Transformasi : Jurnal Kepemimpinan dan Pendidikan Islam
Jurnal Transformasi (P-ISSN : 2614-8463 E-ISSN :2615-3734 ) merupakan jurnal yang berfokus pada kajian Kepemimpinan dan Pendidikan Islam, meliputi model-model, gaya, sistem, perilaku dan budaya kepemimpinan dan pendidikan Islam, serta keterkaitan kepemimpinan pendidikan Islam, berupa hasil field research maupun library research.
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<![CDATA[INTRODUCING NEW RELIGIOUS IDEAS TO MATHLA’ULANWAR: KH. UWES ABU BAKAR (1939-1973) ]]>
<![CDATA[Iman Wahyuddin]]>
<![CDATA[ Transformasi : Jurnal Kepemimpinan & Pendidikan Islam Vol 2 No 1 (2018): Transformasi : Jurnal Kepemimpinan & Pendidikan islam ]]>
Publisher : <![CDATA[Pascasarjana IAIN Sorong ]]>
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DOI: 10.47945/transformasi.v2i1.314
<![CDATA[Mathla’ul Anwar was established in 1916 by several Bantense kiyais, an Indonesian term used to attribute religious teachers, including KH. Tubagus Muhammad Sholeh, KH. Entol Muhammad Yasin, KH. Mas Abdurrahman, KH. Abdul Mu’thi and others Mathla’ul Anwar is one of the largest Muslim associations in Indonesia along with Nahdlatul Ulama or NU (mostly seen as the most prominent representative of the “traditionalist” Muslim groups established by several pesantren leading religious teachers in 1926 and Muhammadiyah (the largest group of the modernist or reformist Muslims established in 1912). KH. Uwes Abu Bakar wrote several treatises and books, including Al-Waqud, Targhibul Atfal, Surat Imam Malik kepada Harus AlRasyid dan Wazirnya, Tuntunan Bergaul and Bermasyarakat, and Ishlahul Ummmah Fi Bayani Ahli Sunnah Waljamaah. KH. Uwes divided Islamic law into two parts, (ibadah) divinely based ritual that was immune from changes and muamalah that was a result of human interpretation and was vulnerable to changes. He viewed that all products of ijtihad of ulama should be included into the latter part. The diversity of those products of thought was natural as every human had his own method of interpretation as well as his conclusion. At the same time, as a mankind, those ulama were also not immune from making errors. Critical attitudes were highly required in order to adhere or reject certain religious opinions of ulama. Since the focus of the study is Mathla’ul Anwar, I would like to focus on the impacts of this religious renewal towards members ofMathla’ul Anwar. To view the impacts of this religious renewal, it is important to highlight the succeeding developments of religious thought within Mathla’ul Anwar after the publication of the book. There were at least three general features of religious thought growing in Mathla’ul Anwar in 1970s]]>
<![CDATA[PRINSIP PENDIDIKAN NILAI TAFSIRAL-AZHAR ]]>
<![CDATA[Ahmad Syarif H]]>
<![CDATA[ Transformasi : Jurnal Kepemimpinan & Pendidikan Islam Vol 2 No 1 (2018): Transformasi : Jurnal Kepemimpinan & Pendidikan islam ]]>
Publisher : <![CDATA[Pascasarjana IAIN Sorong ]]>
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DOI: 10.47945/transformasi.v2i1.315
<![CDATA[Pendidikan nilai yang lahir sebagai alat penyeimbang tiga ranah pendidikan, kognitif, psikomotorik dan afektif berusahamemberikan jawaban terhadap stigma negative masyarakat yang mengganggap system pendidikan dewasa ini telah gagal memikul peran sebagai ‘instrumen’ untuk mendewasakan manusia. Dengan konstruksi yang dimiliki oleh pendidikan nilai, diharapkan akan lahir manusia-manusia purnawan yang tidak hanya unggul di bidang intelektual, tapi juga unggul di ranah emosional dan spiritual. Al-Quran sebagai sumber utama ajaran islam, diyakini oleh para pemeluknya memliki petunjuk kehidupan yang sesuai untuk setiap tempat dan waktu dimana ia berada. Ia laksana gudang yang di dalam- nya tersimpan mutiara dan permata. Namun tidak setiap orang bisa memasuki gudang tersebut. Salah seorang putra terbaik bangsa, Hamka, telah berupaya memasuki gudang tersebut dan hasilnya melahirkan sebuah karya monumental berupa tafsir al-Azhar. Melalui kitab inilah kita akan melihat bagaimana prinsip pendidikan nilai buya Hamka. Dengan menggunakan pendekatan tafsir tematik atas tafsir al-Azhar, ditemukan bahwa prinsip-prinsip pendidikan nilai yang terdapat dalam tafsir al-Azhar dapat dilihat dalam tiga tema pokok, yaitu makna dan tujuan pendidikan, cara manusia memperoleh nilai, dan metode penyampaian nilai. Makna dan tujuan pendidikan nilai menurut Hamka adalah sebuah upaya yang dilakukan oleh peserta didik untuk membantu peserta didik agar bisa menjadi manusia yang purnawan, artinya manusia yang tidak hanya unggul secara intektual tetapi juga moral. Untuk mencapai tujuan tersebut, manusia melalui akal atau panca indera dan hati atau perasaannya telah memiliki modal besar untuk bisa melakukan hal tersebut. Untuk mendapatkan nilai-nilai tersebut, nilai-nilai harus disampaikan. Cara penyampaian nilai tersebut menurut hamka adalah melalui pendekatan inculcation approach (penanaman nilai) dengan metode bercerita dan memberikan gambaran akan dampak positif dan negative dari nilai-nilai tersebut (penguatan positif dan negative)]]>
<![CDATA[OPTIMALISASI PENDIDIKAN REGULASI PRANIKAH PADA KUA BAROMBONG ]]>
<![CDATA[Sudirman Sudirman]]>;
<![CDATA[Kasjim Salenda]]>
<![CDATA[ Transformasi : Jurnal Kepemimpinan & Pendidikan Islam Vol 2 No 1 (2018): Transformasi : Jurnal Kepemimpinan & Pendidikan islam ]]>
Publisher : <![CDATA[Pascasarjana IAIN Sorong ]]>
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DOI: 10.47945/transformasi.v2i1.316
<![CDATA[Tujuan penelitian ini mengungkap optimalisasi pendidikan regulasi pranikah pada kua barombong, Gowa. penelitian ini diharapkan dapat menambah informasi untuk memperkaya pengetahuan tentang regulasi yang memberikan potret pada masyarakat. Tentunya yang akan dihasilkan dalam penelitian ini sangat berguna untuk menjadi perbandingan pemahaman terhadap pemahaman yang lain terhadap pendidikan pranikah. Penelitian ini merupakan enelitian lapangan yang bersifat kualitatif. Penelitian akan berinteraksi secara intens peserta pendidikan pra nikah dan kepada kepala KUA Barombong. Hasil penelitian menunjukkan bahwa Kepala KUA Barombong memberikan pelatihan atau kursus pranikah kepada setiap calon pengantin dilingkungan KUA Barombong. Dalam kursus calon pengantin tersebut di jelaskan beberapa hal, termasuk penjelasan tentang regulasi baik sebelum menikah maupun setelah menikah.]]>
<![CDATA[PRINSIP-PRINSIP PENGEMBANGAN TRANSFORMASI PENDIDIKAN MADRASAH TSANAWIYAH DI MAKASSAR ]]>
<![CDATA[Zain Hanafi]]>
<![CDATA[ Transformasi : Jurnal Kepemimpinan & Pendidikan Islam Vol 2 No 2 (2019): Transformasi : Jurnal Kepemimpinan & Pendidikan islam ]]>
Publisher : <![CDATA[Pascasarjana IAIN Sorong ]]>
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DOI: 10.47945/transformasi.v2i2.318
<![CDATA[Developing a transformation of education characterized by Islam to be a necessary for educators and education personnel in Madrasah Tsanawiyah Indonesia. This research had revealed the principles used in developing the educational transformation of the Madrasah Tsanawiyah in Makassar which consists of personality education, interactional education, and educational technology. The questionnaire was used as one of the instruments to collect data from 68 samples and directed interviews were conducted to informants of school principles, staffs and teachers. the results of the study indicate that the principals of Madrasah had the same knowledge in developing the principles of educational transformation in Madrasah. Whereas, teachers and employees had a diversity of personality education, interaction skills and utilization of technology in developing the principles of educational transformation.]]>
<![CDATA[PENDIDIKAN KARAKTER DALAM TRADISI KEAGAMAAN MASYARAKAT MUSLIM PAPUA BARAT ]]>
<![CDATA[Akramun Nisa]]>
<![CDATA[ Transformasi : Jurnal Kepemimpinan & Pendidikan Islam Vol 2 No 2 (2019): Transformasi : Jurnal Kepemimpinan & Pendidikan islam ]]>
Publisher : <![CDATA[Pascasarjana IAIN Sorong ]]>
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DOI: 10.47945/transformasi.v2i2.319
<![CDATA[This research tries to understand the meaning of character education on the religious tradition of West Papua Muslim community. To process of data collection, the researcher using an interviews, observation and documentation. The results show that from the eight religious traditions analyzed there are ten values of character education. Of the ten values of character education is dominated by religious values and appreciation value especially in the tradition of safar bath, drum sahur, night warning lailatu qadr, implementation of aqiqah and qurban, maulid derivative and maulid fakalah, tombormark and tradition of picking preacher. The learning of character education based on local wisdom is in fact an alternative consideration in teaching and inculcating the values of wisdom in the minds, paradigms, and beliefs of learners by emphasizing the hearts and minds in shaping the characters.]]>
<![CDATA[STUDENTS’ STRATEGIES IN ACADEMIC WRITING: A STUDY ON LEARNING STRATEGIES USED BY HIGH-ACHIEVEMENT STUDENTS AT STKIP MUHAMMADIYAH BONE ]]>
<![CDATA[Syamsir Bin Ukka]]>;
<![CDATA[Baso Jabu]]>;
<![CDATA[Sukardi Weda]]>
<![CDATA[ Transformasi : Jurnal Kepemimpinan & Pendidikan Islam Vol 2 No 2 (2019): Transformasi : Jurnal Kepemimpinan & Pendidikan islam ]]>
Publisher : <![CDATA[Pascasarjana IAIN Sorong ]]>
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DOI: 10.47945/transformasi.v2i2.320
<![CDATA[This research aimed to find out the strategies used by the high-achievement students in academic writing and to find out the lecturers’ perception about the strategies applied by the students at STKIP Muhammadiyah Bone. This research is a descriptive qualitative research that applied two research questions. The data was collected from the subjects that consist of six students and one lecturer. The research subjects were chosen by purposive sampling technique. The researchers were the main instruments of the research and applied interview and taking research notes by using observation sheets. This research used interview and observation to collect the data. The writing class activities were observed and the respondents were interviewed. The results were analyzed descriptively. Based on the data analysis, it was found that students used different learning strategies in academic writing. Students A and C used cooperative learning strategy because they enjoyable in small group discussions before make decision while Students B and E used mapping strategy who like follow the structured writing stage of writing. Student D used spider web strategy that refers to arrange the ideas more structured and Student F used collaborative learning strategy that student who like giving and asking help. The lecturer’s perception indicated that students who learnt writing skill use different strategies based on their understanding level. The findings and conclusions noted that the learning strategies applied by the students in this research based on their achievement level and learning style. By these strategies, the students are capable to increase their writing skill by using the appropriate strategy.]]>
<![CDATA[TRANSFORMASI PENDIDIKAN UNTUK MENGATASI KONFLIK MASYARAKAT DALAM PERSPEKTIF MULTIKULTURAL ]]>
<![CDATA[Aidil Sudarmono]]>
<![CDATA[ Transformasi : Jurnal Kepemimpinan & Pendidikan Islam Vol 2 No 2 (2019): Transformasi : Jurnal Kepemimpinan & Pendidikan islam ]]>
Publisher : <![CDATA[Pascasarjana IAIN Sorong ]]>
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DOI: 10.47945/transformasi.v2i2.321
<![CDATA[Globalization is a process that integrates series of global life. The link between globalization and education will have new society namely a society based on "knowledge-based-society". For that reason, education is vital in realizingn a future society based on science, because the process of transformation through education and scientific development will occur. Transformation of education in multicultural perspective should facilitate teaching and learning process that change essential mono-cultural essential perspective, which is full of prejudice, and discriminative to the multicultural perspective which respect differences, tolerance, and open mindedness.Transformation of education should also be able to provide the partly designing the materials, methods, curriculum that enable people enlightening idea, tobe aware of the importance of mutual tolerance, respect for differences in inethnicity, religion, race, ethnicity and culture of Indonesia's multicultural society]]>
<![CDATA[ANALISIS KESULITAN BELAJAR SISWA PADA PEMBELAJARAN MATEMATIKA DI KELAS V MI AL-HIDAYAH KOTA SORONG TAHUN AJARAN 2019/2020 ]]>
<![CDATA[Sukman S]]>;
<![CDATA[Dwi Jayanti]]>;
<![CDATA[Wirjaza Putri]]>
<![CDATA[ Transformasi : Jurnal Kepemimpinan & Pendidikan Islam Vol 2 No 2 (2019): Transformasi : Jurnal Kepemimpinan & Pendidikan islam ]]>
Publisher : <![CDATA[Pascasarjana IAIN Sorong ]]>
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DOI: 10.47945/transformasi.v2i2.322
<![CDATA[Penelitian ini bertujuan untuk menganalisis kesulitan belajar siswa kelas V A MI Sains Al-Hidayah pada mata pelajaran matematika tahun ajaran 2019/2020 serta untuk mendeskripsikan faktor-faktor yang menyebabkan keselitan belajar matematika di kelas V A MI Sains Al-Hidayah tahun ajaran 2019-2020. Penelitian ini menggunakan metode penelitian kualitatif yang bersifat deskriptif. Subjek dalam penilitian ini adalah seluruh siswa kelas V A MI Sains Al-Hidayah yang berjumlah 28 orang siswa. Teknik pengumpuan data yang digunakan dalam penelitian ini adalah wawancara, angket dan dokumentasi. Analisis datanya menggunakan pendekatan kualitatif. Hasil penelitian ini adalah 18 siswa tidak paham ketika guru menyampaikan materi dan hampir semua siswa meyatakan bahwa metode yang diterapkan oleh guru mata pelajaran tidak menyenangkan. Faktor-faktor yang menyebabkan kesulitan belajar siswa kelas V A MI Sains Al-Hidayah adalah faktor internal yaitu siswa tidak menyukai mata pelajaran tersebut sehingga mensugeti pikiran mereka bahwa pelajaran matematika itu sulit. Faktor eksternalnya adalah guru kurang menggunakan alat peraga dan metode yang diterapkan tidak menarik perhatian siswa. Berdasarkan hasil tersebut maka dapat disimpulkan bahwa siswa kelas VA MI Sains AlHidayah Kota Sorong masih kesulitan dalam mempelajari mata pelajaran matematika.]]>
<![CDATA[INTERNALISASI NILAI-NILAI PENDIDIKAN ISLAM DALAM PEMBINAAN KARAKTER SISWA PADA SMP NEGERI 10 KOTA SORONG ]]>
<![CDATA[Samsudin Datu]]>
<![CDATA[ Transformasi : Jurnal Kepemimpinan & Pendidikan Islam Vol 2 No 2 (2019): Transformasi : Jurnal Kepemimpinan & Pendidikan islam ]]>
Publisher : <![CDATA[Pascasarjana IAIN Sorong ]]>
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DOI: 10.47945/transformasi.v2i2.323
<![CDATA[This research deals with the Internalization of Islamic Education Values in Character Building at SMPN 10 of Sorong City. The purposes of this study are: first, to determine the internalization of Islamic education values at SMPN 10 of Sorong City; second, to examine the forms of teacher efforts in developing the character values of SMPN 10 of Sorong City; and third, to formulate opportunities and challenges of internalization of Islamic education Values in fostering character at SMPN 10 of Sorong City. The results showed that First, the internalization of Islamic education values at SMPN 10 of Sorong City in this study included the preliminary stages, presentation of the core subjects and closing. Indicators of preliminary learning activities include greeting, delivering of perception, delivering of TKP, and drawing of attention. In the use of instructional media, the teachers of SMPN 10 of Sorong City are equipped with complete facilities so that the method is more varied. Second, the form of teacher's efforts in developing the character values of SMPN 10 of Sorong City is through integrated supervision of all school components of student behavior, providing motivation through advice and stories of successful people, implementing learning strategies with active learning models to enhance activities learning which is a follow-up to the results of the agreement of the teachers meeting at SMPN 10 of Sorong City. Students who have high achievements also have good character attitude. Third, Opportunities and challenges of the internalization of Islamic education values in character building at SMPN 10 of Sorong City are the existence of a strong desire and determination of stakeholders to advance the school and the strong commitment of teachers at SMPN 10 of Sorong City to develop Education, and Community]]>
<![CDATA[PENDIDIKAN ISLAM DALAM PERSPEKTIF HADIS ]]>
<![CDATA[Hasbi Siddik]]>;
<![CDATA[Muhmmad Satir]]>
<![CDATA[ Transformasi : Jurnal Kepemimpinan & Pendidikan Islam Vol 3 No 1 (2019): Transformasi : Jurnal Kepemimpinan & Pendidikan islam ]]>
Publisher : <![CDATA[Pascasarjana IAIN Sorong ]]>
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DOI: 10.47945/transformasi.v3i1.324
<![CDATA[Hadis merupakan sabda, perbuatan, takrir dan hal-ihwal Nabi Muhammad saw., yang periwayatannya berbeda dengan Alquran. Untuk Alquran, semua periwayatan ayatayatnya berlangsung secara mutawatir, sedang untuk hadis Nabi, sebagian periwayatannya berlangsung secara mutawatir dan sebagian lagi berlangsung secara ahad. Di samping sebagai sumber hukum Islam kedua setelah Alquran, dilihat dari segi fungsinya, hadis merupakan bayan tafsir terhadap Alquran. Hadis merupakan sumber hukum Islam, maka kandungan dan bahasannya meliputi berbagai aspek, termasuk di antaranya adalah aspek pendidikan. Begitu halnya jika hadis dilihat dari segi fungsinya sebagai penjelas dari ayat ayat Alquran, maka pembahasan mengenai pendidikan adalah salah satu hal penting dan mendapat perhatian cukup besar dalam ajaran Islam.]]>
