Forum Tarbiyah
Jurnal Forum Tarbiyah adalah jurnal berkala ilmiah dengan ISSN : 1829-5525 yang diterbitkan oleh Fakultas Tarbiyah IAIN Pekalongan. Jurnal ini mengkhususkan diri pada pengkajian ilmu-ilmu pendidikan Islam dan yang terkait dengannya. Pengelola mengundang para ilmuwan, sarjana, professional, dan peneliti dalam disiplin keIlmuan pendidikan Islam untuk mempublikasikan hasil penelitiannya setelah melalui mekanisme seleksi naskah, telaah mitra bebestari, dan proses penyuntingan. Jurnal Forum Tarbiyah terbit bulan Juni dan Desember setiap tahun. Jurnal ini telah terindeks di lembaga pengindeks nasional bereputasi.
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<![CDATA[KEBIJAKAN PENGUASA KOLONIAL BELANDA TERHADAP PENDIDIKAN PESANTREN ]]>
<![CDATA[Untung, Slamet]]>
<![CDATA[ Forum Tarbiyah Vol 11 No 1: Juni 2013 ]]>
Publisher : <![CDATA[IAIN Pekalongan ]]>
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<![CDATA[As a Javanese traditional educational institutions, pesantren can be said to be the oldest Islamic institution in Nusantara that grow and develop in the original Indonesian culture, which is believed by some researchers that it has adopted the model of previous education i.e. Hindu and Buddhist education. Pesantren in its development is influenced by the presence of a history of marginalization and isolation conducted by the Dutch. 350 years of Dutch colonialism led the development of intellectualism in Nusantara to be hampered. However, Islam in Nusantara remains strong and growing as shown in Islamic schools, which until now still survive and evolve with the more number and extensive Islamic education than other Muslim countries. Since the Dutch colonial era, schools have grown despite the Dutch colonial government never cared for the fate of the Islamic educational institutions. Pesantren still nurtured by Muslims themselves. Pesantren and Islamic educational institutions, such as majlis ta’lim, madrasah, langgar / surau, and others, are never acknowledged to be exist or even aided by the Dutch colonial government. ]]>
<![CDATA[PERAN SPIRITUALITAS DAN RELIGIUSITAS BAGI GURU DALAM LEMBAGA PENDIDIKAN ]]>
<![CDATA[Arwani, Agus]]>
<![CDATA[ Forum Tarbiyah Vol 11 No 1: Juni 2013 ]]>
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<![CDATA[Teachers are human figures that occupy the position and play an important role in education. Religiosity is the depth of a person's religious appreciation and belief in the existence of God is realized by obeying commands and prohibitions with kaiklasan away with a whole heart and soul and body. Spirituality avoids the formal and ceremonial connotations of religion; it is non denominational, non-hierarchical, and nonecclesiastical. Spirituality implies an inner search for meaning or fulfillment that may be undertaken by anyone regardless of religion. Religiosity and spirituality religious in works that are expected to contribute constructively to build a work environment and the image of the teachers profession (teachers refer not just limited to educate, but also all those who have a background in teaching education and cultivate a job in the field education for more professional, high integrity and accountable.]]>
<![CDATA[دور المدرسة الإسلامية الإلمجدولمجيسية في تكوين المجتمع الصالح ]]>
<![CDATA[Jaeni, Muhamad]]>
<![CDATA[ Forum Tarbiyah Vol 11 No 1: Juni 2013 ]]>
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<![CDATA[Lembaga pendidikan, dalam hal ini adalah madrasah memiliki peran dalam membentuk anak didik sebagai ndividu dan juga sebagai anggota masyarakat yang baik. Dengan demikian, tulisan ini akan mencoba melihat peran madrasah secara sosiologi. Bagaimana madrasah memerankan diri sebagai “masyarakat kecil” dalam menuju masyarakat yang besar dan sebenarnya. Dan juga bagaimana ia mampu mencetak output pendidikan yang tidak hanya cakap dalam tataran kognitif, tetapi juga tataran afektif dan psikomotoriknya. Untuk merealisasikan konsep ini, madrasah sebagai bentuk masyarakat kecil dapat melakukan beberapa hal, yaitu: membuat desain kurikulum yang berdasarkan pada kebutuhan masyarakat; menciptakan model komunikasi intensif di kalangan stakeholders madrasah melalui kegiatan diskusi dan problem solving; membentuk iklim sekolah yang terbuka, bebas terarah, dan iklim kekeluargaan dan persaudaraan. Dalam praktik, paling tidak secara sosiologis, madrasah harus berperan dalam tiga hal; membekali ilmu pengetahuan, membentuk kepribadian moral dan sosial, melatih berbagai kecakapan hidup.]]>
<![CDATA[MENJADI GURU: ANTARA REALITAS DAN IDEALITAS ]]>
<![CDATA[Iskarim, Muchamad]]>
<![CDATA[ Forum Tarbiyah Vol 11 No 1: Juni 2013 ]]>
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<![CDATA[Teacher is the centre of learning process and is also the centre of national education development. Without qualified teachers, the efforts to improve the quality of national resources and the competitiveness of the nation will be in vain. The quality of a good teacher is expected to be the goal of improving the quality of student learning. As it is explained in the Bill No. 14 of 2005 on Teachers and Lecturers, the quality of teachers is reflected in the mastery of competencies that must be owned. They are professional, pedagogical, personal, and social competence. Duties and responsibilities of teachers that are so heavy i.e. To educate national generation, brings about a logical consequence that the teachers should always attempt to improve their quality. Ironically, the teachers who are required to constantly improve their quality are not compensated by good salary. It makes their life far from prosperity. Many teachers do another work to meet their family’s needs. Although the government issued a policy of teacher certification, which is one of the agenda for their welfare, but it is not overcome the problem because there are still many problems in the implementation of the policy. Many of our teachers are still in the 'dilemma', on the one hand they have to improve their quality, but on the other hand he also have to consider their family’s needs.]]>
<![CDATA[PENDIDIKAN ISLAM, GLOBALISASI TEKNOLOGI INFORMASI, DAN MORALITAS BANGSA (Eksistensi Pendidikan Islam di Era Globalisasi Teknologi Informasi) ]]>
<![CDATA[Mustakim, Zaenal]]>
<![CDATA[ Forum Tarbiyah Vol 11 No 1: Juni 2013 ]]>
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<![CDATA[The constant development of information technology (Science and Technology) is something that can not be avoided. The logical consequence of the development of these technologies is the ease of access to all information that makes the young generation fall asleep with the negative impact. National morality is one of the problems caused by the development technology that increase out of control. Therefore, to anticipate such problems, it needs well systematic efforts and full wisdom. Such efforts can be initiated from Islamic education. In implementing education, it should be designed as maximum as possible so that offers applicable steps.]]>
<![CDATA[PROSPEK SARJANA NONKEPENDIDIKAN MENJADI PENDIDIK PASCA-KEPUTUSAN MAHKAMAH KONSTITUSI ]]>
<![CDATA[Rosyid, Moh.]]>
<![CDATA[ Forum Tarbiyah Vol 11 No 1: Juni 2013 ]]>
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<![CDATA[The existence of educational institutions is determined by the ability of education providers in increasing interest of prospective service users. The character and interest of prospective service users (students) need to be understood by education providers so that prospective students can be accommodated optimally. To know the expectations of service users, this paper describes the efforts of the applicant sued Act No. 14 of 2005 in particular Article 9 which says that the teacher is a qualified bachelor or diploma four. By the plaintiff, ideally requirement is an bachelor of education because it has been equipped with knowledge and skills to educate. Mk’s Decision No. 025 / PUU-IV / 2006 dated February 22, 2007 that are eligible to be a teacher not only bachelor of of education / teacher, but all scholars (S.1) or diploma four (D.4) are qualified to be a teacher. It can be used as the basis that bachelor of non-education should not be pessimistic when it expects educators are largely determined by the expertise of job seekers, not simply print it becomes scholar institutions. The accommodation of undergraduate (bachelor's of any background) become educators is determined by the fulfillment of the requirements to be a teacher and scholar shrewdness carry themselves as self-qualified in the field of science to optimize the network of social interaction.]]>
<![CDATA[PERAN ORANG TUA DALAM MENDIDIK ANAK PEREMPUAN (Telaah Atas Pemikiran Mohammad Fauzil Adhim) ]]>
<![CDATA[Nurkhasanah, Ika]]>;
<![CDATA[Sholehuddin, M. Sugeng]]>
<![CDATA[ Forum Tarbiyah Vol 11 No 1: Juni 2013 ]]>
Publisher : <![CDATA[IAIN Pekalongan ]]>
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<![CDATA[A woman who occupies an important role and has a continuous duty, since she is as a girl for his parents, wife for her husband, a mother for her children, a grandmother for her grandchildren. In performing her role, everyone around her demands her to perform her role as quickly as possible. Therefore, a girl needs to be given sufficient knowledge and a good education, so that later she can carry out her duties well too. This study examines how ideas Mohammad Fauzil Adhim, the author who has written about marriage, family and children's education, about how the role of parents in educating girls by Mohammad Fauzil Adhim is. The purpose of this study was to determine Mohammad Fauzil Adhim thought about the steps to educate girls as well as how the characteristics of a good parent in the child's education position by Mohammad Fauzil Adhim is. This research is expected to increase the depth of knowledge and knowledge for Muslim educators, specially in educating girls, and can be used as guidance and input for parents and educators to understand the importance of educating Muslim girls from their early age associated with their role in the future. Therefore, the children's education will be more focused and as expected by their both parents.]]>
<![CDATA[KONSEP AKHLAK SEORANG PESERTA DIDIK DALAM MENCARI ILMU MENURUT KIAI AHMAD SAKHOWI AMIN (Kajian Kitab Miftah Al Akhlaq) ]]>
<![CDATA[Hanif, A. Rifqi]]>;
<![CDATA[Khobir, Abdul]]>
<![CDATA[ Forum Tarbiyah Vol 11 No 1: Juni 2013 ]]>
Publisher : <![CDATA[IAIN Pekalongan ]]>
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<![CDATA[In education world, learner is a part of learning process. He or she should be guided as he or she is the object and subject that needs guidance from others to be ready to be a man or woman with strong faith and good morals for himself or herself, his or her teachers and others. A learner who has a noble character will also be able to realize the norms and values that will positively affect him or her to succed in the process of learning and teaching. With the existence of this character, he or she can tell which is good and which is not. This is very important because the moral issue is now spreading to the learners, they prefer to do things that are not good for teachers and others. Therefore it is necessary to study Moral Concepts of Students in Studying according Kyai Sakhowi Ahmad Amin (the study of the book Miftah Al Akhlaq).]]>
<![CDATA[KEBIJAKAN PENGUASA KOLONIAL BELANDA TERHADAP PENDIDIKAN PESANTREN ]]>
<![CDATA[Slamet Untung]]>
<![CDATA[ Jurnal Forum Tarbiyah Vol 11 No 1: Juni 2013 ]]>
Publisher : <![CDATA[IAIN Pekalongan ]]>
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<![CDATA[As a Javanese traditional educational institutions, pesantren can be said to be the oldest Islamic institution in Nusantara that grow and develop in the original Indonesian culture, which is believed by some researchers that it has adopted the model of previous education i.e. Hindu and Buddhist education. Pesantren in its development is influenced by the presence of a history of marginalization and isolation conducted by the Dutch. 350 years of Dutch colonialism led the development of intellectualism in Nusantara to be hampered. However, Islam in Nusantara remains strong and growing as shown in Islamic schools, which until now still survive and evolve with the more number and extensive Islamic education than other Muslim countries. Since the Dutch colonial era, schools have grown despite the Dutch colonial government never cared for the fate of the Islamic educational institutions. Pesantren still nurtured by Muslims themselves. Pesantren and Islamic educational institutions, such as majlis ta’lim, madrasah, langgar / surau, and others, are never acknowledged to be exist or even aided by the Dutch colonial government. ]]>
<![CDATA[دور المدرسة الإسلامية الإلمجدولمجيسية ÙÙŠ تكوين المجتمع Ø§Ù„ØµØ§Ù„Ø ]]>
<![CDATA[Muhamad Jaeni]]>
<![CDATA[ Jurnal Forum Tarbiyah Vol 11 No 1: Juni 2013 ]]>
Publisher : <![CDATA[IAIN Pekalongan ]]>
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<![CDATA[Lembaga pendidikan, dalam hal ini adalah madrasah memiliki peran dalam membentuk anak didik sebagai  ndividu dan juga sebagai anggota masyarakat yang baik. Dengan demikian, tulisan ini akan mencoba melihat peran madrasah secara sosiologi. Bagaimana madrasah memerankan diri sebagai “masyarakat kecil†dalam menuju masyarakat yang besar dan sebenarnya. Dan juga bagaimana ia mampu mencetak output pendidikan yang tidak hanya cakap dalam tataran kognitif, tetapi juga tataran afektif dan psikomotoriknya. Untuk merealisasikan konsep ini, madrasah sebagai bentuk masyarakat kecil dapat melakukan beberapa hal, yaitu: membuat desain kurikulum yang berdasarkan pada kebutuhan masyarakat; menciptakan model komunikasi intensif di kalangan stakeholders madrasah melalui kegiatan diskusi dan problem solving; membentuk iklim sekolah yang terbuka, bebas terarah, dan iklim kekeluargaan dan persaudaraan. Dalam praktik, paling tidak secara sosiologis, madrasah harus berperan dalam tiga hal; membekali ilmu pengetahuan, membentuk kepribadian moral dan sosial, melatih berbagai kecakapan hidup.]]>
