The Internet can be used as a way to transfer knowledge from teacher to student. E-learning is one of learning media which uses internet. The purpose of this research is to describe and analyze: (1) the learning planning; (2) the learning process; (3) the learning evaluation; (4) the learning process results of Islamic Education learning with e-learning. This research uses qualitative approach and descriptive method. The data collection technique are interviews, observation, and study of documentation. This research was conducted in SMA Laboratorium Percontohan UPI Bandung who have used e-learning as a learning media. Based on the results of the research, it was found that the learning planning of Islamic Education learning with e-learning is not much different with no use of e-learning. The learning implementation process of Islamic Education learning with e-learning is conducted by the method of lecture that assisted with e-learning as a students learning resource centre. Learning evaluation of Islamic Education learning with e-learning is done in the moment after the sub chapter materials have been studied by students with automated systems in e-learning. The results of the learning process of Islamic Education learning with e-learning effect on student learning outcomes. The influence is only experienced on the competence of knowledge, while attitude and skills there is no correlation. Internet dapat dijadikan cara untuk transfer pengetahuan dari guru kepada siswa. Pembelajaran yang memanfaatkan internet salah satunya adalah media pembelajaran e-learning. Tujuan penelitian ini untuk mendeskripsikan dan menganalisis: (1) perencanaan pembelajaran; (2) proses pembelajaran; (3) evaluasi pembelajaran; (4) hasil proses pembelajaran PAI dengan e-learning. Penelitian ini menggunakan pendekatan kualitatif dan metode deskriptif. Teknik pengumpulan data dilakukan dengan cara wawancara, observasi dan studi dokumentasi. Penelitian ini dilakukan di SMA Laboratorium Percontohan UPI Bandung yang telah menggunakan media pembelajaran e-learning. Berdasarkan hasil penelitian, ditemukan bahwa perencanaan pembelajaran PAI dengan e-learning tidak jauh berbeda dengan tidak menggunakan e-learning. Proses pelaksanaan pembelajaran PAI dengan e-learning dilakukan dengan metode ceramah yang dibantu dengan media pembelajaran e-learning sebagai pusat sumber belajar siswa. Evaluasi pembelajaran PAI dengan e-learning dilakukan pada saat setelah sub bab materi telah dipelajari oleh siswa dengan sistem otomatis pada e-learning. Hasil proses pembelajaran PAI dengan e-learning berpengaruh terhadap hasil belajar siswa. Pengaruh tersebut hanya dialami pada kompetensi pengetahuan saja, sedangkan sikap dan keterampilan tidak ada korelasinya.
This study tries to explore the education process of the perject man (insan kamil) in the sufi center/ zawiyyah of Ilmu Syaththariah. This study finds several points: firstly, in the Ilmu Syaththariah perspective, Wasithah is the elite respondent (the only reference) in having a religious. He is al-muthohharun (yang disucikan Tuhan) who is given ability to understand the Qur'an. The main fumtion of Wasithah is as the people of invocation (ahladz dzikri), uniting the human essence with the God essence in order that man can absolutety worship the God essence (not His name) when he conducts the religious activities. In praying, man must remember God in order that he is not sentenced to be negligent because one who is negligent to remember God is judged to come into the hell. Secondly, knowing the divine essence through being the people of invocation (ahli zikir) becomes the first step in the process of walking the way of being the perfect man. Then, it is followed by performing spiritual guide's advice wholeheartedly with heart, spirit, and intelledual intuition that always remember the essence of divine mystery. Thirdly, the education process of the perfect man emphasizes the consciousness of the discriples that being the perfect man is due to God's guidance. Therefore, the disciples are resuscitated in order to always hope obtaining His forgiveness, His merry, His help, His virtue, and always hope the Wasithah's grace and blessing. Man also hopes the easiness in performing all spiritual guides' advices until he reaches the spiritual degree (martabat) of the perfed man. Fourthly, the concept of the pe,fect man in the Ilmu Syaththariah perspective can be implemented in the education institutions. Based on the surory, it shows that the students who become the Syaththariah community look more faithful in the observance ef religious obligations than those who do not involve in this the Syaththariah community in the same education institutions.
The study aims to describe the model of Islamic Religious Education (PAI) lectures that are peaceful, moderate, and tolerant in Indonesia University of Education (UPI). The research method used is descriptive-qualitative. The study found that the peaceful, moderate, and tolerant model of Islamic Education is to use open-ended lecture models that include the openness of lecturers, materials and methods. The openness of the lecturer is shown by the attitude and the thinking of the lecturer who sees the difference of understand, madzhab and religion as necessity and not exclusive, material disclosure is shown by substantive and inclusive material selection, while method openness is demonstrated by the use of an argumentative dialogical learning method consisting of ushul study cross-mazhab method, methodology of madhahab typhology and method of study of religions. Keywords: Islamic Education; moderate; tolerant; openness of lecturers AbstrakPenelitian bertujuan mendeskripsikan model perkuliahan PAI yang damai, moderat, dan toleransi di Universitas Pendidikan Indonesia (UPI) Bandung. Metode penelitian yang digunakan deskriptif-kualitatif. Penelitian menemukan bahwa Model Pendidikan Agama Islam yang damai, moderat, dan toleran yaitu menggunakan model perkuliahan yang terbuka yang meliputi keterbukaan dosen, materi dan metode. Keterbukaan dosen ditunjukkan dengan sikap dan pemikiran dosen yang melihat perbedaan paham, mazhab dan agama sebagai keniscayaan dan tidak bersifat eksklusif; keterbukaan materi ditunjukkan dengan pemilihan materi secara substantive dan inklusif,sedangkan keterbukaan metode ditunjukkan dengan penggunaan metode pembelajaran yang dialogis argumentatif yang terdiri dari metode studi ushul lintas mazhab, metode tipologi mazhab dan metode studi agama-agama.
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