Ahmad Subakir, Ahmad
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CONCEPT OF EDUCATIONAL INTERACTION IN EDUCATION: IN SOCIOLOGICAL PERSPECTIVE Subakir, Ahmad
Didaktika Religia Vol 5, No 2 (2017)
Publisher : STAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v5i2.629

Abstract

This article describes the concept of educational interaction in education in a sociological perspective. Sociology has a point of view, certain methods and arrangements. It can be clearly stated that the object of sociology is the study of people in groups, by looking at the nature of society, culture and individuals scientifically. The sociology of education in particular can be interpreted as sociology applied to solve fundamental educational problems that focus on the investigation of the interdependent areas between sociology and the science of education. Educational interaction can be interpreted as a relation activity of various educational elements, educators, administrative staff, and students. The point of interaction in general is a reciprocal relationship among individuals that occur in the community. Educational interaction can only be created if an educator meets the competence and professionalism in the learning process and understands the background of students. An educator plays an important role in creating educational interaction in school. Educational interaction is seen in the implementation of the learning process or the learning stages of an educator. Educational interactions between educators and students are expected to be achieved optimally if there is an awareness of educators that the noble task in teaching and educating students are comprehensive. An educator will be happy and have satisfaction if his or her students succeed. يتناول هذا البحث الحديث عن مفهوم التعامل التربوي في منظور علم الاجتماع. ولعلم الاجتماع نظرة خاصة، وطريقة خاصة، وأساليب معينة. وجزما يمكن أن يقال إن موضوع علم الاجتماع هو الإنسان في الجماعة، بالنظر إلى حقيقة المجتمع والثقافة والأفراد نظرة علمية. ويمكن تعريف علم الاجتماع التربوي على سبيل الخصوص بأنه علم الاجتماع الذي يطبق لحل مشكلات التعليم الأساسي مركزا على الاهتمام باكتشاف الولايات التي يحيط بها علم الاجتماع وعلم التربية. ويمكن تعريف التعامل التربوي بأنه أنشطة الاتصال بين عناصر التربية، سواء كان مدرسا، أم موظفا إداريا، أم طلبة. وإذا أطلقت كلمة التعامل فمعناها العلاقة التبادلية بين فرد وفرد في وسط بيئة المجتمع أو في غير بيئة المجتمع. وإنما يتم التعامل التربوي إذا استوفى المدرس كفاءة وأهلية لعملية التعليم ويلم خلفية الطلبة. وللمدرس دور مهم في في إنشاء التعامل التربوي في المدرسة. ويظهر التعامل التربوي في إجراء عملية التعليم أو مراحل التعليم التي يقوم بها المدرس. وسوف يتم التعامل التربوي بين مدرس وطلبة بصفة جيدة إذا كان للمدرس وعي بأن مهمة التربية الشريفة مهمة متاكاملة. وسيشعر المدرس بالسعادة إذا كان طلبته ناجحين Artikel ini mendeskripsikan konsep interaksi edukatif pada pendidkan dalam perspektif sosiologis. Sosiologi memiliki sudut pandang, dan metode serta susunan yang tertentu. Secara tegas dapat dinyatakan bahwa obyek telaah sosiologi adalah manusia dalam kelompok, dengan memandang hakekat masyarakat, kebudayaan dan individu secara ilmiah. Sosiologi pendidikan secara khusus dapat diartikan sebagai sosiologi yang diterapkan untuk memecahkan masalah-masalah pendidikan yang fundamental yang memusatkan perhatian pada penyelidikan daerah yang saling dilingkupi antara sosiologi dengan ilmu pendidikan. Interkasi edukatif dapat diartikan sebagai suatu aktivitas relasi berbagai elemen edukatif, baik pendidik, staf administrasi, maupun anak didik. Intilah interaksi pada umumnya adalah suatu hubungan timbal balik antara individu satu dengan individu yang lain yang terjadi pada lingkungan masyarakat atau selain lingkungan masyarakat.Interaksi edukatif hanya bisa tercipta apabila seorang pendidik memenuhi kompetensi dan profesionalisme dalam proses pembelajaran juga memahami latar belakang anak didik. Seorang pendidik memenuhi peranan penting dalam menciptakan interaksi edukatif di sekolah. Interaksi edukatif terlihat dalam pelaksanaan proses pembelajaran atau tahap-tahap pembelajaran yang dilakukan seorang pendidik. Interaksi edukatif antara pendidik dan anak didik yang diharapkan tercapai dengan optimal apabila adanya kesadaran pendidik bahwa tugas mulia dalam mengajar dan mendidik anak didik itu sifatnya koprehensif. Seorang pendidik akan merasa bahagia dan memiliki kepuasan jika anak didiknya berhasil.
Kritik atas Orientalisme dan Kecurigaan atas Kajian Keislaman di Dunia Barat Subakir, Ahmad
Religió: Jurnal Studi Agama-agama Vol 4 No 2 (2014): September
Publisher : Program Studi Studi Agama-Agama, Fakultas Ushuluddin dan Filsafat, Universitas Islam Negeri (UIN) Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (378.928 KB)

Abstract

There is always a suspicious view from Moslem intellectual to orientalist’s research and studies on Islamic discourse. The former sees doubtfully that orientalist's research on Islam is fully bias and politically tendentious. William G. Millward observed on this Moslem's suspicion within their books. Moreover, Iranian Moslem intellectuals, according to Millward, tend to be apologetic and emotional. Moslem writers in such situation question the academic authenticity of the orientalists especially in terms of their objective studies on the Quran and the prophet Muhammad. Moslem writers in this regard consider their objectivity toward their finding research that harms Islam in order to Islamic teaching can be returned to the authentic comprehension as believed by the followers. Interestingly, some western intellectuals had also criticized and evaluated the orientalist’s research and studies on Islam. It shows that some of western intellectuals are still implementing the principle of freedom of thought. With this freedom, scholars can deconstruct the negative perspective of the orientalists toward Islamic studies, though such perspectives have crystalized becoming a standard of mainstream thoughts. However, it needs to know that those critics are still suspected having inserted with subjective ideas recalling that religious study is always familiar with an interpretative load and preference.
CONCEPT OF EDUCATIONAL INTERACTION IN EDUCATION: IN SOCIOLOGICAL PERSPECTIVE Subakir, Ahmad
Didaktika Religia Vol 5, No 2 (2017)
Publisher : STAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v5i2.867

Abstract

Abstract This article describes the concept of educational interaction in education in a sociological perspective. Sociology has a point of view, certain methods and arrangements. It can be clearly stated that the object of sociology is the study of people in groups, by looking at the nature of society, culture and individuals scientifically. The sociology of education in particular can be interpreted as sociology applied to solve fundamental educational problems that focus on the investigation of the interdependent areas between sociology and the science of education. Educational interaction can be interpreted as a relation activity of various educational elements, educators, administrative staff, and students. The point of interaction in general is a reciprocal relationship among individuals that occur in the community. Educational interaction can only be created if an educator meets the competence and professionalism in the learning process and understands the background of students. An educator plays an important role in creating educational interaction in school. Educational interaction is seen in the implementation of the learning process or the learning stages of an educator. Educational interactions between educators and students are expected to be achieved optimally if there is an awareness of educators that the noble task in teaching and educating students are comprehensive. An educator will be happy and have satisfaction if his or her students succeed. ملخص يتناول هذا البحث الحديث عن مفهوم التعامل التربوي في منظور علم الاجتماع. ولعلم الاجتماع نظرة خاصة، وطريقة خاصة، وأساليب معينة. وجزما يمكن أن يقال إن موضوع علم الاجتماع هو الإنسان في الجماعة، بالنظر إلى حقيقة المجتمع والثقافة والأفراد نظرة علمية. ويمكن تعريف علم الاجتماع التربوي على سبيل الخصوص بأنه علم الاجتماع الذي يطبق لحل مشكلات التعليم الأساسي مركزا على الاهتمام باكتشاف الولايات التي يحيط بها علم الاجتماع وعلم التربية. ويمكن تعريف التعامل التربوي بأنه أنشطة الاتصال بين عناصر التربية، سواء كان مدرسا، أم موظفا إداريا، أم طلبة. وإذا أطلقت كلمة التعامل فمعناها العلاقة التبادلية بين فرد وفرد في وسط بيئة المجتمع أو في غير بيئة المجتمع. وإنما يتم التعامل التربوي إذا استوفى المدرس كفاءة وأهلية لعملية التعليم ويلم خلفية الطلبة. وللمدرس دور مهم في في إنشاء التعامل التربوي في المدرسة. ويظهر التعامل التربوي في إجراء عملية التعليم أو مراحل التعليم التي يقوم بها المدرس. وسوف يتم التعامل التربوي بين مدرس وطلبة بصفة جيدة إذا كان للمدرس وعي بأن مهمة التربية الشريفة مهمة متاكاملة. وسيشعر المدرس بالسعادة إذا كان طلبته ناجحين. Abstrak Artikel ini mendeskripsikan konsep interaksi edukatif pada pendidkan dalam perspektif sosiologis. Sosiologi memiliki sudut pandang, dan metode serta susunan yang tertentu. Secara tegas dapat dinyatakan bahwa obyek telaah sosiologi adalah manusia dalam kelompok, dengan memandang hakekat masyarakat, kebudayaan dan individu secara ilmiah. Sosiologi pendidikan secara khusus dapat diartikan sebagai sosiologi yang diterapkan untuk memecahkan masalah-masalah pendidikan yang fundamental yang memusatkan perhatian pada penyelidikan daerah yang saling dilingkupi antara sosiologi dengan ilmu pendidikan. Interkasi edukatif dapat diartikan sebagai suatu aktivitas relasi berbagai elemen edukatif, baik pendidik, staf administrasi, maupun anak didik. Intilah interaksi pada umumnya adalah suatu hubungan timbal balik antara individu satu dengan individu yang lain yang terjadi pada lingkungan masyarakat atau selain lingkungan masyarakat.Interaksi edukatif hanya bisa tercipta apabila seorang pendidik memenuhi kompetensi dan profesionalisme dalam proses pembelajaran juga memahami latar belakang anak didik. Seorang pendidik memenuhi peranan penting dalam menciptakan interaksi edukatif di sekolah. Interaksi edukatif terlihat dalam pelaksanaan proses pembelajaran atau tahap-tahap pembelajaran yang dilakukan seorang pendidik. Interaksi edukatif antara pendidik dan anak didik yang diharapkan tercapai dengan optimal apabila adanya kesadaran pendidik bahwa tugas mulia dalam mengajar dan mendidik anak didik itu sifatnya koprehensif. Seorang pendidik akan merasa bahagia dan memiliki kepuasan jika anak didiknya berhasil.
Pergulatan Sosioreligius di Tengah Arus Perubahan Ekonomi pada Masyarakat Kampung Inggris Pare Kediri Subakir, Ahmad
TEOSOFI: Jurnal Tasawuf dan Pemikiran Islam Vol. 8 No. 2 (2018): December
Publisher : Program Studi Filsafat Agama Fakultas Ushuluddin dan Filsafat UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (385.802 KB) | DOI: 10.15642/teosofi.2018.8.2.455-478

Abstract

The establishment of educational institutes which mainly focus on English language course at Kampung Inggris (the Village of English) of Pare-Kediri plays pivotal role in the process of transformation of the local society especially in socio-religious and economic aspects they deal with. This article attempts to reveal socio-religious characteristic of the society at the Kampung Inggris along with their work ethos. The change of economic aspect has led to encounter of socio-religious aspect and the work ethos within the society as a result of the establishment of the English language courses coupled with the advent of outsiders who take the course. Employing socio-economic approach the study scrutinizes the dynamic of socio-religious aspect which grows as a consequence of the economic change. To get the necessary data and information, I use a panel of methods, which comprises interview, observation, and documentation. The discussion will focus on the socio-religious problems faced by the residents of the Kampung Inggris and their work ethos. The study finds that there has been a substantial change among the local society. The agrarian society at the Kampung Inggris has now transformed into capitalistic one. The transformation has subsequently affected their religious pattern from organic-religious to mechanic-religious.
KRITIK ATAS ORIENTALISME DAN KECURIGAAN ATAS KAJIAN KEISLAMAN DI DUNIA BARAT Subakir, Ahmad
Religió: Jurnal Studi Agama-agama Vol. 4 No. 2 (2014): September
Publisher : Program Studi Studi Agama-Agama, Fakultas Ushuluddin dan Filsafat, Universitas Islam Negeri (UIN) Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (378.928 KB)

Abstract

There is always a suspicious view from Moslem intellectual to orientalist?s research and studies on Islamic discourse. The former sees doubtfully that orientalist's research on Islam is fully bias and politically tendentious. William G. Millward observed on this Moslem's suspicion within their books. Moreover, Iranian Moslem intellectuals, according to Millward, tend to be apologetic and emotional. Moslem writers in such situation question the academic authenticity of the orientalists especially in terms of their objective studies on the Quran and the prophet Muhammad. Moslem writers in this regard consider their objectivity toward their finding research that harms Islam in order to Islamic teaching can be returned to the authentic comprehension as believed by the followers. Interestingly, some western intellectuals had also criticized and evaluated the orientalist?s research and studies on Islam. It shows that some of western intellectuals are still implementing the principle of freedom of thought. With this freedom, scholars can deconstruct the negative perspective of the orientalists toward Islamic studies, though such perspectives have crystalized becoming a standard of mainstream thoughts. However, it needs to know that those critics are still suspected having inserted with subjective ideas recalling that religious study is always familiar with an interpretative load and preference.
Pergulatan Sosioreligius di Tengah Arus Perubahan Ekonomi pada Masyarakat Kampung Inggris Pare Kediri Subakir, Ahmad
TEOSOFI: Jurnal Tasawuf dan Pemikiran Islam Vol. 8 No. 2 (2018): December
Publisher : Aqidah and Islamic Philosophy Study Program, Faculty of Ushuluddin and Philosophy, Sunan Ampel State Islamic University Surabaya.

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (385.802 KB) | DOI: 10.15642/teosofi.2018.8.2.455-478

Abstract

The establishment of educational institutes which mainly focus on English language course at Kampung Inggris (the Village of English) of Pare-Kediri plays pivotal role in the process of transformation of the local society especially in socio-religious and economic aspects they deal with. This article attempts to reveal socio-religious characteristic of the society at the Kampung Inggris along with their work ethos. The change of economic aspect has led to encounter of socio-religious aspect and the work ethos within the society as a result of the establishment of the English language courses coupled with the advent of outsiders who take the course. Employing socio-economic approach the study scrutinizes the dynamic of socio-religious aspect which grows as a consequence of the economic change. To get the necessary data and information, I use a panel of methods, which comprises interview, observation, and documentation. The discussion will focus on the socio-religious problems faced by the residents of the Kampung Inggris and their work ethos. The study finds that there has been a substantial change among the local society. The agrarian society at the Kampung Inggris has now transformed into capitalistic one. The transformation has subsequently affected their religious pattern from organic-religious to mechanic-religious.