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Tadris: Jurnal Pendidikan Islam

tadris
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Published by Institut Agama Islam Negeri Madura

ISSN : 1907672X EISSN : 24425494 DOI : http://doi.org/10.19105/tjpi

Core Subject : Religion, Education,

Religion Education

Tadris: Jurnal Pendidikan Islam is an open-access peer-reviewed journal published by the Tarbiyah Faculty of State Islamic Institute of Madura. Tadris Journal is published twice a year in June and December, the contents are scientific writings on Islamic Education in form of conceptual ideas, literature reviews, practical writing, or research results from various perspectives.

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 329 Documents

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PENDIDIKAN ISLAM ANTI RADIKALISME MELALUI NADHAM (Telaah Kitab Shifa’ al-Ummah karya KH. Taufiqul Hakim Bangsri Jepara) Rohman, Fathur
TADRIS: Jurnal Pendidikan Islam Vol 13 No 1 (2018)
Publisher : State Islamic Institute of Madura

Several studies have shown that radicalism now at an alarming level. One of the indicator is the inclusion of the teaching radicalism to various educational institutions. Responding to this phenomenon, PP. Darul Falah Bangsri Jepara published a book entitled Syifa’ al-Ummah. This book is written by KH. Taufiqul Hakim in the form of a nadham that discuss radicalism from the point of view of Islamic teachings. Based on the description, this article will answer two problems. First, the anti-radical values expressed in the nadham Syifa’ al-Ummah. Secondly, the reason for the use of nadham in presenting anti-radicalism values. Therefore, this study uses content analysis techniques to find out the massages contained in the text of the book, Syifa al-Ummah. From the results of this study can be seen that the values of anti-radicalism in the book, Syifa’ al-Ummah among others: Islam is a religion of grace, Islam prohibits acts of terror, the meaning of jihad, change of munkar gradually, and government in Islam. The writing of the book in the form of nadham aims to facilitate the reader in memorizing and remembering the material presented.

The Planning, Processing, And Evaluating The Online Tutorial In The Islamic Education Course Rahmadi, Imam Fitri
TADRIS: Jurnal Pendidikan Islam Vol 13 No 2 (2018)
Publisher : State Islamic Institute of Madura

The online tutorial is one of the learning support services that support students to learn independently at distance learning. This study describes the planning, processing, and evaluating the online tutorial in the Islamic Education course at Universitas Terbuka. The methodology that is used in this study is the qualitative descriptive by case study. Data was gained from observations, interviews, and documentary study. The study found that (1) the planning of online tutorial was conducted by developing the tutorial activity planning, tutorial activity unit, and tutorial materials, (2) the process was conducted in 8 initiations that consisted of initializing materials, discussion, and task in the 3rd, 5th, and 7th initiations, and (3) the evaluation score was taken from some activities including discussions and task submissions. This research is limited to one semester with limited samples and general observations so that further research should investigate the same topic more deeply with more classes and semesters.

PENGEMBANGAN PEMBELAJARAN DENGAN STRATEGI ACTIVE KNOWLEDGE SHARING PADA PERKULIAHAN USHUL FIQIH PROGRAM STUDI TADRIS IPS STAIN PAMEKASAN Rijal, Akh Syaiful
TADRIS: Jurnal Pendidikan Islam Vol 13 No 1 (2018)
Publisher : State Islamic Institute of Madura

AbstrakPenelitian ini mengkaji tentang pengembangan pembelajaran dengan mengangkat strategi active knowledge sharing sebagai upaya untuk meningkatkan aktivitas belajar mahasiswa. Permasalahan yang diangkat adalah: (1) Bagaimana penerapan dan pengembangan pembelajaran melalui strategi active knowledge sharing dalam perkuliahan Ushul Fiqih pada Program Studi Tadris IPS STAIN Pamekasan. Dari penelitian yang telah dilakukan, diperoleh temuan bahwa: (1) Penerapan strategi active knowledge sharing dalam perkuliahan Ushul Fiqih dilaksanakan dengan: Pertama, sebelum mempraktikkan metode tersebut dosen menyiapkan sarana pembelajaran kemudian membuka pelajaran, memberikan informasi tentang rencana pembelajaran dan tugas yang harus dilaksanakan mahasiswa, dan memotivasi mahasiswa. Kedua, pada saat pelaksanaan dosen menyiapkan sebuah daftar pertanyaan berupa definisi atau istilah yang ada dalam pelajaran, lalu meminta mahasiswa menjawab pertanyaan dengan sebaik-baiknya. Selanjutnya dosen mengajak mahasiswa berkeliling ruangan dengan mencari mahasiswa lain yang dapat menjawab pertanyaan yang tidak bisa dijawab mahasiswa. Setelah jawaban didapat, maka dosen meminta mahasiswa untuk kembali ke tempat duduk masing-masing dan mengulas jawaban dan bersama-sama mengisi jawaban yang tidak bisa dijawab oleh mahasiswa. Ketiga, metode ini bisa dilakukan secara variatif: (a) Memberi masing-masing mahasiswa sebuah kartu indeks dan meminta untuk menulis sebuah informasi baru yang dikumpulkan dari mahasiswa yang lain, dan saat kelompok sudah penuh maka dosen mengulas informasi yang dikumpulkan. (b) Menyampaikan pertanyaan opini dari pertanyaan faktual, atau mencampur pertanyaan faktual dengan pertanyaan opini. Pengembangan pembelajaran dengan strategi active knowledge sharing dalam perkuliahan Ushul Fiqih dapat dilakukan dengan varian metode yang cocok dengan mata kuliah yang bersifat aplikatif, artinya pengetahuan yang tidak cukup hanya diketahui saja tetapi harus diaplikasikan dalam kehidupan sehari-hari. Bahkan kreativitas belajar mahasiswa telah meningkatkan hasil belajar mereka sehingga benar-benar sesuai harapan dan memuaskan. Kata kunci: pengembangan pembejalaran, active knowledge sharing, ushul fiqih.

Education Values Based On The Thinking Of K.H. Choer Affandi And Their Relevance To The Modern Education Hidayat, Tatang
TADRIS: Jurnal Pendidikan Islam Vol 14 No 1 (2019)
Publisher : State Islamic Institute of Madura

The existence of pesantrens in the Indonesian archipelago, such as Pondok Pesantren Miftahul Huda Manonjaya, Tasikmalaya is a major transformation for the development of the national education system. This present study aims at investigating the educational values based on the thinking of K.H. Choer Affandi and their relevance to the modern education. This study employed a qualitative approach and descriptive method. In this present study, the researcher acted as the main instrument. The data collection techniques employed in this study covered interviews, observation, and documentation studies. Based on the results of the study, it showed that K.H Choer Affandi was a salafiyah Islamic scholar born from a knowledgeable, fighter, and noble family. Coming from the aforementioned reason, he was eventually active in education realms and movements. Educational values of K.H. Choer Affandi consist of iman and taqwa values, leadership, independence, discipline, honesty, persistence (istiqomah), courage (syaja'ah), intelligence and simplicity values (tawaḍu) Therefore, the educational values of K.H. Choer Affandi is still relevant in modern education today, because modern education has lost its essential meaning, revoked from the roots of the values of education itself.Keywords: Education Values, K.H. Choer Affandi, Modern Education, Pondok Pesantren Miftahul Huda

Islamic Schools As A Means Of Millenial Generation’s Education Handayani, Titik; Saadah, Lailatis
TADRIS: Jurnal Pendidikan Islam Vol 14 No 1 (2019)
Publisher : State Islamic Institute of Madura

Islamic schools are expected to be a means to achieve the goals of Islamic education. Therefore, they should not focus on religion field only, but they should be balanced by science. It is because of the goals of Islamic education guide us to achieve the happiness of the world and here after. So that, Islamic schools should be able to facilitate millennial generation by Islamic religion and science in order to produce the graduates who are knowledgeable and having good character. In addition, they are also expected to produce the competitive graduates. Therefore, this paper will discuss about the goals of Islamic education, and how the Islamic schools, focusing on madrasah should design their curriculum for millennial generation to achieve the goals of Islamic education. Correlating of this statement, Curriculum for MI and MTS should focus on transferring knowledge and forming character, whereas, curriculum for MA should focus on life skill training besides both of those competencies. Nevertheless, the implementation of curriculum will be achieved maximal when it is supported by headmaster who will be able to manage their human resources. So that, madrasah will be a means of millennial generation’s education. Keyword: Islamic education, Islamic schools, millennial generation, Islamic schools for millennial generation

Islamisasi Ilmu Pengetahuan Kontemporer (Konsep Integrasi Keilmuan di Universitas-Universitas Islam Indonesia Hanifah, Umi
TADRIS: Jurnal Pendidikan Islam Vol 13 No 2 (2018)
Publisher : State Islamic Institute of Madura

ABSTRAK: Gagasan islamisasi ilmu pengetahuan muncul pada saat diselenggarakan konferensi dunia yang pertama tentang pendidikan Islam di Makkah pada tahun 1977. Salah satu gagasan yang direkomendasikan dalam konferensi tersebut adalah menyangkut islamisasi ilmu pengetahuan yang dilontarkan oleh Syed Muhammad Naquib al-Attas dan Ismail Raji al- Faruqi. Dari gagasan islamisasi dua tokoh inilah lahir wacana tentang integrasi keilmuandi berbagai institusi Pendidikan Tinggi Islam dunia termasuk di Indonesia. Pengembangan IAIN menjadi UIN merupakan contoh wujud integrasi keilmuan itu sendiri. Dewasa ini, beberapa Pendidikan Tinggi Islam di Indonesia, terutama UIN se-Indonesia sedang mengembangkan paradigma integrative dalam ilmu keislaman. Di antaranya, integrasi ilmu umum dan ilmu agama UIN Jakarta, integrasi-interkoneksi dengan metafora jaring laba-laba UIN Yogyakarta, pohon ilmu UIN Malang, Roda Pedati atau wahyu memandu ilmu UIN Bandung, dan integrated twin towers UIN Surabaya. Dari kajian tentang konsep integrasi keilmuan 5 UIN tersebut didapatkan temuan, bahwa Sesungguhnya integrasi keilmuan di masing-masing UIN di-Indonesia secara substansial adalah sama, yakni memadukan ilmu-ilmu agama dan ilmu umum dan menghilangkan dikotomi antar dua keilmuan tersebut. Kata Kunci: Islamisasi ilmu; Integrasi Keilmuan; Universitas Islam. ABSTRACT: The idea of Islamization of science emerged when the first world conference on Islamic education was held in Mecca in 1977. One of the ideas recommended at the conference was concerning the Islamization of science presented by Syed Muhammad Naquib al-Attas and Ismail Raji al-Faruqi. From the idea of Islamization of these two figures, a discourse on the integration of science in various global Islamic Higher Education institutions was born, including in Indonesia. The development of IAIN into UIN is an example of the form of scientific integration itself. Today, several Islamic Higher Education in Indonesia, especially UIN throughout Indonesia are developing an integrative paradigm in Islamic sciences. Among other things, the integration of general science and the UIN Jakarta religion, the integration of interconnections with the metaphor of the UIN Yogyakarta spider web, the science tree UIN Malang, Roda Pedati or revelation guided the knowledge of UIN Bandung, and the integrated twin towers of UIN Surabaya. From the study of the concept of scientific integration 5 UIN, it was found that the scientific integration in each UIN in Indonesia was substantially the same, namely combining the religious sciences and general science and removing the dichotomy between the two sciences. Keywords: Islamization of science; Scientific Integration; Islamic University.

Curriculum Management To Optimize Islamic Studies Course At The Public Universities Mukniah, Mukniah
TADRIS: Jurnal Pendidikan Islam Vol 13 No 2 (2018)
Publisher : State Islamic Institute of Madura

Public universities (hence abbreviated: PTU) and Religious universities (abbreviated: PTA) are different from each other. PTA focus on studies of specific religion, while PTU deal with general knowledge not even related to religious dogma. Nevertheless, Indonesian education system needs to take account of curriculum management—as the proces of planning, organizing, implementing and evaluating curriculum—especially for the subject of Islamic studies (abbreviated: PAI, stands for Pendidikan Agama Islam) at the public universities (PTU). However, the subject of Curriculum Management and Islamic studies (PAI) are frequently considered to be additional subjects, yet in fact they could play a pivotal role as subjects for character building (MPK). Therefore, these particular subjects should be taken into account by the decision makers. The reserach was aimed at analysing and identifying the appropriate model of curriculum management and education to optimise Islamic studies (PAI) course at the public unversities (PTU).Keywords: Management, Curriculum, Islamic Education, Public Universities

Kaidah-Kaidah Dasar Pendidikan Anak (Studi Komparasi Pemikiran Abdullah Nasih Ulwan dengan Maria Montessori) Usman, Jamiludin
TADRIS: Jurnal Pendidikan Islam Vol 13 No 1 (2018)
Publisher : State Islamic Institute of Madura

Penelitian ini terfokus pada studi komparasi Pemikiran Abdullah Nasih Ulwan dengan Maria Montessori tentang pendidikan anak, dengan fokus penelitian : (1). Bagaimana kaidah-kaidah dasar mendidik anak menurut Abdullah Nashih Ulwan dan Maria Montessori? (2). Apa perbedaan dan persamaan kaidah-kaidah dasar mendidik anak menurut Abdullah Nashih Ulwan dan Maria Montessori? Penelitian ini menggunakan pendekatan kualitatif, dengan jenis penelitian pustaka. Pandangan Ulwan ditinjau dari filsafat pendidikan adalah pendidikan dalam konteks keseluruhan kehidupan insan. Montessori memandang bahwa manusia adalah makhluk yang aktif beraksi, pintar, mampu berbahasa, kreatif, makhluk sosial, memiliki kesensitifan waktu, emosional, berjenis kelamin, religius dan moralis, sadar akan diri sendiri dan memiliki indera. Tentang tujuan pendidikan, Ulwan menyatakan tujuan pendidikan adalah terbentuknya generasi sempurna kepribadiannya, pikirannya, akhlaknya, dan terhindar dari bahaya kejiwaan. Sedangkan menurut Montessori pembentukan kepribadian utuh anak dalam rangka persiapan mengarungi kehidupan dewasa kelak dengan menekankan pada proses perkembangan anak secara normal dan maksimal. Dari segi metode, Ulwan menekankan pada 5 metode pendidikan, yaitu metode keteladanan, pendidikan dengan adat kebiasaan, pemberian nasehat, metode perhatian, metode pemberian hukuman. Montessori menerapkan metode pendidikan berdasarkan pada teori perkembangan anak. Persamaan pemikiran Ulwan dengan Montessori dapat dilihat dari segi pandangan filosofis, tujuan pendidikan, dan penerapan metode pendidikan. Perbedaan pandangan antara Ulwan dan Montessori adalah dalam menerapkan hukuman. Kata Kunci : Kaidah Dasar, Pendidikan Anak, Abdullah Nasih Ulwan, Maria MontessoriThis study focuses on Comparative Thinking of Abdullah Nasih Ulwan with Maria Montessori on child education, with the focus of research: (1). How are the basic rules of educating children according to Abdullah Nashih Ulwan and Maria Montessori? (2). What are the differences and similarities of basic rules of educating children according to Abdullah Nashih Ulwan and Maria Montessori? This study uses a qualitative approach, with a library research type. Ulwan's view of education philosophy is education in the context of the whole human life. Montessori views that human beings are active in action, smart, able to speak, creatively, social beings, have the sensitivity of time, emotionally, sexually, religiously and morally, self-conscious and have senses. Educational goals review, Ulwan states the purpose of education is the formation of a perfect generation of his personality, his mind, his morals, and the avoidance of psychiatric danger. According to Montessori, the formation of a child's full personality in order to prepare for adult life by emphasizing the normal and maximum process of child development. In terms of the method, Ulwan emphasizes on 5 methods of education, the method of exemplary, customary education, advice, attention method, method of punishment. Montessori applies educational methods based on child development theory. The equation of Ulwan's thinking with Montessori can be seen in terms of philosophical views, educational goals, and the application of educational methods. The difference in sight between Ulwan and Montessori is in applying punishment.Keywords: Basic Rules, Children's Education, Abdullah Nasih Ulwan, Maria Montessori

Pembelajaran Berparadigma Konstruktivistik: Mengembangkan Standar Kompetensi Lulusan Program Magister Pendidikan Agama Islam Pascasarjana IAIN Madura Siswanto, Siswanto
TADRIS: Jurnal Pendidikan Islam Vol 13 No 2 (2018)
Publisher : State Islamic Institute of Madura

Abstract: There are four focuses in this study, namely the understanding of lecturers and students about the formulation of graduate competency standards (SKL) of PAI programme of Postgraduate IAIN Madura, development strategies using constructivist paradigm approaches, and learning and evaluation models developed by this programme. By using a qualitative approach, this study finds: firstly, Graduate competency standards formulation according to the understanding of lecturers and students are relevant to the expectations of graduate users. Determination of this formula is adjusted to the regulations governing higher education quality standards. Secondly, The development strategies are carried out by developing lecture materials based on Indonesian national qualification framework, increasing the competence of lecturers and students through education and training, developing the tradition of research and community enggagement programs for students. Thirdly, The learning model is developed with contextual learning, problem-based learning, inquiry learning, which is manifested in classroom seminars, independent learning, writing papers, presentations and dialogues. Evaluation includes two types, namely process evaluation and outcome one. Keywords: Graduates competency standards, learning, constructivistic paradigm, Islamic religiuos education Abstrak: Terdapat empat fokus dalam penelitian ini, yaitu pemahaman dosen dan mahasiswa tentang rumusan standar kompetensi lulusan (SKL) Progam Magister PAI Pascasarjana IAIN Madura, strategi pengembangannya dengan menggunakan pendekatan paradigma konstrukstivistik, serta model pembelajaran dan evaluasi yang dikembangkan. Dengan menggunakan pendekatan kualitatif, maka penelitian ini menghasilkan: Pertama, Rumusan SKL menurut pemahaman dosen dan mahasiswa relevan dengan ekspektasi pengguna lulusan. Penetapan rumusan ini disesuaikan dengan regulasi yang mengatur tentang standar mutu pendidikan tinggi. Kedua, strategi pengembangannya dilakukan dengan mengembangkan materi perkuliahan berbasis KKNI, meningkatkan kompetensi dosen dan mahasiswa melalui pendidikan dan pelatihan, mengembangkan tradisi riset dan program pengabdian masyarakat bagi mahasiswa. Ketiga, model pembelajaran yang dikembangkan adalah pembelajaran kontekstual, pembelajaran berbasis masalah, inquiry learning, yang dimanifestasikan dalam kegiatan seminar kelas, independent learning, paper writing, presentasi dan dialog. Evaluasi meliputi dua jenis evaluasi, yaitu evaluasi proses dan evaluasi hasil. Kata kunci: Pembelajaran, Paradigma Konstruktivistik, Standar Kompetensi Lulusan, Pendidikan Agama Islam

Peningkatan Kompetensi Guru Dalam Pembelajaran Pada Sekolah Menengah Bermutu Di Pamekasan Buna'i, Buna'i
TADRIS: Jurnal Pendidikan Islam Vol 13 No 2 (2018)
Publisher : State Islamic Institute of Madura

Abstract:The purpose of this study is to describe and explain the program, pattern and evaluation of improving teacher competency in learning in MAN Pamekasan, SMAN 1 Pamekasan, and SMK 3 Pamekasan. This study uses a qualitative approach with multicasus types and uses interview methods, participant observation, and documentation in the data collection. The results of this study are: increasing teacher competency has been programmed every year by involving many parties. Improving teacher competency in accordance with the plan in the form of coaching, further education, education and training, and professional activities. The teacher responds positively to improving teacher competence. This can be seen from the attitude of teachers who are happy, enthusiastic and active in the activities they teach. While the constraints faced in improving teacher competencies are: limited budget owned by the school, limited facilities / infrastructure owned by the school and teachers, lack of time to conduct training, and diversity of teacher characteristics. The solution is to overcome obstacles, namely: proposing additional budgets to the government, cooperating with third parties, discussing with school committees, motivating teachers to maximize existing facilities/infrastructure, building harmonious and democratic relationships with teachers, and utilizing time effectively. In each semester an evaluation of teacher competencies has been carried out by the team. The results of evaluating teacher competency improvement show good results. Follow-up program in the form of awards and guidance to teachers.

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Jamiludin Usman

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tadris@iainmadura.ac.id

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Fakultas Tarbiyah IAIN Madura, Jl Raya Panglegur KM 4 Pamekasan, Jawa Timur

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Kab. pamekasan,

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

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Contact Name Jamiludin Usman

Contact Email jamiludin.usman@iainmadura.ac.id

Phone +6285336521427

Journal Mail Official tadris@iainmadura.ac.id

Editorial Address Fakultas Tarbiyah IAIN Madura, Jl Raya Panglegur KM 4 Pamekasan, Jawa Timur

Location Kab. pamekasan, Jawa timur INDONESIA

Abstract

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Contact Name
Jamiludin Usman

Contact Email
jamiludin.usman@iainmadura.ac.id

Phone
+6285336521427

Journal Mail Official
tadris@iainmadura.ac.id

Editorial Address
Fakultas Tarbiyah IAIN Madura, Jl Raya Panglegur KM 4 Pamekasan, Jawa Timur

Location
Kab. pamekasan,

Jawa timur

INDONESIA