This study aims to analyze the activities carried out in instilling the values of nationality and diversity in Madrasah Madani Alauddin Makassar. The process of data collection is done by the method of observation and interviews with students, teachers and principals. In the process of inculcating national values and diversity on students in the midst of globalization, this is done through various ways, through Civics learning in the classroom, extracurricular activities, and holding positive activities in schools to support the national spirit of the students. Supporting factors in instilling national values and diversity in students include the cooperation of schools, namely the principal and teachers in providing goodexamples or examples to students, students' interest in participating in extracurricular activities in schools, adequate facilities and infrastructure. Inhibiting factors in instilling the value of nationality in students include the character of students from different family backgrounds, and students have not been able to divide their time for activities in school properly. To overcome the obstacles in instilling national values and diversity in students is the teacher holding problem solving with efforts to motivate students to respect each other, the school the principal and the teacher conducts an evaluation every semester to students to see the development of students.
This paper describes community participation in the development of standard facilities and infrastructure for Islamic Elementary School of Keerom-Papua. This type is qualitative research, the research approach is a phenomenological perspective and a descriptive analysis approach, data sources are primary data and secondary data, data collection techniques through observation, interviews, and documentation, research instruments namely, researchers as key instruments, observation guides, interview guides and reference documentation, processing techniques and data analysis, namely data reduction, data presentation, conclusion and verification, data validity testing, namely triangulation techniques, checking the correctness of information, discussing and consulting data, and extending the research time. The results showed community participation in the development of standard facilities and infrastructure at Islamic Elementary School of Keerom-Papua concluded that the community was enthusiastic about participating in building mushallah/mosque and procuring canteens and greenhouses. Boarding and equalizing the madrasah yard, fencing the front door of the madrasah, making madrasah fish pond gardens, and the land used as the location for the construction of madrasah and mosques are the provision of traditional leaders (non-Muslims) and the procurement of sports equipment, while the procurement of the main facilities, specifically for Islamic Elementary School The private sector shows that there is participation but it is not maximal while public Islamic Elementary School have not seen maximum community participation, it is due to a lack of public awareness of a sense of responsibility in developing madrasah, and building communication to exchange opinions with the community about the importance of community participation in developing madrasah as a charity Jariyah and social activities.
This research discussed about the comparison of learning outcomes in Islamic Education students who used the STAD type cooperative learning model and NHT type class X SMA Negeri 3 Palopo. This reasearch aimed to: 1) to determine the learning outcomes of Islamic Education students taught using the STAD type cooperative model in class X SMA Negeri 3 Palopo, 2) to know the Islamic Education learning outcomes of students taught using the NHT cooperative model on class X SMA Negeri 3 Palopo, 3) to Analyze the differences in Islamic Education learning outcomes of students taught by the STAD type cooperative model and student learning outcomes taught by the NHT cooperative model in Class X SMA Negeri 3 Palopo. This research was a quantitative research with a non-equivalent control group design. The population was all students of class X SMA Negeri 3 Palopo, totaling 260 students. The technique sampling was done by using purposive sampling. The instrument used was a test with descriptive statistical analysis and inferential analysis. Based on the analysis of descriptive data for the learning outcomes of students taught by using the STAD type cooperative learning model is very good category. The learning outcomes of students taught by using NHT type of cooperative learning model are very good category. Based on inferential analysis obtained a significant value> α (0.716> 0.05) then, it can be said that there is no significant difference between the learning outcomes of Islamic Religious Education taught using the STAD type cooperative learning model and those taught using the NHT learning model in Class students X SMA Negeri 3 Palopo.
Abstrak:Permasalahan pokok dalam tulisan ini adalah bagaimana konsep Alquran tentang pendidikan anak. Alquran merupakan petunjuk abadi dalam setiap aktivitas manusia, termasuk pendidikan. Alquran telah memberikan petunjuk tentang pendidikan anak. Anak adalah karunia Allah swt. kepada orang tua yang selalu identik dengan masa depan. Anak merupakan aset terpenting dari setiap keluarga yang harus dijaga, dipelihara, dan dididik. Alquran telah memberikan tuntunan untuk itu. Di dalam Alquran, banyak ditemukan konsep tentang pendidikan, baik tujuan, metode, maupun isi/materi pendidikan itu sendiri. Abstract:The main problem in this articles is how alqur'an concept about child education. Alquran is a guidance in every mankind activities, including education. Alquran has given a direction about child education. Child is a gift of God. Child is the most important assets for every family which must be cared, maintained and educated and Alquran has guided about how to educate child. In Alquran, it is found many concepts about education, even the goals, methods, and the content of its education itself. Kata kunci:Petunjuk al-Qur'an, Pendidikan Anak, Pembelajaran PENDIDIKAN anak merupakan masalah yang sangat urgen untuk dilaksanakan dengan sebaik-baiknya. Hal ini disebabkan karena anak menduduki posisi yang sangat penting dalam kehidupan, baik dalam keluarga maupun dalam kehidupan masyarakat. Alquran menyebutkan kedudukan anak yang amat penting dalam kehidupan manusia dengan berbagai istilah yang digunakan. Misalnya dalam QS Al-Kahfi/18: 46 disebutkan anak sebagai perhiasan dalam kehidupan dunia. Allah berfirman:Harta dan anak-anak adalah perhiasan dalam kehidupan dunia… 1 Kemudian dalam QS Ali 'Imran/3: 14, Allah swt. berfirman: Dijadikan indah pada (pandangan) manusia kecintaan kepada apa-apa yang diingini, yaitu wanita-wanita, anak-anak, harta yang banyak dari emas, perak, KONSEP ALQURAN TENTANG PENDIDIKAN ANAK (MUZAKKIR) 53 kuda pilihan, binatang-binatang ternak, sawah, ladang. Itulah kesenangan hidup di dunia dan di sisi Allahlah tempat kembali yang baik (surga) 2 .Kedua ayat tersebut, dan masih banyak ayat yang lain, memberikan gambaran betapa pentingnya kedudukan anak dalam kehidupan manusia. Anak-anak digambarkan sebagai perhiasan, yakni sesuatu yang sangat berharga, sehingga membutuhkan perlindungan dan pemeliharaan yang sungguh-sungguh. Selain itu, anak-anak merupakan objek kecintaan seseorang. Sebagai objek yang sangat dicintai, anak sangat membutuhkan perhatian untuk dilindungi, diayoni, dikembangkan, diarahkan dan sebagainya. Anak disebutkan dalam Alquran bersamaan dengan harta kekayaan seperti emas, perak, sawah ladang, dan sebagainya, menunjukkan betapa pentingnya dan berharganya seorang anak dalam sebuah keluarga.Kehadiran seorang anak dalam keluarga merupakan suatu kebahagiaan tersendiri, dan memunculkan berbagai perasaan-psikologis. Abdullah Nashih Ulwan mengatakan, bahwa dalam hati orang tua akan tumbuh perasaan cinta terhadap anak dan tumbuh pula perasaan-perasaan psikologis lainnya, berupa perasaan kebapa...
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.