Tadrib: Jurnal Pendidikan Agama Islam http://jurnal.radenfatah.ac.id/index.php/Tadrib <p>Tadrib: Jurnal Pendidikan Agama Islam (<a title="ISSN" href="http://u.lipi.go.id/1448615845" target="_blank">ISSN: 2477-5436</a>; <a title="E-ISSN" href="http://u.lipi.go.id/1485766091" target="_blank">E-ISSN: 2549-6433</a>) is an Islamic Education Journal Article that is published in 2015. This journal article is specified on Islamic Education.  It is published by Islamic Education Study Program, Faculty of Teacher Training and Education, Universitas Islam Negeri Raden Fatah Palembang. It is published in printed and electronic form.</p><p>The organizer invited the lecturers, researchers, collegians, experts and observers of Islamic Education that are interested in publishing their writing. The writings that are sent must be in original script and never been published before. </p> en-US <p><strong><a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Creative Commons Licence" /></a><br /></strong>This work is licensed under a <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Creative Commons Attribution-ShareAlike 4.0 International License</a>.</p> alimron_UIN@radenfatah.ac.id (Alimron) syarnubi@radenfatah.ac.id (Syarnubi, M.Pd.I.) Fri, 22 Jun 2018 01:33:01 +0000 OJS 3.1.0.1 http://blogs.law.harvard.edu/tech/rss 60 PENGEMBANGAN PEMBELAJARAN KEAGAMAAN DAN BAHASA ARAB DI MADRASAH IBTIDAIYAH MINORITAS MUSLIM http://jurnal.radenfatah.ac.id/index.php/Tadrib/article/view/1793 <p><em>Arabic is the compulsory subject of elementary school in Ministry of Religious Affair, Indonesia. Therefore, it is a need to identify the Arabic teaching and learning in extending the new curriculum. This article discusses the development of Arabic teaching and learning in Muslim minority of West Papua. Qualitative approach was applied during research. It was started from focus group discussion to identify research problem among elementary school teacher. Observation and in-depth-interview were conducted to collect data. Three months serial observation and interview to students, teacher, and school management were employed in ensuring data collection was stimulated. This article shows that Arabic language teaching and learning in Muslim minority of West Papua was developed to articulate environmental need. In addition, there are circumstances during program acceleration. Therefore, there are programs to develop and extend classroom achievement. Finally, this article discusses initiatives from teachers and school management in expanding and enlarging learning opportunities not only in school area and time, but also outside school hours.</em></p><p> </p> Ismail Suardi Wekke ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/Tadrib/article/view/1793 Thu, 15 Feb 2018 17:13:36 +0000 PENDIDIKAN KARAKTER DALAM ISLAM Pemikiran Al-Ghazali tentang Pendidikan Karakter Anak Berbasis Akhlaq al-Karimah http://jurnal.radenfatah.ac.id/index.php/Tadrib/article/view/1792 <p><em>It is the study on Al-Ghazali views of education about character education of children based moral character. According to the view, the character must be built since they were in early age. Hopefully, they know the difference between good and bad manners, and can determine their character (whether it is good or bad). The character education based moral character is aimed to form the positive character which leads to self-approach to God, in order to gain the happiness in the world and the hereafter.</em></p> Syamsul Kurniawan ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/Tadrib/article/view/1792 Thu, 15 Feb 2018 17:13:37 +0000 MODERNISASI SISTEM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DI LEMBAGA PENDIDIKAN ISLAM MUHAMMADIYAH DAN NAHDLATUL ULAMA: Studi di Pondok Pesantren Karangasem Muhammadiyah dan Pondok Pesantren Sunan Drajat Kecamatan Paciran Kabupaten Lamongan http://jurnal.radenfatah.ac.id/index.php/Tadrib/article/view/1794 <p><em>Era globalisasi dan modernisasi ditandai dengan perkembangan ilmu pengetahuan dan teknologi pada bidang transportasi dan komunikasi. Demikian pula pendidikan dan pembelajaran beberapa tahun terakhir ini ditopang oleh kecanggihan sistem, metode dan alat-alat teknologi pembelajaran ciptaan manusia.Pesantren yang kental dengan sistem pembelajarannya yang klasik menjadi sebuah problem sosialisasi dan aktualisasi ini ditambah lagi dengan problem keilmuan, yaitu terjadi kesenjangan, alienasi (keterasingan) dan differensiasi (pembedaan) antara keilmuan pesantren dengan dunia modern. Sehingga terkadang lulusan pesantren kalah bersaing atau tidak siap berkompetisi dengan lulusan umum dalam urusan profesionalisme di dunia kerja. Namun yang menarik untuk diteliti karena di pesantren Karangsem dan Sunan Drajat nampaknya sudah melakukan modernisasi sistem pembelajaran.</em></p><p><em>Adapun permasalahan yang akan dibahas dalam </em><em>penelitian</em><em> ini adalah: Bagaimana modernisasi sistem pembelajaran di Pondok Pesantren Karangasem Muhammadiyah dan Pondok Pesantren Sunan Drajat?</em><em> </em><em>Mengapa Pondok Pesantren Karangasem dan Pondok Sunan Drajat melakukan modernisasi sistem pembelajaran?</em><em> </em><em>Sedangkan jenis penelitian yang digunakan dalam penelitian adalah jenis penelitian multi situs dengan pendekatan deskriptif kualitatif.</em><em> </em><em>Data penelitian ini dikumpulkan melalui observasi, interview, dan dokumentasi.</em><em></em></p><p><em>Sementara hasil dan temuan penelitian: pertama, pondok pesantren Karangasem Muhammadiyah dan pondok pesantren Sunan Drajat sudah melakukan modernisasi sistem pemeblajaran baik dari segi komponen pemebajarannya serta usaha-usahanya. Akan tetapi kedua pondok tersebut memiliki ciri khas yang berbeda. Keduanya sudah modern akan tetapi di pondok Karangasem pola tradisionalnya hanya sedikit terlihat, sedangkan di Pondok Pesantren Sunan Drajat meski modern tapi pola salaf klasiknya tidak mau ditinggalkan juga. Alasan kedua pesantren ini melakukan modernisasi sistem pembelajaran PAI karena faktor tidak mau ketinggalan oleh zaman.</em><em></em></p> Ratih Kusuma Ningtias ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/Tadrib/article/view/1794 Thu, 15 Feb 2018 17:13:37 +0000 PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) BERBASIS MULTIKULTURAL http://jurnal.radenfatah.ac.id/index.php/Tadrib/article/view/1795 <p><em>Pendidikan multikultural adalah sebuah sistem pendidikan yang berupaya untuk meredam kesenjangan sosial, kelas sosial, kecemburuan sosial dengan mengenalkan dan mensosialisasikan salah satu orientasinya yakni kebersamaan</em><em>. Oleh karena itu dalam </em><em>lembaga pendidikan Islam perlu menerapkan sistem pengajaran yang berorientasi pada penanaman kesadaran pluralisme dalam kehidupan</em><em>. </em><em>Adapun beberapa program pendidikan yang sangat strategis dalam menumbuhkan kesadaran pluralisme adalah:   pendidikan sekolah harus membekali para mahasiswa atau peserta didik dengan kerangka (frame work) yang memungkinkannya menyusun dan memahami pengetahuan yang diperoleh dari lingkunganya</em><em>.</em><em></em></p><p><em>Gagasan mengenai </em><em>multikultural bukanlah sesuatu yang sulit</em><em>, karena di</em><em> </em><em>dalam agama Islam mengajarakan tentang saling menghormati dan mengakui kebaradaan orang lain. </em><em>perbedaan warna kulit, bahasa, dan budaya harus diterima sebagai sesuatu yang positif dan merupakan tanda-tanda dari kebesaran Allah SWT. Untuk itu sikap yang diperlukan bagi seorang muslim dalam mere</em><em>s</em><em>pon kemajemukan dan perbedaan adalah dengan memandangnya secara positif</em><em>.</em></p> Irma Novayani ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/Tadrib/article/view/1795 Thu, 15 Feb 2018 17:13:37 +0000 OPTIMALISASI PENDIDIKAN AGAMA ISLAM DI SEKOLAH http://jurnal.radenfatah.ac.id/index.php/Tadrib/article/view/1796 <p><em>Kemajuan suatu bangsa hanya dapat dicapai melalui penataan pendidikan yang baik. Upaya peningkatan mutu pendidikan itu diharapkan dapat menaikkan harkat dan martabat manusia Indonesia</em><em>, </em><em>termasuk penataan pendidikan agama Islam. Tulisan ini dibuat dengan tujuan untuk mengkaji permasalahan pendidikan Agama Islam di sekolah dan mencoba memberikan solusi dalam mengoptimalisasikan pendidikan agama islam di Sekolah.</em><em> </em><em>Peningkatan mutu (kualitas) berarti penambahan pengetahuan, pembinaan skil, dan pengembangan keterampilan tentang pelaksanaan tugas mengajar sebagai guru. Dalam konteks zaman yang terus berubah, maka peningkatan kualitas menjadi suatu keniscayaan. Adapun yang layaknya diterapkan guna mencapai pengajaran dan kualias guru bidang pendidikan agama islam yang prima dilakukan langkah berikut : (1) Adanya kesetaraan sejawat di sekolah, (2) Sarana penunjang kegiatan, (3) Dukungan pihak terkait, (4) Menerapkan pengitegrasian Pendidikan Agama Islam, (5) Melakukan Evaluasi.</em></p> Elly Manizar ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/Tadrib/article/view/1796 Thu, 15 Feb 2018 17:13:37 +0000 PENERAPAN POLA ASUH TERHADAP SANTRI DI PONDOK PESANTREN AL-AMALUL KHAIR PALEMBANG http://jurnal.radenfatah.ac.id/index.php/Tadrib/article/view/1797 <p><em>Pola asuh yang diterapkan di asrama cenderung bersifat otoriter atau berpusat pada satu figur saja. Melalui gaya pembinaaan yang seperti ini diharapkan santri akan patuh dan berkembang kearah yang diharapkan oleh pondok pesantren. Gaya pengasuhan yang otoriter berpengaruh terhadap kondisi santri yang tinggal di pondok pesantren bila dibandingkan dengan pola asuh yang lainnya seperti permisif dan demokratis. Pengaruh yang menonjol salah satunya terhadap kedisiplinan santri. Oleh sebab itu, Pembina harus membiasakan santri untuk mengikuti serangkaian kegiatan pondok pesantren dan menaati peraturan yang berlaku. Strategi untuk mencapai tujuan mendisiplinkan santri  antara lain melalui keteladanan pengasuhnya melalui nasehat-nasehat, bimbingan dan </em><em> ta’zir (hukuman).</em><em> Oleh karena itu, sangat menarik untuk mengambil penelitian tentang pola pengasuhan anak yang diselenggarakan di Pondok Pesantren Al-Amalul Khair Palembang.</em></p><p><em>Penelitian ini merupakan penelitian lapangan. Data yang dikumpulkan meliputi data primer dan data sekunder. Data primer dikumpulkan melalui survey dengan mewawancarai sejumlah responden yang terpilih, yaitu pengasuh pondok pesantren, santri dan pengusaha yang berada di sekeliling pondok pesantren. Sedangkan pengumpulan data sekunder dilakukan pada penduduk di sekitarnya, tokoh masyarakat dan Ketua RT setempat. Analisis data dimulai dengan tabulasi data dilanjutkan dengan tabulasi silang dan analisis deskriptif. </em></p><p><em>Hasil penelitian menunjukkan bahwa Pesantren menerapkan aturan yang harus ditaati oleh setiap santri, apabila terjadi pelanggaran, santri akan mendapatkan hukuman dari riang sampai ke berat, seperti membersihkan pekarangan di sekitar Pesantren, dipukul pada bagian telapak kaki, dan dijemur dalam waktu tertentu.</em><em> </em><em>Disiplin dilakukan melihat situasi dan kondisi, adakala diperketat dan di hari lain diperlonggar.</em><em> </em><em>Kiyai selalu dijadikan figur bagi santri. Oleh karena itu, mereka sering mengadakan berkomunikasi dengan Kiyai, sedangkan Kiyai merespon semua keluhan santri. Di samping itu, Kiyai selalu memberikan wejangan kepada santri.</em><em> </em><em>Kiyai selalu memberikan kebebasan kepada para santri untuk menumbuhkem-bangkan bakat mereka, jika mereka mendapatkan prestasi akan diberi penghargaan/apresiasi oleh Kiyai.</em><em> </em><em>Kiyai selalu membangkitkan semangat para santri agar tidak terlalu bergantung kepada seseorang dan menekankan agar santri dapat hidup mandiri.</em><em></em></p> Kemas Mas'ud Ali, Aida Imtihana, Fajri Ismail, Herman Zaini ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/Tadrib/article/view/1797 Thu, 15 Feb 2018 17:13:37 +0000 PELAKSANAAN PENDIDIKAN KARAKTER DI MADRASAH ALIYAH NEGERI 2 PALEMBANG http://jurnal.radenfatah.ac.id/index.php/Tadrib/article/view/1798 <p><em>Moral degeneration has become a common phenomenon that plagues mankind in various parts of the world today, including in Indonesia. Various moral cases have occurred and adorned mass media almost all the time, ranging from cases of corruption, acts of violence, sexual harassment, pornography, prostitution, drug abuse, even murder. Since 2010 the Center for Curriculum and Bookkeeping has initiated a pioneering program of character education implementation in several districts / cities in all provinces in Indonesia.</em></p><p><em>This study uses a combination of quantitative and qualitative approaches. The data were collected using interviews and questionnaires. Data analysis is done descriptively in order to explain / describe the implementation of character education and the factors that become obstacles of its implementation.</em></p><p><em>In this research can be concluded that character education in MAN 2 Palembang has not been implemented maximally. Some things that have not been implemented related to the implementation of character education are: not all contextual learning strategies used, not all teachers use contextual learning strategies, there has been no specific effort to revitalize the activities of co-curricular and extra curricular, related to the integration of teachers in learning, there are still 33.33 % of teachers are doing poorly (20.8% are poor in learning planning, 25% on learning implementation aspects, and 4.2% on learning assessment aspects). Many factors constraints and support the implementation of character education in MAN 2 Palembang. The obstacles faced by the madrasah include: difficulty in carrying out routine activities, difficulties in performing spontaneous activities, and difficulties in conducting conditioning activities. While the constraints factor from the teacher side is the difficulty of integrating character education in the learning process, which include: difficulties linking character education with materials, methods, strategies, and learning media, difficulty determining the value of character to be achieved, difficulty measuring the attainment of character education in participants students, too many students per class, not all teachers and employees can be role models, the number of things that affect the character, as well as the many aspects of character that must be developed. While the factors supporting the implementation of character education in MAN 2 Palembang include: support of all madrasah residents, family environment, madrasah infrastructure facilities, budget, student association, and student motivation.</em></p> Sukirman Sukirman, Akmal Hawi, Alimron Alimron ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/Tadrib/article/view/1798 Thu, 15 Feb 2018 17:13:37 +0000 RESPON DAN EKSPEKTASI GURU PAMONG SEKOLAH MITRA TERHADAP KOMPETENSI KEGURUAN MAHASISWA PPLK PROGRAM STUDI PENDIDIKAN AGAMA ISLAM FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN RADEN FATAH PALEMBANG http://jurnal.radenfatah.ac.id/index.php/Tadrib/article/view/1790 <p><em>The idea of this study appear based on that de facto Prodi PAI Faculty Tarbiyah</em><em> </em><em>and Teaching (FITK) UIN Raden Fatah, who scored the candidate GPAI by decree of the National Accreditation Board of Higher Education (BAN-PT) in 2000, bears the title of accreditation B, and now has increases with the predicate of accreditation </em><em>A </em><em>based SK BAN-PT Number: 182 / SK / BAN-PT / Akres / S / VI / 2014. Of course, the conditions and this position needs to be maintained and improved continuously (sustainable).</em><strong><em></em></strong></p><p><em>Based on these facts the focus of this research is to explore simultaneously evaluate teacher competence (pedagogic competence, personality, professional and social) educational program students field experience (PPLK) PAI Prodi in the teacher's perspective pamong school / madrasah FITK partner UIN Raden Fatah Palembang. In this case performs a search view / response (response) and expectations (expectation) or conduct (cross check) to the field against the PPLK student teacher competence, especially students PPLK Prodi PAI. The question is whether the students PPLK Prodi PAI has the ability or competence in performing qualified practice in the field? In other words, if the student PPLK PAI Prodi has competence as required by the Law on Teachers and Lecturers and government regulation associated with it? And what the teacher's expectations partner school officials to increase student teacher competence PPLK Prodi PAI FITK UIN Raden Fatah? The answers to these important questions to be explored in order to know how exactly the professionalism and competence of students PPLK Prodi PAI in PPLK their duties at school / madrasah partner.</em></p><p><em>This research approach is qualitative research explorative, ie digging as much data as possible through in-depth interviews and observation (participant observation) related to the competence of teacher students PPLK Prodi PAI FITK UIN Raden Fatah and expectations of teachers tutor school / madrasah partner for the competence of teacher students PPLK Prodi PAI FITK UIN Raden Fatah to be constructed as a picture of the ideal model of graduates deemed appropriate quality standards and the expectations of the PAI LPTK (stakeholders). As the primary source of this study was composed of teachers tutor informant who comes MAN, MAS, and SDIT Private High School who had been a school / madrasah FITK partner UIN Raden Fatah. The informant retrieval tailored to the needs of data to be extracted and focus on issues that were analyzed.</em></p><p><em>Based on data analysis can be concluded that students PPLK Prodi FITK PAI already meet the minimum standards (not disappoint) teacher competence. However, efforts to increase still needs to be done to achieve the maximum standard (satisfactory). Based on the answers of informants and the findings of this research, a lot of things that need to be evaluated and repaired by anyone FITK particularly Prodi PAI to improve the competence of teacher students Prodi PAI, ranging from increased knowledge, technical skills, strengthening governance and deepening of the material field of expertise (PAI) to reform giving assignments parenting courses to lecturers appropriate field of expertise and experience (not professors who are still amateur) as well as the need to involve practitioners (teachers professional) parenting courses that are directly related to the competence of jocularity and practice activities / arena experience learning real school / madrasah. Some things that determine the quality of the graduates of teacher competence (output) PAI Prodi FITK UIN Raden Fatah in the present and future.</em></p> Muhammad Fauzi, Elly Manizar, Sofyan Sofyan ##submission.copyrightStatement## http://jurnal.radenfatah.ac.id/index.php/Tadrib/article/view/1790 Thu, 15 Feb 2018 17:13:37 +0000