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Edukasia Islamika
Published by IAIN Pekalongan
edukasiaislamika adalah jurnal berkala ilmiah yang diterbitkan oleh Fakultas Tarbiyah dan Ilmu Keguruan IAIN Pekalongan.
Articles
32
Articles

Khobir, Abdul

Edukasia Islamika Vol 2 No 2: Desember 2017
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), IAIN Pekalongan

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Abstract

This study aims to find out the religious ethics and its actualization in the nowadays education system according to Ibn Hazm. It uses qualitative approach and library research method. The data sources consist of primary and secondary data that were collected by using documentation. In the case of data analysis, the data were analyzed by using content analysis and historical analysis. The research result comes to two conclusions. First, according to Ibn Hazm, religious ethics is based on Qur’an and Hadith. It tends to solve the complication of “dialectic”, and focuses on the effort in spreading the spirit of Islamic morality directly. Second, some life problems that caused by globalization can be solved by using the principles of religious ethics offered by Ibn Hazm.

Hasanuddin, Sultan

Edukasia Islamika Vol 2 No 2: Desember 2017
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), IAIN Pekalongan

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Abstract

Pig hunting tradition (Maddengeng) is one of cultures in Ponre District, Bone Regency, South Sulawesi. It is done because pigs are declared as big pest that can cause agricultural and environmental damage. This study aims to describe the important role of Islamic Education on pig hunting tradition done by people of Ponre. This study uses intrinsic and extrinsic approach. The research method used in this study is qualitative descriptive method by describing the Islamic values from the observed culture. The data were collected by using some techniques including observation, interview, and documentation. In the case of data analysis, the gathered data were analyzed by using data reduction, data display, and drawing conclusion. The research result shows that pig hunting tradition of Ponre people is divided into two activities, namely local pig hunting and massive pig hunting. Local pig hunting is usually done to identify the core of pest location by using simple utilities. On the other hand, massive pig hunting is done by involving many people massively and using more complete utilities as well as systematic steps. In fact, in its realization, there are some deviations done by Ponre people which against the Islamic law, such as doing some rituals that contain the elements of animism and dynamism before doing the process of pig hunting. Therefore, Islamic Education has an important role in straightening those deviate concepts by changing those rituals with praying together to Allah before doing pig hunting, and giving some understanding about how to properly clean things touched with pigs according to Islamic law.

*, Muhaemin

Edukasia Islamika Vol 2 No 2: Desember 2017
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), IAIN Pekalongan

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Abstract

This current study aims to explore and analyze the teaching and learning process of Islamic education at higher education institutions of non-Islamic studies, particularly Sekolah Tinggi Sosial Politik (STISIP) Veteran Palopo. It was qualitative research by employing a case study at STSIP Veteran Palopo. The data were collected through observation, in-depth interview, and documentation. The data were analyzed and concluded by regarding the focus of this study. The research findings reveal that firstly, the course content of Islamic Education at STISIP Veteran Palopo comprised three main aspects of Islamic teachings, namely: aqeedah (creed), sharia, and akhlaq (character) that were provided with several material development. Secondly, the lecturers delivered the learning materials by combining methods of lecturing, discussion, and recitations. Thirdly, the evaluation of teaching and learning process was carried out by having a written test. This study emphasizes the importance of revitalizing the presence of the Islamic Education course at higher education institutions of non-Islamic studies in terms of the learning materials, methods, and techniques of evaluation.

Aini, Rofiqotul

Edukasia Islamika Vol 2 No 2: Desember 2017
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), IAIN Pekalongan

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Abstract

In the era of globalization, there are some varieties of educational ideology. This condition makes some education practitioners often change the curriculum and educational model. There is always curriculum review in a short period of time. It shows that Indonesian education ideology is inconsistent. Actually, without following the western education ideology, Muslim practitioners in Indonesia should be able to maintain and use their own education ideology, namely Islamic education ideology. Islamic education ideology is a universal and transcendental ideology. It can give the newest and updated format for the era development. This paper describes the meeting points of Islamic education ideology, conservative education ideology, and liberal education ideology. The research method used in this research is library research method, and the data was analyzed by using content analysis method. The reserch result shows that the meeting points of those ideologies are divided into four concepts. First, the objective of education is to optimize the human resource. Second, the concept of human being is that human is the most noble and creative creation. Third, the education curriculum should be applicable. Forth, it is better to use guidance and counseling method in guiding students in solving their problems. 

Rosyadi, Mokh. Imron

Edukasia Islamika Vol 2 No 2: Desember 2017
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), IAIN Pekalongan

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Abstract

This present study started from the basic question of the meaning, essence, and existence of Islamic education in experiencing global phenomena and the complexity of national issues that should be responded appropriately. Experiencebased education has been deemed to be one of alternatives in developing teaching and learning processes that combine the basic concept of education with the primary essence of human beings. This essence denotes the teaching and learning process that presents various facts of life and regards humans’ skills to improve. This study used phenomenological approach to describe the concept of experiencebased education that came to the surface from the education pattern of humanism demonstrated by the Western pragmatism. The deductive method was employed to explain definitions specifically, whereas the inductive one was applied to understand the process based on the particular data, and the presented data were concluded in general. The research findings reveal that experience-based education refers to the teaching and learning process that is actively carried out by providing dialogical relationship patterns. In these patterns, teachers play a pivotal role as a facilitator to explore and enhance their students’ potential by designing experiencebased learning that is able to stimulate them to think and act. It is implemented by constructing experience to promote the students based on the integration of science and Islamic values. As a result, the teaching and learning process is always in line with the functions and objectives of education.

Hidayat, M. Mujib

Edukasia Islamika Vol 3 No 1: June 2018
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), IAIN Pekalongan

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Abstract

Penanaman ‘aqidah ke dalam jiwa merupakan cara yang paling tepat untuk mewujudkan unsur-unsur kebaikan agar manusia mampu melaksanakan perannya dengan baik dan benar dalam kehidupan.Ditetapkannya bidang studi akidah sebagai bagian dari mata pelajaran Pendidikan Agama Islam di Madrasah Ibtidaiyah merupakan langkah yang tepat untuk mewujudkan generasi yang beriman, bertaqwa, dan berakhlak mulia, karena ‘aqidah mempunyai fungsi untuk membersihkan perilaku, menyucikan jiwa dan mengarahkannya kepada nilai-nilai ajaran Islam yang luhurdan moderat. Untuk itu bidang studi akidah harus terkonstruksi dari materi-materi yang benar dan termasuk dalam ruang lingkup bidang studi akidah. Penelitian ini merupakan penelitian kepustakaan, dengan pendekatan filosofis ontologis, bertujuan untuk mengetahui hakekat bahan ajar bidang studi akidah yang termuat dalam bukuMembina Akidah Akhlak serta untuk mengetahui kesesuaiannya dengan ruang lingkup mata pelajaran akidah Madrasah Ibtidaiyahmenurut Peraturan Menteri Agama, dan untuk mengetahui kesesuaiannya dengan pokok bahasan bidang studi akidah menurut jumhur al-mutakallimin.

Implementasi Prophetic Leadership di MI Nurul Ulum Bantul

Syams, Askina Nurani

Edukasia Islamika Vol 3 No 1: June 2018
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), IAIN Pekalongan

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Abstract

AbstrakProphetic leadership merupakan model kepemimpinan yang berlandaskan pada keteladanan Nabi Muhammad SAW. Prophetic leadership sangat dibutuhkan dalam memimpin madrasah, karena sebagai kepala pada suatu madrasah yang merupakan lembaga pendidikan berbasis keislaman harus memiliki nilai-nilai spiritual yang berlandaskan pada agama. Penerapan konsep prophetic leadership dapat dilakukan dengan meneladani 4 sifat Nabi Muhammad SAW, yaitu sidik, amanah, tablig, dan fatonah. Implementasi dari prophetic leadership menjadikan sumber daya manusia (SDM) yang dipimpin sejalan dengan keinginan seorang pemimpin dalam mencapai suatu tujuan bersama. Penelitian ini bertujuan untuk mendeskripsikan penerapan model prophetic leadership di MI Nurul Ulum Bantul. Hasil dari penelitian ini adalah penerapan model prophetic leadership di MI Nurul Ulum dilakukan dengan meneladani sifat-sifat Nabi Muhammad SAW khususnya empat sifat Nabi yang sangat terkenal, yaitu sidik, amanah, tablig, dan fatonah. Penerapan konsep prophetic leadership membuahkan hasil yang positif sehingga para guru yang dipimpin sejalan dengan kebijakan yang dilakukan oleh kepala madrasah di MI Nurul Ulum.Kata Kunci: kepemimpinan, madrasah, prophetic leadershipAbstractProphetic leadership is a leadership model that based on the example of the Prophet Muhammad SAW. Prophetic leadership is needed to lead madrasah, because as a leader of islamic education institutions must have a spiritual values based on religion. Implementation of the concept of prophetic leadership can be done by imitating the four properties of the Prophet Muhammad SAW, those are sidik, amanah, tablig, and fatonah. The Implementation of prophetic leadership makes human resources led in line with the desire of a leader to achieve a common goal. This study aims to describe the implementation of prophetic leadership at MI Nurul Ulum Bantul. The result of this research is the implementation of prophetic leadership in MI Nurul Ulum by imitating the characteristics of Prophet Muhammad SAW especially four very famous Prophets character, those are sidik, amanah, tablig, and fatonah. The implementation of prophetic leadership produce teachers led in accordance with policies by leader madrasah.

Sofa, Eros Meilina

Edukasia Islamika Vol 3 No 1: June 2018
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), IAIN Pekalongan

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Abstract

This study discusses Islamic values revealed in students’ communication in Edmodo learning platform. It investigated whether there was the implementation of Islamic values in the conversation and responses in the learning platform, both implicitly and explicitly. This study also observed the students’ participation in the conversation platform. In the data collection, this study used observation and questionnaire, and the researcher used descriptive approach to analyze the data. There was analysis on the students’ conversation forms in the online platform. The result revealed that the students integrated Islamic values through their communication styles in the online learning activity, in the form of some short expressions and in the content of the conversations. Not only did the values appear explicitly, but they could also be noted implicitly in the sentences which contained suggestions, polite greetings, and consoling others. This study concludes that the students had been able to incorporate Islamic values they learned both formally and informally in their daily communication. Those uses of Islamic terms and the existences of Islamic values in the English online conversation made this group distinctive from other online communities.

Imron, Ali

Edukasia Islamika Vol 3 No 1: June 2018
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), IAIN Pekalongan

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Abstract

Tulisan ini merupakan kajian pemikiran tentang implementasi konsep Penguatan Islam Moderat melalui Metode Pembelajaran Demokrasi di MI. Mudahnya mengakses informasi dan berkomunikasi jarak jauh sebagai dampak globalisasi dalam bidang teknologi, dapat dimanfaatkan untuk memeperoleh informasi yang dibutuhkan termasuk pengetahuan agama yang bisa dipelajari dengan bebas tanpa bimbingan seorang guru. Kondisi ini dengan sangat mudahnya akan menggiring pada pemahaman konsep agama yang salah, seperti seruan jihad, bom bunuh diri, mati sahid dan masuk surga. Dampaknya, muncullah orang-orang yang bersikap intoleran, yang selalu mencoba mempengaruhi orang lain untuk masuk bergabung  ke dalam kelompoknya. Islam moderat (tawasuth) berintikan prinsip hidup yang  menjunjung tinggi berlaku adil dalam kehidupan bersosial. Konsep ini dapat diinternalisasikan di kurikulum sekolah sebagai penguatan mulai jenjang MI melalui penerapan demokrasi yang digunakan sebagai sebuah metode pembelajaran. Demokrasi memberikan kesempatan seluas-luasnya kepada peserta  didik untuk mengekspresikan gagasan dan pikirannya secara kreatif dan kritis sesuai dengan gaya belajar yang dimiliki.

Ali, Fachri

Edukasia Islamika Vol 3 No 1: June 2018
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK), IAIN Pekalongan

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Abstract

This present study aims to explore how to incorporate values of moderate Islam for the 21st century learners in an EFL class. This research was conducted in the single class consisting of 44 undergraduate students who took English for Islamic Education course at Institut Agama Islam Negeri Pekalongan. The data were collected through observation and interview. The finding has revealed that five values of moderate Islam could be noticed in the EFL class, namely: 1) objectivity, 2) tolerance in encountering diversity, 3) inclusiveness in receiving something new, 4) logic and flexibility in understanding texts, and 5) innovation in daily life. Another result demonstrates the lecturer’s pivotal roles in incorporating the values of moderate Islamic for the 21st century learners in the EFL class, including 1) facilitating as a good model to incorporate the values such as respecting diversity without any discrimination of gender and social backgrounds, respecting diversity in the learners’ responses, and having enthusiasm for helping the learners, 2) organizing an online group on Edmodo learning management system, and 3) providing the EFL learners with opportunities for enhancing good morality in both individual and group learning activities. Meanwhile, relating to the use of learning materials, online news articles containing Islamic values were used as the authentic materials, and EFL teaching may impact on the learners’ disappointment or conflict with the culture embedded in the learning materials.