Abdul Quddus
Jurusan PAI Fakultas Tarbiyah IAIN Mataram

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ECOTHEOLOGY ISLAM: TEOLOGI KONSTRUKTIF ATASI KRISIS LINGKUNGAN Quddus, Abdul
ULUMUNA Vol 16, No 2 (2012): December
Publisher : State Islamic Institute (IAIN) Mataram, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/ujis.v16i2.181

Abstract

Abstract: The earth inhabited by human now is facing global environmental crisis. To respond to and tackle the crisis, a new awareness to explore the principles of religion has emerged today, which was then called ecotheology, an integral environmental insight based on ethical-theological as well as ethical-anthropological dimensions. This paper is aimed at, on the one hand, exposing principles of Islamic ecotheology that are able to be guiding principles in managing the nature, and on the other hand, comparing them with the principles of modern environmental ethics of the environmentalist/ eco-thinkers. The author argues that there are three principles of Islamic ecotheology that are relevant as the basis of ethical management of nature now days, namely the principle of taw╪id (unity of all creation), the principle of āmanah-khalīfah (trustworthiness-moral leadership), and ākhirah (responsibility).Abstrak: Bumi yang dihuni manusia sekarang ini tengah dilanda krisis lingkungan yang besifat global. Untuk merespons krisis itu, dewasa ini telah muncul kesadaran baru dalam menanggulangi krisis itu dengan menggali prinsip-prinsip agama, yang kemudian disebut ecotheology, yaitu wawasan lingkungan yang integral dan berdimensi etis-theologis dan etis-antropologis. Tulisan ini bertujuan untuk, di satu sisi, memapar prinsip-prinsip ecotheology Islam yang dapat dijadikan sebagai guiding principles dalam pengelolaan alam, dan di sisi lain, mengomparasikan prinsip-prinsip itu dengan etika lingkungan modern dari para environmentalist/eco-thinker. Penulis berpendapat bahwa ada tiga prinsip ecotheologi Islam yang relevan sebagai basis etis pengelolaan alam dewasa ini, yaitu prinsip taw╪īd (kesatuan seluruh makhluk), prinsip amānah-khalīfah (kejujuran-kepemimpinan), dan ākhirah (tanggung jawab).
Gerakan Tarekat dan Pertumbuhan Budaya Berfilosofi di Lombok Quddus, Abdul; Ariadi, Lalu Muhammad
TEOSOFI: Jurnal Tasawuf dan Pemikiran Islam Vol. 5 No. 2 (2015): December
Publisher : Program Studi Filsafat Agama Fakultas Ushuluddin dan Filsafat UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (503.421 KB) | DOI: 10.15642/teosofi.2015.5.2.321-345

Abstract

In Indonesia, Sufism has become a focal part of the development of Islam from 13th to 18th century. Once Islam was widely spread out of Indonesia in 13th century, the teaching of Sufism had metamorphosed into a religious movement known as tarekat (Sufi order). Through tarekat movement, Islam in Indonesia has grew not only as a religion but also as a fundamental part of cultural entities in the country. Among these cultures is the Culture of Philosophy in Lombok. This article attempts to scrutinize the development of Tarekat Movement and the Culture of Philosophy in Lombok. These two aspects are analyzed through an anthropological study. The study finds that Tarekat Movement has played significant role in the growth of the Culture of Philosophy in Lombok. Through the Culture of Philosophy, the Muslim people in Lombok learn and understand Islam as a set of logical facts that teaches its adherents about the Divine Reality and wisdoms of life. This culture has been transmitted from generation to generation through oral and written transmissions, in which the written way is found within classical manuscripts. Through these media, the doctrines of Sufism have been taught as a means of cherishing the relation amongst God, Man, and Nature.
PERBANDINGAN HASIL BELAJAR FISIKA DENGAN MENGGUNAKAN LABORATORIUM NYATA DAN LABORATORIUM VIRTUAL Quddus, Abdul; Hamid, Tarmizi; Kasli, Elisa
Jurnal Ilmiah Mahasiswa Pendidikan Fisika Vol 2, No 1 (2017): Januari 2017
Publisher : FKIP Unsyiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (68.553 KB)

Abstract

AbstrakPenelitian ini bertujuan untuk mengetahui perbandingan hasil belajar siswa kelas X MAN Darussalam yang diajarkan dengan menggunakan laboratorium nyata dan laboratorium virtual pada materi Hukum Newton. Sampel dalam penelitian ini diambil dengan menggunakan teknik purposive sampling sehingga terpilih siswa kelas X-IPA1 yang berjumlah 20 siswa sebagai kelas eksperimen 1, dan siswa kelas X-IPA2 yang berjumlah 25 siswa sebagai kelas eksperimen 2.  Data diperoleh dari tes hasil belajar siswa yang diajarkan dengan menggunakan laboratorium nyata dan laboratorium virtual dan teknik analisis data digunakan rumus uji-t. Diperoleh hasil analisis data berdasarkan kriteria pengujian dua pihak terima H0 jika  –t(1 – 1/2 α) < t < t(1– 1/2α), pada taraf signifikan α = 0,05 dengan derajat kebebasan 43 diperoleh thitung sebesar 1,76 dan ttabel sebesar 2,021. Karena nilai - thitung >- ttabeldan thitung < ttabel atau -1,76 > -2,021 dan 1,76 < 2,021  maka dinyatakan Ho diterima. Berdasarkan analisis data maka dinyatakan hipotesis penelitian ditolak. Sehingga dapat disimpulkan bahwa tidak terdapat perbedaan hasil belajar fisika dengan menggunakan laboratorium nyata dan laboratorium virtual siswa kelas X MAN Darussalam pada materi hukum newton.Kata Kunci : Laboratorium Nyata, Laboratorium Virtual, Hasil Belajar.AbstractThis research aims to know compare the results of the student in X MAN Darussalam which taught by real lab and virtual lab at Newtons Law matter. The sampling in this research were taken by using purposive sampling technique that was selected the student on X-IPA totally 20 students as the class experimental 1 and the student on X-IPA2 totally 25 students as the class experimental 2. The data obtained from tests of student learning outcomes are taught by real laboratory and virtual laboratories and data analysis techniques used by formula “uji-t”. Obtained results of data analysis based on the criterion of testing the two parties received H0 if –t(1 - 1/2 α) <t <t(1-1/2α) at the level significant α = 0.05 with 43 degrees of freedom thitung=1.76 and ttabel  2,021 , Because the score – t > - ttabel and t < ttabel or -1.76 > -2.021 and 1.76 < 2.021 then declared Ho received. Based on the data analysis revealed the research hypothesis is rejected. It can be concluded that there isn’t differences in physics learning outcomes are taught by real laboratory and virtual laboratories in X MAN Darussalam on Newtons laws of matter.Keywords: Laboratory Real, Virtual Laboratory, Learning Outcomes.
Culture and mathematics learning: Identifying students’ mathematics connection Kusaeri, Al; Pardi, Habib Husnial; Quddus, Abdul
Beta: Jurnal Tadris Matematika Vol 12 No 1 (2019): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v12i1.264

Abstract

[English]: Mathematics connection support students finding various possible strategies in problem-solving. Cultural products can be used as mathematical objects in learning. This article, part of a study that designed culture-based learning, aims to identify students' mathematics connection. Data was collected through a test given to 341 students and unstructured interviews of nine students selected based on the completion of the test, which fulfills mathematization steps. Data analysis began by classifying students? answers based on mathematization, identifying mathematics connection of students according to mathematization, analyzing students? mathematics connection, and drawing conclusions about mathematics connection and the constraints found. The results showed that students' mathematics connections include three categories, namely understanding connection, representation connection, and justification connection. Students with justification connection solved mathematical problems according to mathematization steps, from the identification of mathematical objects to formal mathematics.&nbsp;Meanwhile, students with understanding and representation connection solved their respective mathematical problems up to the concrete and formal stages. The findings reveal that culture-based mathematics learning provides space to understand students' mathematics connection. Further research is required to prove that it can be used to develop students' mathematics connection. Keywords: Mathematics learning, Culture, Mathematics connection [Bahasa]: Koneksi matematika mendukung siswa menemukan berbagai kemungkinan strategi dalam penyelesaian masalah. Produk budaya memungkinkan dapat dijadikan objek matematika dalam pembelajaran. Artikel ini merupakan bagian dari penelitian yang merancang desain pembelajaran berbasis budaya lokal yang bertujuan mengidentifikasi kemampuan koneksi matematika siswa. Data dikumpulkan melalui tes yang diberikan kepada 341 siswa dan wawancara tidak terstruktur terhadap 9 siswa yang dipilih berdasarkan penyelesaian tes sesuai proses matematisasi. Analisis data diawali dengan klasifikasi jawaban siswa berdasarkan tahapan matematisasi, identifikasi kemampuan koneksi matematika sesuai tahapan matematisasi, analisis kemampuan koneksi matematis, dan penarikan simpulan terkait kemampuan koneksi matematika serta kendala yang ditemukan. Hasil penelitian menunjukkan bahwa kemampuan koneksi matematika siswa meliputi tiga kategori yaitu koneksi pemahaman, koneksi representasi, dan koneksi justifikasi. Siswa dengan kemampuan koneksi justifikasi bisa menyelesaikan masalah matematika sesuai tahapan matematisasi, dari identifikasi objek matematika sampai matematika formal. Sementara itu, siswa yang memiliki kemampuan koneksi pemahaman dan representasi menyelesaikan masalah matematika masing-masing sampai pada tahap model kongkret dan model formal. Hasil penelitian menunjukkan bahwa pembelajaran berbasis budaya memberikan ruang untuk memahami kemampuan koneksi matematika siswa. Penelitian lebih lanjut dibutuhkan untuk menunjukkan pembelajaran berbasis budaya bisa digunakan untuk mengembangkan kemampuan koneksi matematika siswa. Kata Kunci: Pembelajaran matematika, Budaya, Koneksi matematika