Sorogan Method Research Articles

تطبيق الطريقة الانتقائية في تحقيق الأهداف المكتوبة من الحكومة الخاصة في تعليم اللغة العربية بالمدرسة الثانوية الإسلامية الحكومية جمبر الأولى بالقسم الديني للسنة الدراسية 2019

Eclectic method is when a teacher combines a number of methods and selects the appropriate methods based on the learning condition. According to the experts of eclectic method, there is no appropriate learning method for all learning purposes, students, teacher and all foreign language learning aspects. No method is perfect. Each method has advantages and disadvantages. The problem of the research is how the application of eclectic method in achieving the purposes set by the government in Arabic learning in terms of grammar, classical book-reading learning, and oral learning (speaking) at MAN 1 Jember religion program in 2019. The purpose of this research is describing the application of eclectic method in achieving the purposes set by the government in Arabic learning in terms of grammar, classical book-reading learning, and oral learning (speaking) at MAN 1 Jember religion program in 2019. The research used in the research is descriptive qualitative method. It analyzes the application of eclectic method in achieving the target set by the government in Arabic learning at MAN 1 Jember religion program in 2019. The data collection method used by the researcher is purposive sampling. The result of the research is a learning method used for learning Arabic grammar which combines speech, memorizing, drill, audio-lingual, nahwu-tarjamah, inductive, and peer-learning methods. Classical book-reading learning includes speech, memorizing, drill, audio-lingual, nahwu-tarjamah, answer-and-question, peer-learning, and sorogan methods, while oral learning (speaking) includes speech, direct, audio-lingual, memorizing, and role-play methods.

DEVELOPMENT OF RELIGIOUS EDUCATION INSTITUTIONS IN THE LANGGAR OF EAST JAVA (Ethnographic Studies in Jati, Sidorejo, Sugio, Lamongan, East Java)

The Langgar in the tradition of the Javanese community, in some other areas known as the Tajug, the Surau, and the Mosque. In general, this langgar building has parts of the room such as a curing, main room, and porch, for worship activities and Islamic religious education using the halaqah and Sorogan methods. This research which uses ethnographic descriptive method seeks to describe the events of human resource development through religious education and the processes that take place in it. From this research, it was found that the method of human resource development in Langgar was through the Halaqoh educational institution (learning circle) with the Sorogan technique so that it necessitated mixed learning methods. The institutionalization of the values of Islamic teachings through this mixed learning process is interesting to study so that in this study the process of institutionalization through Islamic religious education in Langgar Jati, Sidorejo, Sugio, Lamongan, East Java.

A Traditional and Modern Education System of Pondok Pesantren in Perspective Philosophy of Education

ABSTRAK Philosophy and education have a very close relationship so that proper ly thinkers of philosophy respond to various problems regarding education include the education system in pesantren. This journal is intended to dissect and explore the education system of pondok pesantren both traditional and modern pesantren . Searching a philosophical foundation within it to be able to understand the deepest meaning of an education system in pesantren. Traditional pesantren organize s non-classical Islamic education with bandongan and sorogan methods in learn ing classical books (yellow books) by ulama in middle ages . The traditional pesantren holds the philosophy of perennialism, idealism, and essentialism. Among the famous traditional pesantren that maintain the salaf system are Sarang Rembang, pondok pesantren of Sidogiri Pasuruan, pondok pesantren of Langitan Tuban, and pondok pesantren of Lirboyo Kediri. Whereas modern pesantren always consideratein changing times such as the use of information technology with the use of the internet as a medium of learning for santri and play a role not only in education but also in other aspects. Modern pesa n tre n holds philosophy of reconstructionism, progressivism, and rationalism. Among the famous modern pesantren are the modern pondok of Gontor and Zaitun Indramayu.

PEMBELAJARAN PESAN KITAB KUNING MELALUI METODE SOROGAN PADA SANTRI DI PONDOKPESANTREN DAARUS SHOFWAH

For students learning the message of the yellow book is a process that can produce changes in the ability to read, translate, write, and actualize the contents of the yellow book contained therein. Through this context, effective and efficient delivery learning techniques must be applied to support the learning process of the yellow book. One method that can be done is through the sorogan method for learning is more effective, because it can adjust to the level of understanding of each santri. Research to find out the message of learning the message of the yellow book conducted at Daarus Shofwah Bojonggede Islamic Boarding School, Bogor Regency. The method used is quantitative descriptive. According to (Ananto, 2013) a method that only provides an overview or description of the variables of a phenomenon under study. The population of this research is the students who study at Daarus Shofwah Bojonggede Islamic Boarding School in Bogor Regency, amounting to 40 male students. The sample in this study was taken using a sampling technique of saturated 40 male students in the Islamic Boarding School. Data collection techniques in research using primary data questionnaires and interviews, secondary data using literature studies such as books and documentation. The results of the study, the message of the yellow book through the sorogan method is very good and can help students in understanding the contents of the yellow book. From reading and translating the contents of the yellow book in Arabic without harakat on students so that there are messages of learning through the sorogan method properly. Keywords : Message of the YellowBook; The Sorogan Method; students of Islam; Islamic boarding school;

Implementing Curriculumn of Madrasah Tsanawiyah in Increasing the Quality of Pesantren Al-Kautsar Al-Akbar Medan

The implementation of the Tsanawiyah Islamic Boarding School Curriculum in improving quality at the Al-Kautsar Al-Akbar Islamic Boarding School in Medan aims to find out the structure of the Islamic boarding school curriculum and its implementation in the madrasa. This study uses a qualitative approach with a descriptive method, which is to explore data related to the implementation of the pesantren curriculum in the learning process at Madrasah Tsanawiyah and describe the data according to the focus of the study to clarify the purpose of the research. The problem discussed in this paper is how the pesantren curriculum and its implementation in Madrasah Tsanawiyah Al-Kautsar Al-Akbar Medan Islamic School. The results found that structurally the Madrasah Tsanawiyah Al-Kautsar Al-Akbar Medan implemented two curricula, the pesantren education curriculum and the ministry of religion curriculum. The pesantren education curriculum is divided into two curricula. The first is not related to Arabic grammar such as the Qur'an, Hadith, and Morals, this is called the pesantren curriculum. Whereas subjects such as nahwu and sharaf are included in the Arabic curriculum. In implementing the pesantren education curriculum it is not much different from the curriculum of the Ministry of religion. Those who teach the pesantren education curriculum are competent teachers who have special qualifications in the field of religion and all the teachers are pesantren alumni. The method used in learning boarding school education material is to use bandongan and sorogan methods which are carried out classically. The evaluation method used is evaluation with written and practical examinations

MASJID SEBAGAI PUSAT PENDIDIKAN ISLAM PADA MASA KERAJAAN SAMPAI MASA ORDE LAMA DI BONE, SULAWESI SELATAN

Mosques as educational centers are not only found in the Middle East, but also in the Malay world this reality occurs as in Aceh, Demak, Banten and Bone. During the Kingdom of Bone until the Old Order period the mosque became the center of Islamic education in the form of recitation of the Qur'an and the Yellow Book which examined Islamic sciences such as Fiqh, Hadith, Tafsir, Akhlak, Sufism and Arabic. Kadi and Imam Masjid were the main actors who carried out the teaching spread in the Watampone region as the capital city of the Kingdom. Then it developed into other regions such as Macege, Cabalu, Palakka, Awangpone, Pattiro, Barebbo, and Cenrana. Especially in Watampone, the study was held at the Kingdom Bone Mosque, the Al-Mujahidin Mosque which was the center of Islamic education fostered by the Kadi Bone and at the Masjid Watampone Mosque which was fostered by the Imam Masjid Raya. Recitations in the Palili region of the Kingdom of Bone are generally fostered by Kadi who are both Imam and Katte (Khatib) in their respective regions. The teaching system is the same as the teaching system that generally applies in the archipelago at that time, namely the wetonan/bandongan and sorogan methods. In the Bugis tradition the Bone system is referred to as the tudang mangaji.

تعليم النحو باستخدام كتاب "العمريطي" في مدرسة قاسم الهادى الثانوية ‏الإسلامية سمارانج ومشكلاته

This study aims to determine the process of implementing Nahwu learning with al Imrithi Books in schools that are integrated with Islamic boarding schools and find out about learning problems and analysis of solutions. This research was conducted in Qosim al Hadi high school Semarang. This type of research is field qualitative research by using: Observation, Interview, Documentation and Questionnaire as the technique of collecting data. The results of this study indicate that the learning method used in Nahwu's learning with al Imrithi Books is a Deductive method that is well known among boarding schools as a Bandongan method. This method is used to convey learning material, while the Sorogan method is a form of reinforcement of the material that has been studied. The learning problems in Nahwu's learning with the book al Imrithi from several aspects: Students, Teachers, Learning Materials, Learning Time and Institutional Foundations.

METODE PEMBELAJARAN DISKUSI DAN SOROGAN UNTUK MENINGKATKAN KEMAMPUAN MEMBACA KITAB FATH AL-QORIB

This study aims to determine; 1) the implementation of the discussion method at the Attoyyibiyyah Islamic Boarding School, Cikande, Serang Regency 2) the implementation of the sorogan method at the Attoyyibiyyah Cikande Islamic Boarding School, Serang Regency 3) the contribution of the discussion and sorogan methods to improve the ability to read the book of fath al-qorib. 4) Comparison of the contribution of the discussion and sorogan methods to improve the ability to read the book of Fath al-qorib. This research is a mixed method research method. Respondents were 40 students, collecting data using questionnaires and tests to determine the contribution of increasing the ability to read the book of fath al-qorib. The qualitative data analysis technique used is the data triangulation technique, while the quantitative data uses statistical analysis. The results of this study are; 1) The discussion method is carried out three times a week, namely; every Saturday night, Monday night and Wednesday night at 20.00 WIB - 22.00, the book that is studied is the book "Fath Al-qorib" Implementation technique; first, the students sit in the majlis, the students who have the task of discussing the next step forward. second, begins with prayer, then reads the material to be delivered and the murody. Third, students are welcome to ask questions, then discussed, then the ustadz explains the material and finally ends with a prayer. 2) The sorogan method is carried out every Monday afternoon, the book that is studied is the book "Fath Al-qorib" Implementation technique; firstly, it was carried out by means of the students reading back the book that was read by Ustadz. second, the teacher listens to the students' reading and explanation of the material. 3) The contribution of the discussion method is 94% and the sorogan method is 40.96% 4) The contribution comparison of the discussion method and the discussion method sorogan has a greater contribution than the sorogan method.

Literatur Pembelajaran Fiqh di Pondok Pesantren Propinsi Banten

The tradition of yellow books is commonly associated with the pesantren tradition. It may become a differentiating factor when compared to other institutions. In the beginning of its emergence, learning process in pesantrens is usually limited to the materials of reading Qur’an (qirâ’ah al-Qur’ân) and worship law (fiqh ibadah). Nevertheless, due to the vast number of books penetrating to Banten, particularly initiated by Syeikh Nawawi al-Bantani, the study of Islamic law became more popular among scholars. As a result, there are many methods applied in learning process for yellow books. Furthermore, the discrepancy of education methods in pesantrens: traditional (salafi) and modern (khalafi), may lead to the emergence of the different uses of literature and methods. In salafi pesantrens, bandongan or sorogan method is mainly employed to read the conventional books, such as Fath al-Qarib, Fath al-Wahhab and Mahalli. On the other hand, khalafi pesantrens tend to develop Arabic as well as English skills as their assets to continue their study to upper education grades. In addition, salafi pesantrens mostly emphasize to study various normative books, such as Syafi’i’s work whereas khalafi pesantrens tend to be liberal and flexible, by reading Bidayah al- Mujtahid and Fiqh al-Sunnah.

Ethnic Diversity in Teaching Sorogan of Pesantren

This study aims to describe the teaching of sorogan in the pursuit of books in Pesantren (Islamic boarding schools) with ethnic diversity. Ethnic diversity of the kyai (teacher) and the santri (student). This research explains the implementation of sorogan teaching to produce a product in santri. This research is descriptive qualitative research. In collecting data used the interview method and observation. The results of this study are that in the learning process using the Sorogan method there are problems in the adjustment of santri in taking lessons and the cultural language of the pesantren itself as a learning process of the santri in Islamic boarding schools.

Aplikasi Metode Penerjemahan dalam Pembelajaran Kitab Kuning

Translation as a process cannot be separated to the activity in foreign language learning despite there is still a controvesial issue abou it. This article aims to describe the translation process in Bandongan and Sorogan Method as the oldest and the best method in teaching and learning “kitab kuning”. The data are collected by observing, interviewing and studying of documentation. The writer as an instrument to collect the data attended the teaching and learning process. The data are analyzed by comparing the theory of translation method and the application of bandongan and sorogan method. The result shows that in the bandongan method, the teacher apply the word for word and literal method toward text in kitab kuning and also in sorogan method, the students apply word for word and literal method when they are reading kitab kuning.

Implementasi Sorogan Dalam Pembelajaran Al-Qur’an Pada Madrasah Diniyah Takmiliyah

Metode sorogan adalah strategi pembelajaran pokok dalam pembelajaran di pesatren termasuk saat pengajaran al-Quran. Pelaksanaannya ternyata tidak berbeda jauh di Madrasah Diniyah, terutama di MDTFB. Hasil penelitian menunjukkan bahwa setelah ada upaya-upaya yang dilakukan guru pengasuh untuk mengatasi factor penghambat pembelajaran al-Quran dan mempertimbangkan faktor pendukungnya. Saran-saran yang ditujukan untuk masing-masing siswa santri, wali orang tua dan guru pengasuh kemudian bisa diberikan.

Pendidikan Kecakapan Hidup di Pondok Pesantren

Education on life skills is the abilities which learner needs to face his social, economics, politics, and religious life so that he can reach happiness and welfare in this world and hereafter. One of the Islamic institution that deal with these goals above is pesantren. One of method which is used in teaching and learning process in pesantren is sorogan that can be used to applicate education on life skills. Education on life skills is held dealing with the purpose that santri should be given the knowledge to face the global change. This short article concerns on educational life skills in pesantren through sorogan method.

Formulasi Model Pengembangan Pendidikan Islam: Kajian Integrasi Madrasah, Sekolah dan Perguruan Tinggi dengan Pesantren

Pesantren is an educational institution after the recitation of the Qur'an in the entire territory of Indonesia. Pesantren distinctive shape and varied makes its presence continues to grow, but a significant development came after an intercourse with the school system or also known as the madrasa system. The growth of Islamic madrasah education is a response to the school system that has been the policy of the Dutch government within the framework of ethical politics. Growth and development of madrasas in the early 20th century is part of the Islamic reform movement in Indonesia, which has a fairly intensive contacts with the reform movement in the Middle East. One form of the dynamics and development of the earliest schools is the mixing between the boarding school system with madrasa system. Both institutions, initially stood alone. Model of teaching at a boarding school in the classical delivered in the mosque or surau with sorogan method, while teaching models delivered modern madrassa in the class room with a varied methods. Marriages between boarding school with this madrasah, has brought a lot of progress in the world of boarding schools. Model Integration madrasah/boarding school is divided into four, namely: Full Integration, Integration Selective, Instrumental Integration, and Integration Minimal. The meeting point of the integration of schools with madrassas, Islamic schools and Islamic Universities with Pesantren or vice versa is equally Aiming internalization of Islamic values, independence, sincerity and simplicity and personality formation holistic: an individual can find the identity, purpose and meaning in life through relation to society, spiritual values that can address the challenges and needs of the times.

EFEKTIVITAS METODE SOROGAN BERBANTUAN TUTOR SEBAYA TERHADAP PEMAHAMAN KONSEP MATEMATIKA

Mathematics learning with sorogan method assisted by peer tutor is learning where students do the exercises in front of the teacher directly, but the students have studied the exercices with their peers before. The aim of this research was to determine the effectiveness of mathematics teaching with sorogan method assisted by peer tutor. The results of this study was mathematics learning with sorogan method assisted peer tutors was effective and there was an increase of understanding the concept in experimental class.Keywords : sorogan, peer tutor, understanding the concept