Akademika

IMBT (Ijarah Mumtahiya Bittamlik) as the main contract in mortgage (Home Ownership Credit)

Imam Wahyudhi — 2024-06-30

The non-compliance of the Ijarah Mumtahiya Bit-Tamlik (IMBT) contract as the main contract in mortgages (Home Ownership Credit) with the DSN-MUI fatwa in its implementation procedures is a problem in the Ijarah Mumtahiya Bit-Tamlik (IMBT) contract. In this study, the research method used is Library Research, where secondary data is obtained from data provided by data providers from several Islamic banks and offline data from several books. The results of this discussion show that according to DSN-MUI fatwa Number 27 (2002), Ijarah Mumtahiya Bit-Tamlik (IMBT) is a form of lease agreement for goods or services that includes an option to transfer ownership rights of the leased object to the lessee when the lease period ends. In general, in Islamic banks, in the mortgage financing scheme with the Ijarah Mumtahiya Bit-Tamlik (IMBT) contract, the bank will purchase an asset and then lease-sell the asset to the customer. The implementation of the Ijarah Mumtahiya Bit-Tamlik (IMBT) contract must comply with DSN-MUI fatwa Number 27 (2002) concerning Ijarah Mumtahiya Bit-Tamlik (IMBT), which states that the transfer of ownership, either by sale or gift, is carried out after the ijarah period ends

Peran Pembelajaran Sejarah Kebudayaan Islam Bagi Peningkatan Moral Peserta Didik

tyssa marietha cahyani — 2024-06-30

Nilai-nilai Islam seperti kejujuran, keadilan, dan kasih sayang diajarkan dalam SKI dan dapat membantu peserta didik berperilaku baik. SKI juga membantu peserta didik mengembangkan karakter yang kuat dan bermoral melalui kisah-kisah inspiratif dari sejarah Islam. Selain itu, SKI membantu peserta didik memahami sejarah Islam dan bagaimana nilai-nilai Islam diterapkan di masa lampau. Tujuan dari penelitian ini yaitu untuk mendeskripsikan pengaruh dari pembelajaran SKI bagi peserta didik bagi perkembangan moralnya. Serta menjelaskan bagaimana SKI dapat membantu menanamkan nilai-nilai Islam, mengembangkan karakter, dan meningkatkan pemahaman sejarah pada peserta didik. Teknik pengumpuan data yaitu dengan studi Pustaka (library Research) yang diperoleh melalui Artikel, jurnal, Web dan buku. Dari hasil studi yang telah dilakukan diketahui bahwa pembelajaran SKI memiliki peran penting dalam meningkatkan moral peserta didik. Selain itu faktor yang menjadi pengaruh keberhasilan peningkatan moral peserta didik yaitu penggunaan metode yang kreatif dan tepat oleh guru agar mampu menarik minat belajar siswa dan membantu mereka memahami nilai-nilai Islam.

Pengembangan Karakter Religius Siswa Melalui Sekolah Berbasis Pesantren Di Ma Ma’arif 7 Banjarwati Paciran Lamongan

Rokim Rokim — 2024-06-30

This research is entitled Development of Students' Religious Character through Pesantren-Based Schools at MA Ma'arif 7 Banjarwati Paciran Lamongan using qualitative methods. The purpose of this study is to determine the development of students' religious character through pesantren-based schools and find out the supporting and inhibiting factors in the development of religious character at MA Ma'arif 7 Banjarwati Paciran Lamongan. The result of this research is the development of religious character in MA Ma'arif 7 Banjarwati Paciran Lamongan carried out through various habituation activities applied by teachers to their students. Some of these activities are: habituation of morning ceremonies and joint prayers; habituation of congregational dhuhur prayers; and celebrating the commemoration of Islamic holidays. Teachers emphasize an attitude of gratitude and sincerity through the advice given. Teachers exemplify respectful attitudes towards parents and teachers. Teachers provide stories of inspirational figures, The teacher gives punishment to read Surah Al-Mulk and Al-Waqi'ah for students who are late for the morning ceremony; the teacher gives scholarships to students and students who memorize the Qur'an; the teacher invites students to perform qiyamul lail; the teacher lives in harmony and helps each other. Supporting and inhibiting factors in the development of students' religious character through pesantren-based schools are grouped into two categories: internal and external factors. Internal factors include customs, will, and heredity, while external factors include education and the environment.

Integrasi Islamic Worldview Pada Pembelajaran PAUD Kurikulum Merdeka

Anggita Sari — 2024-06-29

The West separates science and religion with the concept of dichotomy, which creates a worrying impact. The goal of Islamic education is to produce qualified and pious humans. This article describes learning integrated with Islamic worldview in the Merdeka Belajar PAUD curriculum, which is a curriculum that has been in effect since 2022. The method used is library research, carried out by collecting and examining data from books or writings that are in accordance with the discussion into primary sources and secondary sources. The results of the study argue that in order to achieve the main goal of Islamic education which is to produce qualified and pious humans, the Learning Outcomes of the Foundation Phase must be integrated with the Islamic worldview, namely by compiling a curriculum that directs students to develop and strengthen the Islamic worldview from an early age

Analisis Pembiyaan Take Over di KBSU

Miftahal Anjarsabda Wira Buana — 2024-06-29

Peranan perbankan pada saat ini dalam memajukan perekonomian suatu negara sangatlah besar, hampir semua sektor yang berhubungan dengan berbagai kegiatan keuangan selalu membutuhkan jasa bank. Bank sebagai lembaga perantara jasa keuangan (financial intermediary), yang tugas pokoknya adalah menghimpun dana dari masyarakat, diharapkan dengan dana dimaksud dapat memenuhi kebutuhan dana pembiayaan yang tidak disediakan oleh dua lembaga sebelumnya (swasta dan negara). Saat ini berbagai macam pengembangan inovasi produk perbankan gencar dilakukan demi mewujudkan produk yang lebih kompetitif dan sesuai dengan kebutuhan masyarakat

Berbagai alasan mendasari take over yang dilakukan nasabah dari bank konvensional ke bank syariah. Mulai dari alsan ingin menghindari praktik riba/bunga dibank konvensional yang mana sEtiap keterlambatan pembayaran angsuran akan menambah pembayaran bunga, penawaran bunga yang tinggi oleh bank konvensional. Dengan memindahkan transaksi ke bank syariah, nasabah merasa aman dan nyaman.

Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian kualitatif deskriptif. Penelitian deskriptif yaitu menggambarkan secara sistematik dan akurat fakta dan karakteristik mengenai populasi atau bidang tertentu dengan berusaha menggambarkan situasi atau kejadian sehingga dapat lebih mudah untuk difahami dan disimpulkan.

Mekanisme pengalihan hutang (take over) pembiayaan pada KBSU yaitu dimulai dengan nasabah menghubungi atau datang langsung ke Bank Muamalat Indonesia untuk mengajukan pengalihan hutang (take over), apabila disetujui pihak LKS selanjutnya nasabah mengisi formulir dan melengkapi persyaratan yang telah ditentukan. Kemudian, pihak LKS mengecek kelengkapan dan keabsahan dokumen serta melakukan verifikasi data nasabah. Lalu, pihak LKS melakukan analisis langsung ke lokasi. Selanjutnya persetujuan dari pimpinan cabang/wakilnya untuk melakukan pembiayaan. Selanjutnya melakukan pengikatan jaminan. Terakhir, pihak bank melakukan pencairan sesuai dana yang dialihkan kemudian peralihan hutang nasabah menjadi berpindah ke LKS.

Melakukan Take Over dengan menggunakan metode akad murabahah merupakan sebuah tindakan yang tepat dan efektif yang harus sebuah perbankan lakukan agar dapat mengurangi resiko kerugian yang akan terjadi pada perusahaan. Akad murabahah banyak digunakan di perbankan syariah karena akad murabahah lebih jelas dan mudah dan juga untuk menghindari kerugian bank.

Strategi Guru Tahfidz Dalam Meningkatkan Kemampuan Menghafal Al-Qur’an Pada Peserta Didik di MTs Ihyaul Ulum Dukun Gresik

Chilmi Illiyina Urfa — 2024-06-29

This research entitled Strategies of Tahfidz Teachers in Improving Students' Ability to Memorize the Qur'an at MTs Ihyaul Ulum Dukun Gresik uses qualitative research. The aim of this research is to find out the strategies of Tahfidz teachers in improving students' memorization abilities, knowing the supporting factors. and factors inhibiting the implementation of tahfidz teachers in improving the ability to memorize the Al-Qur'an, and solutions for tahfidz teachers in solving barriers for students to memorize the Al-Qur'an at MTs Ihyaul Ulum Dukun Gresik. The results of this research, (1) the tahfidz teacher's strategy in improving students' memorization skills include planning the tahfidz program, time for memorizing the Al-Qur'an, memorization methods, routine sema’an, memorization exams each semester, supervision and evaluation of the tahfidz program. Tahfidz program planning has been around since the founding of the program, but once a year a plan is always held to plan targets for the next year. The memorization time which has 2 specific times, namely 6 hours a day for 4 hours, starts at 07.00-09.30 and 2 hours at 10.30-11.30. The memorization method uses 3 methods, namely: the wahdah method, the muroja'ah method and the jama method. This routine must be done once a month by reading at least 5 Juz which the students have memorized together with the Tahfidz teacher. Memorization exams every semester In every semester, students are required to take a rote exam, that is, deposit all the memorization that has been obtained within 3 months. Regarding supervision or evaluation of the tahfidz program, namely always conducting evaluations once a month with fellow tahfidz teachers and madrasa heads, always controlling students through class attendance books or journal notes and always collaborating with the student's parents, namely sending photos/documentation of the students' achievements to the guardian. students via the WhatsApp group, and also share print outs of the results of students' memorization achievements which are attached to each student's report card.(2) the strongest supporting factor is the motivation that every student has from the start of entering the tahfidz program and the addition of motivation from the ustadz/ustadzah is also very supportive in improving the students' ability to memorize. Meanwhile, the inhibiting factors are more internal constraints, namely time, the busy activities both at the boarding school and at school affect the discipline of students who will be lazy in memorizing. (3) The Tahfidz teacher's solution in solving students' obstacles to memorizing the Al-Qur'an is by using an individual approach to students, always providing encouragement, motivation, giving them time and memory

Homoseksualitas Dalam Al-Qur’an dan Implikasinya Terhadap Maqashid Qur’an: Telaah Atas Pemikiran Ibnu ‘Asyur Dalam Tafsir

Deki Ridho Adi Anggara — 2024-06-30

Homosexual is a sexual perversion, and this treatment was first carried out by the prophet Lut A.S called the Liwat or Sodom, and their treatment is mentioned in 4 surah called al-Fahisyah, Mujrimin, Musrifin, Mufsidin, and Tajhalun, from these sentences show that homosexual behavior is completely contrary to the nature of Man and Maqashid of Quran which is the reason for the prohibition of despicable acts, and one of the mufassir who focused his interpretation into the Maqashid of Quran was Thahir Ibn Asyur. and the article attempts to examine how the prohibition of homosexuality in the Qur'an and its effect on the Maqashid of Quran, according to Thahir Ibn Asyur. For this reason, the Descriptive and Analysis method, the Descriptive method is used to describe the object of the collected data, and the Analysis method is used to analyze the collected data, so as to explain how Thahir Ibn Asyur's views in the Prohibition of Homosexuality and its influence on Maqashid of Quran. The result is that the prohibition of homosexuality greatly affects the Maqashid of Quran according to Thahir Ibn Asyur that is to damage the aqidah (Ishlahul I'tiqad wa ta'lim al-aqdi as-shohih), corrupting Akhlaq (Tahdzibu al-Akhlaq), violating the Shari'ah (at-Tasyri'), destroying unity (Siyasatu al-Ummah), the ungodly (al-Qisas wa akhbar ummah as-Salifah), the example of (the ungodly (at-Ta'lim fima yunasibu halati 'asri al-Mukhotobin), And itis the prohibition of homosexuality that maintains the balance of the Maqashid of Quran.

Analisis Pemikiran Pendidikan Multikultural Ki Hajar Dewantara dalam Tinjauan Alquran

Sholikah Sholikah — 2024-06-30

Penelitian ini bertujuan untuk mengungkap dan menganalisis pemikiran pendidikan multikultural Ki Hajar Dewantara dalam tinjauan Alquran. Pendidikan merupakan usaha sadar yang dilakukan seseorang dalam mengembangkan dirinya menjadi insan yang sempurna, sementara keragaman masyarakat menuntut agar pendidikan mampu menyesuaikan dengan kultur yang ada sehingga memerlukan penegasan tentang pendidikan yang multikultural, hal ini juga menjadi salah satu konsen dari pemikiran Ki Hajar Dewantara. Gagasan pendidikan multikultural tersebut dielaborasi lebih lanjut dengan beberapa konsep yang terdapat pada Alquran. Penelitian ini termasuk kategori deskriptif kualitatif yang menggunakan pendekatan kepustakaan, dengan pendekatan kajian tokoh, guna mendalami dan menganalisa gagasan Ki Hajar Dewantara, khususnya tentang pendidikan multikultural. Pengumpulan datanya dengan studi dokumentasi dan kepustakaan, sedangkan untuk analisanya mengunakan analisis isi atau content analysis. Hasil penelitian ini menunjukkan: pertama, menunjukkan bahwa pendidikan multikultural adalah Pendidikan yang menitikberatkan pada penegasan, pengesahan, penanaman kesadaran, pengembangan akhlak setiap warga Negara agar memiliki adab, persaudaraan, tolong-menolong, serta menumbuhkan sikap toleransi dalam hidup berdemokrasi (musyawarah dan dialog). Pendidikan multikutural dalam pandangan Ki Hajar Dewantara merupakan pendidikan yang sangat menjunjung tinggi berbagai budaya yang terdapat di nusantara. Kedua, berbagai asas-asas pendidikan multikultur yang menjadi isi atau materi pendidikan Ki Hajar Dewantara tersebut diatas juga selaras dengan berbagai nilai yang terdapat dalam Alquran, diantaranya: QS. Ali Imron ayat 64 tentang prinsip musyawarah dan demokrasi, QS Al-Nisa ayat 131 tentang persaudaraan, QS. Al-Baqoroh ayat 256 tentang kebebasan memeluk agama, QS al-Maidah ayat 69 tentang pengakuan agama lain selain Islam, dan QS Al-Hujurat ayat 13 tentang humanis dan toleransi.

Model Pengembangan Corporate University melalui Platform Wiyata Kinarya Merdeka Belajar Kemendikbudristek

Victor Imaduddin Ahmad — 2024-06-28

Beriringan dengan kebijakan merdeka belajar, Kemendikbudristek mencanangkan platform WKMB, strategi pengembangan kompetensi pegawai di lingkungan Kemendikbudristek dengan pengintegrasian seluruh sumber daya dalam rangka meningkatkan kinerja organisasi melalui pengembangan pengetahuan, kecakapan, dan sikap setiap individu dalam ekosistem "Merdeka Belajar" untuk mewujudkan SDM unggul yang memiliki kapabilitas tinggi. Penelitian ini bertujuan untuk mendeskripsikan penerapan corporate university model WKMB di lingkungan Kemendikbudristek, yang mencakup bagaimana paradigma model corporate university pada WKMB, dan Bagaimana implementasinya. Penelitian ini menggunakan pendekatan library reseach dengan jenis penelitian kualitatif. Hasil penelitian ini adalah Pertama paradigma corporate university pada WKMB tergolong Model Corporate University dengan paradigma dinamis, kedua. Implementasinya melalui tiga tahap yakni perencanaan, realisasi dan rekognisi

Peningkatan Kemampuan Membaca Al-Qur’an Mahasiswa Menggunakan Al Qur’an Model Waqfi Wal Ibtidak Melalui Metode Pembelajaran Tahsin

Moh. Yusuf Efendi — 2024-06-28

The aim of this research is to improve the ability to read the Al Qur'an of class 2A BK students at FKIP UNUGIRI using the Al Qur'an waqfi wal ibnot through the Tahsin learning method. The method used in this research uses the action research method (Action Research) using giving cycles and each cycle has four main activities. There are four main activities in each cycle, namely (1) planning, (2) action, (3) observation, and (4) reflection. In data analysis, researchers used a calculation of the percentage of learning completeness of at least 75% to 80%, based on the results of collaborators by looking at the results of initial observations, actions and final results of actions. The picture obtained by researchers during pre-research shows a figure of 30% for initial reading ability, so that when implementing the actions of researchers and collaborators it increases by 45% to 50%. This criterion is based on initial capabilities, availability/adequacy of infrastructure. The results of pre-research data analysis showed that the percentage of BK 2A students' reading ability was 29.87%, at the end of cycle I the percentage of reading ability was 49.81% and at the end of cycle II the reading ability was 76.88%.