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HUBUNGAN JIWA-RAGA DAN KURIKULUM PENDIDIKAN ISLAM MENURUT IBNU SINA

AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM Vol 6, No 1 (2016): AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM
Publisher : AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM

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Abstract

This study discusses the life philosophy of Ibn Sina that the human soul is divided into three namely (1). Soul plants (2). Animal souls (3). The Human souls. The human soul has two power that is practical to do with the power agency and daya teoritis yang hubungannya dengan hal-hal yang abtrak. The theoretical power has four levels namely, material sence, sence al-angle, The actual sense, sense mustafad. Based on the assessment that the four stages of the mind is a stage of human thinking to acquire knowledge. Humans acquire the knowledge necessary to practice and study hard from material sense to the sense mustafad. It can be used as a foundation in providing curriculum materials on human education. My mind and body are intimately connected. The influence of the soul to the body is not enforced, whenever the soul wants to move the soul, then the price will be asked. It provides recommendations for the development of educational curriculum should put the education of the soul footstool headliner. Ibn Sina formulate curriculum development based on the age of the childs developmental level. Age 3-5 years the formation of a physical, mental and moral. Age 6-14 years: includes reading and memorizing the Koran, religion subject, arabic, poetry lesson, and sports, teaching skills, appropriate talent. Age 14 years to the top, subjects given selected according to their talents and interests of children towards a professional or an expert in a particular field. Keywords: relationship of soul and body, Islamic education curriculum

STRATEGI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DENGAN PENERAPAN METODE PEMBELAJARAN BERBASIS MULTIPLE ITNELLIGENCES

Tarbawi Vol 1 No 02 (2015): Juli-Desember 2015
Publisher : Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

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Abstract

Ada banyak cara yang dapat digunakan untuk membantu siswa untuk belajar dengan mengembangkan setiap bentuk kecerdasannya sesuai dengan tujuanpembelajaran. Kata kunci dalam pembelajaran yang digunakan untuk mengembangkan setiap kecerdasan adalah sebagai berikut: (1). Lingusitik: Baca, tulis, bahas, dengarkan informasi mengenai hal yang bersangkutan. (2). Logis-matematis: Ukur, pikirkan secara logis, buat rancangan hal yang bersangkutan; (3). Visual-Spasial: Lihat, gambar, visualisasikan, warnai, buat grafik hal yang bersangkutan; (4). Kinestetik-Jasmani: Bangun, peragakan, sentuh, tarikan hal yang bersangkutan; (5). Musik: Nyanyikan, lagukan dengan irama rap,dengarkan hal yang bersangkutan; (6). Interpersonal (Antarpribadi): Ajarkan kepada orang lain, bekerjasama dengan orang lain, berinteraksi dengan orang lain mengenai hal yang bersangkutan. (7). Intrapribadi: kaitkan dengan hidup, perasaan, atau ingatan; ambil pilihan tentang hal yang bersangkutan; (8). Naturalis: Kaitkan dengan dunia alam. Adapun langkah-langkah dalam pembelajaran katakuncinya adalah tentukan tujuan pembelajarannya, ciptakan aktivitas pembelajarannya dan analisis multiple intelligences. Sedangkan langkah-langkah merancang pembelajaran terbaik untuk mengembangkan multiple intelligences siswa: (1). Batasi waktu guru dalam melakukan presentasi 30%, limpahkan waktu terbanyak 70% untuk akativitas siswa. (2). Gunakan modalitas belajar tertinggi, yaitu dengan modalitas kinestetis dan visual dengan akses informasi melihat, mengucapkan dan melakukan. (3) Mengaitkan materi yang diajarkan dengan aplikasi dalam kehidupan sehari-hari yang mengandung keselamatan hidup. (4). Menyampaikan materi kepada siswa dengan melibatkan emosinya. (5). Pembelajaran dengan melibatkan partisipasi siswa untuk menghasilkan manfaat yang nyata dan dapat langsung dirasakan oleh orang lain. Metode pembelajaran PAI berbasis multiple intelligences sebagai berikut: (1) Mind Mapping (2). Brainstrorming; (3). Presentasi; (4). Tadabur alam; (5). Studi kasus; (6). Role Play; (7). Curhat pengalaman; (8). Analisis film; (9) Membuat ilustrasi: (10). Interview: (11). Analisis instrumen; (12). Baca Tartil; (13). Field Trip (karyawisata); (14). Pengamatan; (15). Simulasi (16). Perenungan; (18). Muhasabah; (19). Refleksi.

JILBAB DALAM AL-QUR’AN DAN AL-HADITS SERTA APLIKASINNYA PADA PENDIDIKAN ISLAM PERSPEKTIF TEORI HABITUS PIERRE BOURDIEU

AL-ASASIYYA: Journal Of Basic Education Vol 1, No 1 (2016): Juli-Desember
Publisher : Universitas Muhammadiyah Ponorogo

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Abstract

Hijab is long jumpsuit that covers the entire face except for physical wrists and feet wore by Muslim women. The headscarf is prescribed in Islam to instill a thorough tradition (universal) and critical in uprooting the roots of moral damage was bad. Laws of hijab or clothing its essence is to close the Association. the terms jilbab/clothing for Muslim women is the following: first, was labeled a cover the whole body except the face and palms. Second, Loose so as not to dazzle the shape of a woman's body. Third, clothes or a scarf made from fairly thick so it can hide the underlying flesh and skin color and shape of a woman's body. Fourth, no flashy colored the same, meaning that by showing off the body and draw the attention of others. Fifth, do not resemble the clothing of women non-Muslims or infidels sixth, did not resemble the clothing of men. Educational applications veiled and dressed in an Islamic perspective on the education theory of Habitus Piere Borde have great opportunities and relevant thing to do on the development of education dressed and veiled good institution formal education such as school/madrasah of levels of primary, secondary or higher education. It can also be conditioned through informal education at home and the Muslim community, so the trend created through policies, rules or habits will be firmly entrenched in the hearts of Muslimah, and perceptions the structured model in mind, the clothes he wore, bought and not easily deterred by the current negative culture from outside. Habitus veiled and dressed can be passed down to the next generation so that the generation born astrology al-Kitab and dressed in the Islamic community in forming the main Islam approves by Allah SWT. 

PENGEMBANGAN DAN IMPLEMENTASI KURIKULUM PENDIDIKAN ISLAM PERSPEKTIF NEUROSAINS

Ruhama : Islamic Education Journal Vol 1, No 1 (2018): Volume 1 No 1 Mei 2018
Publisher : Ruhama : Islamic Education Journal

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Abstract

Pengembangan kurikulum di Indonesia telah banyak mengalami perubahan yang terbaru adalah pengembangan kurikulum 2013 pada madrasah dan sekolah. Sedangkan pada perguruan tinggi pengembangan kurikulum mengacu pada SNPT dan KKNI dari sisi dokumen telah baik. Banyak hal yang dipertimbangkan dalam pengembangan kurikulum, salah satunya landasan psikologi perkembangan dan psikologi belajar. Kenapa psikologi belajar dan psikologi perkembangan karena pada cabang ilmu psikologi kedua-duannya mengkaji secara mendalam manusia yang menjadi subyek dan obyek pendidikan baik dari sisi perkembangannya maupun dari cara memperoleh pengetahuan. Dalam pengembangan kurikulum aspek psikologi sangat penting dipertimbangkan, pada implementasi kurikulum faktor psikologi perkembangan dan psikologi belajar mutlak harus dipahami oleh guru. Ilmu neurosains pendidikan sangat mendukung, untuk melengkapi  psikologi perkembangan dan psikologi belajar sebagai pendekatan dalam mengembangkan kurikulum dan implemnetasinya diseluruh tingkatan. Cara mendidik manusia agar berkembang maksimal melalui kerja pendidikan adalah sebagai berikut: 1). Untuk mendapatkan efek pengayaan, stimulus harus baru. 2). Stimulus harus menantang. 3). Stimulus Harus koheren dan bermakna. 4). Pembelajaran harus terjadi sepanjang waktu. 6). Harus ada sebuah cara bagi otak untuk belajar dari stimuli yang baru dan menantang.  Keenam hal ini, sebagai perspektif baru yang dapat dimaksukkan dalam mengembangkan dan mengimplementasikan kurikulum pendidikan Islam.Kata Kunci : Pengembangan, Implementasi, Kurikulum, Pendidikan Islam, Neurosains

PEMIKIRAN PENDIDIKAN ISLAM SYED MUHAMMAD NAQUIB AL-ATTAS (Tinjauan Paradigmatik dan Implementatif Konsep ta’dib dalam pembelajaran Agama Islam pada tingkat SMA/MA)

TARBAWI:Journal on Islamic Education Vol 3, No 1: April 2019
Publisher : Universitas Muhammadiyah Ponorogo

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Abstract

This study discusses Syed Muhammad Naquib al-Attas's Islamic education thinking that the concept of human education is different from other creatures, and only humans are educated. The meaning of tarbiyah is too wide in scope including growing, developing, training, feeding, and so on. This applies to animals and there is also no specialization for humans. Furthermore, eating ta'lim only lies on the cognitive. Of course the two terms are not in accordance with the purpose of Islamic education, namely education which gives birth to individuals who are Muslim. Education for humans is divided into 2 elements namely fardhu ‘ain and fardhu kifayah. Fardhu in ain is the religious sciences that instill spiritual every individual, where knowledge becomes the basis of humanity in practicing its knowledge in life. Then, fardhu kifayah is applied sciences to support the potential towards life skills to fulfill their needs as beings with needs (profession). The two sciences are inseparable, meaning that there is no separation between religion and the public. The science of religion is the basis of general science. In practice all the concepts and elements are included in the concept of ta'dib, wherein it not only teaches science but also educates, instills and forms noble humans. That is, a human being who can realize that Allah possesses only knowledge, so that by His mercy he is given knowledge.

HUBUNGAN JIWA-RAGA DAN KURIKULUM PENDIDIKAN ISLAM MENURUT IBNU SINA

AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM Vol 6, No 1 (2016): AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM
Publisher : Universitas Islam Negeri Raden Intan Lampung

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Abstract

This study discusses the life philosophy of Ibn Sina that the human soul is divided into three namely (1). Soul plants (2). Animal souls (3). The Human souls. The human soul has two power that is practical to do with the power agency and daya teoritis yang hubungannya dengan hal-hal yang abtrak. The theoretical power has four levels namely, material sence, sence al-angle, The actual sense, sense mustafad. Based on the assessment that the four stages of the mind is a stage of human thinking to acquire knowledge. Humans acquire the knowledge necessary to practice and study hard from material sense to the sense mustafad. It can be used as a foundation in providing curriculum materials on human education. My mind and body are intimately connected. The influence of the soul to the body is not enforced, whenever the soul wants to move the soul, then the price will be asked. It provides recommendations for the development of educational curriculum should put the education of the soul footstool headliner. Ibn Sina formulate curriculum development based on the age of the child's developmental level. Age 3-5 years the formation of a physical, mental and moral. Age 6-14 years: includes reading and memorizing the Koran, religion subject, arabic, poetry lesson, and sports, teaching skills, appropriate talent. Age 14 years to the top, subjects given selected according to their talents and interests of children towards a professional or an expert in a particular field. Keywords: relationship of soul and body, Islamic education curriculum