prepares materials to motivate and maintain the spirit of students in memorization. The teacher sets a daily target with each plan, so that students can finish 30 juz. Meanwhile, organizing is carried out in individual and group ways. In its own way; The teacher starts halaqoh al-Qur'an by discussing with students and then reading matan al-jazariyah and matan tuhfatul atfal which have been memorized together. It is not permissible to add to rote before passing the exam which was extended to yesterday. Passing the exam in every five chapters is a condition for continuing to make a new memorization deposit. Wadi Mubarok provides a remedial program for students who do not pass the exam, so that students are not too heavy in each of the five juz exams. The organizing in groups is carried out in teacher deliberations, both with tahfidz teachers every week, or with all the teaching staff in each semester and year]]>
<![CDATA[Dinamika Sosial dan Pengaruhnya Terhadap Transformasi Sosial Masyarakat ]]>
<![CDATA[Arif Ismunandar]]>
<![CDATA[ Tarbawiyah Jurnal Ilmiah Pendidikan Vol 3 No 2 (2019): Tarbawiyah : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Metro ]]>
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DOI: 10.32332/tarbawiyah.v3i2.1810
<![CDATA[Social dynamics are shifts made by the community continuously, causing changes in the life order of the community. While social transformation is a change that occurs not only individuals but includes the entire community. The influence of dynamics on social transformation that occurs in society actually becomes commonplace, because with a meaningful change the direction of development and renewal is ongoing. Maturity in responding to changes and dynamics that occur in the community today can certainly be minimized by the existence of community commitment in decision making and responding to conflicts / events that occur. The structure of community life that has strong characteristics of values, norms, prioritizing deliberation in taking power and diverse cultures is expected to be able to minimize the negative impact of change on society.]]>
<![CDATA[Strategi Peningkatkan Profesionalisme Guru di Era Globalisasi ]]>
<![CDATA[Chusnul Khotimah]]>
<![CDATA[ Tarbawiyah Jurnal Ilmiah Pendidikan Vol 3 No 2 (2019): Tarbawiyah : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Negeri (IAIN) Metro ]]>
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DOI: 10.32332/tarbawiyah.v3i2.1928
<![CDATA[This article describes a strategy for increasing teacher professionalism in the era of globalization. In this era, teachers have more complex tasks and functions, so they need to have standard competence and professionalism. A professional teacher does not only carry out learning in the classroom, but educates, nurtures, guides, and shapes the personality of his students so that they have critical and creative human resource development. Teachers who come from the pre-digital world find it difficult to build effective communication with students from the digital age. Habits and ways of learning are different from old habits. This phenomenon often makes teachers and students confused, even frustrated. Therefore, there needs to be something to connect it, which is a strategy to improve teacher professionalism in facing challenges in the digital age. Strategies The continuous development of the teaching profession is intended to stimulate, maintain and improve teacher competence in solving educational and learning problems that have an impact on improving quality. Therefore, increasing teacher competency can carry out tasks and responsibilities in a professional manner, becoming a very urgent need.]]>
