{"title":"Implementasi Pendidikan Holistik Islami Pada Pembelajaran Pendidikan Agama Islam di Sekolah Dasar Muhammadiyah Bojong Gede Bogor","authors":"Amriah Malili, Yanti Hasbian Setiawati, Amie Primarnie","doi":"10.47467/jdi.v5i1.1763","DOIUrl":null,"url":null,"abstract":" \nThis study aims to examine and analyze the implementation of the Islamic holistic education paradigm in Bojong Gede Muhammadiyah Elementary School Bogor. The research method uses qualitative research based on qualitative paradigms, strategies, and model implementations. Qualitative research aims to gain a general understanding of social reality from the participant's perspective. Sources of data in this study are words, actions, and written sources. Respondents in the study were principals, teachers and students of the Bojong Gede Muhammadiyah Elementary School, Bogor. Data were collected in three ways, namely: in-depth interviews (indept interview), observation (observation), review of documentation. Data analysis was carried out through inductive analysis, then formulating meaning on the basis of the analysis to the next response to find the theme. The results showed that Islamic holistic education in Islamic Religious Education learning at Muhammadiyah Elementary School Bojong Gede Bogor can help students develop: intellectual intelligence, spiritual intelligence, emotional intelligence and physical intelligence. Developing intellectual intelligence includes developing an honest, consistent, and open attitude. Developing intellectual intelligence includes developing rational thinking skills and acting rationally in accordance with the goals to be achieved. Developing emotional intelligence includes developing the ability to recognize one's own feelings and the feelings of others, the ability to motivate oneself and the ability to manage emotions. Developing physical strength includes developing skills to apply Islamic teachings which require eating and drinking nutritious, thayyib, and halal food. The implementation of Islamic holistic education is carried out by applying cooperative learning teaching methods, presentation methods and simulation methods. Conclusion; implementation of the holistic education paradigm in learning Islamic Religious Education plays a role in developing: intellectual intelligence, spiritual intelligence, and emotional intelligence and physical strength of students through learning interactions. \nKeywords: Learning, Islamic Religious Education, Holistic Education","PeriodicalId":396956,"journal":{"name":"Jurnal Dirosah Islamiyah","volume":"18 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Jurnal Dirosah Islamiyah","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.47467/jdi.v5i1.1763","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1
Abstract
This study aims to examine and analyze the implementation of the Islamic holistic education paradigm in Bojong Gede Muhammadiyah Elementary School Bogor. The research method uses qualitative research based on qualitative paradigms, strategies, and model implementations. Qualitative research aims to gain a general understanding of social reality from the participant's perspective. Sources of data in this study are words, actions, and written sources. Respondents in the study were principals, teachers and students of the Bojong Gede Muhammadiyah Elementary School, Bogor. Data were collected in three ways, namely: in-depth interviews (indept interview), observation (observation), review of documentation. Data analysis was carried out through inductive analysis, then formulating meaning on the basis of the analysis to the next response to find the theme. The results showed that Islamic holistic education in Islamic Religious Education learning at Muhammadiyah Elementary School Bojong Gede Bogor can help students develop: intellectual intelligence, spiritual intelligence, emotional intelligence and physical intelligence. Developing intellectual intelligence includes developing an honest, consistent, and open attitude. Developing intellectual intelligence includes developing rational thinking skills and acting rationally in accordance with the goals to be achieved. Developing emotional intelligence includes developing the ability to recognize one's own feelings and the feelings of others, the ability to motivate oneself and the ability to manage emotions. Developing physical strength includes developing skills to apply Islamic teachings which require eating and drinking nutritious, thayyib, and halal food. The implementation of Islamic holistic education is carried out by applying cooperative learning teaching methods, presentation methods and simulation methods. Conclusion; implementation of the holistic education paradigm in learning Islamic Religious Education plays a role in developing: intellectual intelligence, spiritual intelligence, and emotional intelligence and physical strength of students through learning interactions.
Keywords: Learning, Islamic Religious Education, Holistic Education
本研究旨在检视与分析伊斯兰全人教育范式在茂物Bojong Gede Muhammadiyah小学的实施情况。研究方法采用基于定性范式、策略和模型实现的定性研究。定性研究旨在从参与者的角度获得对社会现实的总体理解。本研究的数据来源包括言语、行动和书面资料。调查对象是茂物Bojong Gede Muhammadiyah小学的校长、教师和学生。数据收集的方式有三种,即:深度访谈(indept interview)、观察(observation)、文献回顾(review of documentation)。通过归纳分析来进行数据分析,然后在分析的基础上制定意义来进行下一步的回应,找到主题。结果显示,在茂物Bojong Gede Muhammadiyah小学的伊斯兰宗教教育学习中,伊斯兰全人教育可以帮助学生发展:智力、精神智力、情绪智力和身体智力。发展智力包括培养诚实、一致和开放的态度。发展智力包括发展理性的思维能力和按照要实现的目标理性地行动。发展情商包括发展识别自己和他人感受的能力、激励自己的能力和管理情绪的能力。发展体力包括发展应用伊斯兰教义的技能,这需要饮食有营养、有节制和清真食品。运用合作学习的教学方法、呈现法和模拟法实施伊斯兰全人教育。结论;在伊斯兰教的学习中实施全人教育范式,宗教教育通过学习互动对学生的智力智力、精神智力、情商和体力的发展起着重要的作用。关键词:学习;伊斯兰宗教教育;全人教育