Found 5 Documents

علي هاشمي هو زعيم الاصلاح فى مجال التربية بآتشيه Gade, Syabuddin
Jurnal Ilmiah Peuradeun Vol 2 No 2 (2014): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

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This papers the application of the historical method and descriptive and analytical -Looking for Ali Hasjmy, a famous man and a leader of the reform in the field of education in the 20th century in Aceh. And not only has a lot of educational views, established on some of the books, but also it contributes to the task in building the field of education and repaired and developed since his Aceh governor in the years 1957-1964. And was a contribution written in the history of the city of students of Darussalam, especially in the development of the Syiah Kuala University, State Islamic University of Ar-Raniry, Institute of Tengku Chik Pante Kulu, APDN (Academy of the Government of the Interior), and build a ?village students? (Kampung pelajar) and "Garden of students"(Taman pelajar) in all parts of Aceh.
Jurnal Pencerahan Vol 9, No 1 (2015): Maret 2015
Publisher : Majelis Pendidikan Daerah (MPD) Aceh dan Universitas Syiah Kuala

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This study - through content and descriptive analyses - seeks to explore Ibn Jamaah thought about his ethical code educators in Tazkirah al-Sami. To that end, the book Tazkirah al-Sami will be discussed in depth. The study obtained that the code of ethics educators in Tazkirah al-Sami generally consists of three categories, namely; The first, code of personal ethics educator, consists of 12 chapters sequentially explain the relationship between educator and God (verse 3); glorify science (3 verses); ascetic (4 verses); the use of science (paragraph 2); away from the action and place reprehensible (fourth paragraph); implement and support the symbols of religion (4th paragraph); maintaining practice sunnat (4 verses); norms of social interaction (paragraph 13); purify themselves of bad moral character and cultivate commendable (second paragraph); the deepening of knowledge (paragraph 6); learn from the juniors (second paragraph); and write (4 verses). Second, the code of ethics educators in teaching, which consists of twelve chapters sequentially explained about: preparation before teaching (3rd paragraph), praying and teaching behavior (paragraph 7), classroom management (paragraph 5), the initial act of teaching (4 verses ), hierarchy  and transfer of knowledge (paragraph 6), voice teacher and an opportunity to ask (third paragraph), the function of discussion in Majlis (fourth paragraph), the role of educators in the discussion (paragraph 3); fair, intelligent and fair (paragraph 6), an appreciation of non-regular students (second paragraph), the cover learning (6 verses) and professional (third paragraph). Third, codes of conduct interaction with the student teachers, which consists of fourteen chapters, each associated with; the purpose of teaching (verse 9); directing learning objectives (3 verses); motivator (paragraph 6); treat students like their own children (4 verses); attention to student ability and openness delivery of science (4 verses); earnest and convincing (fourth paragraph); ability test (paragraph 5); reward, motivation and learning groups (paragraph 3); the intensity and scale of learning priorities (paragraph 3); learning resources (paragraph 4); to be fair and considerate (4 verses); monitoring and warning (paragraph 5); moral and material support (paragraph 6); humble and meek (fourth paragraph).
Kontribusi Guru Kelas dalam Pembinaan Kode Etik Siswa MIN di Kota Banda Aceh Mardiana, Mardiana; Gade, Syabuddin
DAYAH: Journal of Islamic Education Vol 2, No 1 (2019): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (140.834 KB) | DOI: 10.22373/jie.v2i1.4167


Developing students? code of ethics is part of the main duties and functions of teachers as educators and instructors in schools. The study of this thesis aimed to investigate the socialization ways of the students? code of ethics, the methods used in developing the students? code of ethics, and the obstacles indeveloping the students? code of ethics faced by thehomeroomteachers of MIN (Islamic elementary schools) in Banda Aceh downtown. This study used a descriptive qualitative research design. Data collection techniques included observation, interview, and documentation study. The subjects of the study were the principals and the homeroom teachers of MIN 4, MIN 5, and MIN 6 in Banda Aceh. The results of the study showed that first, the principals and the homeroom teachers have always tried to socialize the students?code of ethics, either through the preparation of the program at the beginning of the school year or through the pamphlets displayed in places seen by everyone in the schools. In addition, the teachers have made an agreement with the students by listing some violations and rewards in the classrooms. All of these aimed to foster the students?code of ethics in order to improve the quality of character education at MIN Banda Aceh. Second, the homeroom teachers applied persuasive and educativemethods and techniquesin fostering the code of ethics for the students. These werecarried out by distributing brochures at the beginning of the school year for the first year students, creating an educational slogan, and putting the school code of ethics on pamphlets. The other methods used were being role models, direct reprimanding, providing suggestions for more polite and respectful attitudes, communicating effectively, and giving rewards and educative sanctions. And third, the obstacles encountered by the teachers in the development of the students? code of ethics included the lack of religious education in the family, limited time for the teachers to conduct optimal supervision on the code of ethics for the students, the size of the classroom, and the immature age of the students. However, the teachers have made efforts to overcome allof these obstacles properly. If there are some issues related to the students? code of ethics, they will make appropriate measures in order to reduce the obstacles.
Pengamalan Adab Guru dan Murid dalam Kitab Khulq 'Azim di Dayah Darussa'adah Cabang Faradis Kecamatan Patee Raja Kabupaten Pidie Jaya Husaini, Husaini; Gade, Syabuddin
DAYAH: Journal of Islamic Education Vol 1, No 1 (2018): DAYAH: Journal of Islamic Education
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh, Aceh, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (174.541 KB) | DOI: 10.22373/jie.v1i1.2794


The background of this reseach is about the teachers and student?s behaviour understanding and implementating toward the kitab which written by Teungku Muhammad Ali Irsyad, the founder of dayah Darussaadah. The research aimed to know kinds of teachers and student?s ethical behavior in the kitab, teachers and student?s understanding toward the teachers and student?s behavior regarding to kitab Khulq ?A?im, and their implementation toward the content of the kitab. Moreover, this field research conducted by using qualitative approach in descriptive method at dayah Darussaadah which affiliate to Faradis, Kecamatan Panteraja, Kabupaten Pidie Jaya. Resources of the data are kitab Khuluq 'A??m, teachers and students in dayah Darussaadah. The data was collected by interview and observation. The instrumen of the data collection was interview sheet and observation sheet. Result of the research had shown that numbers of ethical behavior for teachers were 16 kinds of rules, and 24 kinds of rules for students? ethical behavior. In conclussion, a large of number dayah member?s are understood and implementated the ethical behaviors that containing in kitab Khuluq 'A??m, although many of them have any difference comprehences.
Jurnal Ilmiah Didaktika Vol 12, No 1 (2011): Jurnal Ilmiah DIDAKTIKA Agustus 2011
Publisher : State Islamic University (UIN) of Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jid.v12i1.440


This writing tries to compare between the concept of education brought by Dewey, as a modern western educator and asy-Syaibani as an Islamic educator. Both have different background and basic foundation when they formulate the basic concept of education. Therefore, there are some substantial differents and similarity between them. In general, both thoughts can be used to develop the education in Indonesia.