Teori Pedagogik Pendidikan Mahmud Yunus

Muliati, Indah; Rahman, Rini

doi:10.30983/it.v3i2.2342

Cited by 4 publications

(4 citation statements)

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“…1. Feb 2023) membentuk manusia yang berkualitas, namun tidak hanya manusia yang berkualitas dalam aspek kognitif, apektif, dan psikomotor, tetapi juga dalam aspek spiritual (Muliati & Rezi, 2018). Tetapi realitas yang terjadi di masyarakat, membuktikan bahwa pendidikan belum mampu menghasilakan manusia yang berkualitas atau anak didik yang berkualitas secara menyeluruh dalam berbagai aspek yang ada dalam tujuan pendidikan yang seharusnya.…”

Section: Pendahuluanunclassified

Pendidikan Islam Ferspektif Imam Al Ghozali

Fatimah¹,

Hani²,

Vionita³

2023

JP-SA

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Tujuan dari penelitian ini yaitu untuk mengetahui pendidikan islam menurut Imam Al Ghozali dan dapat menerapkannya dalam proses pendidikan. Penelitian ini menggunakan metode deskriptif studi kepustakaan dengan mengumpulkan sumber data primer berupa buku, jurnal dan artikel mengenai topik pendidikan islam menurut Imam Al Ghozali. Hasil dari penelitian bahwa pendidikan islam menurut Imam Al Ghozai yaitu menghilangkan ahklak buruk dan menanamkan ahklak yang baik yang dilakukan dengan sistematis untuk melahirkan perubahan pada tingkah laku manusia dan sentral dalam pendidikan menurut Imam Al Ghozali yaitu hati.

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Section: Pendahuluanunclassified

Pendidikan Islam Ferspektif Imam Al Ghozali

Fatimah¹,

Hani²,

Vionita³

2023

JP-SA

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“…Pembaruan dalam pendidikan Islam tidak memiliki pondasi kuat dan arah pasti jika tanpa adanya kerangka dasar (Muliati & Rahman, 2019). Langkah yang diperhatikan selanjutnya adalah dengan mengembangkan kerangka tersebut secara runtut yakni pada kerangka dasar filosofis dan teoritis sesuai dengan situasi pada supra-sistem masyarakatdan kebutuhan yang ditetapkan dari pendidikan.…”

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The Relevance of Mahmud Yunus's Thought to Islamic Education in the Era of Digital Transformation

Badriah

2022

ruhama

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Mahmud Yunus is one of the educational figures from West Sumatra, Indonesia. He was the first rector of IAIN Imam Bonjol Padang. In his lifetime, education with digital technology was not yet known, but the results of his thinking were seen as having relevance to education in the digital era that exists today. Therefore, this study aims to reveal aspects that have relevance between Mahmud Yunus's thoughts and Islamic education in the digital era. This research is a literature review, namely research data collected from literature data both obtained from journals and books as well as the results of the thoughts of academics related to the thoughts of Mahmud Yunus. The results of the research are first, the Concept of Islamic Education Mahmud Yunus's perspective includes the purpose, understanding, content or material, curriculum, methods, educators, and forms of the Islamic educational environment. Second, The relevance of Islamic education according to Mahmud Yunus in the era of digital transformation is in harmony with the existence of religious education and general education and the classification of subject matter is in line with the current classification of education which is closely related to affective, cognitive, and psychomotor aspects. The method does have to adjust the age level of students. And Integration of the curriculum in terms of religious and general sciences. Furthermore, the educational environment influences character building and hones skills and skills so that students have it.

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“…Some studies related to teachers' questions were conducted in Indonesia context. For example, Yuliawati, Mahmud, and Muliati (2016) found out in Makasar that teachers mostly asked 85.18% knowledge questions and never asked synthesis and evaluation questions as higherorder thinking levels in the classroom. Katemba and Marie (2016) also did research in Bandung with six different English teachers, reported that the most type of the questions that had been used is under lower-order questions with 67.3% and 46.53% belongs to knowledge level which teachers only asked about the definition of the topics, the meaning, and the translation.…”

Section: Menteri Pendidikan Dan Kebudayaan Indonesiamentioning

confidence: 99%

The Practice and Challenges of Implementing Critical Thinking Skills in Efl Teachers Questioning Behavior

Zainudin

Vianty

Inderawati

2019

ERJEE

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The development of critical thinking is closely related to the questions asked by teachers as the teachers higher-order questions are cognitively demanding to promote students critical thinking. The purposes of this study are to investigate how critical thinking was implemented in EFL teachers questions in the classroom and the challenges faced by EFL teachers in integrating critical thinking questions. In addition, this study also investigated students reasons for non-response to particular questions asked by teachers. Applying mixed-method research design, the data were collected from classroom observation, interview, questionnaire and documentations. The research participants were two English teachers and 229 number of students of year 8. The results showed that the most dominant questions asked by the two English teachers were in Lower-order questions (78,8%), while the Higher-order questions were only (21,2%) questions. Second, the challenges faced by teachers were students intelligence has yet to reach the level of higher-order thinking, unconducive-classroom environment, teachers creativity itself, parental involvement and students lack of vocabulary. Third, dealing with the reason for students non-response in particular questions asked by teachers, there were some reasons, such as students are afraid of making mistakes, they could not put ideas into words, and lack of vocabularies. In conclusion, the teachers faced various challenges in implementing critical thinking questions in the classroom.

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Teori Pedagogik Pendidikan Mahmud Yunus

Cited by 4 publications

References 0 publications

Pendidikan Islam Ferspektif Imam Al Ghozali

Pendidikan Islam Ferspektif Imam Al Ghozali

The Relevance of Mahmud Yunus's Thought to Islamic Education in the Era of Digital Transformation

The Practice and Challenges of Implementing Critical Thinking Skills in Efl Teachers Questioning Behavior

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