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INDONESIA
JURNAL TASAMUH
Published by Universitas Wahid Hasyim Semarang
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Search results for , issue "Vol 3, No 1 (2020)" : 5 Documents clear
IMPLIKASI MANAJEMEN PEMBELAJARAN PENDIDIKAN AGAMA ISLAM BERBASIS SCIENTIFIC APPROACH DALAM MENINGKATKAN PEMAHAMAN SANTRI DI SMK ROUDLOTUL MUBTADIIN JEPARA Achsan Isroi
TASAMUH Vol 3, No 1 (2020)
Publisher : Universitas Wahid Hasyim Semarang

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ABSTRACT 2013 curriculum is a curriculum that has undergone many changes from the previous curriculum, namely the School-based Education Unit Level Curriculum. The 2013 curriculum uses a scientific approach in the learning process. The 2013 curriculum emphasizes scientific learning: 1. Learning Management, 2. Implementation of Islamic Religious Education Learning, which includes Pre-Scientific, Temporary Learning, and Post-Learning based on Islamic Religious Education, 3. Islamic Education Learning based on a Scientific Approach. 4. Improve student understanding. The results showed: Implementation of Scientific-based Islamic Religious Education in early learning on learning material, the core teacher of learning had made observations, question and answer, exploration, associating, and communicating, in the end providing follow-up activities in the form of homework to students. Evaluation of Islamic Religious Education learning, namely the 2013 learning assessment in the curriculum using authentic assessments that measure competencies ranging from competency in attitudes, skills, and knowledge-based processes not only results. The assessment is carried out using an authentic method, students are assessed on several aspects including daily tests, portfolios, observation, performance, assignments and semester tests. The impact of Scientific-Based Islamic Religious Education Learning is: creating a sense of responsibility among students, strengthening the closeness between students, teachers and students to work together to discuss subject matter. Keywords: Scientific Approach, Learning Management ABSTRAK Kurikulum 2013 merupakan kurikulum yang mengalami banyak perubahan dari kurikulum sebelumnya yaitu berbasis Sekolah Kurikulum Tingkat Satuan Pendidikan. Dalam kurikulum 2013 menggunakan pendekatan saintifik dalam proses pembelajaran. Dalam Kurikulum 2013 menekankan pada pembelajaran Ilmiah: 1. Manajemen Pembelajaran, 2. Pelaksanaan Pembelajaran Pendidikan Agama Islam, yang meliputi pembelajaran berbasis Pra Ilmiah, Sementara Pembelajaran, daan Pasca Pembelajaran berbasis Pendidikan Agama Islam, 3. Pembelajaran Pendidikan Agama Islam berbasis Scientific Approach.4. Meningkatkan pemahaman siswa. Hasil penelitian menunjukkan: Pelaksanaan Pembelajaran Pendidikan Agama Islam berbasis Ilmiah pada pembelajaran awal pada materi pembelajaran, guru inti pembelajaran telah melakukan observasi, tanya jawab, eksplorasi, mengasosiasikan, dan mengkomunikasikan, pada akhirnya memberikan kegiatan tindak lanjut berupa pekerjaan rumah kepada siswa. Evaluasi pembelajaran Pendidikan Agama Islam yaitu penilaian pembelajaran 2013 dalam kurikulum menggunakan penilaian otentik yang mengukur kompetensi mulai dari kompetensi sikap, keterampilan, dan proses berbasis pengetahuan bukan hanya hasil. Penilaian dilakukan dengan metode otentik, siswa dinilai pada beberapa aspek diantaranya ulangan harian, portofolio, observasi, performance, tugas dan ulangan semester. Dampak Pembelajaran Pendidikan Agama Islam Berbasis Scientific ini adalah: menimbulkan rasa tanggung jawab antar peserta didik, memperkuat kedekatan antara siswa, guru dan siswa dapat bekerja sama untuk mendiskusikan materi pelajaran. Kata Kunci: Manajemen Pembelajaran, Scientific Approach, Pemahaman
GERAKAN SOSIAL HIZMET MUHAMMAD FETHULLAH GÜLEN DAN IMPLIKASINYA TERHADAP PENDIDIKAN ISLAM DI INDONESIA Rian Hidayat
TASAMUH Vol 3, No 1 (2020)
Publisher : Universitas Wahid Hasyim Semarang

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ABSTRACT This research is a descriptive qualitative research, using interviews, observation, and literature documentation as the data collection process. The data analysis techniques used are data reduction, data presentation, conclusion, and verification. To test the validity of the data in this study, the triangulation technique was used. The findings of this research are: First, when social, economic, and political opportunities emerged to develop during the Turgut Ozal era, hizmet made the best use of this atmosphere of openness. Hizmet founded schools, dersane (home learning), student dormitories, hospitals, entrepreneurial institutions, newspapers, magazines, and others. Second, Fethullah Gülen made three concepts in mobilizing Turkish society to engage in peaceful movements, namely through: hizmet (providing services to religion and the state); himmet (donating funds or doing a good job) and sincerity (seeking the pleasure of Allah in every action taken). In the formation of this service network, they each build a joint effort to achieve the goals of this movement in the framework of raising funds, creating local businesses with the aim of spreading the teachings of this movement as well as building jobs. Third, the process of cultural framing of the hizmet movement can be read in the focus of this movement in the fields of da'wah and education. The hizmet movement has established educational institutions and operates approximately 1,000 schools in 130 countries, including in Indonesia. There are hizmet schools in several cities, such as in Depok, Semarang, Tangerang, Jogjakarta, Bandung, Sragen, Banua, Aceh, Bogor and Medan. Keywords: Social Movement, Hizmet, Fethullah Gülen, Education ABSTRAK Penelitian ini merupakan penelitian kualitatif deskriptif, dalam proses pengambilan data menggunakan wawancara, observasi, dan dokumentasi pustaka. Sedangkan teknik analisis data menggunakan reduksi data, sajian data, kesimpulan, dan verifikasi, sedangkan untuk menguji keabsahan data dalam penelitian ini dipergunakan teknik triangulasi. Temuan dari penelitian ini, yaitu: Pertama, saat peluang secara sosial, ekonomi, dan politik muncul untuk berkembang di masa Turgut Ozal, hizmet memanfaatkan atmosfer keterbukaan itu dengan sebaik-baiknya. Hizmet mendirikan sekolah, dersane, asrama mahasiswa, rumah sakit, institusi pengusaha, koran, majalah, dan lain-lain. Kedua, Fethullah Gülen membuat tiga konsep dalam memobilisasi masyarakat Turki untuk terlibat dalam gerakan damai, yaitu melalui: hizmet (memberikan pelayanan kepada agama dan negara); himmet (memberikan sumbangsih dana atau dengan mengerjakan pekerjaan dengan baik) dan ikhlas (mencari ridha Allah dalam setiap tindakan yang dilakukan). Pembentukan jaringan pelayanan ini mereka satu sama lain membangun sebuah usaha bersama demi tercapainya tujuan dari gerakan ini dalam rangka pengumpulan dana, pembuatan usaha-usaha lokal dengan tujuan menyebarkan ajaran gerakan ini sekaligus membangun lapangan kerja. Ketiga, proses pembingkaian kultural gerakan hizmet bisa dibaca pada fokus gerakan ini dalam bidang dakwah dan pendidikan. Gerakan hizmet sudah mendirikan lembaga-lembaga pendidikan dan mengoperasikan kurang lebih 1.000 sekolah di 130 negara, termasuk di Indonesia terdapat sekolah hizmet di beberapa kota, seperti di Depok, Semarang, Tangerang, Jogjakarta, Bandung, Sragen, Banua, Aceh, Bogor, dan Medan. Kata Kunci: Gerakan Sosial, Hizmet, Fethullah Gülen, Pendidikan
KONSEP PENDIDIKAN KARAKTER DALAM AL QUR’AN SURAT AL-BAQARAH AYAT 129 DAN URGENSINYA DENGAN TUJUAN PENDIDIKAN NASIONAL (Kajian Terhadap Al-Tafsîr Al-Kabîr Mafātīḥ Al-Ghayb Karya Fakhruddin Al-Rāzī dan Tafsir Al-Maraghi Karya Musthafa Al- Maraghi) Ahmad Liwaaul Hamdi
TASAMUH Vol 3, No 1 (2020)
Publisher : Universitas Wahid Hasyim Semarang

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ABSTRACTThe concept of character education in QS. Al-Baqarah verse 129, the perspective of al-Razi and al-Maraghi, presents 9 models of character education, namely, tadzkirah,'ibrah, teaching honesty, role models, motivation, threats, advice, reminding andhabituation. The urgency of implementing character education is to improve humanmorale through the world of education so that prophetic people are formed. the conceptof character education in QS. Al-Baqarah verse 129 from the perspective of al-Razi andal-Maraghi which presents 9 models of character education It is expected to be able torealize the goals of national education, namely, develop the potential of students tobecome human beings who believe and fear God Almighty, have noble character, arehealthy, knowledgeable, capable, creative, independent, and become democratic andresponsible citizens.Keywords: Tafsir al-Kabir Mafatih al-Ghayb, Tafsir al-Maraghi, QS. Al-Baqarah verse129, Character Education.ABSTRAKKonsep pendidikan karakter dalam QS. Al-Baqarah ayat 129 perspekti al-Razi dan al-Maraghi menghadirkan 9 model pendidikan karakter yaitu, tadzkirah, ibrah,mengajarkan kejujuran, teladan (role model), motivasi, ancaman, nasehat,mengingatkan dan membiasakan. Urgensitas dilaksanakan pendidikan karakter adalahuntuk memperbaiki moral manusia melalui dunia pendidikan sehingga terbentuk insanprofetik. konsep pendidikan karakter dalam QS. Al-Baqarah ayat 129 perspekti al-Razi dan al-Maraghi yang menghadirkan 9 model pendidikan karakter diharapkanmampu mewujudkan tujuan pendidikan nasional yakni, mengembangkan potensipeserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan YangMaha Esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warganegara yang demokratis serta bertanggung jawabKata Kunci : Tafsir al-Kabir Mafatih al-Ghayb, Tafsir al-Maraghi, QS. Al-Baqarahayat 129, Pendidikan Karakter.
IMPLEMENTASI PROGRAM BUDAYA SEKOLAH ISLAMI NURUSSHIBYAN(BISYA) DALAM PENINGKATAN AKHLAK KARIMAH SISWA DI SMP NURUSSHIBYAN PAGUYANGAN BREBES Baeti Rahmawati
TASAMUH Vol 3, No 1 (2020)
Publisher : Universitas Wahid Hasyim Semarang

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ABSTRACT This research is qualitative descriptive research. It took Nurushibyan JHS, Paguyangan, Brebes with the teachers and learners as the subjects. The applied data collection techniques were observation, in-depth interview, and documentation. The validity test used data triangulation. The data analysis techniques consisted of data display and data conclusion. On the other hand, the implementation analysis of the Islamic School Program was done with AlGhazali's method of moral education. The findings showed that the school had an Islamic Culture Program (BISYA). The background of the program implementation was due to the degraded morals and Islamic knowledge of the learners. The school applied for the program by instilling Islamic values with Mujahadah, riyadhoh, exemplary, habituation, reward, and punishment methods. They became the most effective methods to succeed in the program. It was realized into two activity components. The first was the academic field, consisting of 1) reading and writing literacy, 2) realizing Islamic learning culture, and 3) upholding science and knowledge. The second one dealt with religious character education empowerment. It was grouped into 1) a 7-culture program (smile, greet, call, shake the hand, polite, and sympathetic), 2) morning habituation (dhuha prayer, saluting, and reciting AlQur’an), 4) Al-Qur’an literate (BabahQu), 5) full-day class for takhfidzul Qur'an, 6) doing good things, 7) dzikro majlis of Nurusshibyan for the learners’ parents, and 8) environmental awareness. BISYA program implementation was very important for the school to create khoirunnas an fa’uhum linnas generation. The program implication had positive impacts for the school, such as good morals of the learners, sosial trust seen from the learners’ input numbers, effective learning atmosphere, and sosial awareness Keywords: Islamic School Culture, Morals ABSTRAK Penelitian ini menggunakan metode penelitian deskriptif kualitatif. Lokasi penelitian di SMP Nurusshibyan Paguyangan Brebes, dengan subjek penelitian yaitu guru dan siswa. Teknik pengumpulan data yang digunakan adalah observasi, wawancara mendalam dan dokumentasi. Uji keabsahan menggunakan triangulasi data. Teknik analisis data, penyajian data dan pengambilan simpulan. Hasil penelitian menunjukan SMP Nurusshibyan memilki Program Budaya Islami Nurusshibyan (BISYA), latar belakang penerapan program BISYA dikarenakan semakin menurunnya akhlak dan pengetahuan keislaman siswa. SMP Nurusshibyan Paguyangan, mengimplementasikan program Budaya Sekolah Islami Nuruushibyan (BISYA) melalui penanaman nilai-nilai islami yang dilakukan dengan metode Mujahadah, riyadhoh, keteladanan, pembiasaan serta metode ganjaran dan hukuman. Metode ini sangat efektif dalam keberhasilan pelaksanaan program BISYA yang diwujudkan dalam dua komponen kegiatan, pertama pada bidang akademik yakni program:1)literasi baca tulis, 2)mewujudkan budaya belajar islami dan 3)penghargaan terhadap ilmu pengetahuan. Kedua, bidang penguatan pendidikan karakter religiusitas yakni program ; 1)Budaya 7S (Senyum,salam,sapa, salim sopan, santun, simpatik),2) pembiasaan pagi (sholat duha,sholawatan dan membaca Al quran), 3) sholat dhuhur bagi dan sholat ashar berjama’ah bagi siswa kelas fullday dan ekdtrakurikuer, 4)bebas buta huruf al-Qur’an (BabahQu), 5)kelas fullday takhfidzul Qur’an, 6) tabaratku (tabungan akhiratku), 7)majlis dzikro Nurusshibyan bagi orang tua/wali siswa dan 8) peduli lingkungan. Implementasi program BISYA ini menjadi sangat penting bagi sekolah dalam upayanya untuk melahirkan generasi khoirunnas an fa’uhum linnas. Kata Kunci: Budaya sekolah Islami, Akhlak karimah.
PERAN MAJELIS SHOLAWAT WAHIDIYYAH SEBAGAI INSTRUMEN PEMBANGUNAN PENDIDIKAN KARAKTER (STUDI DI PONDOK PESANTREN KEDUNGLO KOTA KEDIRI) Endah Setyowati
TASAMUH Vol 3, No 1 (2020)
Publisher : Universitas Wahid Hasyim Semarang

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ABSTRACT This research is a field research with a qualitative-descriptive research method. The approach in this study uses a phenomenological approach. Collecting data in this study using methods: in-depth interviews, observation, and documentation. The results showed that: First, the concept of character education according to Sholawat Wahidiyah. Sholawat Wahidiyah is the hallmark of Pondok Pesantren Kedunglo in shaping the character of its students because in practicing Sholawat Wahidiyah it is not only a text but is accompanied by teachings and manners of how to practice it. Second, the implementation of Sholawat Wahidiyah in building Character Education is the reading of Mujahadah Shalawat Wahidiyah in developing the values of character education which is the tradition of the Kedunglo Islamic Boarding School before starting the activity. In implementing this mujahadah requires that students be truly educated to develop their personality in totality including moral, moral education through training and habituation as a development as well as intellectual, emotional and social attitudes which become routine practice of Sholawat Wahidiyah which can influence and influence students' morals and character. The third contribution of Sholawat Wahidiyah as a character building instrument at the Kedunglo Islamic Boarding School in Kediri City is to clear the heart and give awareness of the heart to return to the way of Allah SWT through reading Sholawat Wahidiyah, the hearts of every creature will feel guided to get closer to Allah SWT, improve their lives by carry out the obligatory worship that He commands. This can be seen from the Santri who were moved to worship Allah SWT. Keywords: Role, Sholawat Wahidiyah, Character Education Instruments. ABSTRAK Penelitian ini adalah penelitian lapangan dengan metode penelitian kualitatifdeskriptif. Pendekatan dalam penelitian ini menggunakan pendekatan fenomenologi. Pengumpulan data dalam penelitian ini menggunakan metode: wawancara mendalam, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa: Pertama, Konsep Pendidikan Karakter menurut Sholawat Wahidiyah. Sholawat Wahidiyah menjadi ciri khas Pondok Pesantren Kedunglo dalam membentuk karakter para santrinya.Karena dalam pengamalan Sholawat Wahidiyah bukan hanya teks namun disertai dengan ajaran dan adab-adab cara pengamalannya. Kedua Implementasi Sholawat Wahidiyah dalam membangun Pendidikan Karakter adanya pengamalan Mujahadah Sholawat Wahidiyah dalam mengembangkan nilai-nilai Pendidikan karakter yang menjadi tradisi Pondok Pesantren Kedunglo sebelum memulai kegiatan. Dalam pelaksanaam mujahadah ini menghendaki agar santri benar-benar dididik untuk mengembangkan kepribadiannya secara totalitas meliputi pendidikan akhlak, moral melalui pelatihan dan pembiasaan sebagai pengembangan juga terhadap aspek intelektual, emosional serta sikap sosial menjadi rutinitas pengamalan Sholawat Wahidiyah yang dapat berpengaruh dan mempengaruhi akhlak dan karakter siswa. Ketiga Kontribusi Sholawat Wahidiyah sebagai instrumen pembangunan Karakter di Pondok Pesantren Kedunglo Kota Kediri adalah untuk menjernihkan hati dan memberi kesadaran hati untuk kembali ke jalan Allah SWT melalui bacaan Sholawat Wahidiyah, hati setiap makhluk akan merasa dibimbing untuk hal mendekatkan diri kepada Allah SWT, memperbaiki hidupnya dengan melaksanakan ibadah wajib yang perintahNya. Ini dapat dilihat dari para Santri yang tergerak hatinya untuk beribadah kepada Allah SWT. Kata Kunci: Peran, Sholawat Wahidiyah, Instrumen Pendidikan Karakter

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