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Nadwa : Jurnal Pendidikan Islam
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : 19791739     EISSN : 25028057     DOI : -
Core Subject : Education,
Other
Arjuna Subject : -
Articles 522 Documents
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Islamisasi Pengetahuan dan Model Pengembangannya pada Madrasah Mukhibat Mukhibat
Nadwa: Jurnal Pendidikan Islam Vol 7, No 2 (2013): Inovasi Pendidikan
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2013.7.2.561

Abstract

Madrasah in Indonesia have exciting development because of its integration with modernity and political support of the state that aligned with the public schools. However, it is recognized that the model of madrasah education in the country's legislation, led to dualism education system in Indonesia, which has not been resolved until now. The problem is a challenge in realizing the ideal madrasah. Through a historical-philosophical approach, this study examines the redefinition of the Islamization of knowledge by tracing historically the initial idea of Islamization of knowledge in responding to the challenges facing the madrasah. Through critical analysis examines the implications of the redefinition of the Islamization of knowledge and development models at themadrasah. There are at least three models of Islamization of knowledge that can be developed in the development and empowerment of the madrasah, the purification of the model, the model of modernization, and the model of Islamic neo-modernism. AbstrakMadrasah di Indonesia mengalami perkembangan menarik karena integrasinya dengan modernitas serta dukungan politik negara sehingga sejajar dengan sekolah umum. Namun  demikian, diakui bahwa model pendidikan madrasah di dalam perundang-undangan negara, memunculkan dualisme sistem pendidikan di Indonesia yang belum dapat diselesaikan hingga sekarang. Problem tersebut menjadi tantangan tersendiri dalam mewujudkan madrasah yang ideal. Melalui pendekatan historis-filosofis, penelitian ini mengkaji tentang redefinisi Islamisasipengetahuan dengan melakukan penelusuran historis terhadap gagasan awal Islamisasi, dalam merespons tantangan yang dihadapi madrasah. Melalui analisis kritis tersebut dikaji implikasi redefinisi Islamisasi pengetahuan dan modelpengembangannya pada madrasah. Setidaknya ada tiga model Islamisasi pengetahuan  yang  dapat  dikembangkan  dalam  pengembangan  dan pemberdayaan madrasah, yaitu model purifikasi, model modernisasi, dan model neo-modernisme Islam.
Pengaruh Metode Pembelajaran dan Tipe Kepribadian Terhadap Hasil Belajar Bahasa Arab (Studi Eksperimen Pada MAN 1 Semarang) Nur Maziyah Ulya
Nadwa: Jurnal Pendidikan Islam Vol 10, No 1 (2016): Pendidikan Islam dan Humanisme
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2016.10.1.867

Abstract

AbstractThis study aims to analyze: (1) The difference of students‟achievement between students studying at cooperative learning class and those studying at conventional learning class; (2) The difference of students‟ achievement between the introvers and the extroverts; (3) The interactive influence between learning method and students‟ personality type toward students‟ achievement in Arabic language. This research used experimentaldesign conducted at MAN 1 Semarang.. The result of this research shows that: (1) There is significant difference in students‟ achievement between students studying at the cooperative learning class and those studying at conventional learning class; (2) There is no significant difference in students‟ achievement between the introvers and the extrovers; (3) There is significant interactive influence between cooperative learning method andstudents‟ personality type toward students‟ achievement in Arabic language. Based on these results, the first and third research hypotheses are received, while the second research hypothesis is rejected.AbstrakPenelitian ini bertujuan untuk menganalisis: (1) Perbedaan prestasi siswa antara siswa yang belajar di kelas pembelajaran kooperatif dan mereka belajar di kelas pembelajaran konvensional; (2) Perbedaan prestasi siswa antara introvers dan ekstrovert; (3) Pengaruh interaktif antara metode pembelajaran dan 'tipe kepribadian terhadap siswa berprestasi dalam bahasaArab. Penelitian ini menggunakan desain eksperimen yang dilakukan di MAN 1 Semarang Hasil penelitian ini menunjukkan bahwa: (1) Ada perbedaan yang signifikan dalam prestasi siswa antara siswa yang belajar di kelas pembelajaran kooperatif dan mereka belajar di kelas pembelajaran konvensional; (2) Tidak ada perbedaan yang signifikan dalam prestasi siswa antara introvers dan extrovers; (3) Ada pengaruh interaktif yang signifikanantara metode pembelajaran kooperatif dan 'tipe kepribadian terhadap siswa siswa berprestasi dalam bahasa Arab. Berdasarkan hasil ini, hipotesis penelitian pertama dan ketiga diterima, sedangkan hipotesis penelitian kedua ditolak.
Transformation Of Pesantren Traditions In Face The Globalization Era A Suradi
Nadwa: Jurnal Pendidikan Islam Vol 12, No 1 (2018): Islamic Education and Peace
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2018.12.1.2464

Abstract

AbstractThe phenomenon of Pesantren has been adopting common knowledge but still retaining the teaching classic books that attempts to the main purpose of the institution..The effort to improve the quality of education in the global era, the pesantren needs to do the transformation. Research method using library research. Result of research indicate that there are three things should be done by pesantren in doing transformation include : First. Pesantren must use practical purposes that  producing a generation of Islam. not only a smart serve smart vertically but also horizontally. Second: Pesantren must use ideological purposes it should be pesantren as main pillars of  aqidah who ruled the General Science. Third : Pesantren make changes to the format, shape, orientation and method of education with no change the vision, mission and spirit of boarding, but the change only on the outside only, while on the side in the still retained  AbstrakFenomena Pesantren telah mengadopsi pengetahuan umum tetapi tetap mempertahankan pengajaran buku-buku klasik sebagai upaya untuk meneruskan tujuan utama dari lembaga, yaitu untuk mendidik para  ulama. Dalam upaya melakukan peningkatan kualitas pendidikan di era global, maka pesantren perlu melakukan transformasi. Metode penellitian menggunakan library research. Hasil penelitian menunjukkan ada tiga hal yang seharusnya dilakukan oleh pesantren dalam melakukan transformasi meliputi : Pertama. Pesantren  harus memiliki tujuan praktis yang menghasilkan satu generasi Islam tidak hanya pintar melayani secara vertikal tetapi juga secara horizontal. Kedua: Pesantren harus memiliki tujuan ideologis, seharusnya pesantren sebagai pilar utama pembentukan aqidah yang menguasai Ilmu Pengetahuan Umum; ketiga: Pesantren melakukan perubahan pada format, bentuk, orientasi dan metode pendidikan tanpa mengubah visi, misi dan semangat pesantren, tetapi perubahan hanya di luar saja, sementara di sisi dalam masih dipertahankan
The Implementation of Role of Kuttab Al-Fatih (KAF) Philosophy in Islamic Character Education Hafnidar Hafnidar; Rosnidar Mansor; Suppiah Nichiappan
Nadwa: Jurnal Pendidikan Islam Vol 13, No 2 (2019): Islamic Education and Trancendence
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2019.13.2.5184

Abstract

The aim of study was to understand about the implementation of role of kuttab al fatih (KAF) philosophy in islamic character education. This research used qualitative method. The study revealed that the KAF philosophies are "the faith before the Quran” “the adab before the knowledge" and “the knowledge before the actions (‘amal), which are believed to aid KAF to achieve its vision and mission. The implementation of KAF Philosophies in Islamic character education creates a solid foundation of faith which contains basic values for students who contain character good personalities such as obedient, responsible, disciplined, hard-working, long term concentration or focus, away from prohibitions, vices, sincere, be grateful, and motivated because of Allah. KAF philosophies delivered to all parties in KAF included students, parents, teachers, management, staff Foundation, cleaning service and driver. AbstrakTujuan dari penelitian ini adalah untuk memahami tentang implementasi peran filosofi kuttab al fatih dalam pendidikan karakter Islami. Penelitian ini menggunakan metode kualitatif. Studi ini mengungkapkan bahwa filosofi KAF adalah "Iman sebelum Quran" "Adab sebelum Ilmu""Ilmu sebelum tindakan (amal), yang diyakini membantu KAF untuk mencapai visi dan misinya. Penerapan KAF Philosophies dalam pendidikan karakter Islam menciptakan fondasi iman yang solid yang berisi nilai-nilai dasar bagi siswa yang mengandung karakter kepribadian yang baik seperti taat, bertanggungjawab, disiplin, pekerja keras, konsentrasi atau fokus jangka panjang, jauh dari larangan, kejahatan, tulus, bersyukur, dan termotivasi karena Allah. Filosofi KAF disampaikan kepada semua pihak di KAF termasuk siswa, orang tua, guru, manajemen, staf Yayasan, layanan kebersihan dan sopir.
Kurikulum Pendidikan Karakter di Taman Kanak-kanak Negeri Pembina Semarang Darmu'in Darmu'in
Nadwa: Jurnal Pendidikan Islam Vol 7, No 1 (2013): Pendidikan Islam Unggul
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2013.7.1.543

Abstract

The character education curriculum in Pembina Public Kindergarten Sema-rang was initiated since 2010 in the form of socializing ideas, internships at kindergarten Budi Mulia 2 Yogyakarta, testing, curriculum development: mapping the character values, aligning the vision, mission, and educational goals. The character values include: religious, honest, tolerance, discipline, hard work, creative, independent, democratic, curiosity, the spirit of natio-nalism, patriotism, respect for achievement, friendly, peace-loving, fond of reading, environmental care, social care , as well as responsibilities. The as-sessment of character education is done through observing students and ex-pressed in a qualitative statement. The simulation results of the character education assessment show that the majority of students (67.93%) have had a character (MK), others (23.82%) have begun to develop (MB), a small amount (6.50%) began to appear (MT), and the rests have not seen yet (1.14%) (CB).AbstrakKurikulum pendidikan karakter di TK NPS dirintis sejak tahun 2010 berupa sosialisasi gagasan, magang di TK Budi Mulia 2 Yogyakarta, melakukan uji coba, penyusunan kurikulum: pemetaan nilai-nilai karakter, menyelaraskan visi, misi, dan tujuan pendidikan. Nilai-nilai karakter meliputi: religius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, serta tanggung ja-wab. Penilaian pendidikan karakter dilakukan melalui pengamatan terhadap anak didik, dinyatakan dalam pernyataan kualitatif. Hasil simulasi penilaian pendidikan karakter menunjukkan bahwa anak didik sebagian besar (67,93 %) telah memiliki karakter (MK), sebagian lainnya (23,82 %) sudah mulai berkembang (MB), sebagian kecil (6.50 %) mulai terlihat (MT), dan selebih-nya (1.14%) belum terlihat (BT).
Karakter Pendidikan untuk Membentuk Pendidikan Karakter Abdul Jalil
Nadwa: Jurnal Pendidikan Islam Vol 6, No 2 (2012): Signifikansi Pendidikan Profetis
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2012.6.2.586

Abstract

Existence of madrasa over time increasingly eroded by the waves 'leveling' on behalf of accreditation. As an initiative to defend against scour vision of civiliza-tion, educational institution of Qudsiyyah finally returned to khittah to establish Ma'had Qudsiyyah in Kudus which concentrates on aspects of ulumul fiqh. Goals to be achieved is a man of character formation intact (al-Kaun al-jami') and the balance between mind and heart, body and spirit, skill and character, as well as cognitive, affective and psychomotor. Ma'had Qudsiyyah have set up processes and educational management that reflects management measures, implementation strategies, readiness of human resources of education and edu-cation, indicators of success of the program, design a comprehensive program contains content and contextual analysis of the educational process, technical evaluation and monitoring programs and policy formulation.AbstrakEksistensi madrasah dari waktu ke waktu semakin tergerus oleh gelombang ‘penyamarataan’ atas nama akreditasi. Sebagai ikhtiar untuk mempertahankan visinya melawan gerusan peradaban, lembaga pendidikan Qudsiyyah akhirnya kembali ke khittah dengan mendirikan Ma’had Qudsiyyah Menara Kudus yang berkonsentrasi pada aspek ulumul fiqh. Tujuan yang hendak dicapai adalah terbentuknya manusia yang berkarakter utuh (al-kaun al-jami’) dan seimbang antara akal dan hati, jasmani dan rohani, keterampilan dan akhlak, serta kognitif, afektif dan psikomotorik. Ma’had Qudsiyyah telah menyiapkan proses dan ma-najemen pendidikan yang mencerminkan langkah-langkah pengelolaan, strategi implementasi, kesiapan SDM pendidikan dan kependidikan, indikator-indikator keberhasilan program, desain program yang komprehensif berisikan muatan dan analisis kontekstual proses pendidikan, teknik evaluasi program dan pengawasan dan formulasi kebijakan.
Model Perkuliahan Pendidikan Agama Islam Yang Damai, Moderat, dan Toleran Munawar Rahmat
Nadwa: Jurnal Pendidikan Islam Vol 12, No 1 (2018): Islamic Education and Peace
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2018.12.1.2180

Abstract

The study aims to describe the model of Islamic Religious Education (PAI) lectures that are peaceful, moderate, and tolerant in Indonesia University of Education (UPI). The research method used is descriptive-qualitative. The study found that the peaceful, moderate, and tolerant model of Islamic Education is to use open-ended lecture models that include the openness of lecturers, materials and methods. The openness of the lecturer is shown by the attitude and the thinking of the lecturer who sees the difference of understand, madzhab and religion as necessity and not exclusive, material disclosure is shown by substantive and inclusive material selection, while method openness is demonstrated by the use of an argumentative dialogical learning method consisting of ushul study cross-mazhab method, methodology of madhahab typhology  and method of study of religions. AbstrakPenelitian bertujuan mendeskripsikan model perkuliahan PAI yang damai, moderat, dan toleransi di Universitas Pendidikan Indonesia (UPI) Bandung. Metode penelitian yang digunakan deskriptif-kualitatif. Penelitian menemukan bahwa Model Pendidikan Agama Islam yang damai, moderat, dan toleran yaitu menggunakan model perkuliahan yang terbuka yang meliputi keterbukaan dosen, materi dan metode. Keterbukaan dosen ditunjukkan dengan sikap dan pemikiran dosen yang melihat perbedaan paham, mazhab dan agama sebagai keniscayaan dan tidak bersifat eksklusif; keterbukaan materi ditunjukkan dengan pemilihan materi secara substantive dan inklusif,sedangkan keterbukaan metode ditunjukkan dengan penggunaan metode pembelajaran yang dialogis argumentatif yang terdiri dari metode studi ushul lintas mazhab, metode tipologi mazhab dan metode studi agama-agama.
Pengintegrasian Nilai Pendidikan Karakter dalam Pembelajaran Bahasa Arab di Pusat Pengembangan Bahasa UIN Sunan Kalijaga Yogyakarta Agung Setiyawan
Nadwa: Jurnal Pendidikan Islam Vol 9, No 2 (2015): Pendidikan Inovatif dan Pendidikan Karakter
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2015.9.2.519

Abstract

This study aims to determine the values of character education integrated into the learning Arabic Language Development Center UIN Sunan Kalijaga Yogyakarta and how to integrate and any problems faced by professors when integrating the value of the character education. This research is a field. Results showed the va-lues of character education has been integrated include: religious, honest, tole-rance, discipline, hard work, independent, democracy, curiosity, national spirit, recognize excellence, communicative, love reading, environmental care, and res-ponsibility. How lecturer integrate include: adjust the lecture material, insert the value of a character. As for the difficulty in integrating include: the difficulty of adjusting the educational value of the existing character of the material. AbstrakPenelitian ini bertujuan untuk mengetahui nilai-nilai pendidikan karakter yang ter-integrasi ke dalam pembelajaran bahasa Arab di Pembangunan Pusat Bahasa UIN Sunan Kalijaga Yogyakarta dan bagaimana mengintegrasikan dan masalah yang dihadapi oleh para profesor ketika mengintegrasikan nilai pendidikan karakter. Penelitian ini merupakan lapangan. Hasil penelitian menunjukkan nilai-nilai pendidikan karakter telah terintegrasi meliputi: agama, jujur, toleransi, disiplin, kerja keras, mandiri, demokrasi, rasa ingin tahu, semangat kebangsaan, mengakui keunggulan, komunikatif, suka membaca, peduli lingkungan, dan tanggung jawab. Bagaimana dosen mengintegrasikan meliputi: menyesuaikan materi perku-liahan, masukkan nilai karakter. Adapun kesulitan dalam mengintegrasikan meli-puti: kesulitan menyesuaikan nilai pendidikan karakter dengan material yang ada.
Potentials of Multicultural Education in Communal Conflict Areas Syamsul Kurniawan; Muhammad Miftah
Nadwa: Jurnal Pendidikan Islam Vol 15, No 1 (2021)
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2021.15.2.7218

Abstract

This study focuses on understanding communal conflicts in Indonesia, which are triggered by stereotyping. Indonesians have undergone communal conflicts, especially in the late 1990s. The conflicts were mainly religious and ethnic, suggesting serious tensions in stereotyping between religious and ethnic groups. In this case, the paper seeks to underline the importance of multicultural education in the school context. Education is considered having a strategic role in building positive circumstances among people. Multicultural education is expected to minimize the possibility of building negative stereotyping of one person against another, which could cause conflict. This qualitative study incorporates a literature review of multicultural education and communal conflicts in the Indonesian context.
Mengurai Kerancuan Istilah Strategi dan Metode Pembelajaran Ahwan Fanani
Nadwa: Jurnal Pendidikan Islam Vol 8, No 2 (2014): Pendidikan Berbasis Masyarakat
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2014.8.2.576

Abstract

This paper attempts to describe confused term of strategy and method learning. The key term in the field of education, especially in aspect learning, are ap-proach, model, strategy, method, and technology. The five words have a concep-tual distinction and two other terms cause confusion, i.e.: strategies and meth-ods. Diversity and confusion of these terms occur both in learning practice and in the study of the theory. This study shows that the existence of the phenomenon of the use of the strategies and methods term that are relatively loose and even they are used interchangeable. There is no agreement in the literature that exam-ined on applicative relationship between the two terms above. It was further confirmed that both terms have the same meaning field.AbstrakPaper ini berusaha mengurai kerancuan istilah strategi dan metode pembelajaran. Istilah kunci dalam bidang pendidikan, khususnya dalam aspek pembelajaran, muncul istilah pendekatan, model, strategi, metode, dan teknik. Kelima istilah tersebut memiliki perbedaan konseptual dan dua istilah yang lain menimbulkan kerancuan, yaitu: strategi dan metode. Keberbedaan dan kerancuan dua istilah tersebut terjadi baik dalam praktik pembelajaran maupun dalam kajian teori. Kajian ini menunjukkan bahwa adanya fenomena penggunaan istilah strategi dan metode yang relatif longgar dan bahkan keduanya digunakan secara saling menggantikan. Istilah metode dan strategi belum disepakati penggunaannya namun memiliki medan pengertian yang sama.Kata kunci:

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