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1860799774200954880
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INTELEK Repository
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Online Access
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https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072
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0000:01:01 00:00:00
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Restricted Document
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7341
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UniSZA
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1 John Esposito, Islam And Democracy, (Oxford, 1996), h. 124-135. 2 Peter Riddell, Islam And The Malay-Indonesian World, (London, 2001), h. 6-9. 3 Rahimin Affandi Abdul Rahim, “Analisis Sejarah Dakwah Dan Jalinan Intelektual RantauMalaysia-Indonesia,” dalam Zulkiple Abd. Ghani (ed.) Jaringan Dakwah Malaysia-Indonesia,(Bangi: Terbitan Jabatan Pengajian Dakwah Dan Kepimpinan, Ukm dan UniversitasMuhammadiyah Sumatera Utara (UMSU), 2003). 4 Wan Mohd Nor Wan Daud, Pembangunan di Malaysia: Ke Arah Suatu Kefahaman Baru YangLebih Sempurna, (Kuala Lumpur: Istac, 2001), h. 16. 5 Wan Mohd Nor Wan Daud, The Educational Philosophy And Practice of Syed MuhammadNaquib Al-Attas, (Kuala Lumpur: Istac, 1998), h. 230. 6 Zaini Ujang, Mengangkasa Pengajian Tinggi, (Skudai: Penerbit UTM, 2009), h. 99-106. 7 H. Abuddin Nata, Perspektif Islam Tentang Hubungan Guru-Murid; Sudi Pemikiran TasawufAl-Ghazali, (Jakarta: Pt Raja Grafindo Persada, 2001), h. 23-40. 8 Abd Rahim Ab Rashid, Hala Tuju Pengurusan Sumber Manusia Dan Kerjaya, (Kuala Lumpur:Utusan Publication, 2006). 9 Muhammad Zainiy Uthman “Islam, Sains dan Pemikiran Objektif: Suatu PerbandinganRingkas,” dalam Jurnal Yadim, Bil. 2, (November 2001), h. 146-148. 10 Azyumardi Azra, Esei-Esei Intelektual Muslim dan Pendidikan Islam, (Jakarta, 1998), h. 43-47. 11 H. Syahrin Harahap, Islam: Konsep dan Implementasi Pemberdayaan, (Yogyakarta: Pt TiaraWacaana Yogya, 1999), h. 11-25. 12 Syamsul Anwar, Studi Hukum Islam Kontemporer, (Jakarta: Rm Books, 2007), h. 26-29. 13 Kamaruzzaman Bustaman Ahmad, Islam Historis: Dinamika Studi Islam di Indonesia,(Yogyakarta: Galang Press, 2002), h. 9-10.
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2753-01-FH02-FKI-17-10722.pdf
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oai_dc
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https://intelek.unisza.edu.my/intelek/pages/view.php?ref=7341
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7341 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=7341 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Article Journal application/pdf 2 1.3 0000:01:01 00:00:00 Adobe Acrobat Pro DC 20 Paper Capture Plug-in 2753-01-FH02-FKI-17-10722.pdf UniSZA Private Access Kemahiran Insaniah di IPTA Islam Malaysia dan Indonesia: Analisis dan Perbandingan Journal of Southeast Asian Studies Islamic institutions of higher learning, either owned by the government or by private companies are always subjected to negative interpretations. Graduates of these institutions are always described as not knowledgeable especially with development. They are always connected to the statement of just memorizing Islamic verses especially from Quran. This statement is no longer valid in the present day. These institutions always revise their curriculum parallel to contemporary development as practiced by usual institutions of higher learning by introducing new courses like management, economy, science and technology. It produces good results; graduates of Islamic institutions of higher learning are quite marketable in the job market nowadays. In order to enable them to be competitive with other graduates of institutions of higher learning, they enhance the soft skills of their students. In Indonesia and Malaysia, the basics of soft skills are introduced in the curriculum to enable the graduates to become more marketable. Both institutions are always looking for the best methodology to equip students with the soft skills during their academic learning. This study tries to compare the implementation of soft skills training between Islamic institutions of higher learning in Indonesia and Malaysia which includes the strengths and weaknesses of their approach. 14 1 53-61 1 John Esposito, Islam And Democracy, (Oxford, 1996), h. 124-135. 2 Peter Riddell, Islam And The Malay-Indonesian World, (London, 2001), h. 6-9. 3 Rahimin Affandi Abdul Rahim, “Analisis Sejarah Dakwah Dan Jalinan Intelektual RantauMalaysia-Indonesia,” dalam Zulkiple Abd. Ghani (ed.) Jaringan Dakwah Malaysia-Indonesia,(Bangi: Terbitan Jabatan Pengajian Dakwah Dan Kepimpinan, Ukm dan UniversitasMuhammadiyah Sumatera Utara (UMSU), 2003). 4 Wan Mohd Nor Wan Daud, Pembangunan di Malaysia: Ke Arah Suatu Kefahaman Baru YangLebih Sempurna, (Kuala Lumpur: Istac, 2001), h. 16. 5 Wan Mohd Nor Wan Daud, The Educational Philosophy And Practice of Syed MuhammadNaquib Al-Attas, (Kuala Lumpur: Istac, 1998), h. 230. 6 Zaini Ujang, Mengangkasa Pengajian Tinggi, (Skudai: Penerbit UTM, 2009), h. 99-106. 7 H. Abuddin Nata, Perspektif Islam Tentang Hubungan Guru-Murid; Sudi Pemikiran TasawufAl-Ghazali, (Jakarta: Pt Raja Grafindo Persada, 2001), h. 23-40. 8 Abd Rahim Ab Rashid, Hala Tuju Pengurusan Sumber Manusia Dan Kerjaya, (Kuala Lumpur:Utusan Publication, 2006). 9 Muhammad Zainiy Uthman “Islam, Sains dan Pemikiran Objektif: Suatu PerbandinganRingkas,” dalam Jurnal Yadim, Bil. 2, (November 2001), h. 146-148. 10 Azyumardi Azra, Esei-Esei Intelektual Muslim dan Pendidikan Islam, (Jakarta, 1998), h. 43-47. 11 H. Syahrin Harahap, Islam: Konsep dan Implementasi Pemberdayaan, (Yogyakarta: Pt TiaraWacaana Yogya, 1999), h. 11-25. 12 Syamsul Anwar, Studi Hukum Islam Kontemporer, (Jakarta: Rm Books, 2007), h. 26-29. 13 Kamaruzzaman Bustaman Ahmad, Islam Historis: Dinamika Studi Islam di Indonesia,(Yogyakarta: Galang Press, 2002), h. 9-10.
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| spellingShingle |
Kemahiran Insaniah di IPTA Islam Malaysia dan Indonesia: Analisis dan Perbandingan
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| summary |
Islamic institutions of higher learning, either owned by the government or by private companies are always subjected to negative interpretations. Graduates of these institutions are always described as not knowledgeable especially with development. They are always connected to the statement of just memorizing Islamic verses especially from Quran. This statement is no longer valid in the present day. These institutions always revise their curriculum parallel to contemporary development as practiced by usual institutions of higher learning by introducing new courses like management, economy, science and technology. It produces good results; graduates of Islamic institutions of higher learning are quite marketable in the job market nowadays. In order to enable them to be competitive with other graduates of institutions of higher learning, they enhance the soft skills of their students. In Indonesia and Malaysia, the basics of soft skills are introduced in the curriculum to enable the graduates to become more marketable. Both institutions are always looking for the best methodology to equip students with the soft skills during their academic learning. This study tries to compare the implementation of soft skills training between Islamic institutions of higher learning in Indonesia and Malaysia which includes the strengths and weaknesses of their approach.
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| title |
Kemahiran Insaniah di IPTA Islam Malaysia dan Indonesia: Analisis dan Perbandingan
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| title_full |
Kemahiran Insaniah di IPTA Islam Malaysia dan Indonesia: Analisis dan Perbandingan
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| title_fullStr |
Kemahiran Insaniah di IPTA Islam Malaysia dan Indonesia: Analisis dan Perbandingan
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| title_full_unstemmed |
Kemahiran Insaniah di IPTA Islam Malaysia dan Indonesia: Analisis dan Perbandingan
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| title_short |
Kemahiran Insaniah di IPTA Islam Malaysia dan Indonesia: Analisis dan Perbandingan
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| title_sort |
kemahiran insaniah di ipta islam malaysia dan indonesia: analisis dan perbandingan
|