http://jurnal.stitradenwijaya.ac.id/index.php/pgr/issue/feed Progressa: Journal of Islamic Religious Instruction 2019-08-14T20:45:52-05:00 Ikrom paistitradenwijaya@gmail.com Open Journal Systems <p style="text-align: justify;">Progressa, a periodic scientific publication since 2017 published 2 (two) times a year using a peer-reviewed system in article selection. Scientific work on research results, surveys, and literature review closely related to the field of Islamic religious education viewed from various perspectives: Development of Education, Educational Psychology, Education, Sociology of Education, Religion, interreligious relations (Pluralism) or comparative studies of Islamic Education</p> http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/159 Historia Dilemma Pendidikan Islam: Mengutamakan Kesalehan dan Moral atau Prestasi Akademik atau Integrasi Keduanya dalam Pembelajaran yang Berpusat pada Siswa 2019-06-27T04:59:25-05:00 Syu'aib Nawawi nawawi@gmail.com <p style="text-align: justify;">The purpose of this article is to examine historically the dilemma of Islamic Education in practice prioritizing piety and morals or academic achievement or the integration of both and whether student-centered learning comes from the concept of Islam. The results of the discussion concluded that the progress and decline of Islamic education along with political and other developments in each era of large-scale gradations began the attack of the orientalist era of Al Ghozali, external invasion had attacked the heart of Islam which began from the continuous 11th and 12th crusades and Mongol invasion during the 13th century, and afterwards, Islamic education underwent several transformations in its main characteristics even though it was slowed down by the issue of taqlid. The point is the combination of the deadly taqlid invasion and foreign attacks significantly dims the prominence of Islam in the artistic and scientific world. Between the emergence of the appearance of Islamic thinkers and their relationship with the rulers of their time, differences must be made between Madrasahs and Maktab because both are related to Islamic education. Islam regards science as another form of worship and that humans must be close to Allah. Science studies are expected to strengthen faith: "Muslim educators unanimously agree that the purpose of education is not to cram students' minds with facts alone, but more important is to prepare them for a pure and sincere life". In the Muslim world, regardless of differences in religious doctrine, the curriculum is ideally the same, regardless of the composition of race, language or school. The curriculum in the Maktab is centered on the Quran. Student piety and moral behavior are considered as important as student academic achievement in Islam. The consensus of Islamic education holds the idea that a teacher must persuade students to be brighter than dictate or force - the teacher assures students of the truth. Along with instilling students with his knowledge he must be an example of a model of behavior, because washing, cheating and corruption are not considered as professions in Islam. A teacher must be an example of the religious values ​​expected by students. This opens the way for developing Students' intelligence and personality in the right direction. From this study, it has historically proven that Islamic education is student-centered education</p> 2019-05-27T04:36:08-05:00 Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/160 Pengembangan Profesional Awal Guru Pendidikan Agama Islam dan Strategi untuk Melanjutkan Pengembangannya 2019-06-27T04:59:24-05:00 Happy Ikmal happyikmal57@yahoo.com <p style="text-align: justify;">Teaching is lifelong learning. Turning on all the time, new and old teachers, beginners or professionals will still grapple with how to improve many aspects of teaching, each year demanded to show more improvement. Every idea considers continuing professional development throughout your career. This article examines the following questions: 1. How to start assessing a teacher's professional skills? 2. Do teachers need to understand the standards used by others to assess their professional skills? 3. What model is used to describe the teacher's journey from 'beginner' to 'expert'? 4. How do expert teachers assess themselves and how do they overcome and adapt to change? 5. How can teachers collaborate to make structured observations of their work, as required by the assessment requirements? The results of the discussion concluded: 1) The complexity of assessment that binds teachers and schools continues to increase because assessment is used for various purposes in different contexts; 2) Interstate New Teacher Assessment and Support Consortium (InTASC) was formed to create "compatible with institutions" standards that can be reviewed by professional organizations and state institutions as a basis for licensing beginner teachers. The InTASC standard (Miller, 1992) is written as 10 principles, which are then further explained in terms of teacher knowledge, disposition, and performance; 3) There are many different theories describing the journey of preparation for beginner teachers to become professionals, this requires time, effort, and support and finally changes follow the predictable stages of development; 4) Teachers with high levels of expertise can observe and adapt their own actions. To do this, they must be in harmony with the feelings and behavior of children and pay attention to what children do and say, rather than focusing primarily on themselves, otherwise they do not equate judgment with testing. they take into account test scores, but their judgments are transient and are based on a much broader bank of evidence, specifically that progress over absolute scores and children's knowledge and context; 5) Teachers rarely can be authentic and accurate participant observers because of the inherent differences in their roles, but student / teacher collaborators have a unique perspective on insiders and outsiders, colleagues and observers, class members involved and critical collaborators</p> 2019-05-27T05:22:57-05:00 Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/162 Hubungan Antara Tipe Kepemimpinan Kepala Sekolah dengan Semangat Kerja Guru di UPT SMP Negeri 7 Kota Mojokerto Tahun Pelajaran 2016/2017 2019-05-28T04:45:24-05:00 Muhammad Muhajir uptsmpn7.kotamojokerto@gmail.com <p style="text-align: justify;">The effectiveness of PBM can be determined by the number of factors ranging from climate, infrastructure, human resources and so forth. But people tend to think that the effectiveness of PBM is more determined by the learning climate. Even for capitalists the quality of PBm is more determined by the availability of educational facilities. The objectives of this study are: 1) To find out the leadership model applied by the Head of SMP Negeri 7 Kota Mojokerto.2) To find out the teacher's work spirit in SMP Negeri 7 Kota Mojokerto.3) To find out how far the relationship between the Principal's leadership model and morale teacher at SMP Negeri 7 Kota Mojokerto. This study uses quantitative research with analysis of product moment from Pearson and simple linear regression. The population in this study were 55 people and all of them were used as research samples, so that they were called saturated samples. From the results of the analysis it was concluded that: 1) The leadership model applied by the Head of Mojokerto City Middle School 7 was very good with an average score of 95.09%. 2) The work spirit of teachers in SMP Negeri 7 Kota Mojokerto is very high with an average of 94.36%. 3) There is a strong relationship between the Principal Type of School Leadership and Teacher's Spirit of Work in the 7th grade of Mojokerto City 2011/20112 Academic Year with the regression equation Y = - 7,471 X + 0.428 K + € and based on the test of the leadership of the headmaster teacher work is 62.8% while the remaining 37.2% is influenced by other factors</p> 2019-05-28T02:53:10-05:00 Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/163 Mengintegrasikan Pendidikan Akademik dan Pelatihan Kerja Menuju Kesiapan Kerja Lulusan Program Studi Pendidikan Agama Islam STIT Raden Wijaya Mojokerto Menyongsong Era Industri 4.0 2019-06-27T04:59:23-05:00 Achmad Padi padi@gmail.com <p style="text-align: justify;">The heated discussion and debate about university disruptions triggered by the recent Jim Clifton article, "University: The Impending Disruption" in social media outlines questions and concerns about the future role of higher education in supplying industrial labor in the world. The trigger is Google and Ernst &amp; Young ads will pay anyone who is able to work with him without having to have a diploma, including a diploma from a university. It's like lightning in broad daylight, surprising and reaching a position that has been enjoyed by universities in the world which in fact are suppliers of expertise, results of research, and thoughts needed by the industrial world. however, it seems that it has been canceled by Google and Ernst &amp; Young, which soon followed other giant global companies. The college death bell was stretched by two giant companies, following an article written by Terry Eagleton, entitled "University Slow Death". Then the question is how does the STIT Islamic Education Study Program Raden Wijaya Mojokerto integrate academic education and job training towards graduate work readiness to meet the Industrial Age 4.0 ?. The results of the discussion concluded: The STIT Raden Wijaya Mojokerto Islamic Education Study Program in integrating academic education and job training towards graduate work readiness to meet the Industrial Age 4.0 must integrate the following dual tracks: 1) make alumni achieve professional talent from three qualification levels (skilled, expert and degree) because every job needs to learn practices that are embedded in a dual structure of education and training programs which essentially understand theory and master practice. Therefore, the content of practice needs to regulate the elements of training in each subject; 2) To obtain the ability to complete professional assignments fully expressed more precisely by the idea of ​​holistic problem solving by playing an objective situation scenario for students competing with each other in high functionality and low cost.</p> 2019-05-28T03:26:15-05:00 Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/164 Mereproduksi Inti Model Pembelajaran di Madrasah Suatu Pembersihan dari Konsep Liberalisasi Pendidikan Islam abad ke-21 2019-06-27T04:59:21-05:00 Hasan HA Buro hasanburo@gmail.com <p style="text-align: justify;">Modern academic trends towards specialties that see 'education' as a separate study area and limit the study of Islamic education, both for theological research, historiological narratives, or research on social injustice, such generalizations are problematic at the level of difficulty faced, when talking about 'face of civilization' in education, even though the accuracy of such generalizations is questionable, but they still exist as useful types of ideal education that are forged in a (unique) worldview, and in this sense we accept the term 'Islamic education,' although in practice, everything is different, most madrassas are like ordinary business, For many of them controlling the madrasa is only a means of advancing personal, material, and political interests, where they are willing to use 'any acceptable and unacceptable way'. The question of this article is how to reproduce the core core model of learning in the madrasa, a purge of the concept of liberalization of 21st century Islamic education ?. From the results of the discussion it was concluded: 1) modern educators who studied Islamic education initially experienced difficulties and differentiation that seemed tiring, becoming a meaningful and dynamic whole in the madrasa's daily routine, the teachers helped students "manifest" the Qur'an in their hearts with confidence that it leads us to properly understand the spirit of its messages, which in turn will guide them in every aspect of their lives. 2) the curriculum in the Qur'an follows a holistic approach that contrasts with a banking system in which educators store information into students' memories for safekeeping. Learning takes place through the interaction between students and the environment in a democratic and integral class that continues to reflect themselves and the world, building authentic forms of thought and action. 3) People can choose the field of study they want in accordance with the needs or demands of the market, but seeking knowledge is a basic mandate in the curriculum with a Qur'anic background</p> 2019-05-28T03:43:40-05:00 Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/165 Keterampilan Berpikir yang Dibangun dalam Pengajaran di Perguruan Tinggi Islam: Survey di STIT Raden Wijaya Mojokerto 2019-06-27T04:59:20-05:00 Hariris Nur Cahyo haririsn@gmail.com <p style="text-align: justify;">Education must consist of more than an accumulation of unreasonable facts and skills, and that modern society demands a highly developed critical awareness to overcome its increasing complexity. The purpose of teaching a subject is to teach the contents of the subject, not to teach thinking. We are all students in elementary and secondary schools. How long does our teacher offer for teaching thought? The purpose of this study is to describe and analyze the thinking skills that are built in teaching in Islamic universities: survey at STIT Raden Wijaya Mojokerto. from the results of the analysis concluded: Teaching at Islamic universities (STIT Raden Wijaya Mojokerto) skills built by lecturers is 75% based on LOTS-Lower Order Thinking Skill. And 25% are based on HOTS-Higher Order Thinking Skill</p> 2019-05-28T04:02:02-05:00 Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/166 Perguraun Tinggi dalam Mempersiapkan Keterampilan Non-Teknis Mahasiswa di Era Revolusi Industri 4.0 2019-06-27T04:59:18-05:00 Mohammad Rodli rodli2002@gmail.com <p style="text-align: justify;">Education in thisali era of digital disturbances cannot predict what will happen to future graduates who are preparing for new positions and professions that will emerge, driven not only by the fourth industrial revolution, but also by non-technological factors such as demographic pressure , geopolitical change, and social and cultural norms that occur through the discovery of new functions, and the mobility of people through reflecting new roles by digital technology is not an ordinary labor or ordinary capital ; but people who can create new ideas and innovations. The purpose of this paper is to describe the non-technical skills of Islamic religious teachers prepared in the era of industrial revolution 4.0. 1) Non-technical skills are known as the main attributes for graduates to be employed, for this reason the university is creating a sustainable pathway to develop leadership to create a vision that is in line with the needs of college stakeholders that include lectures that combine great opportunities and practices, such as practice-based final assignments that are integrated into lectures from the beginning of the program and new mentoring components were designed based on professional knowledge. 2) Non-technical skills that are capable of being accepted in the Industrial 4.0 era must at least contain Knowledge Work elements that have a role to mediate knowledge worker productivity between process management (knowledge generation, knowledge sharing, and knowledge applications) and innovation . 3) The second non-technical skill is Thinking Tools to develop optimal solutions to technical problems that depend on structured and complex thinking, technology design and programming, critical thinking and analysis and system analysis and evaluation capabilities. 4) The dynamic non-technical skills of a learning research consists of originality and creativity initiatives, ability to solve problem solving and reasoning, problem solving and ideas. 5) The fourth non-technical skill is Digital Lifestyle in Leadership and social influence.</p> 2019-05-28T04:17:10-05:00 Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/167 Meningkatkan Kemampuan Menerapkan Prosedur Kombinasi Gerak Dasar Jalan, Lari, Lompat dan Lempar dengan Permainan Olahraga yang Dimodifikasi dan Olahraga Tradisional di Kelas V (lima) SDN 1 Sumengko Kecamatan Wringinanom Kabupaten Gresik 2019-08-12T08:06:49-05:00 Santje Wulansari sancee707@gmail.com <p style="text-align: justify;">Sports and health physical education lessons are basically an integral part of the overall education system, aimed at developing aspects of health, physical fitness, critical thinking skills, emotional stability, social skills, reasoning and moral actions through physical and sporting activities. This study aims to: 1) Describe the activities of the teacher in improving the ability to apply a combination of basic road, running, jumping and throwing procedures with modified sports and traditional sports. 2) Describing the activities of students in learning activities increases the ability to apply the procedure of a combination of basic road, running, jumping and throwing with modified sports and traditional sports. 3) Describe learning with modified sports games and traditional sports in improving the ability to apply a combination of basic road, running, jumping and throwing procedures with modified sports and traditional sports. This research is a classroom action research conducted collaboratively. Designing problem situations, and ways to collaborate with children, is the main focus of meetings that occur between teachers and researchers. This research was conducted at Sumengko 1 Elementary School with the address Ds. Sumengko - Wringinanom- Gresik Postal Code: 61176 Tel. 031 8982812. The subjects of this study were Class V students (five) of 30 children. The study was conducted in odd semester 2018/2019 academic year, for 3 months (September, October, and November 2018). Procedures for cyclical action research are: 1) planning, 2) implementation, 3) observation, and 4) reflection, through a series of cycles. Data collection through observation (observing), artifacts and documents (testing) and nonstandard tests. Test instrument items with validity test, reliability test, calibration test (level of difficulty) and distinguishing test. the entire process of data analysis is interactive using the Miles and Huberman models with the final mix method analysis. The results of the study concluded: 1) The teacher's activity experienced an increase in Pre-Action getting 63.57 percent and increasing in Cycle I by 74.29 percent and increasing in Cycle II by 88.57 percent; 2) Activities of students experienced an increase in Pre-Action to obtain a result of 43.57 percent and increase in Cycle I by 65.71 percent and increase in Cycle II by 87.14 percent; 3) The average value of the test (Classical Absorption) has increased in Pre-Action to get 7 percent and increased in Cycle I by 7.51 percent and increased in Cycle II by 7.76 percent. Classical Learning Completion has increased in Pre-Action obtained 76.67 percent and increased in Cycle I by 83.33 percent and increased in Cycle II by 93.33 percent</p> 2019-08-12T08:06:49-05:00 Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/168 Upaya Meningkatkan Kompetensi Sikap, Pengetahuan dan Keterampilan Tentang Selalu Berhemat Energi (Tema 2) Menggunakan Model Project-Based Learning Semester I Tahun Pelajaran 2018/2019 di Kelas IV SDN Kepuh Klagen Wringinanom Gresik 2019-08-12T08:08:13-05:00 Madaniyah Madaniyah madaniyah1968@gmail.com <p style="text-align: justify;">Project-based learning is more focused on meaningful life problems for students, the role of the teacher presents problems, asks questions and facilitates students in designing a project they are doing. The problem of attitudinal competence, knowledge and skills about always saving energy (Theme 2) using a project-based learning model in researched schools that is solving the problem is immediately needed. This study aims: 1) Describe the activities of teachers in learning activities to improve the competency of attitudes, knowledge and skills about always saving energy (Theme 2) using the first semester project-based learning model for Academic Year 2018/2019 in Class IV of Kepuh Klagen Wringinanom Gresik SDN. 2) Describe the activities of students in learning activities to improve the competency of attitudes, knowledge and skills about always saving energy (Theme 2) using the first semester of the 2018/2019 Academic Year project-based learning model in Class IV of Kepuh Klagen Elementary School Wringinanom Gresik. 3) Describe learning using the project-based learning model in improving the competency of attitudes, knowledge and skills about always saving energy (Theme 2) in Class IV of Kepuh Klagen Elementary School Wringinanom Gresik. This research is a classroom action research conducted collaboratively. Designing problem situations, and ways to collaborate with children, is the main focus of meetings that occur between teachers and researchers. This research was carried out at the Kepagen Klagen Wringinanom Gresik Elementary School with the address Bureng Kidul, Kepuhklagen, Kec. Wringinanom, Gresik Regency, East Java 61176. The subjects of this study were 25 Grade IV students. The study was conducted in the odd semester of the 2018/2019 academic year, for 3 months (July, August and September 2018). Procedures for cyclical action research are: 1) planning, 2) implementation, 3) observation, and 4) reflection, through a series of cycles. Data collection through observation (observing), artifacts and documents (testing) and nonstandard tests. Test instrument items with validity test, reliability test, calibration test (level of difficulty) and distinguishing test. the entire process of data analysis is interactive using the Miles and Huberman models with the final mix method analysis. The results of the study concluded: 1) The teacher's activity experienced an increase in Pre-Actual outcomes 67.14 percent and increased in Cycle I by 77.14 percent and increased in Cycle II by 89.29 percent; 2) Student activity has increased in Pre-Action to get 42.86 percent and increase in Cycle I by 65 percent and increase in Cycle II by 86.43 percent; 3) The average value of the test (Classical Absorption) has increased in Pre-Action to get 75 percent and increased in Cycle I by 83.4 percent and increased in Cycle II by 88.4 percent. Classical Learning Completion has increased in Pre-Action get 60 percent and increase in Cycle I by 76 percent and increase in Cycle II by 92 percent.</p> 2019-08-12T08:08:13-05:00 Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/169 Counterpoint to the primordial nature of human learning processes in Gagné and al-Farabi's perspective about learning behavior 2019-08-14T06:22:44-05:00 Ahmad Jalalluddin Al-Mahali ahmad.littlecamelmjk@gmail.com <p style="text-align: justify;"><em>Education focuses on vehicles seeking knowledge in it, because it has specific goals and meanings in the Islamic worldview. The principle promoted by Gagné has led to a number of learning design conventions and techniques that determine the full sequence of content related to the learning objectives provided, and techniques have also been expanded to design and sequence learning programs. On the other hand, the emphasis on the vertical, eternal or spiritual dimensions is the ideological basis for Islamic education. While Western education theory emphasizes materialistic and utilitarian, Islam is not complete if it touches a holistic individual. This is a form of worship intended for the improvement of this world and the hereafter. al-Farabi put forward the theory that humans have the power that if honed properly will make humans able to capture the science of hudana in the form of revelation and inspiration and called mustfad sense. The conclusion of this discussion is: Gagné classifies learning outcomes in five main categories; intellectual skills, cognitive strategies, verbal information, motor skills and attitudes as abilities learned while Al-Farbï also speaks of three stages of intelligence: potential or latent intelligence, intelligence in action, and acquired intelligence. Gagne Also identifies different learning levels for the purpose of sequeneing instructions. He believes that teaching must begin with the simplest skills and continue hierarchically to a greater level of difficulty while Al-Fàbï indicates that education must begin after the age of eleven, the education process must be designed so that the first ten years of a child's life are dedicated to physical training and training while the next ten years are dedicated to learning various sciences (arithmetic, astronomy, and music) and the next five years for logic and polemics. The student must then spend the next fifteen years of his life developing skills and skills in whatever he has learned and, after reaching the age of fifty, he must concern himself with teaching and educating others</em></p> 2019-08-14T06:22:44-05:00 Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/170 Mekanisme Transmisi Pengetahuan dengan Modus Imperatif Kesiapan dan Kemampuan Penerapan Pembelajaran dalam Perspektif Pendidikan Islam 2019-08-14T06:45:36-05:00 Sudar Kajin buyaalwi@yahoo.co.id <p style="text-align: justify;"><em>Grounding the transmission of knowledge by simplifying the learning process on real-world problems helps students maintain what is taught and remembers lessons learned when and when needed will have benefits and can be achieved using a variety of student-friendly teaching and learning methods that take into account interests, needs, and levels students. This article was written with the aim of studying the mechanism of knowledge transmission with the Readiness and Ability to Apply Learning Mode in the Islamic Education Perspective. The results of the discussion conclude that: 1) The concept of learning from teacher to student is popularly referred to as the 'Transmission' paradigm in learning and the process as a 'Transmission mechanism' with a different hierarchical Imperative mode; 2. In Islam, education is based on what Islamic ideals once held about educating all human beings rather than the narrow transmission of discursive knowledge. Islamic knowledge is the knowledge contained in the human body and the ways in which Muslims use it to archive, transmit, decode, and actualize religious knowledge based on a combination of imperative modes; 3) Islamic education aims to develop humans holistically, contrary to western education which focuses primarily on intellectual development. The main purpose of Islamic education is to reform and build human life and develop balanced relationships between individuals, communities and the world based on ethical concepts; 4) regardless of the frame of 'readiness to learn' or 'readiness for school', there is far more preparedness than this and far more that we can do to help everyone become more prepared to learn and overcome life.</em></p> 2019-08-14T06:45:36-05:00 Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/171 Mereformulasikan Area Pendekatan Sistematis dan Bijaksana dalam Pendidikan Islam untuk Anak di Sekolah Awal 2019-08-14T07:00:24-05:00 Isma'il Ismail ismaili@gmail.com <p style="text-align: justify;"><em>The continuous development of problems in the field of education and religion demands the formulation of new paradigms, new theories, and new methods of operationalization that are able to solve new problems that are more complex, on the basis of which it is necessary to update thinking, study and research on Islamic education to reconstruct aspects of theological, philosophical, substantive, methodological, and learning systems in the hope that the implementation of religious education will be effective effectively. This paper is based on the aim of formulating an area of ​​systematic and prudent approach in Islamic education for children in early school. From the results of the discussion concluded: 1) According to the Islamic view, education must prioritize faith education. History proves that education will produce education who lack moral character; 2) The historical reconstruction of Islamic philosophy as wisdom certainly indicates a thorough integration of modes of thinking and speaking which is the philosophy of philosophy into larger and speaking mode of thinking which is constitutive of historical Muslim society; 3) the critical area of ​​Islamic education for children is the transmission of facts and information about Islam to the personality and character of Kaaffah, the curriculum must be relevant paradigm shift must be effective and relevant to the communities in which they live.</em></p> 2019-08-14T07:00:24-05:00 Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/172 Key factor keberhasilan transfer of knowledge Pendidikan Agama Islam dalam perspektif keterbukaan Informasi 2019-08-14T07:19:04-05:00 Anwar Sholihin sholihin@gmail.com <p style="text-align: justify;"><em>The education process can be formulated as a process of humanization, meaning that it develops a sense of humanity that has a sense of moral and religious values, which takes place both in the personal, family, community and national, present and future environment. From the results of the discussion concluded: 1) The presence of self-understanding of critical, dialogical and transformative education is the key to facilitating the emergence of a balanced and mature Islamic sense in the modern world. 2) so that the learning process of Islamic education is truly transformative, each theological reflection incorporates an empirical dimension with critical involvement to facilitate a smart and meaningful perspective. 3) to assess the validity of information on the internet, special competencies are needed, which have not been taught in formal education. the development of new skills to build a 'digital learning' framework is an important part of the process of re-establishing a transformative educational culture. 4) Transformative learning is not just transforming knowledge or information to students, but more important is the transformation of mindset, thought patterns and methodology. In this way students will process science or information that is obtained critically, reflective, and openly not only to look for the right, but the most correct.</em></p> 2019-08-14T07:19:04-05:00 Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction http://jurnal.stitradenwijaya.ac.id/index.php/pgr/article/view/173 Matsal dalam Perspektif Hadits Tarbawi: Studi atas Hadits tentang Perumpamaan Teman yang Baik dan Teman yang Buruk 2019-08-14T20:45:52-05:00 Muhammad Fatih fatihmasrur@yahoo.com <p style="text-align: justify;"><em>Matsal is one of the most commonly used uslubs (language styles), both in profane and sacred texts, such as the scriptures. There are many verses in the Qur'an and the hadiths of the Prophet. using mass to convey religious messages. This is because the material is believed to help the reader to better understand, reflect on, and apply the message in the text. The language style matures, draws the reader closer to the meaning of the text, presents a concrete and tangible picture of abstract concepts and meanings, and trains the reader in his or her ability to determine aspects of appropriateness between what is said and interpreted. No less than a thousand hadith using mass. He makes good notes with expressions, gestures, pictures, and more. Even the Prophet. use a medium style of language whether at home or on the go, sleeping or waking and the situation between them. The Prophet's Prophet was not always dependent on himself, but also on Allah Almighty. and the angels. The themes developed are also varied, including the fields of faith, worship, morals, asceticism, fadhaail al-A'mal, tarhib, targhib, and more. The purpose is clear, to make it easier for people to understand the message. One of the hadith of the Prophet (saws). using the mass language style is a hadith about the imagery of good and bad friends. Good friends are likened and portrayed as perfumers, while bad friends are likened to blacksmiths. The perfume seller is identical to the scent, a clean and dignified place, a happy mood and a happy soul, like a heavenly atmosphere. While the blacksmith is identical to the hot air, the spark, and the unpleasant scent that is choking the chest, the fire is like hell. Being friends with the saints leads to heaven, and being friends with the wicked can lead to hell. At this point it is important that one is careful and selective in choosing friends and the social environment, because misunderstanding and choosing friends will result in great loss and destruction, both in the world and in the hereafter. The use of the mass language style in this hadith gives you a clear picture of who your best friends should follow, and who your best friends should avoid. The perspective of the celestial hadith in this study reveals the educational values ​​contained in the Prophet's body.</em></p> 2019-08-14T20:45:52-05:00 Copyright (c) 2019 Progressa: Journal of Islamic Religious Instruction