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Ashif Az Zafi
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edukasia@uinsuku.ac.id
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edukasia@uinsuku.ac.id
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Jl. Conge Ngembalrejo, Ngembal Rejo, Kec. Bae, Kabupaten Kudus, Jawa Tengah 59322, Indonesia
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INDONESIA
EDUKASIA: Jurnal Penelitian Pendidikan Islam
Published by Universitas Islam Negeri Sunan Kudus
ISSN : 19077254     EISSN : 25023039     DOI : https://doi.org/10.21043/edukasia
Core Subject :
Articles to be received and published in the Journal of EDUKASIA are included in the scope of inclusive Islamic Education. Curriculum development and implementation of inclusive Islamic education; Learning media of inclusive Islamic education; Learning strategy of inclusive Islamic education; Learning evaluation of inclusive Islamic education; Policy in inclusive Islamic education; Inclusive Islamic education Philosophy. Management of Islamic Education History and thoughts of Inclusive Islamic education figures.
Arjuna Subject : -
Articles 7 Documents
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Search results for , issue "vol 12, no 1 (2017): edukasia" : 7 Documents clear
INTERNALISASI NILAI-NILAI SOSIO-KULTURAL BERBASIS ETNO-RELIGI DI MAN YOGYAKARTA III
EDUKASIA Vol 12, No 1 (2017): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v12i1.1771

Abstract

INTERNALIZATION OF SOCIO-CULTURAL VALUE BASED ON ETHNO-RELIGIOUS IN MAN YOGYAKARTA III. The phenomenon of violence in the name of religion, ethnicity, and culture has shown that humans have failed to understand heterogeneity, diversity, and plurality as main characteristics of the Islamic educational institutions, such as Madrasa. For responding that phenomenon, MAN Yogyakarta III (Mayoga) believes that they will create the humanist and inclusive education. This research with phenomenological approach and qualitative descriptive method was focused on best practice done by Mayoga, humanist and inclusive education. The results showed that the values of diversity in Mayoga were internalized in learning activities by integrating the values of religion, culture, and diversity. The integration generates socio-cultural values, such as appreciating ‘mazhab’ differences in religious practices, cultural assimilation and regional languages, tolerance and human rights, and social coherence among the school communities. Thus, the social values that grow in Mayoga can keep the values of social cohesion among people in Madrasa.
HUMANISASI PENDIDIKAN ISLAM MELALUI ANTROPOLOGI TRANSENDENTAL HAMZAH FANSÛRÎ
EDUKASIA Vol 12, No 1 (2017): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v12i1.2310

Abstract

THE HUMANIZATION OF ISLAMIC EDUCATION THROUGH TRANSENDENTAL ANTROPOLOGY OF HAMZAH FANSURI. Every educational plan surely has an accurate basic assumption about humanity. The failure in determining the accuracy of humanity ontology and epistemology will certainly make the failure of the initiated education implementation. Therefore, every educational implementation must have a humanity philosophical concept in accordance with its ontological and epistemological realities. Islamic education today has not have a clear ontological and epistemological foundation yet. As a result, there are many philosophical issues that arise in the implementation of Islamic education especially dehumanity. This paper examined the philosophical foundations and practices of Islamic education through the transcendental anthropology of Hamzah Fansûrî. The constrtuction of Islamic education humanization was done through Ruba'i Hamzah Fansûrî’s Syair (traditional poetry) which has been explained by his student, Syams al-Dîn al-Sumatra'î. This paper reveals that transcendental anthropology of Hamzah Fansûrî is very suitable with the values of humanity in Pancasila (the philosophical basis of the Indonesian state), therefore, it is worth being the ontological and epistemological basis for the theory and practice of the implementation of Islamic Education in Indonesia. The paper suggests that the teachings of Hamzah Fansûrî be embodied in the basis of various segments of the social sciences, especially Islamic education, in order to create a peaceful and inclusive Islam that fits the noble values of Pancasila.
MADRASAH: BASIS EPISTEMOLOGI HUMANISTIK-RELIGIUS
EDUKASIA Vol 12, No 1 (2017): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v12i1.2008

Abstract

MADRASAH: THE BASIS OF HUMANISTIC-RELIGIOUS EPISTEMOLOGY. In anthropocentrism modernity, which is often called humanism, it is assumed that life is not centered on God or gods, but in humans. This western epistemology has been criticized by the westerners themselves.  Nietzshe and Capra stated that Western civilization has been destroyed due to overly laud the ratio. The purpose of the research is to find the solution of the modern human’s problem. The research method used is library method and analyzed by philoshophy approach. The result shows that madrasah is the way out of the humanity problems. It means that madrasah education system could be a solution to the crisis of modern human. The madrasah epitemology is humanistic-religious. From the design model, madrasah is better than public schools since the general knowledge given in madrasah is totally the same as in public schools, the advantage lies in the Islamic system. Madrasah graduates are expected to have the equal general knowledge with the public school graduates but should be better in a level of religiosity.
IDEOLOGI KEMANUSIAAN DALAM PENDIDIKAN AGAMA ISLAM
EDUKASIA Vol 12, No 1 (2017): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v12i1.2263

Abstract

THE IDEOLOGY OF HUMANITY IN ISLAMIC EDUCATION.Undang Undang Sistem Pendidikan Nasional (UUSPN) Number 20 of 2003 explains that one of the main goals of education is that learners have spiritual and religious strength and noble character. It shows how important the position of Islamic education in the context of national education. In addition, the formulation of education contains clearly about humanity aspects that are implemented into the reality of social life so that the system of social life order created a sense of mutual respect, peace, harmony without any conflict among others. Therefore, the ideology of humanity is absolutely necessary to be implemented by the teachers (Guru PAI). This study will discuss at least three things: the understanding of Islamic Education, the understanding of humanity ideology and how to implement the ideology of humanity in Islamic education. In its implementation, the ideology of humanity can be done normatively and technically. Normatively can be done by having a proper point of view to the students in all aspects of education, technically can be done by applying some learning approaches such as active learning, cooperative learning, and fun learning.
INTERNALISASI NILAI-NILAI KEISLAMAN DALAM SKEMA HIDDEN CURRICULUM DI MTS NURUL HUDA MEDINI DEMAK
EDUKASIA Vol 12, No 1 (2017): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v12i1.2347

Abstract

INTERNALIZATION OF ISLAMIC VALUE IN HIDDEN CURRICULUM SCHEMA IN MTs Nurul Huda Medini Demak. This study aims to know the internalization of Islamic values on students through hidden curriculum activities at MTs Nurul Huda Medini. This study used a qualitative approach and the data were collected through observations, interviews, documentations and field notes. Informants in this study are the headmaster, the deputy head of the curriculum and students. The research concludes that in the midst of modernity today, there is a tendency of the negative influence for learners in their behavior. It is because the rapid of technology development which influenced the students’ social negative actions. To anticipate it, the part of education institution (MTs Nurul Huda) Medini has a responsibility by habituating the high values trough some activities which are able to bring a positive influence for the students. For instance, habiatuate to do smile, give salutation, and greet, read the Asma’ul Husna every morning, praying dhuha and dhuhur in congregation, read tahlil every Thursday, the application of uniform, and park management.
PENGEMBANGAN LIFE SKILL SISWA MADRASAH MELALUI KEGIATAN EKSTRAKURIKULER BERKEBUN
EDUKASIA Vol 12, No 1 (2017): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v12i1.2349

Abstract

DEVELOPING OF MADRASAH STUDENTS’ LIFE SKILL THROUGH GARDENING EXTRACURRICULAR ACTIVITY. The reason doing this study is to answer hard critics from the society as stakeholders for Education. It is about the exist of the Madrasah, Islamic School. It is viewed as an organization which haven’t give a good solution for both trouble in society; piss-poor and jobless. We use qualitative approach, interview, and collecting data technique to get data for this study. The results are: first, to reject arguments that the Madrasah graduation is only clever on religion, Madrasah Abadiyah Kuryokalangan Gabus Pati do gardening extracurricular to develop students’ life skill. This step makes the students develop their human talent in a maximum way and they have something to stand on the society. Second, there are a balance between life skill development through gardening activities with core curriculum that learnt in the class. As the Qur’an Hadist philosophy; the gardening techniqueare the practices from science teory and the gardening managing are the practises from Sociology teories.
PENGEMBANGAN MODEL MADRASAH INKLUSIF (Studi atas Kesiapan dan Model Pengembangan Kurikulum Madrasah Inklusif MI AL-Hidayah Margorejo Surabaya)
EDUKASIA Vol 12, No 1 (2017): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v12i1.2051

Abstract

THE DEVELOPMENT OF INCLUSIVE MADRASAH MODEL (A STUDY  OF PREPAREDNESS AND DEVELOPMENT MODELS OF INCLUSIVE MADRASAH CURRICULUM IN MADRASAH IBTIDAIYAH AL HIDAYAH MARGOREJO SURABAYA). This research was motivated by the existence of learners in MI Al-Hidayah consisting of regular learners and learners with special needs. It was  also conducted considering that in the city of Surabaya, inclusive madrasah model hasn’t been  found. This study aims to analyze the preparedness of madrasah towards inclusive madrasah, and to develop one of the products needed in the development of inclusive madrasah that is document product I of inclusive madrasah curriculum. This research used development research model. The results of the research were: first, 100% or all respondents expressed readiness to welcome the change from regular madrasah to inclusive madrasah as proved by the commitment to participate, promote, and avoid resistance to change. Second, document model I of the inclusive madrasah curriculum developed in Madrasah Al-Hidayah based on long term local needs analysis using four models: duplication model, modification, substitution and omission. The four,  models are not contained in the curriculum document I MI Al-Hidayah. The four curriculum models will be clarified on the design of PPI, syllabus and RPP (Lesson Plan).

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