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Syams, Askina Nurani. "Implementasi Prophetic Leadership di MI Nurul Ulum Bantul." Edukasia Islamika 3, no. 1 (June 14, 2018): 105. http://dx.doi.org/10.28918/jei.v3i1.856.
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AbstrakProphetic leadership merupakan model kepemimpinan yang berlandaskan pada keteladanan Nabi Muhammad SAW. Prophetic leadership sangat dibutuhkan dalam memimpin madrasah, karena sebagai kepala pada suatu madrasah yang merupakan lembaga pendidikan berbasis keislaman harus memiliki nilai-nilai spiritual yang berlandaskan pada agama. Penerapan konsep prophetic leadership dapat dilakukan dengan meneladani 4 sifat Nabi Muhammad SAW, yaitu sidik, amanah, tablig, dan fatonah. Implementasi dari prophetic leadership menjadikan sumber daya manusia (SDM) yang dipimpin sejalan dengan keinginan seorang pemimpin dalam mencapai suatu tujuan bersama. Penelitian ini bertujuan untuk mendeskripsikan penerapan model prophetic leadership di MI Nurul Ulum Bantul. Hasil dari penelitian ini adalah penerapan model prophetic leadership di MI Nurul Ulum dilakukan dengan meneladani sifat-sifat Nabi Muhammad SAW khususnya empat sifat Nabi yang sangat terkenal, yaitu sidik, amanah, tablig, dan fatonah. Penerapan konsep prophetic leadership membuahkan hasil yang positif sehingga para guru yang dipimpin sejalan dengan kebijakan yang dilakukan oleh kepala madrasah di MI Nurul Ulum.Kata Kunci: kepemimpinan, madrasah, prophetic leadershipAbstractProphetic leadership is a leadership model that based on the example of the Prophet Muhammad SAW. Prophetic leadership is needed to lead madrasah, because as a leader of islamic education institutions must have a spiritual values based on religion. Implementation of the concept of prophetic leadership can be done by imitating the four properties of the Prophet Muhammad SAW, those are sidik, amanah, tablig, and fatonah. The Implementation of prophetic leadership makes human resources led in line with the desire of a leader to achieve a common goal. This study aims to describe the implementation of prophetic leadership at MI Nurul Ulum Bantul. The result of this research is the implementation of prophetic leadership in MI Nurul Ulum by imitating the characteristics of Prophet Muhammad SAW especially four very famous Prophet's character, those are sidik, amanah, tablig, and fatonah. The implementation of prophetic leadership produce teachers led in accordance with policies by leader madrasah.
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Pastorelli, David. "Le Paraclet dans la notice antimontaniste du PseudoHippolyte, Refutatio omnium haeresium VIII, 19 Les commentaires prophétiques de Priscilla et Maximilla." Vigiliae Christianae 62, no. 3 (2008): 261–84. http://dx.doi.org/10.1163/157007208x281261.
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AbstractThe anti-Montanist notice of Pseudo-Hippolytus, Ref. VIII, 19 is often quoted in research in order to show that the Phrygian prophets wrote numerous books to complete the New Testament. It is, however, marked by an obvious editorial activity: the motive of countless books belongs to the author's heresiological arsenal and should not be counted as a testimony for the history of the New Testament canon. The author is more concerned about the issue of women's ministry : the conflict is on the one hand about the status of Priscilla and Maximilla as prophetic teachers, based on the prophetic office of the Paraclete, and on the other hand about their claims to write « prophetic » commentaries. The underlying principle is the Pauline prohibition that women teach, a fortiori that they write books.
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O’Collins, Gerald. "‘Laity as Teachers in the Ecclesia Docens’." Irish Theological Quarterly 86, no. 3 (June 6, 2021): 241–53. http://dx.doi.org/10.1177/00211400211017691.
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Vatican II partly dismantled the separation between the hierarchy as teachers ( ecclesia docens) and the laity as believers ( ecclesia discens). The Council recognized the prophetic function of baptized lay persons, noting in particular the function of parents and catechists and reiterating the guidance of the Holy Spirit received by the whole church ( sensus fidei). Special personal charisms invite recognizing the place in the ecclesia docens of many writers, artists, composers, and film directors. Their imaginative gifts have encouraged and renewed the life of faith for innumerable believers.
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Regnier, Robert. "Prophetic Visions for Professional Teachers: A Whiteheadian Perspective on Designing University Courses." Interchange 36, no. 1-2 (January 2005): 95–120. http://dx.doi.org/10.1007/s10780-005-2347-x.
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Jones, Timothy Paul. "Prophets, priests, and kings today? theological and practical problems with the use of the munus triplex as a leadership typology." Perichoresis 16, no. 3 (July 1, 2018): 63–85. http://dx.doi.org/10.2478/perc-2018-0017.
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Abstract It has become widespread, not only among pastors and conference speakers but also among scholars such as Vern Poythress and John Frame, to utilize the threefold offices of Christ as a typology for church leadership. According to this application of the threefold office, different church leaders possess prophetic, priestly, and kingly capacities in differing degrees, and the most appropriate role for each leader depends on which of these capacities happens to be strongest. According to some proponents, the offices of prophet, priest, and king function as leadership personality types, with prophets identified as those leaders who are gifted as teachers, priests as those who care for people’s needs, and kings as planners and organizers. This article undertakes an exploration of these three leadership roles and contends that, though the munus triplex itself is a venerable and biblical structure, the appropriation of prophet, priest, and king as typological categories for church leadership is not. Through examination both of relevant Old Testament texts and of New Testament appropriations of these offices of leadership, it is demonstrated that the typological categorization of leaders as prophets, priests, or kings falls far short when it comes to biblical support. Particularly absent in Scripture is any clear identification of these offices with specific traits that different church leaders possess in differing degrees. Kingship and priesthood in particular are not individualized traits but a communal identity, shared by the whole people of God and grounded in union with Christ
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Hillan, Amila, Suyitno Suyitno, and Andayani Andayani. "Relevance of Prophetic Feminism Study in Duology Scappa per Amore by Dini Fitria with Literature Learning in Senior High School." International Journal of Multicultural and Multireligious Understanding 6, no. 4 (September 24, 2019): 441. http://dx.doi.org/10.18415/ijmmu.v6i4.1024.
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This research aims to determine and describe the relevance of the study of prophetic feminism in the Scappa per Amore duology by Dini Fitria with literature learning in senior high schools. This research is a descriptive-qualitative research to explain a problem with word description. The data in this research were collected using literature review and interview techniques. The research data were sourced from the literature and manuscript interviews. The results of the interview serve as the primary data in this research while the literature was used as the secondary data. The informants in this research were Indonesian language teachers in senior high schools in Indonesia. Meanwhile, the data were analyzed using Miles and Huberman’s interactive analysis model which consists of four stages namely data collection, data reduction, data presentation, and conclusion drawing. The results show that there is relevance between the study of prophetic feminism in Dini Fitria's Scappa per Amore duology and the literature learning in senior high schools in terms of three aspects; they are 1) the study of prophetic feminism is suitable with the material in basic competence of interpreting the author’s view; (2) the study of prophetic feminism in the duology novel Scappa per Amore can be used as a teaching material in learning literature; and 3) the study of prophetic feminism influences scientific activities in senior high schools.
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Hairina, Yulia. "PROPHETIC PARENTING SEBAGAI MODEL PENGASUHAN DALAM PEMBENTUKAN KARAKTER (AKHLAK) ANAK." Jurnal Studia Insania 4, no. 1 (April 30, 2016): 79. http://dx.doi.org/10.18592/jsi.v4i1.1115.
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Children are an mandate from Allah to all parents. They must give them a good education in order to be good Muslims and they worship to Allah. Parents are the first teachers who have a responsibility in developing children’s psychology both of spiritual and physical needs. In this case, parents have main position in forming the children’s character. This era, there are children do many deviations more and more. It indicates that there is something lack in model of nurture by the parents. The model of nurture applied by parents to their children determines the children’s character. The model of nurture in characters building had taught by prophets. Allah had delegated all prophets to the world by giving a main mission that is the character building. Islam is present as a movement to complete the human’s character. Islam explains that a good education is the children’s right to their parents. The good education means here is an education based on the Quran and the purposes to build the Muslim personality, who totally allows to the God, by guidance had taught by Prophet Muhammad (pbuh). This writing is aimed at describing education method and concept in progressing character building for children, which had done Prophet Muhammad (pbuh) and it will be related to Psychology.
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Hurin'in, Zulva. "Komunikasi Profetik dalam Mengajak Santri Non Mukim Menghafal al-Qur’an (Studi Kasus di Pondok Pesantren al-Ittifaqiah Indralaya Ogan Ilir Sumatera Selatan)." Jurnal Studi Sosial dan Politik 2, no. 2 (December 28, 2018): 109–21. http://dx.doi.org/10.19109/jssp.v2i2.4054.
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Communication is very important role for human life in socializing even in the teaching and learning process. This study describes prophetic communication in Islamic boarding school which aims to understand the process of prophetic communication in inviting non-resident Islamic Boarding School students to memorize the Qur'an. This study presents two substance problems, namely: 1) How does the implementation of prophetic communication in inviting non-resident students to memorize Al-Qur'an at Al-Ittifaqiah Islamic Boarding School ?. 2) What are the obstacles encountered when inviting non-resident students to memorize the Qur'an? To obtain answers to the problems above, this study uses descriptive qualitative research methods of analysis that is grouping data according to their categories and outlining all concepts related to the research discussion. The data sources of this study are non-resident students and tahfizh teachers of Al-Ittifaqiah Islamic Boarding School. Furthermore, data collection methods used are through observation, interviews, and documentation. The data obtained will be analyzed using data reduction, data presentation, and drawing conclusions. This research uses the theory of message reinforcement (reinforcement theory). The results of this study indicate that prophetic communication conducted by Al-Ittifaqiah Islamic Boarding School, namely the teachers communicate well (ma'ruf) to their students, so that it has a good effect on the students. Then provide motivation that can increase the spirit of memorizing the students. Socialization was also held by Islamic boarding schools by giving awards to high-achieving students. While the inhibiting factor in inviting non-resident students to memorize the Qur'an is, it is difficult to communicate directly with students because of the influence of distance. Then the residential environment that does not support where non-resident students do not live in boarding school resulting negligence in memorizing and inhibiting the process of memorizing students.
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Priyanto, Dwi, and Rifqi Abdul Rosyad. "PENDIDIKAN BERBASIS NILAI –NILAI PROFETIK DI MIN PURWOKERTO." Jurnal Penelitian Agama 18, no. 2 (December 23, 2017): 387–99. http://dx.doi.org/10.24090/jpa.v18i2.2017.pp387-399.
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Abstract: The result of research indicates that: 1) Management of education based on prophetic values in MIN Purwokerto Banyumas Regency is implemented as follows: a) The new student recruitment system of MIN Purwokerto is conducted by non-test selection, by interview, the number of new students accepted is limited the amount is in accordance with the capacity of the provided classes are 4 classes or 128 students, because one class maximum of 32 students. b) MIN Purwokerto has Panca Prasetya learners, namely: 1) familiarize and implement the rules and regulations of madrasah, 2) respect the parents and teachers, 3) commitment to maintain the facilities and infrastructure Madrasah, 4) fostering in itself to behave with akhlakul karimah, 5) cooperate and be faithful to friends. Panca prasetya learners is a loyal oath of MIN Purwokerto students to be practiced in everyday life both in the environment of madrasah and in society Prophetic values implanted in students MIN Purwokerto namely: honest, discipline, responsibility, hard work, simple, independent, fair, brave and caring;
Keywords: Education, values, prophetic and Islamic elementary school
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Akramunisa, Akramunisa. "ULAMA DAN INSTITUSI PENDIDIKAN ISLAM." Al-Riwayah: Jurnal Kependidikan 9, no. 2 (September 30, 2017): 425–42. http://dx.doi.org/10.32489/al-riwayah.148.
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Islamic Scholars (Ulama) occupy a very important place in Islam and in the Muslims’ lives. Islamic scholars institutional environment is actually something strange thing, it was given a prophetic traditions explained that no ecclesiastical institution in Islam. Of course, the difference of teaching institutes with ecclesiastical institutions. Conceptually, the ecclesiastical institution does not exist in Islam, because Islam teaches everyone a direct relationship with God, without intermediaries. A cleric is not a professional representative of God, who was appointed and paid therefore be dismissed. Teaching institutes do not exist, although many recognized the community as religious scholars and jurists (lawyers or judges). The new teaching institutes arise a later as a result of social processes and they are called as scholars rather than scientist of tafsir, hadith experts, and legal experts, who writes books or teaching, but who researched and developed the science. A point to be noted, that in the Middle Ages there has been no real statement among the scholars who work as teachers and scholars who are not working as a teacher, because everyone learned that both salaried or not both trying to give lessons on society.
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Sidat. "Shedding Light on the Modalities of Authority in a Dar al-Uloom, or Religious Seminary, in Britain." Religions 10, no. 12 (November 29, 2019): 653. http://dx.doi.org/10.3390/rel10120653.
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‘God is the Light of the heavens and the earth…’ This article sheds light on the modalities of authority that exist in a traditional religious seminary or Dar al-Uloom (hereon abbreviated to DU) in modern Britain. Based on unprecedented insider access and detailed ethnography, the paper considers how two groups of teachers, the senior and the younger generation, acquire and shine their authoritative light in unique ways. The article asserts that within the senior teachers an elect group of ‘luminaries’ exemplify a deep level of learning combined with practice and embodiment, while the remaining teachers are granted authority by virtue of the Prophetic light, or Hadith, they radiate. The younger generation of British-born teachers, however, are the torchbearers at the leading edge of directing the DU. While it may take time for them to acquire the social and symbolic capital of the senior teachers, operationally, they are the ones illuminating the way forward. The paper discusses the implications of the changing nature of authority within the DU is likely to have for Muslims in Britain.
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Dewantoro, Mohammad Hajar. "POSISIONING PENDIDIKAN ISLAM DI ERA GLOBALISASI." Al-Misbah (Jurnal Islamic Studies) 2, no. 2 (December 20, 2014): 143–59. http://dx.doi.org/10.26555/almisbah.v2i2.100.
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Opportunities and challenges of globalization requires a superior human resources and competitively, which needs to be responded positively by the Islamic education. These opportunities need to be met by utilizing all the positive potential of globalization, disseminating the values of Islam to the world as an attempt to save mankind from viruses skularisasi who ignore the spiritual dimension in man. In addition, Islamic education should develop spiritual-based education vigorously supported by teachers, learners and educational organizations full support prophetic transformational leadership.
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Knowles, Steve. "Brexit, Babylon and Prophecy: Semiotics of the End Times." Religions 9, no. 12 (December 3, 2018): 396. http://dx.doi.org/10.3390/rel9120396.
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This article examines the predilection some Christian premillennialist preachers and teachers have with the semiotic association of geopolitics and biblical prophecy concerning the end times. This was epitomised in the run up to the United Kingdom’s referendum on continued membership of the European Union in June 2016. Since its inception, many premillennialists have interpreted the European Union as the place where the Antichrist emerges. Material objects associated with the European Union such as architecture, sculptures, currency and even posters, have been routinely highlighted as providing clear signs of the coming eschaton. Prophetic links between the European Union and satanic agencies, purported to be behind the ambition for an expanding European confederacy, ensured that many premillennialists voted to leave the European Union or were advised to do so in light of such prophetic signifiers. Utilising Webb Keane’s notion of representational economies, I argue that a premillennialist representational economy drives the search for signs in the everyday, and specifically those associated with the European Union. In this case, such semiotic promiscuity ratified the need to leave the European Union.
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Syukur, Taufik Abdillah. "Teaching Methods Of Character Used To The Companions Of Prophet Muhammad In Saheeh Muslim." Kordinat: Jurnal Komunikasi antar Perguruan Tinggi Agama Islam 18, no. 1 (May 27, 2019): 250–76. http://dx.doi.org/10.15408/kordinat.v18i1.11483.
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The Government of The Republic of Indonesia instructed to each school to incorporate character education in KTSP, syllabus and lesson plans. The government has also provided BOS in order to support teachers in their teaching’s method development. The character value is good, and the teaching’s method is well developed. Why do we still find unacceptable things which refer to the weakness of nation character in the student soul? The research is talking about the prophet teaching method in building his companions character according to Shaheeh Muslim. And that result will explain about the complementation of prophet teaching method in shaping student character in the school. The teaching method is the way that used to implement the prepared program to achieve the goal of teaching. The education character is a prepared effort in order to cause the student how to know and care about the values, which finally carry on them to be the perfect man. Companion was a man who met the prophet and died in a state of faith. This study depends on the sourced literature. The researcher qualitatively collects data, describes and analyzes it well. This research is about the character teaching method depends on the prophetic tradition (al-Hadits). The researcher classifies the hadits based on nation character, analyzes that results and relates things with the main project. The result indicates that the most widely used method of the prophet in shaping his companions character is the method of story, question & answer, and also lecturer. He also used another variety method such as problem solving, assignment, demonstration and fieldtrip. In shaping his companions character he did not use the method of discussion, experiment, and project. Researcher recommends all teachers to control and widely explore those three methods (stories, discussion, and lecturer) and integrate love, friends/ communicative, and care character as the main student character in process character education at school.
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Bowers, Janet, Jeffrey Brandt, Kevin Stovall, and Mailei Vargas. "Book Review: Searching for the Most Amazing Thing Over the Last 20 Years: A Review of Research on Technology and the Teaching and Learning of Mathematics, Volume 1 and Volume 2." Journal for Research in Mathematics Education 40, no. 5 (November 2009): 564–70. http://dx.doi.org/10.5951/jresematheduc.40.5.0564.
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Back in 1988, Tom Snyder (of Tom Snyder Productions, one of the most famous early software publishing companies) and Jane Palmer wrote a prophetic book called In Search of the Most Amazing Thing: Children, Education, and Computers. Their thesis was twofold: First, they pointed out that technology, which was just beginning to be introduced in grade schools, was so compelling that educators were “… more interested in so-called computer literacy than the real thing, literacy” (p. 2). Snyder and Palmer called for stakeholders to determine what their educational priorities were, and then to figure out what technology could do to support them. Second, they emphasized the view that teachers are indispensible components in the teaching and learning process, and that no computer will ever take their place. After 20 years, we believe that Snyder and Palmer would be gratified to read Heid and Blume's newly published two-volume set that contains a thorough anthology of how educators have defined priorities for the teaching and learning of mathematics and the pivotal roles that both the teacher and the technology play within that process. In our view, the editors have attained their goal of assembling a comprehensive digest that “… will enable the creation and implementation of curricula that capitalize on technology and will help teachers orchestrate the use of technological tools in school mathematics classrooms” (vol. 2, p. viii).
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Maelasari, Neneng, Dadang Sunendar, Andoyo Sastromiharjo, and Yeti Mulyeti. "DEVELOPING MIND MAPPING MODEL BASED ON PROPHETIC VALUES IN WRITING EXPOSITION TEXT." JURNAL PAJAR (Pendidikan dan Pengajaran) 5, no. 4 (July 29, 2021): 1123. http://dx.doi.org/10.33578/pjr.v5i4.8437.
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This research and development aimed to achieve 2 main objectives: to develop a mind mapping model based on prophetic values in writing exposition texts, and to describe and discuss the profile of mind mapping model based on prophetic values in writing exposition texts. This model was developed by using 4D model (definition, design, development, and dissemination) which was modified to 3DI (definition, design, development, and implementation) . This research was conducted in the academic year 2019/2020 at a high school in Bandung. The instruments of this research were questionnaires and observation sheets that fulfilled the validity and reliability requirements. The initial product was tested on a limited trial in X IPA SMA Negeri 1 Baleendah Bandung. Then, the revised product was tested extensively in 2 classes, namely X IPA-3 and X IPS-5. The last procedure in this research was the dissemination of the final product prototype, which was teaching materials entitled Mind Mapping Based on Porphetic Values: Teaching Materials for Writing Exposition Texts for Grade X SMA/MA. This teaching material consisted of 30 pages, A4, time new roman, 12 automatic spaces outside the start page of 7. Ho was rejected for the paired sample t test because the sig. 0.037 < p = 0.05 for class X IPA-3 and the sig. 0.037 < p = 0.05 for class X IPS-5. Thisproduct was believed to contribute to the process of learning writing exposition texts at high schools. After that, as users, the Indonesian teachers scored in mode 4 for a scale of 1 to 4 for the 4 feasibility indicators. The score mode of 4 also occured in the assessment given by the expert team.
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Eissa, Manar, and Madihah Khalid. "Development of Character and Life Skills through Islamic Methods of Teaching Acquired Science Subjects at Islamic International Schools in Malaysia." IIUM Journal of Educational Studies 6, no. 1 (July 2, 2019): 3–17. http://dx.doi.org/10.31436/ijes.v6i1.143.
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Islamic Schools strive to achieve educational excellence while integrating religious values into their curriculum. Yet, what makes an Islamic school really “Islamic” is not just the content of the curriculum, but also the teaching methods employed by the teachers who are teaching religious and non-religious subjects which affect the whole implementation of the integrated curriculum. The aim of this paper is to investigate the potential benefits of using Quranic and Prophetic Teaching Methods (QPTMs) in non-religious classes on developing the characters of students. Semi-structured one-on-one interviews were conducted with 6 teachers teaching non-religious subjects in Islamic international schools in Malaysia. The interviews were transcribed and the data collected was analyzed by the researchers. The study analysis revealed that teachers of non-religious subjects in Islamic international schools believe that QPTMs contribute to students’ character development by inculcating characteristics and life skills. The findings of the study can draw the attention of integrated curriculum developers to the impact of including the QPTMs in teaching non-religious subjects in the inculcation of Islamic morals and developing the characters of the students.
Key words: Islamic education, moral education, character development, teaching methods, integrated curriculum
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Saeed, Abdul Ahad Roshan, Mazhar Gul, and Allah Noor Khan. "An Analysis of Stakeholders Concerns Regarding Dropout of Professional Degrees in the Recruitment of Teachers in Khyber Pakhtunkhwa." Global Educational Studies Review II, no. I (December 30, 2017): 10–24. http://dx.doi.org/10.31703/gesr.2017(ii-i).02.
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Teaching is a prophetic profession. It requires a considerable amount of professional knowledge and skills that allows any individual to become a competent teacher and play his role successfully in the school environment. The government of KP recently gave an open opportunity for everyone to apply on each and every teaching cadre/posts of teaching without having the professional degree. The purpose of study was to explore, compare and explain the concerns of stakeholders (professional degree holders) regarding this new recruitment policy for all cadres in district D.I.Khan. The mixed method, convergent parallel design was used for the study. Closed ended questionnaire on five point Likert scale (n=202) and semi-structured, open ended interview (n=12) as a tool was used for the study. Concerns regarding needs/importance of professional degree, dropping out professional degree and acceptance of policy were pointed out.
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AS SABIQ, AGUS HUSEIN. "PROPHETIC LEARNING IN ELT." Tarling : Journal of Language Education 1, no. 2 (October 12, 2018): 69–96. http://dx.doi.org/10.24090/tarling.v1i2.1786.
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Affective teaching is substantive in the process of learning. It aims at developing excellent moral output. For Muslims, the Prophet Muhammad becomes the trendsetter in all aspects of their life. By examining some hadiths, the Prophet Muhammad did not only provide a form of that was only cognitive or afective, but in several conditions the prophet also gave an example of how to learn and teach. Therefore prophetic learning is necessarily integrated into all instructional contents so students can fully develop their attitude accordingly. English is a necessary subject, but on the other hand, it also teaches the idea of secularity which exist in English culture. Integrating prophetic learning in English language teaching can be done through: (1) teacher as a model; (2) stimulus response/questioning; (3) story telling; (4) analogy/logical order; (5) direct practice; (6) applied materials; (7) giving advice; (8) closing statement.
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Bahri, Samsul. "WORLD VIEW PENDIDIKAN ISLAM TENTANG PEMBENTUKAN KARAKTER PESERTA DIDIK YANG HOLISTIK DAN INTEGRATIF." Jurnal MUDARRISUNA: Media Kajian Pendidikan Agama Islam 7, no. 2 (December 29, 2017): 179. http://dx.doi.org/10.22373/jm.v7i2.2361.
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This paper discusses the world view of Islamic education on the formation of the character of learners are holistic and integrative. The method used is descriptive analysis by using historical approach. This study proves that the world view of Islamic education in character education has become the vision and mission of Islamic education, it is seen in the goal of Islamic education, the responsibility of educators. This study also concludes the prophetic mission of Islamic education is to develop character education of students or morality and educate individuals to believe in God and implement their Shari'ah. It's just that this mission has not been achieved because it stumbles with a mall-educational practice. Therefore, teachers are willing to innovate and creativity to characterize character education strategies in a balanced way through implementation in learning through exemplary.
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Misbah, Muhammad, and Jubaedah Jubaedah. "Fanatisme dalam Praktik Pendidikan Islam." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 26, no. 1 (August 16, 2021): 51–64. http://dx.doi.org/10.24090/insania.v26i1.4825.
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This paper examines the problem of fanaticism in Islamic education in Indonesia. As a plural country with its diversity, a high sense of tolerance is needed in Indonesia. This research is a qualitative research with library research. Documentation methods were used in this study to collect data from various literature, such as books, journals, and other electronic sources. The data is analyzed using content analysis method, whereas in the conclusions is drawn using an inductive mindset. The results of the study concluded that the paradigm of Islamic education should be done through multicultural inclusive education and prophetic education. Islamic Education (PAI) teachers in this regard have an important role in instilling a harmonious sense of religion. Inclusive multicultural education is expected to foster a sense of belonging and togetherness, dissociated from primordial barriers by emphasizing plurality-based religious education.
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Gatti, Lauren, Jessica Masterson, Robert Brooke, Rachael W. Shah, and Sarah Thomas. "English education as democratic armor." English Teaching: Practice & Critique 17, no. 2 (June 4, 2018): 116–31. http://dx.doi.org/10.1108/etpc-05-2017-0079.
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Purpose The purpose of this paper is to illustrate the ways in which attention to programmatic vision and coherence – rather than foci on individual courses – might advance the work of justice-oriented, critical English education in important ways. The authors propose that consciously attending to the work of English education on the programmatic level can better enable English educators to cultivate democracy-sustaining dispositions in preservice teachers. Using Grossman et al.’s (2008) definition of “programmatic coherence”, the authors illustrate how one interdepartmental partnership is working to create a shared programmatic vision for English education. Design/methodology/approach Drawing on Cornel West’s call for the development of a three-piece democratic armor – Socratic questioning, prophetic witness and tragicomic hope – the authors describe their programmatic vision for cultivating democracy-sustaining dispositions in preservice teachers. They show how this shared vision constitutes the foundation for the organization, purpose and sequence of the four-semester cohort program. Finally, the authors describe how this vision helps facilitate meaningful and purposeful symbiosis between field experiences and university coursework. Findings In an effort to promote replicability regarding programmatic coherence, the authors share structural aspects of their program as well as pose generative questions for colleagues who are interested in approaching the work of critical, democratic English education from the programmatic level. Originality/value Addressing the challenges of teacher preparation – especially in this polarized and pitched historical moment – requires shifting the focus from individual courses to a more expansive view that might enable English educators to consider how courses within a program might collectively advance a particular vision of critical and democratic English education.
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Sherman, Robert J. "Toward a Trinitarian Theology of the Atonement." Scottish Journal of Theology 52, no. 3 (August 1999): 346–74. http://dx.doi.org/10.1017/s0036930600050250.
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In my work as a theologian educating future pastors and teachers, I am concerned that too many of my students make no greater claim of Christ than that he was a ‘spirit person’, and construe his work as some variation on personal spiritual mentoring. Such reductionistic tendencies in understanding the person and work of Christ clearly owe more to certain iconoclastic voices in academia and current cultural sensibilities than they do classic Christian understandings of God and redemption. Whatever their source, such minimalist views can only weaken the Church's ministry. Fortunately, two other trends may supply helpful resources for a response. First, interest in the doctrine of the Trinity has re-emerged, across the theological spectrum. Similarly, new discussions have emerged around the doctrine of the atonement, such as the explicit feminist critiques of vicarious substitution theories or the promotion of prophetic/political models typical of members of the Jesus Seminar or responses to these and other issues. I propose to address this Christological reductionism by combining these two trends, adopting aspects of some new approaches while critiquing others. In so doing, I am motivated less by the desire to produce theological innovation than to demonstrate the theological integrity and pastoral value of several classic Christian traditions. Specifically, I will offer a constructive theological proposal connecting the Trinity with the rubrics of prophet, priest and king to explain Christ's diverse atoning work.
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Muhammad, Azamul Fadhly Noor. "BERFIKIR PROFETIK DALAM PEMBELAJARAN MATEMATIKA SD/MI." Al-Bidayah : Jurnal Pendidikan Dasar Islam 9, no. 2 (December 12, 2017): 1. http://dx.doi.org/10.14421/jpdi.2017.0902-01.
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Abstract
In the world of education, students who have a high learning interest can experience a decrease in interest in learning. One example in mathematics learning. If they are taught by the teacher in a tedious and cheery way, then the students will get bored quickly in accepting the learning in class. Preferably, students who have low motivation, can experience increased interest in learning if guided by a teacher who knows how to communicate and think well to the students. Prophetic thinking is thinking according to what the prophet teaches or does. Education with prophetic perspective means studying education as a great nation program that has a predictive power to a more brilliant future conducted by someone called a prophet who is an early speech or pioneer who proclaims himself and speaks the future. in teaching Mathematics lesson which is a lesson that is needed by the students as their provision to live life in society later. Not to mention the paradaban of our nation at this time so badly, so we seem to have lost identity as a dignified nation, so it is necessary to return the level of thinking as taught by the Nabi Muhammad SAW that we often call Profetic thinking, which actually was already taught by parents each before entering elementary school.
Keywords: Profetical Thinking, Learning, Elementary Mathematics.
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Syukur, Taufik Abdillah. "Metode Pengajaran Karakter Yang Digunakan Rasulullah SAW Kepada Para Sahabat Dalam Kitab Shahih Muslim." Hikmah: Journal of Islamic Studies 13, no. 1 (May 15, 2017): 65. http://dx.doi.org/10.47466/hikmah.v13i1.90.
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The research is talking about the prophet teaching method in building his companions character according to Shaheeh Muslim. And that result will explain about the complementation of prophet teaching method in shaping student character in the school.
This study depends on the sourced literature. The researcher qualitatively collects data, describes and analyzes it well. This research is about the character teaching method depends on the prophetic tradition (al-Hadits). The researcher classifies the hadits based on nation character, analyzes that results and relates things with the main project.
The result indicates that the most widely used method of the prophetinshapinghiscompanionscharacteristhemethodofstory, question & answer, and also lecturer. He also used another variety method such as problem solving, assignment, demonstration and fieldtrip. In shaping his companions character he did not use the method of discussion, experiment, and project.
Researcher recommends all teachers to control and widely explore those three methods (stories, discussion, and lecturer) and integrate love, friends/ communicative, and care character as the main student character in process character education at school.
Keywords: Prophet, Teaching method, Character, Shaheeh Muslim
Penelitian ini membahas tentang tentang metode pengajaran karakter yang digunakan Rasulullah SAW. kepada para shahabat dalam kitab Shahih Muslim dan implementasinya dalam pendidikan karakter di sekolah.
Penelitian ini menggunakan kajian pustaka yang bersumber dari kepustakaan. Peneliti mengumpulkan data yang bercorak kualitatif yang dideskripsikan untuk kemudian dianalisis. Penelitian ini seputar masalah metode pengajaran karakter yang mengambilhaditssebagaipijakannya. Adapununtukmenganalisa masalah, peneliti mengklasifikasikan hadits-hadits berdasarkan teori pendidikan karakter dan metode pengajaran. Kemudian menganalisis hasil klasifikasi tersebut dan menghubungkannya dengan pokok pembahasan.
Hasil penelitian ini ditemukan bahwa metode yang paling banyak digunakan Rasulullah SAW. dalam pendidikan karakter shahabat adalah metode cerita, tanya jawab dan ceramah. Rasulullah SAW. juga menggunakan metode lain walaupun tidak banyak seperti pemecahan masalah, penugasan, demostrasi dan karyawisata. Rasulullah SAW. tidak menggunakan metode diskusi, eksperimen dan proyek dalam pendidikan karakter shahabat.
Peneliti merekomendasikan agar para guru pengampu pendidikan karakter untuk menguasai tiga metode pengajaran yaitu cerita, tanya jawab dan ceramah serta mengintegrasikan karakter cinta, bersahabat/komunikatif dan peduli dalam proses pendidikan karakter di sekolah.
Kata Kunci: Nabi, Metode pengajaran, Karakter, Shahih Muslim
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Khudhori, Muhammad. "Tipologi Kitab Al-Ma'ajim dalam Kodifikasi Hadis." Riwayah : Jurnal Studi Hadis 2, no. 2 (March 19, 2018): 287. http://dx.doi.org/10.21043/riwayah.v2i2.3138.
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The method which is used by theologian in hadi>th codification has a trend that change from time to time. After third century of hijriyah, some theologians arrange hadith’s book using the method that has already taught to them before, but others have a different method. One of the method which is dissimilar from others is hadith codification method or it is called Mu‘jam. Mu‘jam is a hadi>th codification typology that is based on the friend of the Prophet’s musnad or the writer’s teacher that is arranged based on alphabet. In some sample, it is seemed that Mu‘jam’s book also shows some friends of the Prophet’s biography before showing the history of them. Mu‘jam’s book is classified into two groups. They are Mu‘jam al-Shuyukh (based on teacher’s names) and Mu‘jam al-Sahabah (based on friends of the Prophet’s names). Commonly, there are some quality of hadith s in Mu‘jam’s books. There are sahih, hasan, da‘if even mawdu’ (false). One of the benefit in Ma‘ajim’s book is as the main reference of Prophet’s musnad hadith. It means continued until the Prophet himself and containing lots of hadith that is not found in al-Kutub al-Sittah. Moreover, Mu‘jam’s book is one of the main references to know the biography of Sahabat (friend’s Prophet), nasab (offspring), and their virtue.
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Kars, Aydogan. "An Earlier Copy of al-Suhrawardī’s ʿAwārif al-Maʿārif and Its Scribe, Abū Ṭāhir al-Ḥanafī." Religions 11, no. 11 (November 17, 2020): 613. http://dx.doi.org/10.3390/rel11110613.
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This paper introduces an accomplished Ḥanafī traditionist [muḥaddith] named Abū Ṭāhir ʿAbd al-Salām Ibn Abī al-Rabīʿ al-Shīrāzī (b.bef.590/1194, d.661/1263), and two newly-discovered manuscripts that shed light on his life, works, and networks. The first manuscript is an earlier copy of ʿUmar al-Suhrawardī’s (539-632/1145-1234) influential Sufi treatise, Benefits of Intimate Knowledge [ʿAwārif al-Maʿārif] that Abū Ṭāhir copied in 603/1206. In addition to updating the terminus ad quem of al-Suhrawardī’s masterpiece, the manuscript also preserves a significant audition [samāʿ] record. While Abū Ṭāhir transcribed this early copy, he seems to have neither participated in the later transmission of the work nor formed a Sufi identity. A well-connected traditionist who has not yet received scholarly attention, he wrote many works, none of which have been studied so far. This paper introduces his life and works, traces his immediate teachers and pupils in transmitting prophetic sayings, and analyzes a hitherto unstudied manuscript of his Forty Sayings on the Virtue of Praying for the Messenger of God [Al-Arbaʿūn fī Faḍīlat al-Ṣalāt ʿalā Rasūl Allāh]. The paper demonstrates that the study of al-Suhrawardī’s ʿAwārif al-Maʿārif by non-Sufi traditionists can be traced back to its earliest extant copy available to us.
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Mahmudi, Mahmudi. "Posisi dan Stategi Pendidikan Islam di Eraglobalisasi." FALASIFA : Jurnal Studi Keislaman 12, no. 1 (March 31, 2021): 135–49. http://dx.doi.org/10.36835/falasifa.v12i1.462.
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ABSTRACT Opportunities and challenges of globalization require superior and competitive human resources, which need to be responded positively by Islamic education. These opportunities need to be fulfilled by utilizing all the positive potentials of globalization, spreading Islamic values to the world as an effort to save humanity from the scularization virus that ignores the spiritual dimension in humans. In addition, Islamic education must develop a spiritual-based education that is fully supported by teachers, students and educational organizations that fully support prophetic transformational leadership, therefore the teaching and learning strategy can be developed in accordance with the demands of the times. Keywords: globalization, Islamic education, position, strategy
ABSTRAK Peluang dan tantangan globalisasi membutuhkan sumber daya manusia yang unggul dan kompetitif, yang perlu direspon secara positif oleh pendidikan Islam. Peluang-peluang ini perlu dipenuhi dengan memanfaatkan semua potensi positif globalisasi, menyebarkan nilai-nilai Islam ke dunia sebagai upaya menyelamatkan manusia dari virus skularisasi yang mengabaikan dimensi spiritual dalam diri manusia. Selain itu, pendidikan Islam harus mengembangkan pendidikan berbasis spiritual yang didukung penuh oleh para guru, pelajar, dan organisasi pendidikan yang sepenuhnya mendukung kepemimpinan transformasional kenabian, oleh karena itu starategi pengajaran dan pembelajaran bisa dikemangakan sesuai dengan tuntutan zaman. Kata Kunci: globalisasi, pendidikan Islam, Posisi, Strategi
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Fahm, AbdulGafar Olawale. "Transmitting the Teachings of Islam in Contemporary Times: Glimpses from Prophetic Approach." Journal of Quran Sunnah Education & Special Needs 3, no. 1 (June 1, 2019): 15–24. http://dx.doi.org/10.33102/jqss.vol3no1.29.
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There is a growing body of literature that recognizes the importance of proper approach to transmission of learning. This is because an effective method teaching always goes a long way in helping to understanding what is being taught. Contemporary discourse on teaching style often stresses either a teacher-centered or student-centered approaches. This paper takes a critical look at the Prophet Muhammad’s methods of teaching Islam to the Companions (Sahaba). This study attempts to understand the intent of these methods used by the Prophet Muhammad and investigates their possible implications. Through historical and descriptive methods examines the primary sources in Islam – the Qur’ān and the life case of the Prophet Muḥammad as presented in his sayings and teachings (Ḥadīth). The study reveals that the prophetic approach, apart from being very effective, is also a very practical method that can be used in our contemporary times and provides a better understanding of the message of Islam and prophetic heritage.
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Sinaga, Ali Imran, Farida Jaya, and Andi Prahara Hasibuan. "The Teacher's Role in Applying the Hadith Release Method in SDIT Cendekia Pematangsiantar District." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 3 (August 31, 2020): 1577–80. http://dx.doi.org/10.33258/birle.v3i3.1238.
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The research objectives were to determine: (1) the role of the teacher in the implementation of memorizing hadith in SDIT Cendekia, (2) the method applied by the teacher in memorizing hadith at SDIT Cendekia and (3) the impact obtained by students from the application of memorizing hadith in SDIT Cendekia. The research method used is qualitative. Data collection is done by observation and interviews. The research findings show: (1) the role of the teacher is as a facilitator, motivator, and the most important role in memorizing this hadith is to instill good morals to students who are in accordance with the guidance and behavior of the prophet through habituation. (2) the method applied by the teacher in memorizing hadiths used the oral method and movement, they did this on the basis of the age of grade 1-2, they were still not very fluent in reading hadith and were still not very fluent in reciting it, while for grades 3-6 the method was used. The tasalsuli thariqah, the jam'i thariqah method and the muqassam thariqah method. and, (3) the impact that students get from the application of memorizing hadiths is positive things that are felt by students, teachers and parents, including students' morals and actions that are more focused, students know and love the prophet more, students can find out the existing morals. in the Prophet's self, students remember each other friends if their actions are not in accordance with the hadith of the prophet they learned, and always try to behave according to the hadith of the prophet.
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Garrison, Jim. "TEACHER AS PROPHETIC TRICKSTER." Educational Theory 59, no. 1 (February 2009): 67–83. http://dx.doi.org/10.1111/j.1741-5446.2009.00307.x.
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Khan, Muhammad Akram, Ali Furqan Syed, Muhammad Junaid, Sajid mehmood Shakir, and Shahnawaz Shahid. "Analyzing The Farewell Sermon of the Prophet Muhammad (pbuh) A Critical Perspective." International Journal of Linguistics Studies 1, no. 1 (August 24, 2021): 71–81. http://dx.doi.org/10.32996/ijls.2021.1.1.6.
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Critical Discourse Analysis considers language use to be a form of social practice, and it is frequently used in political discourse, including written, verbal and visual public speeches. The last sermon of the Holy Prophet Muhammad (PBUH) is presented in this article as a Critical Discourse Analysis (CDA) in the perspective of social discrimination, inequity and racism. The study explores how the sermon brings about the true picture of Islam. The Prophet Muhammad’s view has been reflected through textual and stylistic discussion in the study. This study also focuses the ideology of Prophet Muhammad PBUH that is revealed through the linguistic choices in the sermon and how the relationship between Muslim and Non-Muslim in the broader socio-cultural and political sense is represented. To achieve the goals of the study Fairclaugh’s 3D Model was opted. The Prophet (PBUH) teaches his followers how to live-in peace with others, connect with them, and communicate with them without jeopardizing their own identities or the Muslims' sense of self. The findings of the study are that the Prophet's Farewell Sermon is seen as a road map for humankind, ensuring happiness, well-being, and prosperity for all people regardless of race, color, language, or other factors. The Prophet’s expert use of the available media at the time added to the sermon's effectiveness. Teaching His disciples how to communicate and disseminate the sermon's teachings throughout the world. Furthermore, the study found that the Prophet's tremendous rhetorical and linguistic eloquence in placing words, phrases, sentences, and other elements in their right contexts played a crucial part in expressing His intended meanings to His audience. The study has some limitations as researchers could not analyse each element at the textual level, although they had given a little detail in the quantitative analysis of the text. The researchers suggest that future researchers go for complete analysis at the textual level and explore other potential areas.
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Rifa'i, Ahmad, and Marhamah Marhamah. "The Method of Messenger of Allah in Al Qur'an Learning." Journal of Educational and Social Research 10, no. 3 (May 10, 2020): 131. http://dx.doi.org/10.36941/jesr-2020-0053.
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Studying the Qur'an is the duty of every Muslim. To understand the Qur'an properly and correctly, one must imitate the method of the Prophet in teaching the Qur'an to his companions. The Prophet's method was widely distributed in his hadith which was collected in many hadith books written by scholars. Therefore there needs to be in-depth research related to this Prophet's method. The object of this research is the teaching of the Qur’an carried out by the Prophet Muhammad. The purpose of this research is to find out the method used by the Prophet Muhammad in teaching the Qur’an so that it can be replicated and applied in modern life because the teachings of the Prophet proved effective and successful. The methodology in this paper is descriptive qualitative with a historical approach and literature review. The main data sources are the Qur'an and the Hadith and the literature of the scholars. The scope of this study is the method of education of the Qur’an by the Prophet Muhammad to his companions. The research finding, the method used by Rasulullah Muhammad SAW is the best method, besides he teaches how to read the Qur'an he also teaches content and guides companions to practice it in daily life. If the method can be replicated, the problem of national morality will soon be overcome.
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Paciorek, Piotr M. "Czas kresu czasów w literaturze apokaliptycznej." Vox Patrum 62 (September 4, 2014): 383–425. http://dx.doi.org/10.31743/vp.3592.
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In this article titled “The Time of the End of Times in the Apocalyptical Literature” the author presents the study about the biblical vision of the final time which concern two domains christological and ecclesiological. This patristic study pertains to several subjects set forth in section and sub-section titles, such as: Christ as the Eternal Day of God, the Parousia as the Second Coming of Christ, the Day of Judgement, the Great Tribulation or Persecution (Mt 24: 21; Mk 13: 19; por. Dan 12: 1), “the great distress” (Rev 7: 14), the time of Pagans persisting for forty two months, the fall of Jerusalem (Mt 24: 1-3; Mk 13: 1-4; Lk 21: 5-7. 20), “abomination of desolation” (Dan 9: 27; 11: 3; 12: 11), Gog and Magog from the vision of Ezekiel (Ezek 38-39) and Apokalypse (Rev 20: 8), a great apostasy will be a prelude to the Second Coming of Christ, “a hundred and forty-four thousand who had his [Lamb’s] name and his Father’s name written on their foreheads [and] who had been ransomed from the earth” (Rev 14: 1. 3), Antichrist (1Jn 2: 18. 22; 4: 2-3; 2Jn 7) and his time three and a half years (Rev 11: 9. 11) or forty-two months (Rev 11: 2; 13: 5). The Antichrist refers to the ruling spirit of error, the enemy of the Gospel, and the opponent of Christ who will precede His Second Coming and the end of the world. He is the incarnation of wickedness, pride, and hostility toward Christ’s redemptive work. This section delves into the number 666 (Rev 13: 18; 15: 2), false prophets (2Pet 2: 1), false teachers (2Pet 2: 1). In the biblical apocalyptic literature we can find a few visions of the cosmic catastrophes and cataclysms such as “earthquakes” (Mt 24: 7; Mk 13: 8), “famines” (Mt 24: 7; Mk 13: 8). In this study, appeared the theory of Millenarianism (from Latin mille) or chiliasm (from Greek c…lioi) based on a literal interpretation of Apocalypse (Rev 20: 2-7) which interpretation teaches that the visible personal rule of Christ on earth will last for a duration of a thousand years before the end of the world. Two themes are given special study in this article. First is the distinction of the interpretation of time. Second, is the interpretation of the prophetic announcements and eschatological visions from the Bible, and the potential influence of the ancient apocalyptic stories and writings in the redaction of the Bible. As to the first theme, the application of Greek distinction of concept of time as duration (crÒnoj) from time as fulfilment and accomplishment (kairÒj) to the Hebrew conception of time is problematic. Substantial biblical concept of time is an event which pertains to time, otherwise as time having specific event, more then a time extending indefinite time. In the theological perspective, perception of time is therefore an action of God. From the very beginning to the end of Biblical History, time is the means of God’s deeds of salvation. Thence for the biblical author, the historic-redemptive (salvation) concept of the world appears before his metaphysical conception. This concept is also readily apparent in the description of the seven days from the ancient Semitic cosmogony well-known from the Book of Genesis. This topic contains an important christological and messianic aspect. The history of the world become conditioned and dependant, defined and designated by the existence of the Word of God, Creation and Incarnation by the birth of the Son of God, fulfilment of time by the second coming of the Son of Man siting at the right hand of God (Mk 16: 19; Heb 12: 2), the end of time by the judgement of God. One can speak of christological concept of time and also of christological concept of the world. The discussion of the second theme revolves around the interpretation of the Fathers of the Church on apocalyptic writings. This analysis of the meaning of the apocalyptical symbols is presented according to the interpretation of the Fathers of the Church, starting with all commentary of the Book of Revelation written from the beginning to the 12th Century. Outstanding among Greek and Latin writers from the ancient time through the Middle Ages are: Papias of Hierapolis, Justin Martyr, Hippolytus, Irenaeus of Lyon, Origen, Tertullien, Lactance, Eusebius of Caesarea, Didymus of Alexandria, Victorinus of Pettau, Gregory of Nyssa, Jerome, Augustine of Hippo, Quodvultdeus, Primasius, Caesarius of Arles, Gregory the Great, Isidore of Seville, Raban Maur, Bede the Venerable, Ambroise Autpert, Beatus of Liébana, Rupert of Deutz, Joachim of Fiore, Richard of Saint-Victor. It is well known that, between the years 200 B.C. and 150 A.D., prophetic writings appeared in certain Jewish or Christian circles. These prophetic writings were called Apocalypses. After a careful analysis, this article hypothesizes that the Bible is influenced by this ancient apocalyptic literature. The Biblical Apocalyptic Literature was dependent upon formularies and expressions used in the ancient Apocalyptic Literature. Some symbols or apocalyptic numbers were accepted from the ancient Literature, sometimes diminishing and sometimes enlarging their meaning. On the basis of formularies and symbols from Biblical Apocalyptic, the Fathers of the Church built their own historical-theological interpretation of eschatological events. In the Bible, both Old and New Testaments, there are prophetic announcements and eschatological visions. The New Testament is a repetition of those visions and those announcements made in the Old Testament. The Book of Revelation is the conclusion of those announcements and the accomplishment of those visions. An example of this use of the apocalyptical symbols in the theological and historical contexts by the Christian writers is found in the interpretation of the vision of Gog and Magog. The vision of the Gog and Magog was usually interpreted in the historical context. They were identified with Goths, Barbaric people who invaded and conquered most of the Roman Empire in the 3rd, 4th, and 5th centuries. Yet this epic figure is reinterpreted with the turn of each new century. In the new historical context, the writers give a new interpretation, but the theology of these symbols remains the same.
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Muhammad Abdullah, Mohammad Abdalla, and Robyn Jorgensen. "Towards the Formulation of a Pedagogical Framework for Islamic Schools in Australia." ICR Journal 6, no. 4 (October 15, 2015): 509–32. http://dx.doi.org/10.52282/icr.v6i4.300.
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During the last 30 years ‘Islamic’ or Muslim schools have sprung up in Europe, North America and Australia. Reasons for the establishment of these schools generally pertain to Islamic faith and quality of education. Parents desire their children to be positive participants in, and contributors to, society while at the same time maintaining their faith. However, a number of researchers question the effectiveness of Islamic schools in achieving these goals. Driessen and Merry (2006) and Walford (2002) note that matters of Islamic faith are mainly confined to formalities expressed as rules and codes and Qur’an recitation. Moes (2006) and Shamma (1999) express concern that formalisation of religious education leads to negative consequences. Often, these schools devote their energies to the ‘what’ and ‘why’ of Islam without the ‘how’. Memon (2007) proposes that to achieve the intents and purposes of Islamic education in a western context, teachers need to be guided by the pedagogical principles of the Islamic tradition in a fertile synthesis with the pedagogical principles of contemporary educational thought. Such a pedagogical framework would enable a curriculum to be embedded that is both faithful to Islamic principles and relevant to contemporary society. While there is some limited international research in this area, there is a dearth of research in the Australian context. This paper critically surveys and evaluates the existing research material and proposes a Prophetic Pedagogical Framework that may be used in a fertile synthesis with the Productive Pedagogies framework underpinning the Queensland public education system. It is contended that an Islamic extension of the Productive Pedagogies framework would have considerable value for the on-going quality of teaching in Australian Islamic schools.
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Arfandi, Arfandi. "Persfektif Islam Tentang Kedudukan dan Peranan Guru dalam Pendidikan." Jurnal Darussalam: Jurnal Pendidikan, Komunikasi dan Pemikiran Hukum Islam 11, no. 2 (April 30, 2020): 348. http://dx.doi.org/10.30739/darussalam.v11i2.619.
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A teacher is someone who provides knowledge to their students and is responsible for educating, teaching, guiding, directing, assessing and evaluating their students so that it is useful in the future. Professional teachers are teachers who are able to apply multidimensional relationships. Such teachers are those who internally have four competencies, namely: pedagogical competence, professional competence, personality competence, and social competence. The Islamic perspective on the position and role of the teacher is to position the teacher or educator in a noble position. Educators are positioned as spiritual fathers (spiritual father) for their students. He provides spiritual food with knowledge and development of noble morals (akhlaqalkarimah) and straightens them out. To create educators who are professional as well as competent in Islamic education, it is based on the demands of the Prophet because he was the only most successful educator in a short span of time, so that it is hoped that he can get closer to the reality of the educator with the ideal (Prophet Saw). The following are the competencies of Islamic educators and education: Religious Personal Competencies, Religious Social Competencies and Religious Professional Competencies.
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Jarrett, Gene Andrew. "“Come, Let Us Reason Together”: New Research and the Public Good." PMLA/Publications of the Modern Language Association of America 133, no. 3 (May 2018): 673–77. http://dx.doi.org/10.1632/pmla.2018.133.3.673.
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The university is the prophetic school out of which come the teachers who are to lead democracy in the true path. It is the university that must guide democracy into the new ields of arts and literature and science. It is the university that ights the battles of democracy, its warcry being: “Come, let us reason together.” (Harper 223)For our era, the ability to search and research—sorting, evaluating, verifying, analyzing, and synthesizing abundant information—is an incredibly valuable skill. With the advent of Twitter and fake news, as well as the digitization of vast archives made accessible for the irst time, these active learning skills should have a far larger role in higher education today. (Davidson 88)STUDENTS IN HIGHER EDUCATION SHOULD MASTER RESEARCH TO SOLVE THE GREAT SOCIETAL PROBLEMS OF THE TWENTY-FIRST CENTURY. Research—as Cathy N. Davidson succinctly defines it above—is one of many crucial topics in her compelling new book The New Education. Looking at the literature and data on American universities Davidson describes in her study, I venture that new research could contribute to the public good as long as research universities continue to advance democracy. Theoretical and practical notions of democracy, of course, have evolved remarkably since America's founding, oscillating between the ideological poles of “liberalism” and “illiberalism,” as some pundits have recently put it (Deneen 155–59). For the sense of American democracy anchoring my essay, I have in mind a “deliberative form of politics” that calls on “the demos to reflect upon itself and judge [the efforts of] laws, institutions, and leaders” to maintain the equality of social rights and privileges (Urbinati 16). The democratic prosperity of American society requires an increasingly diverse range of students to conduct new research on behalf of the intellectual and scholarly contributions of universities to the public good.
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Zulhammi, Zulhammi. "ETIKA PROFESI KEGURUAN TINJAUAN HADITS RASULULLAH SAW." Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman 6, no. 2 (September 28, 2020): 125–38. http://dx.doi.org/10.24952/di.v6i2.2799.
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In an Islamic perspective, for a reference to the ethics of the teacher profession which can refer to the guidance of the Prophet Muhammad, because he as an apostle has a superior quality personality as a teacher and guide.The ethics of the teaching profession includes the ethics of the teacher towards himself, among others, being able to be responsible for his scientific insight and expertise and having to practice the knowledge he has in order to benefit himself and benefit others. Teachers' ethics towards their students, they understand the condition of their students, try to transfer knowledge to students until they understand, uphold self-esteem, integrity and never demean their dignity. Teachers' ethics towards peers include, among other things, that teachers should not make false statements regarding the qualifications and competence of peers and not cause conflicts with peers. Teacher ethics towards parents of students include teachers trying to foster effective and efficient cooperative relationships and deliberation in carrying out the educational process. Teacher professional ethics towards the community, among others, teachers must have the ability to communicate well with the community. Teacher ethics in this case concerns their concern for social problems, mutual cooperation, mutual assistance, egalitarianism (equality between humans), tolerance, and so on.
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Ulya, Vita Fitriatul. "Peran Orang Tua dalam Pembentukan Nilai Karakter Anak Usia Dini melalui Metode Qashash al-Qur’an." Al-Hikmah : Indonesian Journal of Early Childhood Islamic Education 4, no. 1 (July 3, 2020): 52–66. http://dx.doi.org/10.35896/ijecie.v4i1.110.
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Parents have a very important role in developing the character of early childhood, because the family is the first and foremost educational environment for children. Early childhood is where children are in the age range of zero to six years and during this time the child is experiencing very rapid development. There are several methods that parents can do in instilling character values, one of which is by telling stories. Stories are considered effective because they remember the characteristics of young children who have a great curiosity, like to fantasize and imagine. The main character values according to the Ministry of Education and Culture include integrity, nationalist, mutual cooperation, independent and religious values. The five characters can be taught by parents through learning the story of the Qur'an or Qashash al-Qur'an. Many stories in the Koran can be used as lessons and lessons, including the stories of previous Prophets, stories of people with good personalities not the Prophet's group and stories about events in the time of the Prophet. All the stories contained in the Koran can be used as lessons. Parents as the main and first teacher should tell these stories to children so that good character, personality or character is formed and they always become people who believe in God.
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Yuni, Qonita Fitra. "SOFT SKILL DEVELOPMENT TO IMPROVE THE TEACHERS’ PROFESSIONAL COMPETENCE IN ISLAMIC EDUCATION PERSPECTIVE." ELEMENTARY: Islamic Teacher Journal 5, no. 1 (February 7, 2018): 191. http://dx.doi.org/10.21043/elementary.v5i1.2987.
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<p>Professional teachers are required to always evolve according to the demands of dynamic change. In the perspective of Islamic education, teachers get high appreciation of the position one level below from the position of the Prophet. The Islamic appreciation of the learned men is illustrated in the hadith as quoted by Ahmad Tafsir (in Hasbullah, 1999: 193), namely: "Ulama's ink is more precious than the blood of the martyrs". The development of soft skill to improve the professional competence of teachers can be done through coaching programs such as upgrading, training/workshops, seminars or scientific meetings, e-learning, or formal activities in accordance with the needs of teachers. The development and fostering of professional competence of the teacher needs to be done continuously and comprehensively, so that will give birth to a comprehensive professional teacher as well.</p>
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Ali, Nur. "The Role of the Arabic Teacher in the Spread of Islam in Nusantara." Ilomata International Journal of Social Science 2, no. 2 (April 29, 2021): 105–12. http://dx.doi.org/10.52728/ijss.v2i2.214.
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The entry of the people of the archipelago into Islam is the ability of Islamic broadcasters to use attractive packaging, especially by emphasizing conformity with Islam or continuity with local beliefs. This continuity does not mean changes in local religious beliefs or practices but adjustments through teaching. There are many methods used by Islamic broadcasters to get the people of the archipelago to accept Islamic teachings, such as a recitation teacher who teaches Arabic either directly or indirectly. Because the Al-Qur'an, the Prophet's Hadith and Islamic teachings use Arabic, the teachers try to teach Arabic well and professionally. Arabic was first taught with the aim that Islamic teachings could be understood and practiced properly. By practicing Islamic teachings properly and correctly, it becomes an attraction for people who have not embraced Islam. After the teachings of Islam have been well and correctly accepted, the aim of teaching Arabic has changed, namely to communicate with other nations.
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Cornbleth, Catherine. "Unarmed Prophets? A review ofTomorrow's Teachers†." Journal of Curriculum Studies 19, no. 3 (May 1987): 259–69. http://dx.doi.org/10.1080/0022027870190305.
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Hirniak, Mariana. "Symbol of light in “Paternal lantern” by Roman Fedoriv." Слово і Час, no. 6 (November 26, 2020): 31–46. http://dx.doi.org/10.33608/0236-1477.2020.06.31-46.
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The paper deals with the novel “Paternal Lantern” by Roman Fedoriv, namely with the symbolic meanings the light acquires according to its material representation in the work. The writer interprets this symbol, common for the cultures of the whole world, in a rather original way. In the novel, the sunlight is associated with the human internal strength and power of nature; it is a precondition for life as well as evidence of righteous existence on earth. The sunset symbolizes approaching death and thereby manifests the man’s need to rethink his way of life. The fire is a source of light and heat, and even, in accordance with ancestral beliefs, an abode of the deity; therefore it is frequently treated as a guarantee of family’s happiness and longevity, as a patron of the house. The fire has the power to clear evil and passions out; however, it also symbolizes love, which needs care not less than a bonfire. The ambivalence of the fire, namely the fire of life and the one of death, caused by its origin and destination, represents opposite principles of the universe. The ‘free’ fire, lit in the open air due to the community’s will, resembles the lantern of Halychyna land for the novel’s characters. Hidden in the depths of human being, the outbursts of anger, the experience of happiness and joy, and still untapped potential, which makes a person capable of making great things, are also associated with fire. The candle symbolizing “light that enlightens everyone” accompanies characters’ good thoughts and actions, it can be a prophetic sign or guide to the afterlife. The function of ‘lantern’ in the novel is also performed by the things related not to the physical light but the shine of life, insight, and true understanding. These are home (native land), a righteous person, art and texts, minstrels, scholars and teachers that bring enlightenment to the people, help them search for truth and pass it on to the next generations leaving the trace of light in their descendants’ memory.
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Revita, Desi, and Sri Hartati. "PELAKSANAAN PEMBELAJARAN IBADAH WUDHU DI TAMAN KANAK-KANAK ISLAM TERPADU DAR EL-IMAN 2 KOTA PADANG." Jurnal Ilmiah Pesona PAUD 7, no. 1 (June 5, 2020): 26. http://dx.doi.org/10.24036/108650.
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This study aims to describe the implementation of learning ablution using a qualitative approach, descriptive method. Reseacrh informants are teachers. Data collection techniques are observation, interviews, and documentation. Data analysis techniques with data triangulation techniques. The results of the implementation of learning ablution in the Integrated Islamic Kindergarten Dar El-Iman 2 Padang City were carried out well. The activities of implementing ablution leraning are carried out using simulation methods and exercises. The simulation method shows the teacher who directly teaches the implementation of ablution to children, the steps from beginning to end using hand mevements then the child follows. The teacher signals to the child as if in front of him there is water when in fact it is not, this is done to make it easier for the child to remember the steps of performing ablution. In the practice method of performing ablution worship every week, so that children can understand and apply it in everyday life and children can do the implementation of ritual ablution as taught by the Prophet Muhammad. The implementation of ablution learning has been effective. Keyword : Implementation of worship learning, worship ablution.
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Van Aarde, A. G. "Immanuel as die geïnkarneerde tora: Funksionele Jesusbenaminge in die Matteusevangelie as vertelling." HTS Teologiese Studies / Theological Studies 43, no. 1/2 (June 29, 1987): 242–77. http://dx.doi.org/10.4102/hts.v43i1/2.5742.
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Emmanuel as the Torah Incarnate: The names of ]esus in Matthew's storyTwo tendencies in traditional titular Christology are indicated as methodologically and theologically inadequate. Alternatively, the more prominent names of Jesus are discussed as means by which the narrator in Matthew's story characterises Jesus as the fulfiller of the law and the prophets. The Matthaean Jesus can as such be depicted as Emmanuel, the Torah Incarnate. The names dealt with are Teacher, Rabbi, Kyrios, Son of David, Prophet, Messiah, King of the Jews, Son of man and Son of God.
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Yenuri, Ali Ahmad. "INKLUSIVISME KONSEP ETIKA RELIGIUS PADA MATERI PENDIDIKAN AGAMA ISLAM DI SEKOLAH DASAR." PENDIDIKAN MULTIKULTURAL 5, no. 1 (February 26, 2021): 57. http://dx.doi.org/10.33474/multikultural.v5i1.10320.
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Kajian tentag konsep etika religius pada tingkat sekolah dasar menjadi sangat penting karena ia merupakan basis etis dalam menjalankan pralaku beragama. Dalam konteks pendidikan agama Islam di sekolah dasar, etika religius bisa ditemukan terutama pada materi PAI. Etika religius yang tersebar pada semua materi PAI tersebut secara umum mengandung basis etis bagi inklusivisme. Sebagai sebuah konsep yang inklusif, etika tersebut bisa menjadi modal penting baik bagi guru maupun siswa mengingat kedua sekolah tersebut terdiri dari guru dan siswa yang multikultur, baik dari sisi etnis, agama, maupun budaya. Kajian ini bertujuan untuk menemukan konsep etika religius yang tersebar pada materi PAI dan menemukan inklusivisme pada konsep etika religius dalam materi PAI. Peneliti menggunakan perpaduan antara kajian teks dan penelitian kualitatif berjenis fenomenologi. Hasil penelitian menemukan tiga hal. Pertama, berdasarkan pemetaan yang dilakukan peneliti, konsep etika religius tersebut meliputi etika ketuhanan, etika kenabian, etika keagamaan, etika kemanusiaan, etika kebangsaan, dan etika lingkungan. Kedua, inklusivisme bisa ditemukan dalam konsep etika religius. Secara umum konsep-konsep etika riligius yang tersebar dalam materi PAI mengandung pemikiran, nilai, sikap dan tindakan inklusif. Ketiga, pada domain pembelajaran, konsep etika religius tersebut juga berkaitan dengan inklusivisme pada aspek kognitif, afektif, psikomotorik, dan sosial. Kata Kunci: Inklusivisme, Konsep Etika Religius, Materi PAI. The study of the concept of religious ethics at the elementary school level is very important because it is the ethical basis for practicing religious practice. In the context of Islamic religious education in elementary schools, religious ethics can be found especially in the material of Islamic Education. The religious ethics that are spread across all the PAI materials generally contain an ethical basis for inclusivism. As an inclusive concept, ethics can be an important asset for both teachers and students considering that the two schools consist of teachers and students who are multicultural, both from an ethnic, religious and cultural perspective. This study aims to find the concept of religious ethics that is spread in Islamic Education material and to find inclusivism in the concept of religious ethics in Islamic Education material. Researchers use a combination of text study and qualitative phenomenological research. The results of the study found three things. First, based on the mapping conducted by researchers, the concept of religious ethics includes divine ethics, prophetic ethics, religious ethics, human ethics, national ethics, and environmental ethics. Second, inclusivism can be found in the concept of religious ethics. In general, the concepts of religious ethics that are spread in PAI materials contain inclusive thoughts, values, attitudes and actions. Third, in the learning domain, the concept of religious ethics is also related to inclusivism in cognitive, affective, psychomotor, and social aspects.Keywords: Inculusivism, religious ethics, subject matter of religious education.
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Khalidi, Omar. "Sayyids of Hadhramaut in Early Modern India." Asian Journal of Social Science 32, no. 3 (2004): 329–52. http://dx.doi.org/10.1163/1568531043584872.
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AbstractEthnic Arab communities in medieval India originate mainly from the Arabian Peninsula and the Persian Gulf. Among these Arabs, the ones that gained widespread fame within India and abroad were the Sayyids of Hadhramaut, descendants of Prophet Muhammad, through his daughter Fatima. Many of these Hadhrami Sayyids achieved rapid upward social mobility in India through their ascribed status as the Prophet's descendants, as exemplars of good Muslims, and as preachers and teachers of Islam in a non-Muslim environment. However, migration to India at the dawn of the modern era heralded changes in their traditional status and occupation. The sources of this article are primary works in Arabic, Persian and, Urdu, supplemented with interviews and field observations.
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Mirzakhmedov, Abdirashid M., and Khurshid A. Mirzakhmedov. "The Role Of The Teacher In The Education Of Young People." American Journal of Social Science and Education Innovations 03, no. 01 (January 31, 2021): 385–95. http://dx.doi.org/10.37547/tajssei/volume03issue01-72.
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The article analyzes new approaches to the phenomenon of the teacher of the New Century as a professional of spiritual enlightenment of society. The personality of the teacher in the context of the globalization of information technologies becomes incomparably important, training and education determines the fate of peoples, which is crucial for the future of world civilization. The formation and development of the professionalism of teachers are interrelated with the socio-cultural traditions and national characteristics of the people, which ultimately contributes to improving the quality and efficiency of the education system. To be a teacher in our time is to engage in creative intellectual work on the introduction of the most advanced teaching methods, skills and skills of educational work among students, innovative approaches in regulating the moods and educational guidelines of students/students. The Government of Uzbekistan has taken a course of reforms aimed at radically improving and improving the quality of education with the creation of decent conditions for teachers. The government will also continue to work to ensure decent pay for teachers-teachers that the teaching profession should become the most authoritative and respected in society. In the context of globalization, teachers are faced with grandiose tasks, the solution of which is impossible without pedagogical initiative and full dedication to the cause with great love of the younger generation, to be aware of all the events of information technology. Islam prefers secular education to religious education, that teachers are the heirs of the prophets, and that respect for teachers is the path to self - purification and salvation of the soul. The authors in their pedagogical analyses of the teacher status in the context of the entire educational policy of the government emphasize the need to improve the personnel policy in the higher education system.
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Gueguen, John A. "Stanley Parry: Teacher and Prophet." Logos: A Journal of Catholic Thought and Culture 10, no. 2 (2007): 95–112. http://dx.doi.org/10.1353/log.2007.0011.
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STREETMAN, W. CRAIG. "‘‘IF IT WERE GOD WHO SENT THEM . . .’’: ARISTOTLE AND AL-FĀRĀBĪ ON PROPHETIC VISION." Arabic Sciences and Philosophy 18, no. 2 (September 2008): 211–46. http://dx.doi.org/10.1017/s0957423908000556.
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Al-Fārābī’s title of ‘‘Second Teacher’’ after Aristotle is well-warranted. Al-Fārābī’s work serves to illuminate the writings of the ‘‘First Teacher’’ in interesting and overlooked ways that go beyond the parameters of Aristotelian logic. Credence is lent to this assessment through the analysis of a specific topic, namely, authentic prophetic vision. At first glance, this seems like a strange assertion to make given Aristotle’s apparent skepticism and indifference regarding the topic of prophecy. However, as this paper will show, there is a latent theory of prophetic vision in the extant texts of Aristotle that al-Fārābī recognizes and completes in a way that is, in large part, faithful to and consistent with the corpus of Aristotle as we read it today. In the end, al-Fārābī provides insight into how a properly Aristotelian theory of authentic prophetic vision could be realized.