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Mahfud Ifendi
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Kampus STAI Sangatta Jln. Soekarno-Hatta Teluk Lingga Sangatta Utara Kompleks Perkantoran Bukit Pelangi Kabupaten Kutai Timur Telp. 0811596662 Hp. 085648471073 Email : alrabwah@staiskutim.ac.id
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Al-Rabwah : Jurnal Ilmu Pendidikan
Published by Sekolah Tinggi Agama Islam Sangatta Kutai Timur
ISSN : 22527672     EISSN : 27984303     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Jurnal Al-Rabwah accepts articles Indonesian language and English. Al-Rabwah has focus publish several topics of Education such as: Islamic Education. The Thinking of Islamic Education Current Issues of Education Management and Organization in Education Practice Education in Indonesia Education Studies. Education in the World (West and East);
Arjuna Subject : Umum - Umum
Articles 5 Documents
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Search results for , issue "Vol. 14 No. 01 (2020): May" : 5 Documents clear
Analisis Keefektifan Pembelajaran Menggunakan Youtube Di Masa Pandemi Eka Widyanti
Al-Rabwah Vol. 14 No. 01 (2020): May
Publisher : STAI Sangatta Kutai Timur

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Abstract

ABSTRACT: The purpose of this study was to obtain information about the effectiveness of the online learning process using Youtobe during the pandemic. Research using qualitative exploratory methods with an inductive approach. In this study, there were 7 respondents associated with SD Muhammadiyah 2, consisting of 3 teachers, 3 guardians of students, and 1 student. To maintain the confidentiality of the respondent's identity, the researcher gave the respondent's name F1, F2, F3, F4, F5, F6, F7. The interview statement used google from and was developed with related literature. The results of this study are the lack of effectiveness of online learning which is packaged in the YouTube video due to the lack of interest of students to listen to it and feel uncomfortable because they do not come face to face with the ustadz and ustadzahnya. ABSTRAK : Tujuan penelitian ini adalah mendapatkan informasi tentang ke efektifan proses pembelajaran online menggunakan youtobe di masa pandemi penelitian menggunakan metode kualitatif eksploratif dengan pendekatan induktif. Dalam penelitian ini responden yang berkaitan sebanyak 7 orang dari SD Muhammadiyah 2, terdiri dari 3 guru, 3 wali murid,dan 1 peserta didik. Untuk menjaga kerahasiaan identitas responden, peneliti memberi nama responden F1, F2,F3,F4,F5,F6,F7 Pernyataan wawancara menggunakan google from dan dikembangkan dengan literatur terkait. Hasil dari penelitian ini kurangnya efektif nya pembelajaran online yang di kemas dalam vidio youtube karena faktor kurangnya minat peserta didik untuk menyimaknya dan merasa ketidak nyamanan karena tidak bertatap muka langsung dengan para ustadz dan ustadzahnya.
Pendekatan Kontekstual Dalam Kegiatan Belajar Mengajar Farida Catur Wahyu Angggriyani
Al-Rabwah Vol. 14 No. 01 (2020): May
Publisher : STAI Sangatta Kutai Timur

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Abstract: Education is one of the important factors in human life, society and the nation in an effort to improve welfare, skills and skills towards a better direction. With education, it is hoped that it can give birth to people who are better able to build themselves, society and the nation. Various learning approaches have been widely discussed and implemented in teaching and learning activities, but the process and results have not been as expected by the goals of education and teaching. One of the learning approaches that are trying to be offered to eliminate this problem is the Contextual Teaching and Learning (CTL) approach. The CTL approach is a learning concept that helps teachers link the material being taught with students' real-world situations and encourages students to be able to contain the relationship between their knowledge and its application in their daily lives. In its application, the CTL approach has seven main components, namely (1) constructivism, (2) inquiry, (3) questioning, (4) learning community, (5) modeling, (6) reflection, and (7) the actual assessment (authentic assessment). Through the CTL approach, the knowledge and skills that students acquire are a construction of the student's experience. Abstrak Pendidikan merupakan salah satu faktor yang penting dalam kehidupan manusia, masyarakat dan bangsa dalam usaha meningkatkan kesejahteraan, kecakapan dan keterampilan menuju kearah yang lebih baik. Dengan pendidikan diharapkan dapat melahirkan manusia yang lebih mampu membangun dirinya sendiri, masyarakat dan bangsa. Berbagai pendekatan pembelajaran sudah banyak di diskusikan dan dilaksanakan dalam kegiatan belajar mengajar, tetapi proses dan hasilnya belum seperti yang diharapkan oleh tujuan pendidikan dan pengajaran. Salah satu pendekatan pembelajaran yang coba ditawarkan untuk mengeliminasi persoalan tersebut adalah pendekatan Contexttual Teaching and Learning (CTL). Pendekatan CTL adalah konsep pembelajaran yang membantu guru mengaitkan antara materi yang diajarkan dengan situasi dunia nyata siswa dan mendorong siswa agar dapat memuat hubungan antara pengetahuan yang dimiliki dengan penerapannya dalam kehidupan mereka sehari-hari. Dalam penerapanna, ppendekatan CTL mempunyai tujuh komponen utama, yaitu (1) konstrukttivisme (contructivisme), (2) menemukan (inquiry), (3) bertanya ( questioning), (4) masyarakat/ kelompok belajar (learning community), (5) pemodelan ( modeling), (6) refleksi ( reflection), dan (7) penilaian yang sebenarnya (authentic assesmen). Melalui pendekatan CTL tersebut, pengetahuan dan ketrampilan yang diperoleh siswa merupakan kontruksi dari pengalaman siswa yang bersangkutan.
Strategi Kepala Sekolah Dalam Penerapan Suvervisi Pendidikan Iswanto
Al-Rabwah Vol. 14 No. 01 (2020): May
Publisher : STAI Sangatta Kutai Timur

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Abstract

Supervision of educational activities is needed by teachers, for teachers who work every day at school there are no other parties who are closer and learned from in all their activities, except the Principal. The teacher is one of the determinants of the low quality of education. The framework of the implementation of the education supervision program should include all related components and affect the success of the educational supervision program. This success is viewed from component planning, implementation, and impact of the education supervision program. Principals in carrying out their duties and responsibilities as a supervisor in an effective, then the school principal has the competence of human, managerial, and. Technical. All of them are a unity that can not be separated.
Masa Pembinaan Pendidikan Islam: Telaah Kritis Pendidikan Rasulullah SAW Pada Periode Makkah Mahfud Ifendi
Al-Rabwah Vol. 14 No. 01 (2020): May
Publisher : STAI Sangatta Kutai Timur

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Abstract Since Islam was born, when the Prophet Muhammad SAW was appointed as an Apostle, then from that moment the Prophet taught Islamic education to his followers. In his journey, of course there were many things that hindered him because indeed what the Prophet Muhammad was doing was very contrary to what most people had done at that time. This article aims to describe and analyze the stages of education Carrie out by the Prophet Muhammad, educational materials and educational institutions that existed during the period during the Prophet in Mecca. Through a qualitative descriptive study approach (library research), the results that can be concluded are: First, there were 3 stages of education Carrie out by the Prophet Muhammad in the Mecca period, namely secretly, openly and publicly. Second, the Islamic education material taught is related to the teachings of tauhid, al-Qur'an and morals. The teaching sofa tawhid became the target of the Prophet for the first time at that time because the Prophet was on a mission for the first time so that he wanted to foster and clean the belief of the Arabs from ignorance that had long worshiped statues oridols (paganism), changed and turned to worship only Allah SWT. In addition to the teachings of tauhid, the Prophet also taught the Qur'an as a guide for life in navigating thelives of mankind both in this world and in the hereafter. The Prophet also taught how to have good morals to Allah SWT, humans and the universe to his friends. Third, the educational institutions used by theProphet Muhammad are the homes of friends of Arqam bin Abi Arqam and around the Grand Mosque in Aqabah to carry out the process of education and preaching to his followers. Of course what is meant by educational institutions here is not like educational institutions today which have experienced changes and advancements in them. What the Apostledidat Dar al-Arqam was very simple because it was indeed a small house of a friend who was suddenly used as an educational institution and for the first time the Prophet delivered Islamic education material to his friends. In general, the Islamic education carried out by theProphet Muhammad in Mecca is a prototype that aimstofoster Muslim personalities to become cadres who are faithful and devoted to Allah SWT, are strong, persistent, patient, intelligent, have noble character to be prepared to be good Muslims. Abstrak Sejak Islam lahir, ketika Nabi Muhammad SAW diangkat menjadi seorang Rasul, maka mulai saat itulah Nabi mengajarkan pendidikan Islam kepada para pengikutnya. Dalam perjalanannya tentu banyak hal yang merintanginya karena memang apa yang dilakukan oleh Rasulullah SAW ini sangat bertentangan dengan apa yang telah dilakukan kebanyakan orang pada saat itu. Dalam artikel ini bertujuan untuk mendeskripsikan serta menganalisis tentang tahapan pendidikan yang dilakukan oleh Rasulullah SAW, materi pendidikan serta lembaga pendidikan yang ada pada periode selama Rasul di Makkah. Melalui pendekatan studi deskriptif kualitatif (libraryresearch), hasil yang dapat disimpulkan adalah Pertama, ada 3 tahapan pendidikan yang dilakukan oleh Rasulullah SAW periode Makkah ini yakni secara sembunyi-sembunyi, terang-terangan dan seruan umum. Kedua, materi pendidikan Islam yang diajarkan adalah berkaitan dengan ajaran tauhid, al-Qur’an dan akhlak. Ajaran tauhid menjadi sasaran Rasul pertama kalinya saat itu karena memang Rasul dalam misi dakwah yang pertama kalinya sehingga beliau ingin membina dan membersihkan keyakinan bangsa Arab dari kejahilan yang telah lama menyembah patung atau berhala (paganisme), berubah dan beralih untuk menyembah hanya kepada Allah SWT. Selaian ajaran tauhid, Rasul juga mengajarkan al-Qur’an sebagai pedoman hidup dalam mengarungi kehidupan umat manusia baik di dunia maupun di akhirat kelak. Rasul juga mengajarkan bagaimana cara berakhlak yang baik kepada Allah SWT, manusia dan alam semesta kepada para sahabat. Ketiga, lembaga pendidikan yang digunakan oleh Rasulullah SAW adalah rumah sahabat Arqam bin Abi Arqam dan di sekitar Masjidil Haram, di Aqabah untuk melaksanakan proses pendidikan dan dakwah kepada para pengikutnya.Tentu yang dimaksud lembaga pendidikan di sini tidaklah seperti lembaga pendidikan dewasa ini yang telah mengalami perubahan dan kemajuan di dalamnya. Apa yang dilakukan oleh Rasul di Dar al-Arqam ini sangat sederhana sekali karena memang merupakan sebuah rumah kecil dari seorang sahabat yang kemudian dijadikan sebagai lembaga pendidikan secara mendadak dan untuk pertama kalinya Rasul dalam menyampaikan materi pendidikan Islam kepada para sahabat. Secara umum, Pendidikan Islam yang dilakukan Rasulullah SAW di Makkah merupakan prototype yang bertujuan untuk membina pribadi muslim agar menjadi kader yang beriman dan bertaqwa kepada Allah SWT, berjiwa kuat, gigih, sabar, cerdas, berakhlak mulia untuk dipersiapkan menjadi muslim yang baik.
Strategi Peningkatan Kualitas Lulusan Smk Melalui Konsep Cluster Bidang Keahlian Dan Sertifikasi Siswa Taufik Hidayat
Al-Rabwah Vol. 14 No. 01 (2020): May
Publisher : STAI Sangatta Kutai Timur

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This article present a strategy to improve the student graduate quality of vocational high school, with the concept the competence cluster area and student certification. The competence cluster area is a grouping of vocational high schools in each regency based on their competence, namely : Technology and Engineering competence area, consist of Industrial Mechanical Engineering, Welding, Ottomotive, Mining, Fisheries, Shipping, Cruising, Technology and Informatics. Business and Management competence area, consist of : Accounting, Office Administration, Marketing, Cullinary Art and Fashion. Agriculture and Agribusiness competence area, consist of : Agricultural Engineering, Food Crop Agribusiness, Horticultural Agribusiness and Agrotechnology. Health competence area, consist of : Nursing, Analytical chemistry and pharmacy. From four competence area above submitted as the best schools in their fields to become LSP P1, namely professional certification institute P1 and also as Competency Test place for students in their respective regions, with standard Professional Certification National Agency (BNSP) and also students who follow both public and private district will get a professional certificate issued by BNSP. So that, with formally the student graduate quality of Vocational high school in the region have the same standard that set BNSP standards or national standard. In Accordance, the graduate standard with BNSP, to enter the business world and industry, we already have equality both nationally and internationally.

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