Fahima: Jurnal Pendidikan dan Kajian Keislaman
Fahima: Jurnal Pendidikan dan Kajian Keislaman (E-ISSN: 2808-4349) adalah jurnal ilmiah berbasis peer-review yang diterbitkan oleh Program Pascasarjana Universitas Nahdlatul Ulama surakarta dengan terbitan pertama pada Januari 2022. Fahima diterbitkan secara berkala dua kali dalam satu tahun pada bulan Januari dan Juli. Jurnal ini bertujuan untuk mempublikasikan dan menyebarluaskan tulisan-tulisan di bidang ilmu pendidikan dan Kajian Keislaman yang dapat memberikan kontribusi bagi perkembangan ilmu pengetahuan. Fahima menerima tulisan dalam penelitian kuantitatif dan kualitatif dari akademisi, praktisi, peneliti, dan mahasiswa yang relevan dengan topik ilmu pendidikan Islam dan kajian keislaman. Fahima menerbitkan artikel penelitian yang bersifat komprehensif dengan mengundang ulasan dari para ahli terkemuka di bidangnya. Artikel yang masuk akan diseleksi berdasarkan kajian ilmiah yang tinggi, memberikan pengetahuan baru yang esensial, dan sangat menarik bagi masyarakat di bidang ilmu pendidikan dan kajian keislaman.
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61 Documents
<![CDATA[Upaya Guru dalam Meningkatkan Perhatian dan Dorongan Belajar Akidah Akhlak ]]>
<![CDATA[Aminah Aminah]]>
<![CDATA[ Fahima Vol 2 No 2 (2023): Fahima ]]>
Publisher : <![CDATA[Program Pascasarjana UNU Surakarta ]]>
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DOI: 10.54622/fahima.v2i2.124
<![CDATA[This study aims to describe the efforts of Akidah Akhlak teachers in increasing the attention and encouragement of learning for Class X MAN 1 Pontianak students in the learning process. A qualitative approach with a case study type is used in this study. Main data collection used in-depth interviews through semi-structured interview guidelines with 5 (five) students of Class X MAN 1 Pontianak. The data analysis technique used is the Miles and Huberman model through 3 (three) stages, (1) data condensation, (2) data presentation, and (3) drawing conclusions. The results of this study found that the efforts that can be made by Akidah Akhlak teachers to increase attention to students, namely (1) adding special study hours for students who need additional study hours, (2) giving advice about the importance of learning Akidah Akhlak, and (3) know the characteristics of students in depth. And map it out. Then, the learning encouragement that Akidah Akhlak teachers can give students is, (1) forming study groups, (2) holding competitions or competitions, and (3) giving project assignments that stimulate students' critical power.]]>
<![CDATA[Studi Komparasi Metode Pendidikan Akhlak Menurut Imam Al-Ghazali, Ibnu Miskawaih dan Imam An-Nawawi ]]>
<![CDATA[Muh. Khoirul Anam]]>
<![CDATA[ Fahima Vol 2 No 2 (2023): Fahima ]]>
Publisher : <![CDATA[Program Pascasarjana UNU Surakarta ]]>
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DOI: 10.54622/fahima.v2i2.125
<![CDATA[This research aims to: 1) find out the method of moral education according to Al-Ghazali; 2) find out the method of moral education according to Ibnu Miskawaih; 3) find out the method of moral education according to Imam An-Nawawi; 4) find out the comparison of moral education methods according to Al-Ghazali, Ibn Miskawaih and Imam An-Nawawi. This research is a type of qualitative research with literary research methods or library research. Data comes from primary sources (Ihya' Ulumuddin, Tahdzib al-Akhlak, Riyadhus Shalihin) and secondary sources as well as various available sources including printed books, scientific journals, and the internet. The data analysis technique uses a comparative descriptive method to find out the characteristics of the message which is carried out objectively and systematically related to the moral education method of Al-Ghazali, Ibnu Miskawaih, and Imam An-Nawawi. Which then compares the three research objects so that similarities and differences are obtained. The results of this study indicate that there are similarities and differences in moral education methods according to Al-Ghazali, Ibn Miskawaih, and Imam An-Nawawi. The similarities include the view of changeable morals and the goal of moral education, namely the perfection of life. While the difference lies in the process that goes through in moral development which has advantages and disadvantages to each other.]]>
<![CDATA[Analisis Metode Pembelajaran Tahfidz Al-Qur’an Madrasah Aliyah Al-Muayyad Mangkuyudan Surakarta ]]>
<![CDATA[Nasoha, Ahmad Muhammad Mustain]]>;
<![CDATA[Khoironi, Arbangin Ardin]]>
<![CDATA[ Fahima Vol 3 No 1 (2024): Fahima ]]>
Publisher : <![CDATA[Program Pascasarjana UNU Surakarta ]]>
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DOI: 10.54622/fahima.v3i1.97
<![CDATA[This research is field research, so it is a type of qualitative research with a qualitative descriptive approach, presenting research results in the form of words and sentences. The subjects of this research were recitation teachers and several students of Madrasah Aliyah Al-Muayyad Mangkuyudan in Surakarta. The data collection techniques used in this research are observation, interviews and documentation. Data analysis techniques are based on data reduction, presentation and drawing conclusions. To ensure the accuracy of the research, it was carried out using source triangulation. Based on the research results, in tahfidz learning at Madrasah Aliyah Al-Muayyad Surakarta, 6 tahfidz learning methods were found to be used (1) Tahsin method used by students reading verses from the Koran. want to memorize in front of the teacher and the teacher listens to them, (2) Binadzor method is carried out by the teacher who first reads the verses of the Qur'an then the students, (3) Bandongan method, where students are asked to read the memorized verses repeatedly and then memorize it. (4) The entrustment/talaqqi method is a method where students entrust new memorization to the ustad. (5) The Muroja'ah (repetition) method is carried out by students repeating memorized verses of the Koran under the guidance of the teacher. And the obstacles to implementing the Tahfidz method in learning the Koran at Madrasah Aliyah Al-Muayyad Surakarta are the lack of student attention during learning, an unsupportive learning atmosphere and poor time management. (6) The Sorogan method is a learning method where students read directly in front of the teacher and the teacher listens.]]>
<![CDATA[Sinergitas Faktor Lingkungan Pendidikan Islam untuk Mewujudkan Tujuan Pendidikan Islam ]]>
<![CDATA[Ulum, Fachrurizal Bachrul]]>;
<![CDATA[Hidayati, Rohmah]]>
<![CDATA[ Fahima Vol 3 No 1 (2024): Fahima ]]>
Publisher : <![CDATA[Program Pascasarjana UNU Surakarta ]]>
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DOI: 10.54622/fahima.v3i1.128
<![CDATA[Environmental factors and educational goals are important elements in Islamic education. Educational goals become a reference for carrying out learning and the environment becomes the place where the educational process takes place. Environmental factors consisting of family, school, and society can realize the main goal of Islamic education that forms Islamic personality character. For this reason, this research discusses the synergy of the Islamic education environment to realize the goals of Islamic education. This type of research is literature research by taking sources from books, journals, and other literacy related to relevant themes. Data analysis uses literature review analysis by analyzing and synthesizing the literature on the topic of discussion that has been written previously. The results of this study describe that there is a correlation between the synergy of the Islamic education environment and the realization of the goals of Islamic education. A good educational environment that is imbued with Islamic values will form good character in students.]]>
<![CDATA[Konsep Pendidikan dalam Perspektif Hadits Nabi Muhammad SAW ]]>
<![CDATA[Amrona, Yassir Lana]]>;
<![CDATA[Nurhuda, Abid]]>;
<![CDATA[Assajad, Anas]]>;
<![CDATA[Al Fajri, Muhammad]]>;
<![CDATA[Bin Engku Ab Rahman, Engku Shahrulerizal]]>
<![CDATA[ Fahima Vol 3 No 1 (2024): Fahima ]]>
Publisher : <![CDATA[Program Pascasarjana UNU Surakarta ]]>
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DOI: 10.54622/fahima.v3i1.134
<![CDATA[Education has a very integral position in life so implementing it requires cooperation from all parties. Educators are no exception, they play a very important role and have a strategic place in it. So an ideal example is needed, namely the Prophet Muhammad, regarding what the educational concept model should be. This research aims to describe the concept of educators from the perspective of the Prophet’s Hadith. The method used is qualitative with a library study approach technique, while data collection uses a documentation model from primary and secondary sources. After the data is collected, the content is analyzed and concluded. The research results show that an educator is someone who is a role model and helps his students develop their full potential, character, morality, and integrity so that they can be competent Personal- Religiously, Social- Religiously, and Professional- Religiously]]>
<![CDATA[Efektivitas Dzikir terhadap Nyeri dan Kecemasan saat Sebelum Operasi dan Pasca Operasi: Literature Review & Meta Analysis ]]>
<![CDATA[Ferriansyah, Yudha]]>
<![CDATA[ Fahima Vol 3 No 1 (2024): Fahima ]]>
Publisher : <![CDATA[Program Pascasarjana UNU Surakarta ]]>
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DOI: 10.54622/fahima.v3i1.136
<![CDATA[One of the non-pharmacological measures that can be used to reduce perioperative anxiety is spiritual or religious intervention such as listening to Islamic praise (Dhikr). This study aims to determine the effectiveness of Dhikr on pain and anxiety before and after surgery. The methods used in the research are Literature Review and Meta-Analysis. A total of 1384 patients were included in this study. Of the 1384 patients, 796 patients were included in the Dhikr group and 588 patients were included in the no Dhikr group (Listening/humming songs or without any activity). The lowest heart rate value was in the Dhikr r group after surgery with a value of 81.6 ± 6.1 and the lowest respiratory rhythm value was in the Dhikr group before surgery with a value of 19.1 ± 0.9. Based on the pain score, it can be seen that the Dhikr group showed a significant reduction before surgery, 11.4 ± 20.5 compared to after surgery, 2.5 ± 3.5. This also occurred in other activity groups with a value of 12.1 ± 22.2 before surgery and 6.5 ± 12.3 after surgery. The anxiety score in the other activity group appeared to be lower at 8±7.8 compared to the Dzikir group at 24±16.7.]]>
<![CDATA[Integrasi Matematika dan Islam: Logika Matematika dalam Al-Qur'an ]]>
<![CDATA[Alghar, Muhammad Zia]]>;
<![CDATA[Afandi, Muhammad Irfan]]>
<![CDATA[ Fahima Vol 3 No 1 (2024): Fahima ]]>
Publisher : <![CDATA[Program Pascasarjana UNU Surakarta ]]>
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DOI: 10.54622/fahima.v3i1.144
<![CDATA[One of the goals of national education is to form students who are faithful and devoted to God Almighty. Islamic-integrated mathematics learning is a bridge to achieving this goal. This study aims to explore the verses in the Quran related to the concept of mathematical logic. A literature review using qualitative research was conducted in this research. Data were obtained from the Quran, the Book of Tafsir, and relevant journal articles. The results showed the concept of mathematical logic in the Quranic verses. The conjunction form is found in surah Al-Baqarah verse 25, the disjunction form is found in surah Al-Balad verses 12 to 16, and the negation form is found in surah Al-Kafirun verses 2 to 5. Implication form is found in surah Al-Fatihah verses 6 and 7. The results of this study can be a reference for learning resources in mathematical logic and logic and set integrated with Islam at the school and lecture levels.]]>
<![CDATA[Tradisi Ma’baca Baca sebagai Refleksi Keimanan Masyarakat Suku Bugis ]]>
<![CDATA[Mubarak, Azhar]]>
<![CDATA[ Fahima Vol 3 No 1 (2024): Fahima ]]>
Publisher : <![CDATA[Program Pascasarjana UNU Surakarta ]]>
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DOI: 10.54622/fahima.v3i1.145
<![CDATA[Cultural diversity in Indonesia makes Islam assimilate, to avoid conflicts that occur in society. One form of assimilation, especially in the Bugis community, is that there is a tradition that is practiced by the community known as ma’baca baca. This study aims to determine the relevance of the tradition of ma’baca baca to the faith of the Bugis community. The research method used was descriptive qualitative, data collection through interviews, and data validation through member checks. There were five respondents used in the study. The results found that there is a dilemma in carrying out the ma’baca baca tradition, alongside that the ma’baca baca tradition also functions as a reinforcement for society in increasing piety, social values, and also as a reflection of life found in the ma'read-read tradition.]]>
<![CDATA[Inklusivisme Guru di Sekolah Dasar Ihwal Pendidikan Agama untuk Kelompok Minoritas ]]>
<![CDATA[Bazikh, Moh. Rofqil]]>
<![CDATA[ Fahima Vol 3 No 1 (2024): Fahima ]]>
Publisher : <![CDATA[Program Pascasarjana UNU Surakarta ]]>
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DOI: 10.54622/fahima.v3i1.153
<![CDATA[According to the law (UU) and Government Regulation (PP) religious education is a necessity in school institutions. The problematic thing is when there is a student who has a different background and becomes a minority. In this position, the school has to give religious education by students' religious beliefs. Unfortunately, the reality is not like that. This research aims to see how inclusive the teacher in the grassroots regarding religious education for minorities. The target of this research is two Elementary Schools in Sedayugunung village, Besuki subdistrict, Tulungagung regency. Nine teachers agreed to interview about this topic. The type of this research is qualitative-descriptive based on field research. Two theories are used to analyze the findings of the interview. First, contact theory was initiated by Gordon Allport. Second, the threefold typology was initiated by Alan Race. The finding shows the inclusivism of teachers toward other religious communities, especially to hold religious education according to student religious belief. This attitude of teachers is categorized into inclusive typology within the view of religious groups. The teacher’s attitude is constructed by two things, digital world existence and interaction with another religious believer. In the end, this research conclusion suits to theory contact dictum that meeting with another religious believer can reduce prejudice.]]>
<![CDATA[Pola Manajemen Kurikulum Berbasis Islam Terpadu di SD Islam Terpadu Menara Fitrah Kabupaten Ogan Ilir ]]>
<![CDATA[Syamilah, Izzah]]>
<![CDATA[ Fahima Vol 3 No 2 (2024): Fahima ]]>
Publisher : <![CDATA[Program Pascasarjana UNU Surakarta ]]>
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DOI: 10.54622/fahima.v3i2.215
<![CDATA[This research aims to 1) analyze the management pattern of the Integrated Islamic curriculum at the Menara Fitrah Integrated Islamic Elementary School; and 2) Strategy for implementing the school curriculum according to the characteristics of the Integrated Islamic School Network (JSIT). Qualitative descriptive is this type of research. The Menara Fitrah Integrated Islamic Elementary School, Ogan Ilir Regency was the place where the research was conducted because the Menara Fitrah Integrated Islamic Elementary School has implemented an Integrated Islamic curriculum. The subjects of this research include school principals and curriculum coordinators. The methods used to collect data include interviews, observation, and documentation studies. Data triangulation is used as a method of data validity in this research. The interactive model from Miles, Huberman & Saldana is a data analysis technique used which includes data reduction, data presentation, and conclusion. Based on research findings, show: 1) Menara Fitrah Integrated Islamic Elementary School manages an Integrated Islamic-based school curriculum by applying management principles which include planning, implementation, and control/evaluation; 2) The strategy implemented by the Menara Fitrah Integrated Islamic Elementary School in managing the curriculum to suit the characteristics of JSIT is to recruit teachers who have certain abilities and facilitate teachers with training that supports and strengthens communication and collaboration between school stakeholders.]]>
