Pembelajaran Pendidikan Agama Islam Berbasis Pengalaman: Urgensi dan Implementasi
This present study starts from the basic question of the meaning, essence, and existence of Islamic education in experiencing global phenomena and the complexity of national issues that should be responded appropriately. Experience-based education has been deemed to be one of alternatives in develop...
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Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan
2017
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oai:ojs.10.10.3.26:article-16732019-05-11T20:47:15Z Pembelajaran Pendidikan Agama Islam Berbasis Pengalaman: Urgensi dan Implementasi Rosyadi, Mokh. Imron This present study starts from the basic question of the meaning, essence, and existence of Islamic education in experiencing global phenomena and the complexity of national issues that should be responded appropriately. Experience-based education has been deemed to be one of alternatives in developing teaching and learning processes that combine the basic concept of education with the primary essence of human beings. This essence denotes the teaching and learning process that presents various facts of life and regards humans’ skills to improve. This study used phenomenological approach to describe the concept of experience-based education that came to the surface from the education pattern of humanism demonstrated by the Western pragmatism. The deductive method was employed to explain definitions specifically, whereas the inductive one was applied to understand the process based on the particular data, and the presented data were concluded in general. The research findings reveal that experience-based education refers to the teaching and learning process that is actively carried out by providing dialogical relationship patterns. In these patterns, teachers play a pivotal role as a facilitator to explore and enhance their students’ potential by designing experience-based learning that is able to stimulate them to think and act. It is implemented by constructing experience to promote the students based on the integration of science and Islamic values. As a result, the teaching and learning process is always in line with the functions and objectives of education. Penelitian ini berawal dari pertanyaan mendasar tentang makna, hakikat, dan eksistensi pendidikan Islam dalam menghadapi fenomena global serta kompleksitas permasalahan yang dihadapi bangsa Indonesia harus kita respon dengan arif dan bijaksana. Pendidikan berbasis pengalaman dipilih sebagai alternatif pengembangan pembelajaran yang mengkombinasikan konsep dasar pendidikan dengan hakikat dasar manusia, yakni proses pembelajaran yang menghadirkan berbagai fakta kehidupan dan melihat kemampuannya berimprovisasi. Pendekatan fenomenologis digunakan untuk mendeskripsikan konsep pendidikan berbasis pengalaman yang lahir dari pola pendidikan humanisme ala kaum pragmatisme Barat. Metode deduktif untuk menjabarkan pengertian secara lebih khusus, lalu metode induktif untuk memahami prosesnya berdasarkan data yang bersifat khusus kemudian disimpulkan secara umum. Hasil penelitian menunjukkan bahwa pendidikan berbasis pengalaman adalah proses belajar yang dilaksanakan secara aktif dengan pola hubungan dialogis, di mana posisi guru sebagai fasilitator menggali dan membangkitkan segala potensi anak didiknya dengan merancang berbagai pengalaman yang dapat menstimulasi mereka untuk berpikir dan berbuat. Penerapanya ke dalam proses pembelajaran pendidikan agama Islam (PAI) ialah menciptakan pengalaman yang mendewasakan pebelajar berdasarkan integrasi ilmu pengetahuan dengan nilai-nilai keislaman, agar proses pendidikan dan pengajaran di sekolah nantinya tidak terlepas dari fungsi dan tujuan pendidikan itu sendiri. Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan 2017-12-08 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article application/pdf http://e-journal.iainpekalongan.ac.id/index.php/edukasiaislamika/article/view/1673 10.28918/jei.v2i2.1673 Edukasia Islamika; Volume 2, Number 2 2017; 291-309 2548-5822 2548-723X 10.28918/jei.v2i2 eng http://e-journal.iainpekalongan.ac.id/index.php/edukasiaislamika/article/view/1673/1453 Copyright (c) 2017 Edukasia Islamika http://creativecommons.org/licenses/by/4.0 |
| institution |
IAIN Pekalongan |
| collection |
e-Journal |
| language |
eng |
| format |
Online |
| author |
Rosyadi, Mokh. Imron |
| spellingShingle |
Rosyadi, Mokh. Imron Pembelajaran Pendidikan Agama Islam Berbasis Pengalaman: Urgensi dan Implementasi |
| author_facet |
Rosyadi, Mokh. Imron |
| author_sort |
Rosyadi, Mokh. Imron |
| title |
Pembelajaran Pendidikan Agama Islam Berbasis Pengalaman: Urgensi dan Implementasi |
| title_short |
Pembelajaran Pendidikan Agama Islam Berbasis Pengalaman: Urgensi dan Implementasi |
| title_full |
Pembelajaran Pendidikan Agama Islam Berbasis Pengalaman: Urgensi dan Implementasi |
| title_fullStr |
Pembelajaran Pendidikan Agama Islam Berbasis Pengalaman: Urgensi dan Implementasi |
| title_full_unstemmed |
Pembelajaran Pendidikan Agama Islam Berbasis Pengalaman: Urgensi dan Implementasi |
| title_sort |
pembelajaran pendidikan agama islam berbasis pengalaman: urgensi dan implementasi |
| description |
This present study starts from the basic question of the meaning, essence, and existence of Islamic education in experiencing global phenomena and the complexity of national issues that should be responded appropriately. Experience-based education has been deemed to be one of alternatives in developing teaching and learning processes that combine the basic concept of education with the primary essence of human beings. This essence denotes the teaching and learning process that presents various facts of life and regards humans’ skills to improve. This study used phenomenological approach to describe the concept of experience-based education that came to the surface from the education pattern of humanism demonstrated by the Western pragmatism. The deductive method was employed to explain definitions specifically, whereas the inductive one was applied to understand the process based on the particular data, and the presented data were concluded in general. The research findings reveal that experience-based education refers to the teaching and learning process that is actively carried out by providing dialogical relationship patterns. In these patterns, teachers play a pivotal role as a facilitator to explore and enhance their students’ potential by designing experience-based learning that is able to stimulate them to think and act. It is implemented by constructing experience to promote the students based on the integration of science and Islamic values. As a result, the teaching and learning process is always in line with the functions and objectives of education.
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| publisher |
Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan |
| publishDate |
2017 |
| url |
http://e-journal.iainpekalongan.ac.id/index.php/edukasiaislamika/article/view/1673 |
| _version_ |
1653061537749794816 |
| score |
10.821803 |