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Contact Name
Dodi Ilham
Contact Email
journal.asia.education@gmail.com
Phone
+628114121449
Journal Mail Official
journal.asia.education@gmail.com
Editorial Address
Office: Microteaching Building 1st Floor State Islamic Institute of Palopo (IAIN Palopo), Jl. Agatis, South Sulawesi, Indonesia, 91914
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Kota palopo,
Sulawesi selatan
INDONESIA
International Journal of Asian Education
ISSN : 2723746X     EISSN : 27228592     DOI : 10.46966/ijae
Core Subject : Education,
International Journal of Asian Education invites scholars, researchers, and students to contribute the result of their studies and researches in the areas related to Education, The focus of the Journal is on all levels, stages, and processes of education (e.g., formal, informal, non-formal, early childhood, lifelong, schooling, adult education, vocational education and training, higher education). Which covers textual and fieldwork investigation with various perspectives of: Education Curriculum, Education Philosophy, Education Management Education Technology The International Journal of Asian Education aims to publish articles that show high levels of theoretical insight and /or empirical analytic work and gives preference to articles that demonstrate engagement on the key issues that face Asian education. Issues internal to education rather than external forces impacting on education are given preference. While it is intended that the Journal will remain academic in nature, the readers are considered to be educational generalists, and articles that are of interest to such readers will receive preference.
Articles 6 Documents
PROBLEMS AND CRISIS OF ISLAMIC EDUCATION TODAY AND IN THE FUTURE Nurdin, Hisbullah
International Journal of Asian Education (IJAE) by READ Institute Vol. 1 No. 1 (2020): IJAE Vol. 01 No. 1, June 2020 (In Press)
Publisher : READ Institute

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Abstract

Islamic strategies and tactics must be more effective and efficient, meaning pedagogical, sociological, and cultural. Therefore, the Islamic breath in the person of a Muslim is essential to be able to move the behavior reinforced with extensive knowledge so that he can provide appropriate and useful answers to the challenges of the development of science and technology, and in Islamic education will not be separated from Islamic principles sourced from the basic principles of the Koran. Planning for future education must include three main characteristics of a society, namely: the future of socio, the future of techno, and the future of bio. Besides, Islamic education strategies in facing future challenges include: (1) Building an actual Islamic Education paradigm; (2) Carry out Affective Education; and (3) Improving the quality of teaching staff.
THE CHALLENGE OF ISLAMIC EDUCATION AND HOW TO CHANGE Ilham, Dodi
International Journal of Asian Education (IJAE) by READ Institute Vol. 1 No. 1 (2020): IJAE Vol. 01 No. 1, June 2020 (In Press)
Publisher : READ Institute

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Abstract

The realignment of the Islamic education system is not just modification or patchwork. Still, it requires reconstruction, reconciliation, and reorientation so that Islamic education can make a significant contribution to the achievement of the take-off stage. In this paper, the author tries to offer several solutive arguments as well as to become a plan for Islamic education. First, it needs a review of the Islamic education system that is currently running while still promoting the spirit of Islamic teachings. The vision is manifest in the form of an attempt to re-dialogue religious texts against every reality that occurs. Second, prepare more mature and quality human resources armed with comprehensive capabilities. Third, reaffirming the role of all elements in education, namely, individuals, families, communities, educational institutions, and the state. Fourth, to unite Islamic spirituality with science and technology as a strong basis for increasingly pressing challenges, Islamic intellectual tradition, is a hierarchy and interconnection between various scientific disciplines that enable the realization of unity (oneness) in diversity, not just in the realm of faith and religious experience, but also in the world of knowledge.
BASIC OF LEARNING THEORY : (BEHAVIORISM, COGNITIVISM, CONSTRUCTIVISM, AND HUMANISM) Muhajirah, Muhajirah
International Journal of Asian Education (IJAE) by READ Institute Vol. 1 No. 1 (2020): IJAE Vol. 01 No. 1, June 2020 (In Press)
Publisher : READ Institute

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Abstract

In general, the term learning is understood as the teacher's conscious effort to help students so that they can learn according to their interests and needs. The more aware and professional a teacher is in educating, the better the quality of students and vice versa. Another term that is combined with learning in this article is theory. In a general sense, the method is often associated with a set of concepts, ideas, and procedures that can be learned, analyzed, and verified. So, learning theory is a collection of thoughts, ideas, systems in which how to practice the learning process between teacher and student and other elements related to learning activities. Learning theory itself can be interpreted as a theory that contains procedures for how a teacher applies teaching and learning activities, which will later be used to students both inside and outside the classroom.
MODEL OF SOUL IN THE SHADRIAN EPISTEME Faqihuddin Assafary, Amir
International Journal of Asian Education (IJAE) by READ Institute Vol. 1 No. 1 (2020): IJAE Vol. 01 No. 1, June 2020 (In Press)
Publisher : READ Institute

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Abstract

Among critical concepts in Mulla Sadra's thought, which, of course, cannot be discussed separately between the parts. This is because the basic rules in philosophical discourse are universal traits that make it approached from various directions as a unified form of reality. One of Sadra's famous thoughts is the concept of the soul, which is related to the roots of his philosophical doctrine of being. The significance of the discussion of the soul by Mulla Sadra becomes increasingly crucial given the discourse about the soul, especially in the debate of modern European philosophy in such a way that are absurd forms in Islamic religious doctrine. Therefore, seeing the relationship between the two models of approach to the soul is not only the only way to understand the universal message of the Islamic treatise about the soul but also creates a model of dialogue volume two of Ibn Rusyd-Ghazali becoming Mulla Sadra versus Modern Europe.
DIFFERENCES IN KNOWLEDGE SCIENCE IN ISLAMIC EDUCATION PHILOSOPHY PERSPECTIVE Sappe, Sukman
International Journal of Asian Education (IJAE) by READ Institute Vol. 1 No. 1 (2020): IJAE Vol. 01 No. 1, June 2020 (In Press)
Publisher : READ Institute

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Abstract

The dichotomy of science is the separation between general science and religion, which then develops into other dichotomic phenomena. The term science dichotomy in various historical literature, including the afterlife and world sciences, syar'iyah science and ghairu syar'iyyah Science, al-'ulum al-diniyyah and al-'ulum al-'aqliyyah, Islamic Knowledge and Non-Islamic Knowledge ( English), Hellenic and Semitic (Greek). The consequences of the dichotomy, as mentioned as the terms of the dichotomy, have implications for the alienation of the religious sciences to modernity and keep the progress of science away from spiritual values. In the perspective of Islamic education, science is an in-depth knowledge of the results of earnest efforts (ijtih?d) from Muslim scientists ('ulam?' / mujtah?d) on practical and ukhr?w? issues by originating from the revelations of Allah Almighty so that science grows and develops hand in hand with religion. In the history of Islamic civilization, scholars live in harmony with scientists, many scientists found in Islam, as well as scholars.
CHARACTERISTIC-BASED DEVELOPMENT STUDENTS ASPECT Alannasir, Wahyullah
International Journal of Asian Education (IJAE) by READ Institute Vol. 1 No. 1 (2020): IJAE Vol. 01 No. 1, June 2020 (In Press)
Publisher : READ Institute

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Abstract

The characteristics of students from cognitive, affective, and psychomotor aspects so that educators are able to cultivate and develop the potential and talents of each student so that educators easily evaluate the strengths and weaknesses in learning. Different characteristics possessed by each student can provide an understanding for each educator to use strategies and methods in developing these different talents and potentials. Understanding the development of student characteristics can be seen from three aspects, namely cognitive, affective, and psychomotor aspects. The cognitive element is the domain that includes mental activities (brain). Emotional issues are those related to attitudes and values, which include behavioral traits such as feelings, interests, beliefs, emotions, and values. Psychomotor aspects are domains that include movement behavior and physical coordination, motor skills, and physical abilities of a person so that the skills that will develop if often practiced can be measured based on distance, speed, speed, technique, and manner of implementation. Analyzing students can be seen in four key factors that determine student success, including general characteristics (general characteristics), specific entry competencies (special initial abilities), learning styles (learning styles), and multiple intelligences (plural intelligences).

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