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Al-Ulum
Published by Institut Agama Islam Negeri Sultan Amai Gorontalo
ISSN : 14120534     EISSN : 24428213     DOI : https://doi.org/10.30603/au.v19i2.1051
Core Subject : Religion, Economy,
Religion Economics, Econometrics & Finance
Al-Ulum adalah jurnal yang terbit berkala pada bulan Juni dan Desember, ditelaah dan direview oleh para ahli dalam bidangnya, diterbitkan oleh lembaga Penelitian dan Pengabdian pada Masyarakat Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo, Indonesia ISSN 1412-0534 E-ISSN 2442-8213 Al-Ulum telah diakreditasi dengan peringkat B oleh Kementerian Pendidikan dan Kebudayaan Keputusan Keputusan Direktur Jenderal Pendidikan Tinggi No. 53/DIKTI/Kep/2013 untuk periode 2013-2018. Sekarang, AL-Ulum telah terakreditasi sistem online dengan peringkat “Sinta 2” untuk periode 2018-2022 oleh Kementerian Riset, Teknologi, dan Pendidikan Tinggi SK No. 21/E/KPT/2018.
Arjuna Subject : Umum - Umum
Articles 12 Documents
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Search results for , issue " Vol 15, No 2 (2015): Al-Ulum" : 12 Documents clear
Toward Peace-Loving Attitude Trough Education Character Dalmeri, Dalmeri; Gea, Antonius Atosokhi
Al-Ulum Vol 15, No 2 (2015): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

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Efforts to solve violence had been faced by multi treatments. Violence in education is action over the standar of ethic and rule in education, either physically or disturbing the rights of ones. The actors can be anyone,  including the chief of school, teacher, staff , student, parents and even society. Violence in education is assumed as effect of certain condition. Externally or internally, and it might happen with any trigger. This paper aims to analyse the importance of character building through peace-loving attitude to revitalize the actors of education as evaluation of structure and culture in the educational world. Our educational world recently sometimes shows its arrogancy and even militaristic behavior. While the basic tenet of education is to appreciate the understanding of human behavior in order to be enlighted and free.-----Upaya untuk menyelesaikan kekerasan pun menemui tantangan yang semakin kompleks. Kekerasan dalam pendidikan merupakan perilaku melampaui batas kode etik dan aturan dalam pendidikan, baik dalam bentuk fisik maupun pelecehan atas hak seseorang. Pelakunya bisa siapa saja: pimpinan sekolah, guru, staf, murid, orang tua atau wali murid, bahkan masyarakat. Kekerasan dalam pendidikan diasumsikan terjadi sebagai akibat kondisi tertentu yang melatar-belakanginya, baik faktor internal dan eksternal, dan tidak timbul secara begitu saja, melainkan dipicu oleh suatu kejadian. Tulisan ini menganalisa topik yang sangat penting untuk digali kembali oleh para insan pemerhati pendidikan sebagai wadah refleksi dan evaluasi kinerja struktural-kultural terhadap praksis dunia pendidikan. Dunia pendidikan yang akhir-akhir ini cenderung bernuansa arogansi intelektual atau bahkan bergaya militeristik yang tidak mengindahkan norma-norma etis. Padahal pendidikan seyogyanya memanusiakan manusia menuju taraf pemahaman yang lebih mencerahkan dan memerdekakan.
Character Education Values That Work in Islamic Senior High School Setting Yaumi, Muhammad; Husain, Rustam
Al-Ulum Vol 15, No 2 (2015): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

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The purpose of study is to discover the character education values that are integrated in lesson plan, implemented in the classroom setting, and classroom academic rules. This is a case study research that focused on describing the integration of character education program in the Model Islamic senior high school of Makassar, Indonesia. Fifty lesson plans were collected, twenty six informants were observed, and five informants were interviewed to have data on character education values that work. The data were analyzed using qualitative approach; data reduction, data display, conclusion, and verification. The result showed that (1) there are eighteen character education values written in the lesson plan; religious, honest, tolerant, discipline, hard working, creative, independent, democratic, curiosity, the spirit of nationalism, love to motherland,  appreciation of achievement, friendly, peaceful, love to read, environmental and social care, responsibility, (2) the values that work in the classroom are religious, trustworthy, respectfulness, diligent, fair, care, integrity, responsible, honest, love to motherland, courage, and (3) the values that work in the academic rules are disciplines, care, tolerant, friendly, responsible.-----Studi ini bertujuan untuk menemukan nilai-nilai pendidikan karakter yang diintegrasikan melalui Rencana Pelaksanaan Pembelajaran, diimplementasikan dalam pelaksanaan pembelajaran di kelas dan aturan akademik sekolah. Penelitian ini menggunakan metode studi kasus yang diarahkan pada pendeskripsian integrasi program pendidikan karakter pada Madasah Aliyah Negeri Model Makassar, Indonesia. Sebanyak 50 RPP dikumpulkan, duapuluh enam informan diamati, dan lima informan diwawancarai untuk memperoleh data tentang nilai-nilai karakter yang dijalankan. Data dianalisis dengan menggunakan pendekatan kualitiatif; reduksi data, penyajian data, verifikasi, dan pengambilan kesimpulan. Hasil penelitian menunjukkan bahwa (1) terdapat delapan belas karakter yang tertulis pada RPP mencakup religius, jujur, toleran, disiplin, kerja keras, kreatif, mandiri, demokratis, keingintahuan, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, dan bertanggungjawab, (2) nilai-nilai karakter yang diintegrasikan dalam ruang kelas adalah religius,amanah, hormat, rajin, adil, peduli, integritas, bertanggungjawab, jujur, cinta tanah air, keberanian, dan (3) nilai-nilai karakter dalam penegakkan aturan sekolah adalah disiplin, peduli, toleran, bersahabat, dan bertanggungjawab. 
The Implementation of Character Education at Ar-Rahmah Integrated Islamic Elementary School of Makassar Syahruddin, Syahruddin
Al-Ulum Vol 15, No 2 (2015): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

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The implementation of character education as reflected in QS Luqman: 12-19 at the Ar-Rahmah Integrated Islamic Elementary School of Makassar learners is integrated into the whole school programs. Those programs namely: integrated in every subjects, the development of school culture, extra-curricular activities, cooperation with learners’ parents, the control card (yaumian card) and means of communication via group in website. The impact of character education on learners’ attitude and behavior can be identified from their daily attitude and behavior like being discipline, praying dhuha, praying dhuhur in congregation, keeping the school environment clean, keeping mutual appreciating among their friends, being responsible towards the task assigned by the teachers, maintaining order in the learning process, and asking for permission when they want to get out.-----Implementasi pendidikan karakter yang tercermin dalam QS Luqman ayat: 12 – 19  pada peserta didik di Sekolah Dasar Islam Terpadu Ar Rahma Makassar di integrasikan ke dalam seluruh program sekolah. Program tersebut, antara lain: terintegrasi dalam setiap mata pelajaran, melalui pengembangan budaya sekolah, kegiatan ekstrakurikuler, kerjasama antara orang tua peserta didik, menggunakan kartu kontrol (kartu yaumian) dan sarana komunikasi lewat group in website. Dampak pendidikan karakter pada peserta didik terlihat dari perilaku setiap hari: disiplin, melaksanakan shalat duha,  shalat duhur berjamaah, menjaga kebersihan lingkungan sekolah saling menghargai temannya, tanggung jawab terhadap tugas yang diberikan oleh guru, menjaga ketertiban dalam belajar, dan minta izin jika ingin keluar.
‘Maqashid Al-Sharia’ Perspective for Character Building among Street Children in Makassar, South Sulawesi. Ipandang, Ipandang
Al-Ulum Vol 15, No 2 (2015): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

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Negative images to street children have raised attention for all those concerned about the street children’s character building. This article discusses three basic problems; the street children reality in Makassar city, fostering and emergence of factors of street children and ‘maqashid al-sharia’ principles on character building for the street children in Makassar, South Sulawesi. In the perspective of ‘maqashid al-sharia’, the position of street children clearly has rules and normative legal basis. Fostering childrens character has a fundamental meaning which is the basis of values to change the fate of children, as well as a comprehensive approach to man in spiritual education and noble character. This article meant to emphasize the role of ‘maqashid al-sharia’ perspectives in character building; therefore, street children of Makassar will struggle toward a better future.-----Anak jalanan sering mendapat citra negatif, sehingga menjadi fokus perhatian dari semua pihak dalam upaya pembinaan karakter mereka. Artikel ini secara fokus membahas tiga pokok masalah antara lain; realitas anak jalanan Kota Makassar, faktor munculnya dan pembinaannya serta prinsip ‘maqashid al-syariah’ dalam pembinaan karakter anak jalanan di Kota Makassar. Dalam perspektif ‘maqashid al-syariah’, kedudukan anak jalanan di Kota Makassar secara jelas memiliki aturan dan landasan hukum normatif.Pembinaan karakter anak memiliki makna yang fundamental yaitu sebagai nilai dasar untuk melakukan perubahan nasib anak, serta sebagai pendekatan komprehensif bagi manusia dalam pendidikan rohani dan kemuliaan karakter. Artikel ini menganalisis perspektif ‘maqashid al-syariah’ dalam pembinaan karakter, sehingga anak jalanan di kota Makassar dapat berubah menuju masa depan yang cerah.
Al-Tarbiyah Al-Syahshiyah fi Indonesia (Diraasah min Al-Ithaar Al-Falsafi, wa Al-Qaanuun, wa Al-Tanfiidz, wa Al-Isykaaliyaat) Widodo, Sembodo Ardi
Al-Ulum Vol 15, No 2 (2015): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

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This article aims to describe the phenomena of character education in Indonesia. The study covers aspects of the philosophical outline about the importance of character education, the rudiments of law used as the basis, the implementation of character education at schools, and problems appeared in the field. Many cases such as corruption, juvenile delinquency, drugs miss-use, social conflict, and environmental damage occurred in Indonesia are among important factors of the implementation of character education. In this case, the government already set up the 18 character values that implanted through education, namely religiousness, honesty, tolerance, discipline, hard working, creativity, independence, democracy, curiosity, nationalism, patriotism, achievement, friendship and communication, peace-loving, reading, environmental care, social care, and accountability. Nonetheless, there are still many obstacles in the implementation of character education in the field. Those problems are analyzed comprehensively in this paper. -----Artikel ini dimaksudkan untuk menggambarkan fenomena pendidikan karakter di Indonesia. Kajian mencakup aspek kerangka filosofis tentang pentingnya pendidikan karakter, dasar-dasar hukum yang dijadikan landansan, implementasi pendidikan karakter di sekolah, dan problem-problem yang muncul di lapangan. Banyaknya kasus korupsi, kenakalan remaja, narkoba, konflik sosial, dan kerusakan lingkungan yang terjadi di Indonesia menjadi faktor yang penting diterapkannya pendidikan karakter. Dalam hal ini, pemerintah sudah menetapkan 18 nilai-nilai karakter yang ditanamkan melalui pendidikan, yaitureligius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat/komunikatif, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, dan tanggung jawab. Namun demikian dalam realitasnya masih banyak dijumpai kendala dalam implementasinya di lapangan. Permasalahan-permasalahan inilah yang perlu dianalisis secara lebih mendalam dalam tulisan ini.
Character Education Base on Local Wisdom in Aceh (Study on Tradition of Children Education in Aceh Community) Samad, Sri Astuti A.
Al-Ulum Vol 15, No 2 (2015): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

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This study explains about education of children character which base on local wisdoms in Aceh community. The study used historical, sociological and anthropological approach. The local wisdoms have dealt with Islamic religion which is strongly practiced by Aceh community. Religion and Aceh local wisdoms have become part of Aceh community identity for a long time. In this regard, it can be seen in hadih majah (quotes of Aceh): “hukom ngon adat lagee zat ngon sifeut”, it means that religion and tradition are like substance and attribute that cannot be separated. Children education in Acehnese tradition has several phases namely: azan and iqamah, boh nan (naming of child), peutron aneuk (bringing of child into the ground), aqīqah (sacrificing of goat for new-born baby), doda idi (singing and telling story to the child), euntat beut (bringing of child to Islamic school to recitate the holy Quran), peutamat beut (make special party for children after their finishing recitating of the holy Quran). The result of this study shows that those traditions were very important identities to the children of Aceh particularly to perform a good characters and personalities. It also can grow values of tauhid, kindness, togetherness, and intelligence.-----Kajian ini menjelaskan tentang pendidikan karakter anak yang berbasis kearifan lokal dalam Masyarakat Aceh. Studi ini menggunakan pendekatan historis, sosiologis dan antropologis. Kearifan lokal tersebut memiliki kaitan yang erat dengan agama Islam yang dianut secara kuat oleh masyarakat Aceh. Hal ini terlihat dalam hadih majah (pepatah): “hukom ngon adat lagee zat ngon sifeut”, artinya hukum [agama] dan adat, seperti zat dengan sifatnya, tidak dapat dipisahkan. Tradisi mendidik anak dalam masyarakat Aceh dapat disebutkan fase-fasenya yaitu; azan dan iqamah, boh nan (memberi nama), peutron aneuk (bayi diturunkan ke tanah), aqīqah, doda idi (bernyanyi atau bercerita), euntat beut (mengantar mengaji), peutamat beut (tamat mengaji). Temuan penelitian ini menunjukkan bahwa tradisi tersebut merupakan entitas yang cukup penting bagi anak dalam memperoleh pendidikan karakter sehingga tertanam nilai-nilai; ketauhidan, kebaikan, kebersamaan, kepahlawanan dan kecerdasan.
Leadership Style in Character Education at The Darussalam Gontor Islamic Boarding Dacholfany, M. Ihsan
Al-Ulum Vol 15, No 2 (2015): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

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Pesantren (Islamic Boarding) is the oldest educational institution in Indonesia which has a role in character education. The main purpose of this study was to understand leadership style of teachers (clerics) in character education as well as the process to produce competent believers. Religio-paternalistic leadership is based on the value of total admission of religious and educational methods, with emphasis on the application of knowledge resulting believers’ faith and fear of Allah guided by the Quran and Sunnah. To obtain data, the author employed interview, observation and documenter. The Darussalam Gontor Islamic Boarding School in East Java was the field-site of this research.-----Pondok Pesantren merupakan lembaga pendidikan paling tua di Indonesia memegang peran penting dan strategis dalam pendidikan karakter. Artikel ini bertujuan untuk memahami gaya kepemimpinan (kyai) dalam pendidikan karakter serta  prosesnya sehingga dapat menghasilkan  mu’min yang kompeten. Kepemimpinan religio-paternalistic didasarkan atas nilai-nilai keagamaan dan metode pendidikan totalitas. Totalitas dalam mengutamakan pengaplikasian semua ilmu pengetahuan sehingga menghasilkan mukmin yang beriman dan bertakwa kepada Allah Swt. dengan berpedoman pada al-Qur’an dan as-Sunnah. Penulis focus pada pendidikan karakter berbasis pesantren. Metode pengumpulan data yang digunakan dalam penelitian ini adalah wawancara, observasi dan documenter. Lokasi penelitian di Pondok Pesantren Darussalam Gontor, Jawa Timur Indonesia
The ‘Thaharah Bermakna’ Training Through The Logo Analysis Model to Build Students’ Positive Characters Nurjannah, Nurjannah
Al-Ulum Vol 15, No 2 (2015): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

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This experimental study aimed to investigate the effect of the ‘thaharah bermakna’ (meaningful purification)’ through the logo analysis model to build students’ positive characters. The experiment employed the one-group pretest-posttest design involving 22 students of SMP Diponegoro Yogyakarta. The data were collected through a positive character scale (ri = 0.316-0.651, α = 0.929) and a monitoring sheet for the ‘thaharah bermakna’ independent practice. The results of the within subject test showed that the ‘thaharah bermakna’ training and the independent practice for a week were capable of significantly improving students’ positive characters with F = 0.578, p = 0.005 (p<0.010). Before the treatment, the subjects’ mean score was 186.91 and after the treatment their mean score improved to 193.91. The study concluded that the ‘thaharah bermakna’ training through the logo analysis model and an independent practice for a week significantly improved students’ positive characters. In other words, it could be said that the ‘thaharah bermakna’ training was effective to build students’ positive characters. -------Penelitian eksperimen ini bertujuan untuk melihat  pengaruh pelatihan ’thaharah bermakna’ menggunakan model logoanalisis untuk membentuk karakter positif siswa. Eksperimen menggunakan desain tes awal-tes akhir satu kelompok eksperimen ini melibatkan 22 siswa SMP Diponegoro Yogyakarta. Data dikumpulkan dengan menggunakan skala karakter positif (ri=0,316-0,651, α=0,929) dan lembar monitor praktek mandiri ’thaharah bermakna’. Hasil uji with-in subject menunjukkan bahwa pelatihan ’thaharah bermakna’ dan praktek mandiri selama satu minggu, signifikan meningkatkan karakter positif siswa dengan t=0,578 p=0,005 (p<0,010). Sebelum diberi perlakuan, skor rerata subjek sebesar 186,91 dan setelah diberi perlakuan skor rerata subjek meningkat menjadi 193,91. Dalam kajian ini disimpulkan bahwa pelatihan ’thaharah bermakna’ dengan menggunakan model logoanalisis dan praktek mandiri selama satu minggu signifikan meningkatkan karakter positif siswa. Dengan demikian dapat dikatakan bahwa ’thaharah bermakna’ efektif digunakan untuk membentuk karakter positif siswa.  
Managing Islamic Education to Overcome Juvenile Delinquency Rapi, M.
Al-Ulum Vol 15, No 2 (2015): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

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Reconstructing patterns of Islamic education to be basic values of religion provides the scope of Islamic education development. Education is an effort to preserve, transfer and transform cultural good values in all its aspects to the younger generation. Patterns of Islamic education in tackling juvenile delinquency including efforts to improve Muslim education strategies concerning the issue of how the implementation of the educational goals of the educational process by looking at the situation and condition, and also how to keep the process there are no disturbances, internally and externally, regarding institutional or social environments. The application of preventive methods (prevention), curative (treatment) and rehabilitative (quarantine) are pivotal for an educator or school organizers, to coach young people in schools can be focused well; therefore, at least it is to reduce misbehavior frequency among adolescents.-----Rekonstruksi pola pendidikan Islam merupakan suatu keharusan dalam  menempatkan nilai-nilai dasar agama yang menyediakan lingkup pengembangan pendidikan Islam. Pendidikan adalah upaya untuk melestarikan, mentransfer dan mengubah nilai-nilai budaya dalam segala aspeknya yang baik untuk generasi muda. Pola pendidikan Islam dalam menanggulangi kenakalan remaja termasuk upaya untuk meningkatkan strategi pendidikan Islam mengenai masalah bagaimana pelaksanaan tujuan pendidikan dari proses pendidikan dengan melihat situasi dan kondisi, serta bagaimana untuk menjaga proses tersebut supaya berjalan tanpa hambatan, internal dan eksternal, dalam lingkungan kelembagaan atau sosial. Penerapan metode preventif (pencegahan), kuratif (pengobatan) dan rehabilitatif (karantina) sangat diperlukan untuk seorang pendidik atau sekolah penyelenggara untuk pembinaan generasi muda di sekolah-sekolah dapat difokuskan baik sehingga setidaknya mengurangi frekuensi perilaku negatif yang terjadi pada remaja.
Improving Discipline and Responsibility of Student Learning Through Project Assessment Mania, Sitti
Al-Ulum Vol 15, No 2 (2015): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

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This ‘classroom action research’ aims to determine the effectiveness of the project assessment at Islamic Junior School (Madrasah Tsanawiyah) Model Makassar in the VIII/a class as subject research. The study carried out in two cycles, data collection was done by employing three ways: questionnaires, observation and test administration. The result showed that the project assessment was able to improve: 1) student discipline, shown on average 73,78% of the first cycle and the second cycle was 91,72%. 2) Responsibility for student learning, the average seen in the first cycle of 66,37% and 85,77% for the second cycle. 3) Student learning outcomes, the first cycle were 51,72% while in the second cycle there was 17,24% score below the minimum completeness criteria. On the individual test conducted at the end of the second cycle showed that there are only 4 students (13,79%) who had not reached the minimum completeness criteria.-----Penelitian tindakan kelas ini bertujuan untuk mengetahui keefektifan penilaian proyek dalam meningkatkan disiplin dan tanggung jawab belajar siswa. Penelitian dilakukan pada Madrasah Tsanawiyah Model Makassar dengan subyek penelitian siswa kelas VIII/a. Tindakan dilakukan dalam dua siklus, pengumpulan data dilakukan dengan menggunakan tiga cara yaitu angket, observasi dan pemberian tes. Hasil penelitian menunjukkan bahwa teknik penilaian proyek mampu meningkatkan: 1) disiplin siswa, terlihat pada rata-rata siklus pertama sebesar 73,78% dan pada siklus kedua sebesar 91,72%. 2) tanggung jawab belajar siswa, terlihat pada rata-rata siklus pertama sebesar 66,37 dan pada siklus kedua sebesar 85,77. 3) hasil belajar siswa, siklus pertama terdapat 51,72% sedangkan pada siklus kedua terdapat 17,24% skor di bawah kriteria ketuntasan minimal. Pada tes individu yang dilakukan pada akhir siklus II hanya terdapat 4 siswa (13,79%) yang belum mencapai kriteria ketuntasan minimal. 

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