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<![CDATA[PENDIDIKAN FULL DAY SCHOOL DALAM PERSPEKTIF EPISTEMOLOGI MUHAMMAD ‘ABID AL- JABIRI ]]>
<![CDATA[Hasan Baharun]]>;
<![CDATA[Saudatul Alawiyah]]>
<![CDATA[ POTENSIA: Jurnal Kependidikan Islam Vol 4, No 1 (2018): Juni ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/potensia.v4i1.4362
<![CDATA[This paper presents about full day school education in the epistemology perspective of Muhammad 'Abid Al-Jabiri. Muhammad 'Abid Al-Jabiri is one of contemporary Islamic thinkers with the theories of bayani, ‘irfani and burhani. Where the theory of epistemology serve is a science that comes from a sacred text and the theory of ‘irfani epistemology derived from intuition while the theory of burhani epistemology derived from the principles of logic, ratio and reason. And this paper examines the education of full day school with the theories of bayani, ‘irfani and burhani. With the hope of third theory can be understood as effort to build and create paradigm of society about policy of full day school, so from various problematic causing the pros and cons to full day school concept which have been published by Mendikbud can be overcome.]]>
<![CDATA[MUHAMMADIYAH: GERAKAN PEMBAHARUAN PENDIDIKAN ISLAM ]]>
<![CDATA[Nelly Yusra]]>
<![CDATA[ POTENSIA: Jurnal Kependidikan Islam Vol 4, No 1 (2018): Juni ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/potensia.v4i1.5269
<![CDATA[Muhammadiyah is an Islamic reform organization that has had a major impact on the progress of Muslims in Indonesia. The reforms carried out by Muhammadiyah include multidimensional, such as in education, health, economy and culture. In the field of education, Muhammadiyah undertook the modernization of Islamic education, which is essential for the development of Islamic education in Indonesia. Muhammadiyah refined the Islamic education curriculum by incorporating Islamic religious education into public schools and secular knowledge to religious schools. The concept of HIS med the Qur'an, which was launched by Muhammadiyah, could mean that public schools plus Islamic subjects became a model not only for educational institutions under Muhammadiyah, but also used by other Muslim groups, which made education an area of concern. In addition, Muhammadiyah also organized the modernization of madrasah by integrating it with the boarding system (pesantren). Modernization takes place intensely in the form of the introduction of the institutional elements of modern education and the subjects of modern science. The renewal of Muhammadiyah education gave rise to various advances in various areas of Indonesian society.]]>
<![CDATA[KAJIAN TINGKAT PEMAHAMAN KONSEP INTEGRASI ILMU DAN ISLAM ANTARA DOSEN BIDANG ILMU UMUM DENGAN DOSEN BIDANG ILMU AGAMA DI FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SYARIF HIDAYATULLAH JAKARTA ]]>
<![CDATA[Ansharullah Ansharullah]]>
<![CDATA[ POTENSIA: Jurnal Kependidikan Islam Vol 2, No 1 (2016): Juni ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/potensia.v2i1.2532
<![CDATA[This research is aimed to know the level of difference of Comprehension on the Concept of Integration of Science and Islam between Social - Science and Islamic Science Lecturer at Faculty of Education and Teacher Training of UIN Syarif Hidayatullah Jakarta based on the educational background, the lecturer Expertise, and the frequency of attending training on Integrating Islam and Science in Education. All lecturers were taken as sample in this research by using purposive sampling. The data was collected by using test and documentation. Then, The data was analyzed by using t-test. The results are (1) Based on the educational background of lecturer; Islamic university - graduated lecturer and Public university – graduated lecturer, the Ho hypothesis is rejected, (2) Based on the frequency of attending trainings on Integration of Science and Islam, the Ho hypothesis is accepted and, (3) based on the expertise, the Ho is rejected.]]>
<![CDATA[KEBIJAKAN PEMERINTAH DALAM BIDANG PENDIDIKAN DARI ORDE LAMA SAMPAI ORDE BARU (Suatu Tinjauan Historis) ]]>
<![CDATA[As’ad Muzammil]]>
<![CDATA[ POTENSIA: Jurnal Kependidikan Islam Vol 2, No 2 (2016): Desember ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/potensia.v2i2.2537
<![CDATA[Map of political Islam in Indonesia is always colored by the government political map. From the pre-independence era, the post-independence (old order), the new order and the reform era. Islamic education is still in a position that is generally not in favor of the empowerment of the people. Education is a tool for which the government used it to escort people and people to the desired political objectives, theoretically it is not wrong if the government wants the product graduate of educational institutions contribute to development. But at the same time the government should also give freedom to the world of education to determine its direction with permanent gets assistance, support, and facilitation from the government.]]>
<![CDATA[KONSEP PENDIDIKAN ANAK USIA DINI DALAM PERSPEKTIF PENDIDIKAN ISLAM ]]>
<![CDATA[Nini Aryani]]>
<![CDATA[ POTENSIA: Jurnal Kependidikan Islam Vol 1, No 2 (2015): Desember ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/potensia.v1i2.3187
<![CDATA[Islamic education is a process that leads people to the good life and the uplifting of humanity in accordance with the basic capabilities (nature) and the his teaching ability (external influences). True education is that provides the opportunity for openness to influences from the outside world and the development of the students themselves. Thus the nature then it is given the right to form the individual child and at the same time external factors will educate and direct the child's basic abilities. Therefore, education is operationally contains two aspects, namely maintaining or improving and growing aspect or fostering. The basic concepts of early childhood education emphasizes to optimize child development and meet the child's characteristics that are unique individuals, who have experience and knowledge are different, it is necessary to do business by providing stimuli, impulses and support to children. In connection with it, the concept of early childhood education can include the formation of attitudes and the development of basic skills entirety useful to realize a perfect man who is able to stand alone, responsible and have a stock to enter further education it is also consistent with the view in the Islamic education.]]>
<![CDATA[PENDEKATAN HUMANISTIK DALAM PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM ]]>
<![CDATA[Suprihatin Suprihatin]]>
<![CDATA[ POTENSIA: Jurnal Kependidikan Islam Vol 3, No 1 (2017): Juni ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/potensia.v3i1.3477
<![CDATA[Curriculum is a tool to achieve educational goals as well as guidance in the implementation of teaching in all types and levels of education. The development (developers) have discovered several approaches in curriculum development that is intended approach with how the strategy and the correct method by following these steps systematic development in order to obtain a better curriculum. One approach developed by the developer is a humanistic approach. Humanistic curriculum developed by education experts humanistic. The curriculum is based on the concept of the flow of private education (personalized education). This stream is more giving to the students the main venue. They proceed from the assumption that a child or student is first and foremost in education. He is a subject that became the center of education. They believe that students have potential, have the ability and strength to thrive. Humanistic education is expected to restore the role and function of man is to restore man to his nature as the best of creatures (khairu ummah). The purpose of emphasizing the humanistic curriculum in terms of personal development, integration and autonomy of the individual. This objective can be seen as a means of asserting themselves.]]>
<![CDATA[URGENSI FIQIH TARBAWI DALAM PERSPEKTIF MAQASHID SYARI’AH ]]>
<![CDATA[Saifuddin Yuliar]]>
<![CDATA[ POTENSIA: Jurnal Kependidikan Islam Vol 3, No 2 (2017): Desember ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/potensia.v3i2.4005
<![CDATA[This paper examines a small part of substance of the problems. Therefore it is still embryotic and pioneer. However, this embryonic and pioneer effort is the key gatekeeper for the scientists in this aspect of this quite prospective fiqh tarbawi issue. For further study and freedom in order to increase the scientific treasures in this study then opened access to the gate study of fiqh tarbawi or education in a comprehensive. This paper answers the negative assumptions addressed to Islam with its educational system which seems strong, even considered primitive, can not be assumed as a form of disparaging or demeaning. ]]>
<![CDATA[TUAN GURU RETEH SYEKH ‘ABDURRAHMAN YA’QUB: Kiprah, Peran, dan Pemikirannya dalam Bidang Pendidikan Islam ]]>
<![CDATA[Zulkifli M. Nuh]]>;
<![CDATA[Alimuddin Hassan]]>;
<![CDATA[Kholil Syu'aib]]>
<![CDATA[ POTENSIA: Jurnal Kependidikan Islam Vol 4, No 1 (2018): Juni ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/potensia.v4i1.5050
<![CDATA[This paper would like to explain about the gait, role, and thoughts of Tuan Guru Reteh (TGR) Shaykh 'Abdurrahman Ya'qub in the field of Islamic education. This paper is a result of the search for his innovative thinking in developing Islamic education in the area of Indragiri Hilir Riau Province. Based on the results of these searches can be emphasized several things: first, that TGR. Shaykh 'Abdurrahman Ya'qub has a fairly qualified educational background. Second, that TGR. Shaykh 'Abdurrahman Ya'qub has played a very important, major and dual role in the society, especially in the field of education and dakwah even appointed in the administration of government as the formal leader of religion. Third, that TGR. Shaykh 'Abdurrahman includes productive scholars in the birth of written works. Thus, it is very natural and appropriate for TGR. Shaykh 'Abdurrahman Ya'qub is called a scholar who has authoritative, comprehensive and productive religious knowledge in the Malay-Indragiri region in particular, and the archipelago in general. With these considerations, the title as "Ulama Besar Kharismatik Melayu-Indragiri" is very worthy of the TGR. Shaykh 'Abdurrahman Ya'qub.]]>
<![CDATA[BENTUK PERANAN GURU DALAM MEMBERIKAN PENDIDIKAN KEPEMIMPINAN ]]>
<![CDATA[Hendra Riofita]]>
<![CDATA[ POTENSIA: Jurnal Kependidikan Islam Vol 2, No 1 (2016): Juni ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/potensia.v2i1.2533
<![CDATA[Indonesia, as many experts mention, has interminable problems of leadership. As a country in which Muslims are the majority, everyone should realize that all are born as a leader who shall have the responsibility upon people’s welfare. But in reality, Indonesians are not wellbeing physically or spiritually. It absolutely defines that a leader should possess leadership knowledge to lead people, not only depend on the God’s will solely. A leader is not an innate. For this purpose, teachers have the responsibility and important role to succeed the educational leadership as earlier as possible. This article is a descriptive discussion which is aimed at describing the roles of teacher as motivator, leader, problem solver and students’ ally in modeling the leadership. The discussion shows that all the four roles of teachers give positive effect in gaining the learning objectives of educational leadership]]>
<![CDATA[KONFIGURASI PEMIKIRAN AL-QABISI TENTANG PENDIDIKAN ISLAM ]]>
<![CDATA[Muslim Musir]]>
<![CDATA[ POTENSIA: Jurnal Kependidikan Islam Vol 2, No 2 (2016): Desember ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/potensia.v2i2.2538
<![CDATA[As a jurist, Hafiz al-Qur`an and hadith as well as a good understanding Arabic, al-Qabisi offer educational concepts based al-Qur`an and Sunnah, which impressed normative paradigm of thinking. However, the environmental conditions when it still has relevance to the concept offers, so that form the guidelines for teaching children during the fourth century hijrah. In principle, the development of the Islamic education concept does not just stop in textual normative, need depth assessment of various aspects, sociological, geographical, or philosophy of a nation itself. Very unlikely set curriculum or teaching methods and educational purposes based on one aspect only. Advanced education in the perspective of al-Qabisi can be seen from the realization of the religious environment in the various regions of Islam at the time. Is a natural thing when he established the concept of education that guided in his time.]]>
