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Irfani
Published by Institut Agama Islam Negeri Sultan Amai Gorontalo
ISSN : 19070969     EISSN : 24428272     DOI : -
Core Subject : Education, Social,
Education Social Sciences
Jurnal Irfani adalah Jurnal Pencerahan untuk peradaban. diterbitkan oleh Insititut Agama Islam Negeri (IAIN) Sultan Amai Press
Arjuna Subject : -
Articles 14 Documents
 1   2 
Search results for , issue "Vol. 14 No. 1 (2018): Irfani (e-Journal)" : 14 Documents clear
DESTINASI JURUSANPENDIDIKAN GURU RAUDHATUL ATFHAL (PGRA) FAKULTAS ILMU TARBIYAH DAN KEGURUAN IAIN SULTAN AMAI GORONTALO TAHUN 2020 Abdurrahman R Mala
Irfani Vol. 14 No. 1 (2018): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (310.633 KB)

Abstract

Each level of education should have competent human resources in order to create a quality output. That later became one of the goals of establishing PGRA Prodi at the Faculty of Science and Teaching Tarbiyah IAIN Sultan Amai Gorontalo. Spirit to create a quality output that is contained in the vision PGRA be excellent courses, reliable, innovative, dignified in preparing candidates for professional educators Raudhatul RA and characterized Islam.Kedudukan Early Childhood Education (ECD) in the National Education system is very strategic, to develop human resources. Qualification for early childhood in Indonesia consists of three channels, namely formal, non-formal and informal. As stated in Law No. 20 Year 2003 on National Education System, that early childhood education in formal education shaped Kindergarten (TK), Raudhatul RA (RA) or other equivalent form. To track non-formal education in the form of group play (Play Group), TPA (TPA) or other forms sejenis.Serta to track informal education in the form of education which is obtained from family or society. Therefore, in the future Prodi PGRA ideals can be realized not only in the conceptual realm, but also in the realm of praxis.
URGENSI PENGEMBANGAN SOSIAL DAN EMOSI ANAK USIA DINI Hj Munirah
Irfani Vol. 14 No. 1 (2018): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (320.396 KB)

Abstract

Early childhood emotional development take place simultaneously with the social development of young children. Even many who assume that the emotional development in early childhood is strongly influenced by their social development despite later developments that emotion influences also to their social development. Early childhood have liked to establish interpersonal relationships with others. Conversely, if a child has poor interpersonal intelligence, he tends not like mingling with other children, he does not like to share, and very possessive (includes ownership) will be toys. Even being aggressive and screaming when he did not get what he wants.
TUHAN, MANUSIA DAN ALAM DALAM PERSPEKTIF FILSAFAT PENDIDIKAN ISLAM Tita Rostitawati
Irfani Vol. 14 No. 1 (2018): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (433.841 KB)

Abstract

Object study of philosophy of Islamic education can be divided into two categories: macro and micro. The study of God, man and nature are the object of a macro philosophy of Islamic education. If there is a nature-nature, then there is first nature (al-Haqq al-Awwal), the first is the nature of God or called Causa Prima, and ends or returns to God anyway. Man is the manager of God's creation, while human nature as a means of doing, all three have an associated role between one and the other. The human ability to manage natural and translate the revelation of God is the manifestation and harmonious manner. Instead the human capacity to manage natural but was unable to translate the revelation of God is considered as a form of perversion, because humans ignore creation. On the other hand the human ability to translate the revelation of God but not able to translate nature is considered as a form of denial of pasilitas given to man by God. So, we need a complate understanding between the three. The universe is the medium of education as well as the means by which the human family to carry out the educational process. In this universe man can not live and the "independent" with the real. Because between man and the universe is interdependent and complementary with each other. Where this universe need a man to care for and maintain it while humans need nature as a means of interacting with other human beings.
PENERAPAN TEKNIK FADING PADA ANAK DENGAN PERILAKU AGRESIF Merlin Gani
Irfani Vol. 14 No. 1 (2018): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

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Abstract

Aggressive behavior is deviant and negative that we often encounter in children aged 2, 3 to 5 years. This attitude often causes the child isolated from her friends as well as dangerous to others what if this behavior had to be hurt or attacked physically. The factors that cause children to be in an aggressive manner that is caused by internal factors or derived from the child itself and eksteren factors derived from family, school, friends and the community around it. It's necessary to get special attention for an educator (teacher) who berlaporan guiding children toward positive. Therefore, this aggressive behavior can be reduced or minimized by using means, methods, techniques, or a particular approach. One of them uses teknih Fading which is a technique of gradually changing the behavior of the smallest things such as giving praise to the stage to give rewards or gifts to the children who were able to show good behavior.
PENDIDIKAN INSPIRATIF Firmansah Kobandaha
Irfani Vol. 14 No. 1 (2018): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

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Abstract

Dapat disimpulkan pembahasan mengenai Pendidikn Inspiratif itu adalah usaha sadar yang dilakukan oleh pendidik untuk menggerakan atau membangkitkan semangat para peserta didik untuk menciptakan suatu proses pembelajaran yang bermakna. Dalam usaha untuk meningkatkan iklim pembelajaran yang inspiratif, aspek paling utama yang harus diperhatikan oleh pendidik adalah bagaimana pendidik mampu untuk menarik dan mendorong minat peserta didik untuk senang dan menyukai terhadap pelajaran
MENGEMBANGKAN SIKAP KEMANDIRIAN MELALUI PENDIDIKAN BOARDING SCHOOL DI MADRASAH TSANAWIYAH HUBULO KECAMATAN TAPA KABUPATEN BONE BOLANGO Herson Anwar
Irfani Vol. 14 No. 1 (2018): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

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Abstract

Penelitian ini bertujuan untuk mendeskripsikan: sikap kemandirian melalui pendidikan Boarding School, faktor pendukung dan penghambat pelaksanaan sikap kemandirian melalui pendidikan Boarding School di Madrasah Tsanawiyah Hubulo Kecamatan Tapa Kabupaten Bone Bolango Jenis penelitian ini adalah penelitian deskriptif kualitatif dengan pendekatan sosiologis-edukatif. Informan penelitian ini adalah kepala madrasah, wakil kepala madrasah, guru, pembina asrama dan peserta didik. Pengumpulan data dalam penelitian ini dilakukan melalui observasi, wawancara dan dokumentasi. Teknik analisis data yang digunakan adalah reduksi data, display data dan penarikan kesimpulan. Pengujian keabsahan data melalui 1) Ketekunan pengamatan, 2) Perpanjangan keikutsertaan dan 3) Trianggulasi. Hasil penelitian diperoleh gambaran bahwa sikap kemandirian melalui kegiatan Boarding School di Madrasah Tsanawiyah Hubulo Kecamatan Tapa Kabupaten Bone Bolango diantaranya mengurus keperluan diri maupun belajar mandiri dilakukan secara berulang-ulang yang menjadikan suatu kebiasaan seperti kegiatan rutin, kegiatan spontan, kegiatan dengan keteladanan, kegiatan dilakukan atas dasar inisiatif sendiri, tanggung jawab, serta disiplin. Faktor pendukungnya adalah adanya pandangan yang sama antara asrama dan sekolah, aturan di asrama dan sekolah serta kerjasama team yang baik yang didasari oleh semangat pengabdian pengelola kegiatan Boarding School. Sedangkan yang menjadi faktor penghambat yaitu adanya latar belakang keluarga, adanya keragaman watak peserta didik, sebagian kecil peserta didik yang tidak tahan dengan kondisi lingkungan asrama, kemandirian belajar dipengaruhi oleh faktor dari dalam diri peserta didik, maupun yang berasal dari luar yaitu lingkungan keluarga, sekolah, sosial ekonomi dan masyarakat. Implikasi sikap kemandirian peserta didik menunjukkan tingkat kemandirian yang baik dalam hal kemandirian emosional, tingkah laku dan kemandirian nilai.
HAKIKAT KEBEBASAN BERPIKIR DAN ETIKA Said Subhan Posangi
Irfani Vol. 14 No. 1 (2018): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

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Abstract

Sebuah kebenaran yang dicapai melalui berpikir sangat ditentukan oleh subyektifitas atau obyektifitas dalam berpikir. Sebagai diketahui bahwa, dalam membicarakan persoalan berpikir obyektif tidak bisa terlepas dari berpikir secara filsafati, sebab pada dasarnya filsafat mengajak manusia untuk berpikir menurut tata tertibnya (logika) dengan bebas yang tidak terikat dengan tradisi, dogma serta agama, dan dengan sedalam-dalamnya sampai ke dasar persoalan.
DESTINASI JURUSANPENDIDIKAN GURU RAUDHATUL ATFHAL (PGRA) FAKULTAS ILMU TARBIYAH DAN KEGURUAN IAIN SULTAN AMAI GORONTALO TAHUN 2020 Abdurrahman R Mala
Irfani (e-Journal) Vol. 14 No. 1 (2018): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Each level of education should have competent human resources in order to create a quality output. That later became one of the goals of establishing PGRA Prodi at the Faculty of Science and Teaching Tarbiyah IAIN Sultan Amai Gorontalo. Spirit to create a quality output that is contained in the vision PGRA be excellent courses, reliable, innovative, dignified in preparing candidates for professional educators Raudhatul RA and characterized Islam.Kedudukan Early Childhood Education (ECD) in the National Education system is very strategic, to develop human resources. Qualification for early childhood in Indonesia consists of three channels, namely formal, non-formal and informal. As stated in Law No. 20 Year 2003 on National Education System, that early childhood education in formal education shaped Kindergarten (TK), Raudhatul RA (RA) or other equivalent form. To track non-formal education in the form of group play (Play Group), TPA (TPA) or other forms sejenis.Serta to track informal education in the form of education which is obtained from family or society. Therefore, in the future Prodi PGRA ideals can be realized not only in the conceptual realm, but also in the realm of praxis.
URGENSI PENGEMBANGAN SOSIAL DAN EMOSI ANAK USIA DINI Hj Munirah
Irfani (e-Journal) Vol. 14 No. 1 (2018): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Early childhood emotional development take place simultaneously with the social development of young children. Even many who assume that the emotional development in early childhood is strongly influenced by their social development despite later developments that emotion influences also to their social development. Early childhood have liked to establish interpersonal relationships with others. Conversely, if a child has poor interpersonal intelligence, he tends not like mingling with other children, he does not like to share, and very possessive (includes ownership) will be toys. Even being aggressive and screaming when he did not get what he wants.
TUHAN, MANUSIA DAN ALAM DALAM PERSPEKTIF FILSAFAT PENDIDIKAN ISLAM Tita Rostitawati
Irfani (e-Journal) Vol. 14 No. 1 (2018): Irfani (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Object study of philosophy of Islamic education can be divided into two categories: macro and micro. The study of God, man and nature are the object of a macro philosophy of Islamic education. If there is a nature-nature, then there is first nature (al-Haqq al-Awwal), the first is the nature of God or called Causa Prima, and ends or returns to God anyway. Man is the manager of God's creation, while human nature as a means of doing, all three have an associated role between one and the other. The human ability to manage natural and translate the revelation of God is the manifestation and harmonious manner. Instead the human capacity to manage natural but was unable to translate the revelation of God is considered as a form of perversion, because humans ignore creation. On the other hand the human ability to translate the revelation of God but not able to translate nature is considered as a form of denial of pasilitas given to man by God. So, we need a complate understanding between the three. The universe is the medium of education as well as the means by which the human family to carry out the educational process. In this universe man can not live and the "independent" with the real. Because between man and the universe is interdependent and complementary with each other. Where this universe need a man to care for and maintain it while humans need nature as a means of interacting with other human beings.

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