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<![CDATA[ACTUALIZE THE ISLAMIC EDUCATION VALUES IN TRAFFIC DISCIPLINE ]]>
<![CDATA[Aidil Fitri]]>
<![CDATA[ Ta'dib: Jurnal Pendidikan Islam Vol 20 No 2 (2015): Ta'dib ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/td.v20i2.80
<![CDATA[Islamic education not only encompasses the sheer worship. The religious values of Islam are capable of covering all human activities. However, a Moslem makes use of his/her religion when dealing with his/her God. Conversely, when interacting with the environment either by humans or animals, these Islamic values are abandoned, including when on highway. As a religion of Rahmatan Lilalamin, a Moslem should necessarily be able to bring Islam to the benefit of the universe. On the highway, a Moslem should be able to demonstrate the Islamic behavior and prevent from having diverging behavior which is contrasted to Islamic values. Adherence to traffic regulations and laws should completely be reflected while on the highway. Islam has explained by its scripture, that human existence on this earth is not only to be submissive and obedient to the laws of religion, but there are government laws which are mandatory for all human beings to obey, as an effort to establish a peaceful earth. A Moslem should become a pioneer of discipline on the highway when a lot of people ignore the applicable regulations. A Moslem should be served as an example of traffic turmoil and chaos when on highway. A Moslem should convey the values of Islam to the fellow Moslems and the followers of different religions, anytime and anywhere including on highway. ]]>
<![CDATA[THE ROLE OF TEACHING ISLAMIC RELIGION AT SEKOLAH ALAM INDONESIA PALEMBANG ]]>
<![CDATA[Aida Imtihana]]>;
<![CDATA[Sukirman Sukirman]]>;
<![CDATA[Mardeli Mardeli]]>;
<![CDATA[Nurlela Nurlela]]>
<![CDATA[ Ta'dib: Jurnal Pendidikan Islam Vol 20 No 1 (2015): Ta'dib ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/td.v20i1.345
<![CDATA[The weakness of the schools in the emergence of Islamic education curriculum is the lack of facilities provided for the benefits of its curriculum. Islamic education curriculum in schools is systematic, so it cannot resolve the issue of the overall gap because it is limited to the other aspects like a limited time allocation. Therefore, Sekolah Alam Indonesia Palembang was established to optimize the learning of Islamic education. The results of this study showed that the learning process of Islamic education at the school has been in accordance with the theory of planning, implementation, and evaluation. The planning instruction consists of an annual, semester, weekly and daily program planning. In practice, the learning process is based on the planning that has been made. Further, to evaluate the learning process, oral and written tests were conducted.]]>
<![CDATA[CULTURE-BASED CHARACTER EDUCATION IN MODERNITY ERA ]]>
<![CDATA[Muhammad Murtako]]>
<![CDATA[ Ta'dib: Jurnal Pendidikan Islam Vol 20 No 1 (2015): Ta'dib ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/td.v20i1.326
<![CDATA[Education cannot be separated from culture. It is a product of human culture and becomes part of the culture. It also seeks to transform the cultural values in order to achieve both individual and community progress. The implementation of culture-based character education highlights the importance of exemplary elements.]]>
<![CDATA[EDUCATION CHARACTER IN VIEW OF AL-GHAZALI AND ITS RELEVANCE WITH THE EDUCATION CHARACTER IN INDONESIA ]]>
<![CDATA[Atik Wartini]]>
<![CDATA[ Ta'dib: Jurnal Pendidikan Islam Vol 20 No 2 (2015): Ta'dib ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/td.v20i2.222
<![CDATA[This research is based on research library, the background of this research concerns with the deterioration of morals or character education in children and adolescents. Foreign cultures that are not properly filtered is the result of deterioration of education and children‘s akhlak. Imam al-Ghazali, one of the leaders of Islamic thinker that has miraculous works, one of the famous works is the book of al-walad ayyuha, described the mechanism in the moral education of children and adolescents. Education behavior is defined by al-Ghazali in this book are relevant with the character education for children and adolescents.]]>
<![CDATA[THE UNITY GAIT OF TARBIYAH ISLAMIYAH IN ISLAMIC EDUCATION IN MINANGKABAU ]]>
<![CDATA[Maimunah Maimunah]]>
<![CDATA[ Ta'dib: Jurnal Pendidikan Islam Vol 20 No 1 (2015): Ta'dib ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/td.v20i1.327
<![CDATA[In the early 20th century, Islamic scholars in Minangkabau are divided into two groups: the old and young groups. The old group is those in the field of faith committed themselves to the Ahlus Sunnah wal Jama'ah from Abu Hasan al-Asy’ari and Abu Muslim al-Maturidi. In the areas of worship, they are attached to Syafi’i. Although not all of them embrace the teachings of the congregation, in principle they admit the truth of mu’tabarah as defense from the young group. There are two main issues in that decision. The first is periama, the preservation issues of Sunniyah Syafi’iyah. The second is Minangkabau traditional preservation issues. These problems are summed up in one of the PERTI objectives, the results of the Bukititnggi congress which reinforce and strengthen adat nan kawi, syara' nan lazim in each country. The old group in Minangkabau strongly holds Syafi’i to be the foundation of every move in their struggle to both social and civic education.]]>
<![CDATA[ISLAMIC EDUCATION IN CIVILIZATION OF FASHION INDUSTRY: CLOTHES CONCEPT REFLECTION IN ISLAM ]]>
<![CDATA[Ahmad Mustami]]>
<![CDATA[ Ta'dib: Jurnal Pendidikan Islam Vol 20 No 1 (2015): Ta'dib ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/td.v20i1.82
<![CDATA[This article discusses the concept Apparel in Islamic education. This was currently a lot of variety of fashion in dress. Although the general function of clothes was a human genitalia cover and protect the body from the heat of the sun. However hijab at this time not just cover the nakedness, but rather as a fashion style that became a common thing now was infecting the womenfolk including Muslim. Ranging from clothes, pants, until hijab began in innovation so as to attract the eye. Although it is not yet represent the shape and fashion model/standard clothes, but felt able to express Islamic education in the dressing (hijab) and a fashion model/Islamic clothing. Obviously keep on religious norms, ethical and moral teachings. Substance of clothing in Islam is polite in accordance with the values of Islamic Education.]]>
<![CDATA[VERDICT OFF (DEATH PENALTY) FOR THE DRUG OFFENDER CRIME IN PERSPECTIVE OF ISLAMIC EDUCATION ]]>
<![CDATA[Muhammad Tisna Nugraha]]>
<![CDATA[ Ta'dib: Jurnal Pendidikan Islam Vol 20 No 2 (2015): Ta'dib ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/td.v20i2.346
<![CDATA[This paper raises the issue of the death penalty for drug-crime actors in Islamic education perspective, especially when the President Joko Widodo refused to pardon the actors at the beginning of his reign. Although the execution was likely contrary to the wishes of human right instigators, but on the other hand, such punishment is one vehicle in providing education to the citizens as well as the efforts to actualize the law enforcement in Indonesia. The implementation of the death sentence does not touch directly the scope of formal education in Indonesia. However, this is where the emerging hope and the search for enlightenment of such punishment is seen from the eyes of Islamic education which has applied the concept of reward and punishment in its system. Thus, through this paper, it is expected that educators can assist in bridging the imposition of a death sentence as an attempt to form good citizens.]]>
<![CDATA[COMPARISON OF PAI AND PAK: AN OVERVIEW OF VALUES OF MULTICULTURAL EDUCATION ]]>
<![CDATA[Ali Murfi]]>
<![CDATA[ Ta'dib: Jurnal Pendidikan Islam Vol 20 No 1 (2015): Ta'dib ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/td.v20i1.218
<![CDATA[This research to reveal comparative Islamic Education (PAI) with Christian Education (PAK) through a textbook’s lesson in terms of content values of multicultural education. The comparative’s analysis includes three aspects, differences, similarities, and common platform. The results showed that substance of values of multicultural education contained in the textbooks have much in similarities which eventually became common platform both than the differences that exist, so that PAI and PAK should move bind themselves to each other in one joint effort to raise the noble values of multicultural, where both scientific traditions stand firm through efforts integration and comprehension charge of teaching materials.]]>
<![CDATA[The Effect of Couched Peer Feedback through Face to Face and Facebook Interaction toward Students’ Writing Ability and Engagement ]]>
<![CDATA[ANNISA ASTRID]]>;
<![CDATA[LENNY MARZULINA]]>
<![CDATA[ Ta'dib: Jurnal Pendidikan Islam Vol 23 No 2 (2018): Ta'dib ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/td.v23i2.2580
<![CDATA[The purpose of this study was to find out how the implementation of couched peer feedback writing technique through direct interaction in the class and Facebook instruction influenced students’ writing ability and how they engaged in learning activities viewed from student’ level of writing anxiety. The research was conducted at two paragraph writing classes at one State Islamic University in Palembang. Mixed method data collection was used in this study. The quantitative data were collected by using Likert-scale questionnaire used to measure students’ level of writing anxiety and paragraph writing test. Meanwhile, the qualitative data were gained by using observation and interview. Students’ paragraph writing test scores were analyzed by using Two Way Anova statistical analysis. Then, observation and interview data were transcribed and coded. The findings showed that first, the difference feedback writing techniques had different effects on students' writing ability. Next, differences in students' anxiety levels in writing also had different effects on their writing performance. Then, there was no interaction between the application of feedback writing techniques, the level of writing anxiety and writing performance. Finally, students had varying engagement to the learning process in terms of behavioral, affective and cognitive aspects.]]>
<![CDATA[The Readiness of EFL Teachers in Implementing the 2013 National Curriculum ]]>
<![CDATA[PUSPA YANTI]]>;
<![CDATA[DAMRIS MUHAMMAD]]>;
<![CDATA[HADIYANTO HADIYANTO]]>
<![CDATA[ Ta'dib: Jurnal Pendidikan Islam Vol 23 No 2 (2018): Ta'dib ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/td.v23i2.2590
<![CDATA[This research aimed to examine the readiness of English as Foreign Language (EFL) teachers in implementing the 2013 National English Curriculum (NEC13) in Jambi city, Sumatera, Indonesia. This research used a questionnaire as a research instrument to collect data. 111 close-ended questionnaires were distributed to public junior high school EFL teachers in Jambi city. Of 111 questionnaires, 83 EFL teachers completed and returned the questionnaires. Descriptive statistics was employed to analyze the data descriptively by using SPSS 20 for Windows. The overall results of the data analysis showed that the readiness of EFL teachers in Jambi city was at the high level. It meant that the EFL teachers in Jambi city were ready to implement the NEC13 properly, in line with the national education standard. The finding of this research shed light on policy makers and leaders’ understanding of EFL teachers’ readiness to implement the NEC13 properly.]]>
