Jumrianah

Metode Penyampaian dalam Pendidikan Islam

Introduction

Metode penyampaian dalam pendidikan islam. Pelajari metode penyampaian pendidikan Islam yang efektif untuk pemahaman siswa. Meliputi pendekatan teladan, ceramah, diskusi, hingga bandongan dan sorogan. Relevan untuk pendidikan formal & non-formal.

Abstract

This study aims to explore the methods used in delivering Islamic Education to ensure that the material contained in the curriculum is effectively and efficiently understood by students. This research employs a qualitative library research approach, with sources including books, encyclopedias, scholarly journals, newspapers, magazines, and relevant documents. The study involves searching, collecting, organizing, and interpreting literature-based data to analyze educational delivery methods. The foundation of Islamic education delivery methods is rooted in religious, biological, psychological, and sociological considerations. Therefore, educators must apply appropriate teaching methods by taking into account students’ holistic development. Various traditional and contemporary methods are still in use, such as the exemplary method, reward and punishment, lecture, question and answer, discussion, storytelling, assignment, demonstration, as well as classical methods like bandongan, sorogan, and muzakarah. These methods continue to be relevant and effective in achieving the goals of Islamic education both in formal and non-formal learning environments.

Review

The paper, titled "Metode Penyampaian dalam Pendidikan Islam," addresses a fundamental aspect of educational practice: the effectiveness of delivery methods. The stated aim to explore approaches that ensure efficient and thorough understanding of curriculum material is crucial for the successful transmission of knowledge and values within Islamic education. The study adopts a qualitative library research methodology, indicating an extensive review of existing literature from various sources including academic journals, books, and other relevant documents. While this approach is well-suited for a comprehensive theoretical overview, a clearer articulation of the systematic review process employed could further strengthen the perceived methodological rigor. The abstract effectively outlines the multi-faceted theoretical underpinnings of Islamic education delivery methods, highlighting religious, biological, psychological, and sociological considerations. This holistic perspective is commendable, underscoring the necessity for educators to apply methods that cater to students' overall development. The study promises to discuss a wide array of pedagogical techniques, including both traditional and contemporary approaches. The inclusion of classical *pesantren* methods such as *bandongan*, *sorogan*, and *muzakarah* alongside more universally recognized techniques like lecture, discussion, and demonstration, suggests a valuable effort to synthesize indigenous Islamic educational practices with broader pedagogical principles. In conclusion, the abstract presents a robust overview of the importance and diversity of delivery methods in Islamic education, emphasizing their continued relevance and efficacy across various learning environments. The study's primary strength lies in its comprehensive survey of methods and its acknowledgment of the diverse theoretical foundations that inform their application. While a deeper discussion within the full paper on the specific contextual effectiveness or empirical evidence supporting each method would further enrich the discourse, this work appears to offer a valuable contribution to the understanding of pedagogical strategies within Islamic education, providing a useful resource for practitioners and researchers alike.

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