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Tabrani ZA
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Serambi Tarbawi
Published by Universitas Serambi Mekkah Aceh
ISSN : 23032014     EISSN : 27231143     DOI : https://doi.org/10.32672/tarbawi
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Serambi Tarbawi is the Journal of the Study of Thought, Research, and Development of Islamic Education – P-ISSN: 2303-2014; E-ISSN: 2723-1143. Published by the Faculty of Islamic Religion of Serambi Mekkah University. This journal is published 2 times of year (January and July). This journal is an open-access journal, peer-reviewed journal that will consider any original scientific article that expands the field of study in Islamic pedagogy and various other related education issues. This journal is publishing original empirical research articles and theoretical reviews covering all aspects of Islamic Education. The main aims are to promote best-practices in advancing sustainable Islamic education and highlight research key-findings to develop a better Islamic education. The specific scopes are ranged from but not limited to: 1. Teaching and Learning in Islamic Education; 2. Islamic Education Curriculum; 3. Management of Islamic Education; 4. Development of Learning Theory and Design; 5. Psychology of Islamic Education; 6. Islamic Education Paradigms; 7. The character of Islamic Education; 8. Philosophy of Islamic Education; 9. ICT in Islamic Education; 10. Study of Al-Quran and Hadith on Education; 11. History of Islamic Education; 12. Theological of Education; 13. Policies of Islamic Education; 14. Politics of Islamic Education; 15. Islamic Education Professionalism; 16. E-Learning in Islamic Education; 17. Islamic Education Institution; 18. Ethnography on Islamic Education; 19. Local Wisdom-Based Islamic Education; 20. Gender in Islamic Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 144 Documents
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Implementasi Teori Behavioris-Strukturalis dalam Pembelajaran Bahasa Arab Arisnaini Arisnaini

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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/tarbawi.v10i2.5048

Abstract

Many theories about learning have developed from the 19th century to the present. At the beginning of the 19th century learning theory that developed rapidly and made many contributions to psychologists was the theory of learning behavior (behaviorism). Behaviorism learning theory is oriented towards measurable and observable results. Repetition and training are used so that the desired behavior can become a habit. The expected result from the application of this behavioristic theory is the formation of the desired behavior. Desired behavior gets positive reinforcement, inappropriate behavior gets negative rewards, and evaluations or assessments are based on visible behavior.
Usaha Guru PAI dalam Membina Karakter Siswa di SMPN 13 Banda Aceh Wahyu Khafidah

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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/tarbawi.v8i2.5075

Abstract

Kajian ini membahas tentang usaha guru pendidikan agama Islam dalam membina karakter siswa. Usaha yang dilakukan oleh guru PAI dalam membina karakter siswa dengan cara: 1. Guru memberikan contoh teladan yang baik, tingkah laku guru menentukan karakter siswa. 2. Guru mempunyai peranan penting yaitu: mengawasi siswa, mengarahkan siswa, membina siswa, dan membimbing siswa dengan pembiasaan dan memberikan keteladanan kepada siswa.
Kompetensi Sosial Dosen Pendidikan Agama Islam Terhadap Pembinaan Kepribadian Mahasiswa Chairullah Chairullah

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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/tarbawi.v9i2.5063

Abstract

Lecturers must have social competence because they are role models for their students. It is often found that the role of lecturers is only to teach and escape from instilling a sense of social and personality to their students. Moving on from these problems, the problems studied in this discussion are related to the implementation of lecturer's social competence in fostering student personality and the application of lecturer's social competence in fostering student personality. This field research is qualitative in nature, data collection techniques through observation, interviews, and documentation. The results of the research; implementation of lecturers by providing exemplary, authoritative, friendly attitude, courtesy, orderly, discipline. Build communication orally and in writing, either directly or indirectly. Active and effective association, social service, community service lecture guidance, visiting and staying in touch with fellow lecturers and students, as well as participating in various socializations, counseling, seminars and so on. Personality development is oriented towards being objective, non-discriminatory and communicating effectively through various social activities, both internal academics, fellow lecturers and students. Deliberation on all issues, coaching is oriented to the ability to adapt and communicate effectively. All of this is a form of student personality development at the PAI Study Program, Faculty of Islamic Religion, Serambi Mekkah University, Banda Aceh.
Kreatifitas Guru TPQ dalam Mengatasi Kesulitan Membaca Al Quran pada Anak Mikyal Oktarina

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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/tarbawi.v9i1.5053

Abstract

The ability to read and write the Qur'an is very important and urgent among Muslims, because in teaching the Qur'an, children learn letters and words that they do not understand the meaning of, let alone generally children. Children only learn to read not write it. Psychologically, the children's age is quite conducive to receiving guidance on reading and memorizing the Qur'an. Of course for every TPQ teacher to be more creative in choosing to use learning methods and media to overcome students' difficulties in reading the Qur'an. Creative teachers are teachers who are able to create a fun learning atmosphere, easy to understand, able to optimize existing learning media, be open to new experiences, have the desire to find and research, think flexibly and passionately, are actively dedicated, respond to questions or have a habit of giving answers. More using the right method in teaching reading the Qur'an by looking at the factors that influence it, especially for children who are less motivated or lack enthusiasm, concentration and others. After increasing creativity by using media tricks and cool methods, children feel happy and can easily understand the material presented and there is an interest in being more active in the process of learning to read the Qur'an.
Rekontruksi Pemenuhan Restitusi Melalui Qanun Jinayat di Aceh Bagi Korban Perkosaan Syarifah Rahmatillah

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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/tarbawi.v10i2.4757

Abstract

Walaupun beberapa peneliti terdahulu menyatakan bahwa ada ketidak sesuaian antara konsep formulasi restitusi yang telah ada dalam qanun jinayat Aceh dengan hukum Islam bahkan lebih dominan dengan konsep restitusi dari hukum pidana Indonesia. Penulis menyajikan beberapa alternative dalam merekontruksikan konsep restitusi untuk diterapkan di Aceh agar berbeda dengan pola pemenuhan restitusi di Indonesia yang rumit agar korban perkosaan lebih mudah mendapatkan haknya karena qanun aceh merupakan aturan yang sangat khusus di Indonesia. Inti dari kekhususan dari qanun jinayat Aceh adalah boleh memasukkan aturan hukum islam secara penuh kedalam qanun jinayat.
Manajemen Konflik dalam Pendidikan Islam Nurainiah Nurainiah

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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/tarbawi.v8i2.5071

Abstract

Manajemen merupakan pengorganisasian yang melibatkan banyak orang dan bekerja sama untuk mencapai tujuan. Di dalam organisasi tentu terjadi perbedaan pandangan, ketidakcocokan dan pertentangan yang menimbulkan banyak konflik, mulai konflik kecil hingga besar, baik tersembunyi maupun terang-terangan. Konflik ada positif, negatif dan netral. Empat struktur yang seringkali menjadi timbulnya konflik, yaitu konflik hirarki, konflik fungsional, konflik lini-staf dan konflik formal-informal. Konflik dalam suatu organisasi bersumber dari tiga hal, yaitu: masalah komunikasi, struktur organisasi dan faktor manusia. Selanjutnya, ada tiga tahapan yang harus dilalui dalam upaya mengatasi konflik, yaitu: perencanaan analisis konflik, evaluasi konflik dan pemecahan konflik. Strategi mengatasi konflik bisa melalui forcing, avoding, compromising, collaborating, dan smoothing. Di sisi lain, konflik juga dapat diatasi dengan mempersatukan (integrating), membantu (obliging), mendominasi (dominating), menghindar (avoiding), dan mengadakan kompromi (compromising).
Ijtihad Tidak Bisa Membatalkan Ijtihad yang Lain Muhammad Syarif

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Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/tarbawi.v9i2.5058

Abstract

When ijtihad has gained legitimacy, will the legal product achieved through the ijtihad process be annulled by another ijtihad, or more easily can ijtihad be "damaged" by another ijtihad. The scholars (fuqaha) agree that the ijtihad law as a result of the efforts of a judge cannot be changed with the results of other ijtihad, although in essence there is only one correct law. This is what is meant by "al-Ijtihad la yunqadl bi al-Ijtihad". Thus, the change in ijtihad referred to in this rule is a change in the results of ijtihad that occurs on the same legal object, but at different times, whether ijtihad is carried out by mujtahid, judge, qadli, or individual ijtihad as experienced by someone who changed the results of his ijtihad in determining the Qibla direction. If there is a change in ijtihad on a different object of law, such as the example experienced by a qadli, then the second ijtihad is not actually a change in ijtihad; it is just a new ijtihad unrelated to the annulment of the first ijtihad.
Pengaruh Rasa Percaya Diri Guru Terhadap Proses Belajar Mengajar di Sekolah Syafrizal Syafrizal
Serambi Tarbawi Vol 11, No 2 (2023): Serambi Tarbawi
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/tarbawi.v11i1.6616

Abstract

This discussion aims to examine the effect of teacher self-confidence on the teaching and learning process in schools. Teacher self-confidence is a key factor in educational success, because confident teachers tend to be more effective in conveying subject matter and motivating students to learn better. Teachers who have a high level of self-confidence tend to be more courageous in taking initiatives, being creative in presenting material, and more prepared to face challenges in managing the classroom. In addition, teacher self-confidence also has a positive impact on student motivation, where students tend to be more motivated to learn and participate actively in the learning process. Even so, there are several factors that can affect the level of teacher confidence, such as level of education and teaching experience. Teachers with higher formal education and more extensive teaching experience tend to have more confidence in dealing with complex classroom situations. In the context of improving the education system, it provides valuable information for schools and educational institutions to improve teacher competence and help increase their self-confidence. Professional training and development can be an effective strategy to increase teacher self-confidence, so that it can have a positive impact on the quality of the teaching and learning process in schools. In addition, an interactive approach between teachers and students and a supportive educational environment can also play an important role in increasing teacher confidence and the overall quality of learning.
Sikap Konsistensi Orang Tua dalam Membina Karakter Anak Aulia Rahmi; Chairullah Chairullah
Serambi Tarbawi Vol 11, No 2 (2023): Serambi Tarbawi
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/tarbawi.v11i1.6246

Abstract

Continuity is the main key to consistency, and this consistency is an abstract object that is very liked by Allah SWT. Rasulullah SAW mentioned in one hadith about Allah SWT's love for consistency in doing good deeds. The system of instilling character values is carried out continuously and continuously until habituation appears in the attitudes and behavior of children according to the norms in society. There are three aspects of good character that must be integrated in the process of forming a child's character, namely Knowing the good (moral knowing), Feeling the good (moral feeling), and Acting the good (moral action). The process of forming a child's character which includes several stages must of course be carried out from an early age. This process can only be carried out in the family environment.
PERAN SERTA MASYARAKAT DALAM PENGELOLAAN PENDIDIKAN MADRASAH Muhammad Faisal; Tabrani ZA
Serambi Tarbawi Vol 7, No 2 (2019): Serambi Tarbawi
Publisher : Universitas Serambi Mekkah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32672/tarbawi.v7i2.1803

Abstract

Tulisan ini bertujuan untuk melihat keterlibatan masyarakat dalam pembinaan dan pengembangan Madrasah untuk meningkatkan kualitas pendidikan, sehingga mampu berperan sebagai lembaga pendidikan yang memenuhi dan sesuai dengan kebutuhan masyarakat serta mampu berpacu dengan sekolah-sekolah umum dalam rangka mencapai tujuan Pendidikan Nasional. Pembangunan Nasional di bidang pendidikan merupakan suatu upaya mencerdaskan kehidupan bangsa dan meningkatkan kualitas manusia Indonesia, guna mewujudkan masyarakat yang maju, adil dan makmur, serta memungkinkan setiap warga negaranya mengembangkan diri, baik dalam aspek jasmaniah maupun rohaniah berdasarkan falsafah Pancasila. Peranan pendidikan di dalam kehidupan manusia, terlebih dalam zaman modern ini diakui atau sebagai satu kesatuan yang menentukan prestasi dan produktivitas seseorang. Salah satu pendidikan formal yang ada di Indonesia adalah Madrasah Ibtidaiyah. Menurut Surat Keputusan Bersama 3 Menteri. Usaha peningkatan mutu Madrasah dan usaha maju kesatuan sistem pendidikan nasional dalam rangka pembinaan semakin ditingkatkan. Hal ini terbukti pada tahun 1975 dikeluarkan Surat Keputusan Bersama (SKB) 3 Menteri yakni antara Menteri Dalam Negeri, Menteri Agama, dan Menteri Pendidikan dan Kebudayaan.

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