Since every deed is an inextricable link to the process which is well prepared with a goal, possessing the initiative of implementing the learning needs to have a good strategy committed into the clear determination in enabling the stakeholder to deal with in the school context. This chapter aims to critically explore learning ethics culture in Islamic education which needs to pay attention to the learning goal. A critical review from referred books and journals that are linked to the topic was employed through searching for google scholar. The finding reveals that learning ethics culture for learning achievement in Islamic education could be indicated into three core paths: achieving divine engagement-based spiritual commitment, assisting skill performance for personal capability development, and applying knowledge for active involvement in the society. This chapter is expected to enrich the conceptual framework of learning acquisition with paying particular attention to learning ethics culture.
Tulisan ini membahas tentang Islam Nusantara sebagai counter-hegemony melawan Radikalisme Agama di Indonesia. Berdasarkan kajian yang dilakukan terdapat relevansi atas apa yang diwacanakan Gus Dur dengan beberapa gejala yang muncul pada Islam Indonesia saat ini. Pertama, Pandangan Jihad yang keliru di sebagian kalangan Islam sendiri yaitu munculnya terorisme secara terbuka yaitu gerakan ISIS di Indonesia. Kedua, Kekerasan atas nama agama semakin merebak yaitu oleh kalangan Islam Garis Keras seperti Front Pembela Islam (FPI), Forum Umat Islam (FUI), Majelis Mujahiddin Indonesia (MMI) dan lain-lain. Ketiga, Munculnya kembali perdebatan soal Pancasila dan Khilafah terutama digaungkan oleh Hibut Tahrir Indonesia (HTI) dan beberapa kalangan Islam yang mendukung perseteruan Khilafah vis a vis Pancasila. Dalam membahas Islam Nusantara, penulis mendayagunakan teori counter-hegemony Antonio Gramsci dimana perlawanan atas radikalisme agama dilakukan dengan melakukan budaya tanding dengan wajah Islam yang toleran. Oleh sebab itu, tulisan ini akan mengupas dan menjelaskan secara mendalam wacana Islam Nusantara dengan manarik jauh atas gagasan yang dikenalkan oleh Gus Dur yaitu melalui pribumisasi Islam-nya sejak era 80-an sampai gagasan Islam Nusantara yang dimunculkan PBNU saat ini. Sehingga dapat dicapai suatu pengetahuan (knowledge) dan pemahaman (verstehen) menuju peradaban Islam Nusantara yang menghargai pluralitas, toleran dan rahmatan lil ‘alamin. This paper discusses about Islam Nusantara as a counter-cultural hegemony againts the radicalism of religion in Indonesia. Based on studies conducted there is relevance for what discured Wahid with some symptoms that appear in Islamic Indonesia at this moment. First, the view of Jihad among of most Muslims, namely the emergence of terrorism openly i.e. movement of ISIS in Indonesia. Second, Violence in the name of religion is increasingly spread by the Hard-line Islamic circles such as the Islamic Defenders Front (FPI), Muslim Forum (FUI, Indonesian Mujahideen Council (MMI) and others. Third, the reappearance of the debate the question of Pancasila and the Caliphate was mainly undertaken by Hizbut Tahrir Indonesia (HTI) and some Islamic circles that supported caliphate feud vis a vis the Pancasila. In discussing Islam Nusantara, the authors utilize the theory of counter-hegemony Antonio Gramsci where resistance against religious radicalism is done by doing a counter culture with the face of a tolerant Islam. Therefore, this article will discuss and explain in depth discourse of Islam Nusantara with interested much on the idea introduced by Gus Dur, namely through its indigenization of Islam since the '80s. In order to get a knowledge and understanding (verstehen) toward Islam Nusantara civilization that respects plurality, tolerance and rahmatan lil ‘Alamin.
Master study program of Arabic Education (PBA) in UIN Raden Intan Lampung Postgraduate was established in 2017. The draft curriculum for this study program has not been reviewed and validated according to the needs of the graduates. In the curriculum, a formulation of graduates’ profile is needed. This research aims to determine the perceptions of Stakeholders about the profile of master study program of Arabic Education (PBA) graduates of UIN Raden Intan Lampung is as their expectation and the demand of the IQF (Indonesian Qualification Framework) level 8 in applied master program.This research was conducted in qualitative with Survey method. Data collection instruments include questionnaires, interviews and documentation. Data is analyzed in qualitative. The survey results of stakeholders are known that the profile of the main graduates of master study program of Arabic Education (PBA) in UIN Raden Intan Lampung Postgraduate is as a teacher of Arabic in the Bachelor program (S1), supporting profiles as researchers, Arabic Education designers and the preferred profiles as Arabic philologists or journalists. The formulation of the Graduate Profile has implications for curriculum development and the preparation of the documents.
Tulisan ini membahas tentang Islam Nusantara sebagai counter-hegemony melawan Radikalisme Agama di Indonesia. Berdasarkan kajian yang dilakukan terdapat relevansi atas apa yang diwacanakan Gus Dur dengan beberapa gejala yang muncul pada Islam Indonesia saat ini. Pertama, Pandangan Jihad yang keliru disebagian tubuh kalangan Islam sendiri yaitu munculnya terorisme secara terbuka yaitu gerakan ISIS di Indonesia. Kedua, Kekerasan atas nama agama semakin merebak yaitu oleh kalangan Islam Garis Keras seperti Front Pembela Islam (FPI), Forum Umat Islam (FUI), Majelis Mujahiddin Indonesia (MMI) dan lain-lain. Ketiga, Munculnya kembali perdebatan soal Pancasila dan Khilafah terutama digaungkan oleh Hibut Tahrir Indonesia (HTI) dan beberapa kalangan Islam yang mendukung perseteruan Khilafah vis a vis Pancasila. Dalam membahas Islam nusantara, penulis mendayagunakan teori counter-hegemony Antonio Gramsci dimana perlawanan atas radikalisme agama dilakukan dengan melakukan budaya tanding dengan wajah Islam yang toleran. Oleh sebab itu, tulisan ini akan mengupas dan menjelaskan secara mendalam wacana Islam Nusantara dengan manarik jauh atas gagasan yang dikenalkan oleh Gus Dur yaitu melalui pribumisasi Islam-nya sejak era 80-an sampai gagasan Islam Nusantara yang dimunculkan PBNU saat ini. Sehingga dapat dicapai suatu pengetahuan (knowledge) dan pemahaman (verstehen) menuju peradaban Islam Nusantara yang menghargai pluralitas, toleran dan rahmatan lil alamin.
Cost readiness is a picture of a good economic situation. The family's economic situation is closely related to children's learning. This, in line with the opinion of Slameto, states that children who are learning must meet their basic needs for learning facilities. The learning facilities can only be fulfilled if the family has enough money. That means, a person's economic situation will influence his choice of education to carry out further studies. Universities should observe income trends, personal savings, and banks as services to help finance education. This will affect the number of prospective students who will carry out further studies and can take steps to redesign, reposition, and reassign the work program quickly. Therefore, according to Slameto that the family economy is related to children who will study further, because learning facilities can only be fulfilled if the family has enough money. Language readiness is the second supporter besides cost readiness. Therefore, to enter Postgraduate, there are Arabic and English language test requirements, in addition to the TPA test and knowledge about the subject matter. This was stated in the SOP of the IAIN Metro Postgraduate New Student Registration. Support from parents or family is very important. This is according to Slameto's opinion that the Family is the first and foremost educational institution. Family that is very big means for education in small size, but it is to determine education in large measure, namely the education of the nation. Or in other words that the family can greatly influence the future study of prospective graduate students. The desire factor to improve knowledge and worship is one of the motivations for further study. This is according to Slameto's opinion, that motivation is a psychological factor in a person. Someone has needs at a time. There are biological needs, which arise from forced circumstances such as hunger, thirst, or feeling uncomfortable. Other needs are psychological, arising from the need to be recognized, valued, or belonging.
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