Islamic as a religions of having standards and norms as a reference value follower. The values derived from thedoctrinesof religions was hitcertainly canbe applied live the lifeof the daily, includingin the organization. However islamicvalues inanything that canbe usedin buildingthe organization and how toimple mentthese values.Organizational cultureis builtwitha setthe with of valuet hatsurebyall behaviorinan organization ofit. Islamic as asou rceproc edureslso havethe valuest hatcanbe usedas building astrong the organizational of culture. The valuesin the organizationis also requiredto binding and ever yoneinthe organization to aunified whole.
Malang economic growth is quite good and gets positive appreciation in the field of economy, arts, sports, science and so forth, so Malang is dubbed as one of the best cities in Indonesia. Therefore, the availability of adequate institutions that directly touch the needs of the people, in this case, zakat, is necessary. Zakat management institutions should be managed by professional, trustworthy, responsible and knowledgeable. This research uses the qualitative approach of phenomenology which aims to: 1) know the governance of Amil Zakat Institute in the perspective of good governance, 2) reveal the unique social reality of how zakat institutional governance is not a trivial issue but must be planned and organized professionally.The utilization of zakat needs to be done with a priority scale approach with the application of consumptive zakah and productive one. By managing zakat well and advanced will be able to suppress poverty even since mustahiqq become muzakkī because the society is aware of zakat. Improving the economy of the city of Malang is balanced with zakat management institutions such as BAZNAS representing the management of zakat from the role of government, YDSF under the guidance of private LAZ, and El-Zawa guided by the university.
The existence of Islamic boarding schools in Indonesia is quite familiar to Indonesian citizens, so that the special characteristics of Islamic boarding schools are curriculum content that is focused on religious sciences, for example Arabic syntax, Arabic morphology, Islamic law, Islamic jurisprudence system, Hadith, interpretation of Al-Qur'an, Islamic theology, Sufism, dates, and rhetoric. The pesantren education system is: [a] Using the traditional system. [b] A life that shows the spirit of democracy. [c] A system that prioritizes simplicity. [e] A system that does not suffer from symbolic disease. In pesantren there are several behaviors and traditions of the santri as identified social values: [a] Volunteering (sincere) and serving (khidmah). [b] Wise-wise. [c] Simplicity. [d] Collectivity. [e] Organize joint activities. [f] Guided freedom. [g] Independent. [h] Make boarding schools a place to gain knowledge and serve. The internalization of modernization (re-orientation) of pesantren education cannot be separated from the supporting and inhibiting factors. However, as a moderate Islamic education system, pesantren must take the following steps: [a] Changing the educational paradigm. [b] Islamic education is developed towards an ideological-sociological direction. [c] Restore the basic curriculum framework and map out the basics of discussion. [d] Interpretation according to social reality.
Maw?l? was born from the oppression and discrimination of the Umayyad Regime. They emerged as a new political force and as an opposition which eventually helped to overthrow the Umayyad Dynasty. This is a further result of the Bani Umayyad's political policies in upholding Arab supremacy over the non-Arab Muslim community. Realized or not, sharp segregation and separation in terms of social, economic up to worship (ritual) gave birth to a new phenomenon in the world of the political arena of the Umayyad regime. Arab supremacy can indeed be enforced, but greater movement and strength in their bodies are ready to tear them down at any time. The oppression, discrimination and treatment as a second class society under the domination of the Arab Muslims they received not only made them hate the Umayyad regime but moreover they were anti-Arab; trying to oppose the Arabism system.
In fact, the SKI (Islamic Cultural History) subject is somewhat shunned by most students. They are of the view that SKI is a subject in the form of a set of "texts on history" which are more written so that they are considered boring, moreover the teacher's delivery still uses the lecture method. As a mover, the teacher should take steps to change in the classroom, including: [a] The teacher provides stimulation so that it does not dominate the teaching style. [b] Students need to be given a wide space in the realm of creativity, so that they have the opportunity to think critically. [c] Just as the government has made regulations on how the nation's generation can be more active, critical, and innovative in learning, educators are making efforts on how students are able to dominate the class. [d] One of the developments in the media domain is the use of Google tools. Google Sites is a tool for creating websites for teams, projects, events or other purposes. Through the use of Google Sites, the school community is designed to be able to present teaching materials, especially the SKI subject, in the form of more varied characteristics. The steps for using Google media include: [1] Preparation before students access the Google Site. [2] Activities while students access the Google Site. How to create Google Sites as stated in the Google guide. The Google Site provides teaching materials, and features that make learning effective. Keywords: SKI, learning media, Google Site.
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