scholarly journals Gender, Non- Violence and Character Education: Contextualising Raden Adjeng Kartini’s Thoughts in Reconstructing Islamic Education

2020 ◽  
Vol 15 (2) ◽  
pp. 277
Author(s):  
Nur Fajriyah Rohmat ◽  
Asfa Widiyanto
Keyword(s):  
Content Analysis ◽  
Character Education ◽  
19Th Century ◽  
Women's Education ◽  
Qualitative Content Analysis ◽  
Islamic Education ◽  
Social Involvement ◽  
Late 19Th Century ◽  
Present Context

<p class="06IsiAbstrak">This paper seeks to examine the strategy, creativity and social involvement of Raden Adjeng Kartini (1879-1904) in developing education in Indonesia, especially women’s education, and its relevance for Islamic education in present-day Indonesia. This study uses qualitative content analysis and hermeneutics to analyse and contextualise Kartini’s ideas in reconstructing Islamic education, most specifically in the context of Indonesia. This paper argues that even though Kartini lived in the late 19th century, her thoughts still found its relevance in the present context. Her thoughts may serve as inspiration and foundation for reconstructing Islamic education in Indonesia. This reconstruction touch upon such issues as gender-conscious education, non-violent education, and character education.</p>

The Influence of Washington’s Farewell Address on the American Intellectual Property Debate in the Late 19th Century

2013 ◽  
Author(s):  
Michael B. McNally
Keyword(s):  
Content Analysis ◽  
Intellectual Property ◽  
19Th Century ◽  
Late 19Th Century ◽  
Business Interests ◽  
Congressional Record ◽  
The Arts ◽  
American Intellectual ◽  
Xixe Siecle ◽  
Analyse De Contenu

A content analysis of the Congressional Record and U.S. diplomatic correspondences relating to the negotiation of the Paris and Berne Conventions in the late 19th century reveals that American officials advanced business interests in accordance with Washington’s Farewell Address ahead of the constitutional mandate to promote the arts and sciences.Une analyse de contenu du Congressional Record et de la correspondance de la diplomatie américaine concernant la négociation des Conventions de Paris et de Berne à la fin du XIXe siècle révèle que les haut responsables américains ont fait passer les intérêts commerciaux des États-Unis, conformément au discours d’adieu de Washington, devant le mandat constitutionnel de promouvoir les arts et les sciences. 

scholarly journals Military Equipment Innovation in the Pahang Uprising

2019 ◽  
Vol 8 (6S3) ◽  
pp. 248-251
Keyword(s):  
Content Analysis ◽  
Literature Review ◽  
19Th Century ◽  
Military Innovation ◽  
Tree Roots ◽  
Late 19Th Century ◽  
Military Equipment ◽  
The 19Th Century ◽  
The Military

The Pahang uprising at the end of the 19th century AD featured various military innovation that proved the greatness of the Pahang Malay community. Pahang Malay Fighters used the advantage of their knowledge of nature (the forest) in addition to modern military equipment. Hence, it is the intention of the researchers to examine and identify the military tools used during the Pahang uprising. This paper utilises the methodology of content analysis and literature review. Based on the examination, it was found that military tools such as ‘sumpit’ and tree roots were used in the Pahang uprising as well as modern weapons such as guns and explosives. All of these tools were fully utilised in the formulation of war strategy planned by the leader of the Pahang fighters in the uprising, Dato' Bahaman. This combination of war strategy and military innovation became the benchmark of the greatness of the Pahang Malay community in the late 19th century AD.

scholarly journals Pendidikan Islam sebagai Fondasi Pendidikan Karakter

2020 ◽  
Vol 12 (01) ◽  
pp. 49-58
Author(s):  
Abdah Munfaridatus Sholihah ◽  
Windy Zakiya Maulida
Keyword(s):  
Character Education ◽  
Student Behavior ◽  
Islamic Education ◽  
Educational Effort ◽  
Present Context ◽  
Moral Crisis ◽  
To Receive

Education in Indonesia is faced with the problem of low morals, in particular among teenagers, such as brawls between students, promiscuity, drugs, and a lack of respect for teachers. In the field of education, the cultivation of students’ character needs to receive great attention. Strengthening character education in the present context is very relevant to overcome the moral crisis that is happening in this country. This condition of moral decadence indicates that the inculcation of religious teachings and character values obtained in school has not been entirely successful because they have not shown significant results on changes in student behavior in their lives. Character education in Islam is in principle based on two main sources of Islamic teachings, namely the Qur'an and Hadith. Thus the parameter of good and bad in a person's character has a certain standard according to the Qur'an and Hadith. As the basis of Islamic education, the Qur'an and Al-Hadith are references to seek, create, and develop paradigms, concepts, principles, theories, and techniques of Islamic education, even in every educational effort. Because it is sourced from the two main teachings of Islam, Islamic education is called the foundation for character education. Keywords: Islamic education, character education   Abstrak Pendidikan di Indonesia dihadapkan pada masalah rendahnya akhlak terutama di kalangan remaja, misalnya adanya tawuran antar pelajar, pergaulan bebas, narkoba, serta kurangnya sikap hormat kepada guru. Dalam bidang pendidikan, penanaman karakter terhadap peserta didik perlu mendapat perhatian besar. Penguatan pendidikan karakter dalam konteks kekinian sangat relevan untuk menanggulangi krisis moral yang sedang melanda di negara ini. Kondisi dekadensi moral ini menandakan bahwa penanaman nilai agama dan nilai karakter yang didapatkan di bangku sekolah belum sepenuhnya berhasil karena belum menampakkan hasil yang signifikan terhadap perubahan perilaku peserta didik dalam kehidupannya. Pendidikan karakter dalam Islam pada prinsipnya didasarkan pada dua sumber pokok ajaran Islam, yaitu Al-Qur’an dan Hadis. Dengan demikian, parameter baik dan buruk dalam karakter seseorang memiliki standar tertentu menurut Al-Qur’an dan Hadis. Sebagai dasar pendidikan Islam, Al-Qur’an dan Hadis dalah rujukan untuk mencari, membuat, dan mengembangkan paradigma, konsep, prinsip, teori, dan teknik pendidikan Islam, termasuk juga dalam setiap upaya pendidikan. Karena bersumber dari Al-Qur’an dan Hadis yang merupakan pokok ajaran Islam, maka pendidikan Islam disebut sebagai fondasi bagi pendidikan karakter. Kata kunci: pendidikan Islam, pendidikan karakter

scholarly journals Pemikiran Pendidikan Ki Hadjar Dewantara dalam Perspektif Pendidikan Islam

2013 ◽  
Vol 2 (2) ◽  
pp. 152
Author(s):  
Muthoifin Muthoifin ◽  
Didin Saefuddin ◽  
Adian Husaini
Keyword(s):  
Content Analysis ◽  
Character Education ◽  
Education System ◽  
Basic Education ◽  
Islamic Education ◽  
Data Sources ◽  
Divine Revelation ◽  
Educational Thought ◽  
The Government ◽  
Basic Content

<p>Education is the guidance in the growth of children's lives so that they can achieve salvation and happiness. Education must have a vision and a noble mission; the vision is far into the future beyond time and space, while the mission of Islamic education is on accordance to the concept of Tawheed, so that it will always relevant in every time and all conditions. Education should be based on divine revelation (al-Qur'an and al-Hadith). If education is not guided and does not display the spirit of the two ideologies, the education can be mentioned as a strange education. The focus of this research is the profile of Ki Hadjar Dewantara, his educational thought based on the perspective of Islamic education review, the research is focused on the aspects of the conception of education issues, including: basic, content and education systems. The objective was to determine the level of Ki Hadjar Islamic educational perspective. The research method used is the libraries research. By approaching to the history (Historical Approach) and biography of Ki Hadjar. While the data collection consists of primary and secondary data sources. Techniques of data analysis was using content analysis (content analysis), descriptive, comparative and inductive. These data were then analyzed for the conclusions drawn from the phenomena, with the steps: topic selection, collection of data sources, verification, interpretation, and historiography. The results of the study. 1, the concept of education Ki Hadjar focused on aspects of guidance to children in order to achieve happiness based on the nature of nature. This is not consistent with the concept of Islamic education that focused on aspects of worship and Tawheed based on divine revelation. 2, Ki Hadjar�s basic education is the principle Pancadarma (five principles), which of the five principle is explicitly no principle of divinity, it is contrary to basic Islamic education which is based on al-Quran and al-Sunnah. 3), the Content or the essence of Ki Hadjar�s education is character, humanism, freedom, natural culture. It is also incompatible with the core content of Islamic education Faith-monotheism, worship and noble character divine revelation. 4) Ki Hadjar�s education system, good goals, curriculum, methods, teachers, students and the evaluation does not lead and is tied to the value of faith and worship, it is also not in line with the Islamic education system has always associate with both religious values. 5, Ki Hadjar�s educational thought is nationalist-secular. Nationalists, because based on the culture of the nation, while secular because it is not linked with the spirit of the teachings of Islam (monotheism). Recognizing the importance of education, the study recommends to the government, the union and the school administrators Tamansiswa, should give attention and progressive education by applying basic, content, objectives, methods and curriculum grounded in a principled framework and closely linked to religion and morals of Islam and develop Ki Hadjar faith-based thinking piety.</p><p class="keywords">Keywords� education concept, education objectives, Islamic education, character education, character, akhlaq, values, morality</p>

scholarly journals MILITARY EQUIPMENT USED BY PAHANG FIGHTERS IN PAHANG UPRISING

2019 ◽  
Vol 4 (2) ◽  
pp. 72-75
Author(s):  
AMNAH SAAYAH Ismail
Keyword(s):  
Content Analysis ◽  
Literature Review ◽  
19Th Century ◽  
Military Innovation ◽  
Tree Roots ◽  
Late 19Th Century ◽  
Military Equipment ◽  
The 19Th Century ◽  
The Military

The Pahang Uprising at the end of the 19th century AD featured various military innovation that proved the greatness of the Pahang Malay community. Pahang Malay fighters used the advantage of their khowledge of nature (the forest) in addition to modern military equipment. Hence, it is the intention of the researchers to examine and identify the military tools used during the Pahang uprising. This paper utilises the methodology of content analysis and literature review. Based on the examination, it was found that military tools such as sumpit and tree roots were used in Pahang uprising as well as modern weapons such as guns and explosive. All of these tools were fully utilised in the formulation of war strategy planned by the leader of the Pahang fighters in the uprising, Dato' Bahaman. This combination of war strategy and military innovation became the benchmark of the greatness of the Pahang Malay community in the late 19th century AD.

scholarly journals Islamic Education Movie: Character Learning Through Nussa-Rara Movie

2021 ◽  
Vol 2 (1) ◽  
pp. 36-52
Author(s):  
Fathayatul Husna ◽  
Ratna Sari Dewi
Keyword(s):  
Content Analysis ◽  
Character Education ◽  
Negative Impact ◽  
Moral Values ◽  
Islamic Education ◽  
Early Age ◽  
Analysis Method ◽  
Educational Values ◽  
Content Analysis Method ◽  
The Many

This article examines the Islamic cartoon film Nussa and Rara. The author used Nussa and Rara as a window to see the emergence of Islamic cartoon films. Its strengths are in conveying educational values to children and as a learning medium to build character education for children aged 12 years and under. To explain this phenomenon, the author employed the content analysis method and combined it with relevant data; those were strengthened by many research results and literature studies. Through this method, the author showed that Nussa and Rara movie shares Islamic value in each segment, such as the value of honesty, asking for prayers on time, respecting neighbors, and so on. The author tried to see how every figure, especially Umma as Nussa and Rara’s mother, explains and exemplifies how to be a good Muslim. Through this article, it could be concluded that films are not always judged to have a negative impact on the audience. Even films can contribute as a medium for education and dissemination of Islamic da'wah. Besides, through films, it can also contribute to building good character for children under 12 years of age. Some learning methods that can be used are the many steps or methods that can be planted in children, such as the habituation and storytelling methods. These methods can be used to apply the values of faith, moral values, and worship values. Thus, this article greatly contributes to enriching academic discourse related to character learning for children under 12 years of age. This article concluded that the Nussa and Rara cartoon film really strives to spread Islamic da'wah and build children's character from an early age with daily customs and begin to familiarize children to apply the values of Islamic teachings perfectly.

CHARACTER EDUCATION VALUES IN THE LITTLE PRINCE BY ANTOINE DE SAINT-EXUPÉRY

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Wiesje Erna Sekeh ◽  
Donal M. Ratu ◽  
Ferry H. Mandang
Keyword(s):  
Content Analysis ◽  
Character Education ◽  
Social Care ◽  
Qualitative Content Analysis ◽  
Ministry Of Education ◽  
Analysis Method ◽  
Relationship With God ◽  
Content Analysis Method ◽  
Life Values ◽  
The Relationship

Saint-Exupéry’s The Little Prince is a work of children literature which conceives a lot of life values. The aim of this study is to identify the character education values conceived in The Little Prince. The conceptual framework of this study is the values of character education formulated by Indonesian Ministry of Education. This study used qualitative content analysis method. The results of the analysis found the values of character education in the story of the Little Prince such as religious, tolerant, social care and responsible. This values of character education are related to each other. In The Little Prince religious character is the basis of other characters. Religious character in The Little Prince primarily concerns with the spiritual aspect. The spiritual aspect concerns with establishing and maintaining spiritual relationships. Spiritual relationship with God is unseparable from the relationship with others. It is in the terms of relationships with others that tolerance, caring for others/social care and responsibility have its meaning and importance.Keywords: character, education, values, religious

scholarly journals Character Education Values in Ustadz Hanan Attaki’s Millennial Da'wa

2020 ◽  
Vol 2 (1) ◽  
pp. 103-113
Author(s):  
Lilik Huriyah ◽  
Nasihatul Latifah ◽  
Nuwailah Rahmah ◽  
Rohil Zilfa
Keyword(s):  
Content Analysis ◽  
Character Education ◽  
Digital Media ◽  
Millennial Generation ◽  
Qualitative Content Analysis ◽  
Unit Of Analysis ◽  
Advantages And Disadvantages

The purpose of this research is to describe the da’wa profile of Ustadz Hanan Attaki, the values ​​of character education in the da’wa material of Ustadz Hanan Attaki's millennial da’wa, and the advantages and disadvantages of Ustadz Hanan Attaki's millennial da’wa. This research is a qualitative content analysis research. The unit of analysis in this study were three videos of Ustadz Hanan Attaki's lecture uploaded on the YouTube shift channel with the title Beautiful morals of Rasulullah, the Hijrah TV channel with the title Learning Morals from the Prophet Muhammad, and the YouTube channel Salamulqolbi Channel with the title High Morals of Rasulullah saw. The results of this study state that the da’wa of Ustadz Hanan Attaki is a mission that serves to create millennials with digital media. The values ​​of character education in the millennial da’wa of Ustadz Hanan Attaki are character education for honesty, tolerance, respect, courtesy, responsibility, leadership, and fairness. The advantages of the da’wa of Ustadz Hanan Attaki are that the language and terms used are very close and suitable for the millennial generation, the material for da’wa is delivered in a relaxed and flexible way, and the da’wa media of Ustadz Hanan Attaki can be accessed very easily. While the weakness is that some of the terms used are rather difficult to be translated by the old generation.

scholarly journals CONTRIBUTION OF KARTINI’S THOUGHT ON WOMEN EDUCATION

2020 ◽  
Vol 8 (2) ◽  
pp. 143-150 ◽  
Author(s):  
Muthoifin ◽  
Sudarno Shobron ◽  
Nur Hanif Wachidah ◽  
Rozanah Ab Rahman
Keyword(s):  
Content Analysis ◽  
Women's Education ◽  
Rapid Development ◽  
Educational Experiences ◽  
Islamic Education ◽  
Religious Organizations ◽  
Islamic Culture ◽  
Biographical Approach ◽  
The Impact ◽  
Further Development

Purpose of the study: The purpose of this paper is to describe Raden Ajeng Kartini’s ideas regarding women’s education, and to analyze the relevance of Raden Ajeng Kartini’s ideas regarding women's education with the development of Islamic education. Methodology: This is library-based research which used a historical and biographical approach by retelling and revealing the history and important events in the life of Kartini. In analyzing the collected data, this paper used content analysis which was described Kartini’s ideas on the women's education that have been manifested and has clear theoretical relevance. Result: Kartini’s idea on education was a critical reaction towards every issue she has faced based on the educational experiences she has received hence emerging as the practical concepts of women’s education. Kartini’s struggle was not merely through ideas but also involved institutional establishment. She was brave enough to take a step forward to established school for women even though it against the Islamic culture. Applications: This research can be used for universities, teaches, and students. Novelty/Originality: The impact on further development was that Kartini’s fight becoming a stimulant for the development of education, specifically in Islamic education which underwent rapid development through the establishment of women’s schools (pesantren) and the advancement of Islamic concepts with the growth of various religious organizations after Kartini.

scholarly journals Tolerance in UAE Islamic Education Textbooks

Religions ◽  
2020 ◽  
Vol 11 (8) ◽  
pp. 377
Author(s):  
Mariam Alhashmi ◽  
Naved Bakali ◽  
Rama Baroud
Keyword(s):  
Content Analysis ◽  
United Arab Emirates ◽  
Education Program ◽  
Qualitative Content Analysis ◽  
Islamic Education ◽  
Education Curriculum ◽  
Grade Levels ◽  
Tolerance Education ◽  
Teaching Tolerance ◽  
Based Instruction

The concept of “tolerance” has been thoroughly promoted within educational settings in light of the increasing need to foster co-existence and to nurture peaceful climates in societies. The United Arab Emirates (UAE) Islamic education curriculum promotes the notion of tolerance as a core tenant across different grade levels. However, there is a gap in the literature investigating the approach and conceptualization of tolerance in UAE Islamic education curricula. This study employed qualitative content analysis of grade 10–12 textbooks to understand how the concept of tolerance is promoted and to identify the opportunities and gaps in teaching tolerance through these texts. The notion of tolerance in these texts was discussed through the themes of civic engagement, critical thinking, acceptance of multiplicity, justice and equity, protection from extremism, and compassion for humans. This study identified gaps in addressing tolerance and suggested other concepts that could further supplement the Islamic education program to more thoroughly address the notion of tolerance. This study argues that teaching tolerance through religious-based instruction may facilitate an exploration of effective tolerance inculcation approaches that provide insights into the field of tolerance education at large.

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