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INDONESIA
Forum Tarbiyah
Published by Institut Agama Islam Negeri Pekalongan
ISSN : 18295525     EISSN : -     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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.
Arjuna Subject : -
Articles 148 Documents
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REINVENTING PENDIDIKAN ISLAM HARUN NASUTION Sholehuddin, M. Sugeng
Forum Tarbiyah Vol 8 No 1: Juni 2010
Publisher : IAIN Pekalongan

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Abstract

The world of Indonesian Muslim intellectuals rises afterHarun Nasution dared to build intellectual network that is rational,controversial and universal in relearn religious traditions as a renewaleffort in the world of Islamic education. Among the reform of Islamiceducation, Harun reconstructed the syllabus (not only fikh oriented,but more toward to the study of philosophy), teaching methodologies,scientific quality improvement, and simplification and improvementof the organization at UIN Syarif Hidayatullah Ciputat as well. Thus,Muslims would understand the knowledge of various aspects so it isnot only theological but historical and sociological empirical rooted ina neutral stance, critical and objective in understanding all the problemsthat exist in society
URGENSI PENDIDIKAN ANTITERORISME DALAM KURIKULUM PENDIDIKAN AGAMA DI INDONESIA Muthohar, Ahmad
Forum Tarbiyah Vol 9 No 2: Desember 2011
Publisher : IAIN Pekalongan

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Abstract

The phenomenon of terrorism in Indonesia becomes aserious problem. This is because what is mentioned is not just a politicalor ideological issue, but also related to a narrow understandingof religion by a group that has high religious fanaticism. So that theadherents of terrorism are easily regards others as unbelievers ofIslam, even they have a commit of murder massively. Therefore, it isnecessary to overcome not only the security model of intelligence,but also need to have education efforts, which could counteract asense of ism that grows terror. The solution is, the anti-terrorismeducation is applied through primary education up to college. Religiouseducation in schools proved as the most appropriate media toprovide anti-terrorism education. Religious education is not only pushingpeople beyond religion, but also beliefing it. As a result, educationabout religion needs to enclose universal human insights and hospitality(rahmatan lil alamin). The curriculum used in the Educationof Islamic Religion in schools should also include the concept of jihad,enjoining the concept of amar ma’ruf nahi munkar, and pluralistictheology, so that religious education will instill a spirit of religion to getchildren to carry out righteousness (be religious)
PARTISIPASI POLITIK KOMUNITAS SAMIN BIDANG PENDIDIKAN Rosyid, Moh.
Forum Tarbiyah Vol 7 No 2: Desember 2009
Publisher : IAIN Pekalongan

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Abstract

In the implementation of education, the government is faced with social reality; communities that respond to formal education - that is active, refuse, and active but not required to receive religious education ‘Pancasila’. This community named Samin Kudus Community, since this society has a local religion that is religion of Adam. It is handed down by the ancestors through oral tradition, without the scriptures and teachings of the transformation process by customary leaders. Each of those three responses have arguments. Actively on formal education due to the principle, whether educated or not educated in formal education, is not a guarantee of the child being good or not good. While refusing formal education because if one conducts formal education, it stimulate the child to be able to read and write, hence the ability will direct the child to be working outside of agriculture. It impacts that the child will work beyond parents’ monitoring and being feared that they will release kinship ties, communication with the general public and aroused a culture that shunned by Samin, for example, the marriage with a person other than followers of Samin. Whilst the latest, actively in formal education but would not be required to receive religious education under the pretext of religion has its own opinion, that they posses their own religion, namely Adam.
PROSPEK SARJANA NONKEPENDIDIKAN MENJADI PENDIDIK PASCA-KEPUTUSAN MAHKAMAH KONSTITUSI Rosyid, Moh.
Forum Tarbiyah Vol 11 No 1: Juni 2013
Publisher : IAIN Pekalongan

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Abstract

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.
MEMBANGUN INTERAKSI HUMANISTIK DALAM PROSES PEMBELAJARAN Takrifin, Ahmad
Forum Tarbiyah Vol 7 No 1: Juni 2009
Publisher : IAIN Pekalongan

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Abstract

Humanictic learning interaction is a must to be built. This is because, at present, our education authoritarianism puts forward in the learning process. Authoritarianism is realized in the form of oriented teacher / teacher-centric, which places the teacher as a learning center and the only source of knowledge, on the contrary, like a piggy bank to place students who are ready to be saved by his teacher. This is the so-called multicultural education leading experts from Brazil, Paulo Freire, as an educational “bank style” (banking system). The learning process is thus make participants into the humans who had lost the power of humanity (dehumanism). Building a humanistic interaction in the learning process should be started from both parties (teacher – disciple ). There is no more on the pattern of authoritarian, top-down coercion, and oppression of learners. What will appear in these interactions is the awareness of teachers and students for dialogue, partnership, joint problems, and so forth. When this is done, then our learners will be the perfect human being innovative, creative, reliable, independent and humane.
MENGEMAS IMPLEMENTASI PENDIDIKAN MORAL DI SEKOLAH Ta'rifin, Ahmad
Forum Tarbiyah Vol 9 No 1: Juni 2011
Publisher : IAIN Pekalongan

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Abstract

Abstract: The school has an urgent function and special mission tocreate moral beings, which are formed according to community needs.Although the family is the most appropriate and effective in generatingand managing the underlying feelings which are simple and be thefoundation of morality, however, the family is not an institution that isfounded with the goal of educating children to be able to meet thedemands of society. At this stage of schools- especially primaryschools - this is the moral education of children began to be given,although the material provided is still common. Conversely, when thestage of primary school age went by without laying the foundationsof morality, that foundations of morality will never be implanted in thechild. In its implementation, the moral education in schools will beeffective if there is any «model» and the consistency of the educators.Attitudes and behaviors of educators, especially honesty, as the mirrorof character is not possible to be camouflaged, because actually, it isa process of delivering the most effective moral values. Therefore,honesty is the base of truth and righteousness which is the essenceof moral values.
KINERJA TENAGA PENDIDIK PASCASERTIFIKASI Muflihin, Hisbul
Forum Tarbiyah Vol 10 No 2: Desember 2012
Publisher : IAIN Pekalongan

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Abstract

Teachers are professional educators, and the professionalism requires that each concerned will be able to demonstrate a good work in accordance with the four competencies as an educator. To be a professional educator, a teacher or a lecturer is required to take a series of procedures, among others are: having minimum education degree/certificate of teaching and attending the PLPG (Education and Training of Professional Teacher). PLPG is an absolute rule that must be taken by the teachers to get the certain amount of profession allowance. Thus, the main objective to join up the PLPG should be to ensure that the way the workdone by the teachers is really be based on professionalism itself and is not merely to seek  professional allowance alone. By receiving allowance, an educator should be to stay motivated and dedicated in carrying out their main duties in educating and teaching. The performance  condition after the certification of these educators proved to be the opposite; as shown by the results of the study that indicate that they are less motivated and do not have a high  self-actualization. This condition isof course very poor (not in accordance with what isexpected by the government). Hence a certain approach is required - that could be considered capable of restoring the work ethic and self-motivation as educator. Among those are the religious approach and process one by BARS technique scoring.
PEMIKIRAN IBNU SAHNUN TENTANG BELAJAR MENGAJAR AL-QUR’AN Fathuddin, Ahmad Ubaedi
Forum Tarbiyah Vol 8 No 2: Desember 2010
Publisher : IAIN Pekalongan

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Abstract

Ibn Sahnun was the first Islamic leaders in which his thoughts was concentrated in the areas of education, especially teaching the Qur’an to early childhood. The highlighting of Sahnun’s was based on the notion that the Qur’an is the source of knowledge, and learning at an early age would be so attached and rooted in the child. Through Adab al-Mu’allimin, it is known that the thought of Ibn Sahnun seemed complete and programmed well, especially for the classical era in which only a few leaders who pursued the field of education. And of those concepts can be found some things that are still relevant for today, especially about the emphasis on methods of reading, memorizing and understanding in studying the Qur’an, as apparent in the method of iqra ¸ qira’ati, and amtsilati, and the permissibility of a Qur’an teacher to receive, take or set wages from his students
UPAYA PEMBANGUNAN KARAKTER MAHASISWA STAIN PEKALONGAN MELALUI KEGIATAN MENULIS KARYA ILMIAH BERPRINSIP ESQ 165 (SATU IHSAN, ENAM RUKUN IMAN, DAN LIMA RUKUN ISLAM) Fauzan, Muchamad
Forum Tarbiyah Vol 10 No 1: Juni 2012
Publisher : IAIN Pekalongan

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Abstract

Like the university as a front line in developing human potential students to become superior both academically and character, it would require the development of curriculum that can support the achievement of these goals. One is the development of character-based learning or lectures. Therefore, in this paper offer a principled method of writing scientific papers ESQ 165, which is a method of writing scientific papers involving spiritual development of emotional intelligence (ESQ) the author with the insertion and integration of values ESQ 165. In the early stages, this method has been implemented in Indonesian lectures at STAIN Pekalongan.
PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERBASIS MULTIMEDIA Arwani, Agus
Forum Tarbiyah Vol 9 No 2: Desember 2011
Publisher : IAIN Pekalongan

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Abstract

In this era of globalization, as at present, consciously orunconsciously, the influence of technology based media is consideredprogressively, by the existence of masses of information channelsin various forms of media. The media has affected all aspects ofour lives, notwithstanding in different degrees. The development ofthe computer world has reached a very impressive development. Itis proved that practically, all occupations in the world have been controlledby computer. Just like other fields, computers are also veryclosely related to education. In the field of teaching, the computerallows for the implementation of distance teaching and learning, orlearning without confronting each other. However, the arised problemsare not as easy as imagined. For example, in this case, teacherswho master the subject matter, mainly are not able to present formsof learning in a computer, while computer experts who are able torealize all the things in the computer, they usually does not masterthe subject matter. We need a software that can help teachers conveytheir ideas into the computer. A multimedia-based teaching mediathat can help teachers deliver the subject matter under their controlthrough the computer is required, therefore independent learningor distance learning can be established.

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