Exploring Methods for Developing Potential Students in Islamic Schools

in the Context of Riau Malay Culture

Syahraini Tambak

and Desi Sukenti

Faculty of Islamic Studies, Unviersitas Islam Riau, Pekanbaru, Indonesia

Faculty of Education, Universitas Islam Riau, Pekanbaru, Indonesia

Keywords:

Aql Potential, Qalbu, Methods, and Madrasah.

Abstract:

There has been a lot of research on the development of potential learners, but the methods for developing

potentials explored from Islam are still ignored. This study explores the methods for development of the

potential of aql and qalbu (heart) learners practices in different Islamic School in Riau Province, an area

where already for decades an Malay culture. Using a case study approach, this research at three Islamic

School in Riau Province, Indonesia, the principal, selecting teachers, and students as informants. It is found

that this Islamic school has a curriculum to develop the potential of aql and qalbu learners in the learning

process with the lesson of Islamic moral character education, tahﬁz al-Qur’an, al-Qur’an, the activity of

praying in congregation, and the activities of Friday worship. Methods for developing the aql potential of

children’s learning is done by discussion method; storytelling and questioning in observational based learning

and integrating material with tauhidullah. Potential of qalbu learners developed in tahﬁz lesson with drill

method, al-Qur’an with the method of talqin, worship congregation worship with modeling the way method,

Friday worship, performed with the activities of muhadharah, the art of reading al-Qur’an, Islamic art, and

reading the Qur’an together. Islamic Schools in Riau Province, Indonesia can make the results of this study

as the initial framework in developing the potential of Islamic learners in the learning process to support the

vision of Riau Province is the center of Malay culture in Southeast Asia.

1 INTRODUCTION

The potential development of learners in learning

becomes the key to success for teachers in building

future generations of the nation. The success of

learners in the future supported by the potential

possessed can develop with the maximum. Humans

are pedagogic creatures who are endowed with God

of all kinds of potential self that is useful to achieve

perfection both physical and spiritual. According

to Amal (2013), in order to achieve perfection,

humans are required to associate with others and

the ever-changing universe, so as to adapt to the

environment and maintain its life. Attempts to ﬁnd

one are called ”learning.

Before humans were created, Allah SWT has

given news of His plan of creating human beings

as the khalifah on earth so as to build and manage

the world according to His will. God informs the

angel that He will create a human being who will be

assigned the task of khalifah. This is reinforced in

Al-Qur’an letter Al-An” am verse 165, as follows:

“And He hath made you the rulers of the earth,

and He exalts of you above some (some) degrees, to

test you of what He has given you. Verily thy Lord

is very tortured, and verily He is Oft-Forgiving, the

Most Merciful”. (QS. Al-An‘am: 165) (Indonesia,

2014).

Man is endowed with Allah SWT a quality

of virtue that distinguishes his qualities with other

beings. With that virtue, man deserves respect from

other beings. As the main creature and God’s best

creation, and with the provision of possessed abilities,

human beings are assigned as khalifat Allah ﬁ al-ard

, that is to be the representative of God on earth. In

order to be able to complete his duties on earth as a

human khalifah given the privilege and potential that

has been illustrated in the story of his journey to his

place of duty. It is this privilege which in Islamic

terms is called ﬁtrah. According to Shihab (2013),

aql of man is the incident from the beginning or innate

from birth. But human nature itself is not limited to its

religious nature, although the belief in the Almighty

is qalbu in the soul and aql of man and cannot be

Tambak, S. and Sukenti, D.

Exploring Methods for Developing Potential Students in Islamic Schools in the Context of Riau Malay Culture.

DOI: 10.5220/0009148703430351

In Proceedings of the Second International Conference on Social, Economy, Education and Humanity (ICoSEEH 2019) - Sustainable Development in Developing Country for Facing Industr ial

Revolution 4.0, pages 343-351

ISBN: 978-989-758-464-0

343

replaced with others.

In the verse of al-Baqarah; 30, angels have

concerns and allegations against the caliphs that Allah

will create is a creature that will do the damage

on earth and shed blood because of disputes. This

is supposedly based on their experience before the

creation of man, where there are beings that apply

so. Or it could also be based on the assumption that

who will be assigned to the khalifah is not an angel,

and then surely the creature is different from those

who always glorify and sanctify Allah SWT (Shihab,

2014).

To overcome humanitarian problems, it is

necessary to understand the basic philosophy of man

himself. That besides as human servant created Allah

SWT also as khalifah who have provided physical

nature and spiritual (Tambak, 2013). Qalbu as

revealed by Shihab as a dynamic human potential

base, the qalbu needs to be developed so that man

can attain a position as a noble creature of God

who can perform his mandate as a khalifah. Able

to create prosperity, peace and prosperity for all of

these on earth. Not the opposite of being a destroyer

and destruction of the cosmos of life (Shihab, 2014).

Therefore humans need to strive to develop their

basic potential. Efforts to develop human potential

can be implemented through the educational process;

therefore human must do an educational process.

Education is a process toward the perfection of

the physical and spiritual functions of man. In the

framework of Islamic education then the perfection

of the physical and spiritual functions must be based

on Islamic values of the values derived from the

Qur’an and Hadith in relation to Islamic education.

According to As’ad (2015), education contributes

in developing ’Islamic character’ learners without

neglecting academic needs in the face of global

challenges. Islamic education is a process that leads

human beings on a good life and upgrading human

beings in accordance with the basic capabilities of

nature and the ability (Hasbi, ). With the process

of education, people will gain knowledge that can

make its potential to grow. So it can be said

that the development of human potential cannot be

separated from the process of knowledge. The human

potential as khalifah and the creature possessing such

knowledge are contained in the teachings of Islam.

In the teachings of Islam there is exposure

about the potential of what is owned by humans.

This potency is a gift from God Almighty to the

human race and is not owned and conferred on

other beings. This is very important that where

the Islamic education is invested in humans to be

able to develop these potentials. In essence Islamic

education is expected to inculcate skills to learners

so that later able to navigate life by sticking to

the values of religious teachings. Islamic education

must be able to see the full human, not limited to

cognitive potential only, but also on affective and

psychomotor affectivity, and still see the human in

terms of psychological and antrapological that human

beings are cultured morals. In addition, Islamic

education necessitates a balancing of human nature

(ﬁtrah), both individual human, social and servant of

Allah SWT who acts as khalifah ﬁ al-ardh.

Humans are the creatures that hold the most

potential. Today, according to Naufal Ahmad

Rijalul Amal, the education given to the students

is more dominant to make them more likely

to be individual rather than socializing with the

surrounding environment. Educational products

are often measured only from external changes of

physical and material progress that can increase the

satisfaction of human needs. Educational products

change produces intelligent and skilled human beings

to do their work, but lacks caring and feelings towards

fellow human beings. This is due to the lack of

humanist values that children get from the learning

process (Amal, 2013).

This illustrates that in fact to support the success

of human beings become khalifah on earth, Allah

SWT has given potential. The potential of Islam

is initially still hidden in the students themselves

and demanded to be raised and developed. The

appearance and development of human potential must

be done through the education process. Meanwhile,

found a number of schools those label themselves

Islam, allegedly still less than the maximum in issuing

and developing the potential of Islamic learners based

on Islamic teachings. While in the Qur’an found

a number of human potential that must be raised

and developed, so that humans are able to become

khalifah Allah on earth. According to Adz-Dzaky

(2014) human being as khalifah is endowed by Allah

SWT Divine potentials together with the presence of

”nur” and ”spirit” which is ﬁtrah in man, namely

the potential of nur Ilahiah, the potential of the ruh

Ilahiah, the potential of the nafs Ilahiah, the potential

of qalb Ilahiah, the potential of aql Ilahiah, and the

potential of the sense Ilahiah.

Islamic schools, is expected to be a pioneer in

developing the Islamic potential contained in the

Qur’an to learners. This research is very crucial

because the human potentials must be raised and

developed as it relates to the competence to become

the khalifah of Allah on earth. Therefore, it should

be seen whether the schools that stated themselves

Islam at this time, has developed the potential of

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Islamic learners in learning. There are several

Islamic schools scattered in Riau Province, such as

Islamic boarding school (pesantren), madrasah, and

integrated Islamic school. This research focuses

on three Islamic school: Madrasah Aliyah Negeri

Pekanbaru, Madrasah Aliyah Negeri Rengat, and

Madrasah Aliyah Negeri Kepulauan Meranti. The

Islamic potential of learners studied is also limited

to two things, namely the potential aql and qalbu.

So the problem is formulated on two things: First,

how the curriculum is owned to develop the potential

aql and qalbu learners in learning? Second, what

is the method to develop the potential of aql and

qalbu learners in learning in Islamic school in Riau

Province?

(Ismail, ), revealed that the potential aql and

qalbu (heart) can be developed and be grouped

into four, namely fatalis-passive, neutral-passive,

positive-active and dual-active. Assessing the

potential of aql, it can be seen the theory put forward

by (Jalaluddin, ), the potential of aql gives people

the ability to understand the symbols of things that

abstract, analyze, compare or make conclusions and

ﬁnally choose or separate between the right and

wrong. Aql according to (Purwanto, ) has the power

to know (al’ilm). Knowing that power arises as

a result of the power of thought, such as tafakkur

(thinking), an-nazari (attention), al-i’tibar (interpret),

and others. In addition, the aql dimension also

has the power to understand, such as tadabbur

(thorough understanding), ta’ammul (contemplating),

istisar (seeing with the inner eye), and tazakur

(remembering).

While the potential theory of qalbu is based

on Burhanuddin (2017) opinion has three powers

namely; ﬁrst, cognition that creates creativity; like

thinking ‘aql (), understand ﬁqih (), knowing ilmu (),

pay attention dabr (), remember dzikir (), and forget

ghulf (); second, emotional functions that give rise to

race power; example quiet thuma’ninah (), affection

ulfah (), courteous and loving ra’fah wa rahmah ( ),

submit and shake wajilat (), binding ghil (), turned

away zaigh (), hot ghaliz ( ), arrogant hammiyah ( ),

upset isyma’azza (); third, connectivity functions that

give rise to power like attempted kasb ().

Potential learners have been investigated by

various education experts. (Yahya, ) researches

on Islamic education in the development of human

potential. This study reveals the role of Islamic

education in developing the various potentials

possessed by humans from philosophical-cultural

ﬁction. Potentials developed are material (physical)

and immaterial (spiritual), and equipped with ﬁtrah,

nafs, qalb, ruh, and aql. Habit (2013) research

on human potential with a philosophical-library

approach, in which the potential development of

learning media is required. Research (Aziz, ) on the

nature of humanity and the potential of his spirituality

in Islamic education, with the approach of library

research. The spiritual potential is examined through

the philosophy of ontology in Islamic education.

2 METHODOLOGY

This study used the case study approach (Miles

and Huberman, ) and focused on exploring the

development of potential learners in learning in

Madrasah Aliyah Negeri Pekanbaru, Madrasah

Aliyah Negeri Rengat, and Madrasah Aliyah Negeri

Kepulauan Meranti, in Riau Provinces, Indonesia.

A qualitative data collection method is used to

gather data during my ﬁeldwork (Meriam, 2002).

Researcher conducted interviews with each of the

principals and several teachers of each school. In

this Islamic Junior High School, Researcher involved

the foundation”s chairman to be interviewed and

conducted focus group discussions (FGD) with ﬁve

to six students in each school. The interviews and

FGDs–each lasting an hour or so–were employed

to understand the participants” perspectives on the

practices of development of potential aql and qalbu

(heart) learners in learning, the contexts of these

Islamic High Schools, and other relevant issues

important to gain a deep understanding of the

phenomenon under investigation. Examples of the

questions we used include: What do you understand

about the aql and qalbu potential? How to explore

the aql and qalbu potential student in the teaching

and learning process? Researcher collected several

documents that supported and complemented the

information we collected through our interviews

and FGDs. Observed the Islamic Schools rituals,

ceremonies, day-to-day interactions, and events that

can be inferred as typical of these Islamic school

culture.

The data analysis went through several stages:

data cleaning, transcribing, coding and categorizing,

and interpreting (Emzir, 2014). Every evening after

data collection, researcher discussed the information

we had found, identiﬁed what was relevant and

what not for the purposes of the study. After

cleaning the data, local assistants made verbatim

transcriptions and translated them into Indonesian.

Coded the transcripts, categorized them into themes,

and compared them across the cases. The most

commonly emerging themes from the cases included

“exploring aql and qalbu potential in teaching and

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345

learning”, “methods of developing the potential of

aql and qalbu learners in learning”. Under each

of these themes, some sub-themes were identiﬁed;

some of them differed from one case to another. By

taking these steps, Managed to generate theoretical

prepositions from the data about exploring methods

of developing the potential of aql and qalbu learners

in learning in Islamic Schools, Riau Province,

Indonesia.

3 RESULT AND DISCUSSION

3.1 Development Curriculum of Aql

and Qalbu Potential Learners

The existence of Islamic learning gets serious

attention from management these madrasah”s to give

birth to Islamic quality learners. This can be seen

from the seriousness of principals and teachers in

preparing the atmosphere and learning environment

conducive to the development of creativity and the

values of the learner’s religiosity. Teachers are also

prepared so that potential learners can develop with

maximum.

Based on the observations of the author in this

Islamic schools, found some things related to the

concept of potential development aql and qalbu

learners. First, related to the development of potential

aql of students, this Islamic schools provides subjects

aqidah akhlaq, and Islamic education lessons. Both

of these subjects are realized to develop the religious

potential of learners, namely tauhidullah. As it is

understood that aql is God’s creation. Man created

Allah has a religious instinct that is monotheistic

religion. If any human being is not monotheistic, then

it is not natural. If they are not monotheists it is only a

matter of the environment in which learners are born

and raised.

According to the Headmaster of these

madrasah”s, these two subjects are intentionally

manifested to develop the potential of the unbearable

and learners to be able to know Allah SWT, have true

faith in Allah SWT, and able to apply the concept

of tauhid in the life of learners. He emphasized that

the learning materials that exist in the two subjects,

elaborated with the concepts derived from the Qur’an

that aims to learners can become people who have

a true aqidah, do good in the community, and can

deliver themselves at the success of the purpose of

life in the world and the hereafter. The results of this

study in accordance with research Noer; Tambak &

Rahman (2017) wich states that learers who have in

God will be able to develop themselves in public life.

The Lesson of aqidah akhlak and Islamic

Education is considered by this madrasah”s as

something that can develop the potential of aql of

learners. Because in it there are concepts of how

to believe to Allah SWT to develop the power of

knowing (al’ilm), tafakkur (thinking), an-nazari (pay

attention), al-i’tibar (interpret), tadabbur (understand

carefully), ta’ammul (contemplate), istisar (seeing

with the mind’s eye), and tazakur (remembering).

This result is in accordance with (Mursalim, )

research which conﬁrms that learning creeds can

develop the creativity of learners so that the potential

of their aql can develop. (Hamzah et al., )

research result conﬁrmed that a person who has

good moral insight will have the soul of spiritual

education to develop the mindset and attitude the

teological aspects, anthropo-sociological aspects, and

cosmological aspect.

Through the materials it is expected that the

potential aql of learners can appear well and teachers

can apply it easily in the learning process. These

two subjects are intentionally manifested to develop

the potential of the unbearable and learners to be

able to know Allah SWT, have true faith in Allah

SWT, and able to apply the concept of tauhid in the

lives of learners. Learning materials that exist in

these two subjects, elaborated with concepts sourced

from al-Qur’an that aims to learners can become

human beings who have a true faith, do well in the

community, and can deliver itself to the success of

goals living in the world and the hereafter.

The subject of morals is a discipline that studies

beliefs about the basics of Islamic teachings as a

guide to the happiness of life in the world and the

hereafter. Education Aqidah Morals can thus be

described a conscious and planned effort in preparing

learners to know, appreciate and believe in Allah

SWT. And realizing in the noble behavior of everyday

life through guidance, teaching, practice, and the use

of experience. In the life of a plural society in the

ﬁeld of religion, this education is also directed to the

afﬁrmation of aqidah on the one hand and increased

tolerance and mutual respect with followers of other

religions in order to realize the unity and unity of the

nation. Akidah Akhlak is part of a cluster of Islamic

Religious Education subjects that provide education,

uphold the creed of Islam, understand the teachings

of Islamic religion, and practice the content of its

content as a guide to life in everyday life. This

is done by emphasizing the faith and cultivation of

morals, and avoiding morally disgraceful. Learning

Aqidah Akhlak aims to print a plenary human (insan

al-kamil); the human being who is not only concerned

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with the life of the world but also the afterlife is

believed to be the ultimate goal in all life.

Secondly, with regard to the potential of qalbu,

Madrasah Aliyah Negeri Pekanbaru has the basic

concept of developing the potential of aql and qalbu

of learners, that is by providing the subjects tahﬁz

al-Qur’an and al-Qur’an. In Madrsah Aliyah Negeri

Rengat by providing the subjects worship prayer

congregation, and in the Madrasah Aliyah Negeri

Kepulauan Meranti by activities Friday Worship.

These four materials are designed so that potential

qalbu learners can appear to prepare them to be

humans who have a quiet life and able to lead life

on the right path according to the guidance of Allah

SWT.

Head Master of Madrasah Aliyah Negeri

Pekanbaru stated that the preparation of curriculum

that is able to develop the potential of qalbu is very

important to be owned by this Islamic school for

guidance in learning and development of learners.

Therefore, the potential of qalbu is the potential of

learners related to awareness or feelings. The heart

is instrumental in bringing the physical good. If his

heart is not good (bad), then tend to do damage or

crime. But if his heart is good, then well his physical

motion. If the heart is not preserved, then it will

dhalal (dark) can even drop its dignity and dignity

more than animals. Therefore the heart requires

ta’dib or education that emphasizes the process of

learning morals learners. This is in accordance with

the research of (Solikhin, 2016) that to develop

the potential of qalbu learners required an Islamic

curriculum that contains lessons of al-Qur’an and

prayer worship.

The development of the qalbu potential designed

by these madrasah”s is based on the concept that

exists in the Qur’an that is the development of

the potential of fuad, shadr, and hawaa. The

management of these madrasah”s focuses on the

potential development of qalbu in learning through

the management of fu’ad, shadr, and hawaa elements.

Each potential has its own function of regulating the

circulation between the human self as a person and

his environment, while emitting his inner qualities.

When the light of the heart dims, the darkness of the

inner channel, so that the channel loses the heat of

love, and changes with evil, hypocrisy and decisions

taken over by Syaitan. This releted to (Hasyim, )

research that education is a vital tool in creating an

atmosphere that is conducive to the development of

human culture ethos. In other words, education is

the most effective means to perform the transfer of

knowledge about what is good and what is bad, so

that human can become civilized beings.

The results of this study have illustrated a good

formulation for the development of Islamic-minded

learners because this school has the basic concept of

Qur”an education about the potential of aql and qalbu

learners. Nevertheless, Madrasah Aliyah Negeri in

Riau is the main purpose of parents to entrust and

send their children to school. This community trust

is evidenced by the selection that they do to screen

prospective learners in accordance with established

standards. Selection is done with three forms of

tahsin test and tahﬁz al-Qur’an, ability creativity, and

personality. All this is done to ﬁnd quality input from

the community.

3.2 Development Methods of Aql and

Qalbu Potential Learners

The two human potentials-aql and qalbu-as the basic

concept of Qur”an education owned by Madrasah

Aliyah Negeri Pekanbaru, Madrasah Aliyah Negeri

Rengat, and Madrasah Aliyah Negeri Kepulauan

Meranti, make it as a destination for parents to enter

their children’s school. Although the actual results

of the interviews are not speciﬁc terms they are used

and familiar in designing the curriculum. However,

based on the classiﬁcation of researchers, this Islamic

school has the basic concept of Qur”an education on

the two mentioned potentials.

To apply the basic principles of Qur”an education

about the two potentials, this Islamic schools prepares

a good environment, professional teachers, and good

service to learners. This school has the means to

support it, the school mosque, the wide ﬁeld for

sports, a representative two-story school building, and

a conducive study room full of students’ creativity,

clean school canteens, and learning laboratories.

Based on the results of interviews and observations

of the author in this Islamic school, found a variety of

potential development methods aql and qalbu learners

in learning.

First, with regard to the potential of aql, Madrasah

Aliyah Negeri Pekanbaru provides subjects of aqidah

akhlaq and Islamic education lessons. Both of these

subjects are realized to develop the potential aql of

learners with tauhidullah. To develop the potential

aql of these learners, this Islamis schools applies

the model of al-tarbiyah education in the learning

process. The al-tarbiyah model is emphasized in the

process of developing the knowledge of learners as

well as developing the potential of aql. In the learning

process, teachers try to develop the potential aql of

learners with the following methods:

The ﬁrst strategy, observing the phenomenon

of society and nature in Madrasah Aliyah Negeri

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347

Pekanbaru. Teachers invite learners to recognize the

phenomena that occur in society and the universe,

to increase understanding and faith learners through

a simple process of observation. Observation

method is one of the learning strategies that use

contextual approach and original media in order to

teach students who prioritize the meaning of the

learning process. With the method of observation

students will feel challenged to explore the curiosity

about the phenomenon and the secrets of nature so

that the power that is contained in the potential

aql is the power of knowing (al’ilm), tafakkur

(thinking), an-nazari (pay attention), al-i’tibar

(interpreting), tadabbur (understanding thoroughly),

ta’ammul (contemplating), istisar (seeing with the

mind’s eye), and tazakur (remembering). The method

of observation puts forward direct observation to the

object to be studied. So students get facts in the form

of objective data which is then analyzed according

to the level of student development. This is in

accordance with research conducted by (Ahmad et al.,

2017) stated that the development of potential aql will

be able to develop the creativity of learners by doing

observation approach in learning.

According to some learners, the method of

observation is very useful for the fulﬁllment of their

curiosity. So that the learning process has a high

signiﬁcance. With the method of observation students

ﬁnd the fact that there is a relationship between

objects that are analyzed with learning materials that

brought the teacher. It is rare in conventional learning

patterns. In the conventional learning pattern teachers

often deliver material that sometimes students are

able to do it but do not know that what it does is

useful for him in realizing his competence. Methods

of observation help the cognitive development of

students who are aroused cognitive adaptation. The

process of cognitive adaptation in the form of

accommodation and assimilation. Another beneﬁt is

in order to instill a sense of love for the environment

and nature. Observation methods are deliberately

improve tauhidullah learners, so that their potential

aql can develop well.

The second strategy, using the tendency of

discussion methods, storytelling and questioning in

learning, although other methods are actually used

such as lectures, drills, demonstrations, but the

volume is very small in Madrasah Aliyah Negeri

Rengat. This Islamic school considers that these

three methods are aptly used to generate and

develop the power of knowing (al-’ilm), tafakkur

(thinking), an-nazari (paying attention), al-i’tibar

(interpreting), tadabbur (understanding thoroughly),

ta’ammul (contemplate), istisar (seeing with the

mind’s eye), and tazakur (remembering).

Discussion methods in learning Islamic religious

education is a way of mastery of learning materials

through exchange of opinion among learners

according to knowledge and experience based on

democratic and humanist atmosphere in solving a

problem under the guidance of teachers to obtain joint

decisions according to predeﬁned learning indicators

(Tambak, 2014). Discussion method is very useful

in broadening the insights of learners. Students’

insights can evolve through discussion methods used

by teachers of Islamic education in the process of

learning Islamic education in the classroom. Broad

insight is very urgent for the process of intellectual

development and mindset of learners in following the

learning of Islamic religious education. This broad

insight can make the thinking and self learners to

continue to learn because it will add knowledge and

view a problem not only from one aspect only, but

from various aspects and aspects. This then will bring

learners into Islamic learners who think inclusive in

the meaning of thinking broad and not quickly blame

others.

Question and answer methods are used to develop

the potential of aql in order to attract and focus

the attention of learners, even when the learners are

grabbed, the sleepy back sleepy and lost sleep. Less

controlled classroom atmosphere can be controlled by

using question and answer method because Islamic

education teacher can directly inquire and interact

with learners. Learners are also with this condition

would necessarily be adjusting due to the number of

questions by teachers.

This method is directed in stimulating learners to

train and develop thinking power including memory

power. The thinking power of learners needs to be

developed to provide a good mindset and have a

good frame of mind. Stimulate learners to train and

develop thinking power including memory. When

this method is applied then the effect at the beginning

of its application may be learners will feel a little

uncomfortable because of the likelihood of learners

accustomed not to concentrate in learning. With

this question and answer method teachers provide

stimulus to learners to train and develop thinking

power and memory. Not only developing the mindset

can also train the courage of learners in delivering

answers, especially learners often get questions from

teachers feel awkward will be more lost so that

learners will be more free in expressing the answer.

The storytelling method is also used to develop

the potential of learners. The method of storytelling

is the way of presenting the learning materials

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348

orally by telling the historical events of human life

in the past that involves obedience to exempliﬁed

or munkar to be abandoned originating from

al-Qur’an and al-Hadith using educational props to

improve understanding and coaching personality of

participants educate (Tambak, 2014).

The third strategy is to link the study material with

the power of God to increase the belief of tauhidullah

used in Madrasah Aliyah Negeri Kepulauan Meranti.

This integration into the educational concept that this

Islamic school builds to encourage students to have

knowledge is broadly based on the tauhid ilahiah

(divine tawheed). This tauhid ilahiah education

paradigm is the pre-eminent one for the development

of the civilization of society which is rahmatan

lil’alamin. All educational concepts, ranging from

vision, mission, goals, curriculum, teachers, to

the evaluation of education are based on tauhid

itself. Science produced in the form of science and

technology and communication based on monotheism

and back to tauhid itself.

Secondly, in relation to the potential of qalbu,

Madrasah Aliyah Negeri Rengat has the basic concept

of Qur”an education namely the subjects of tahﬁz

al-Qur’an and the Qur’an. Madrasah Aliyah Negeri

Rengat: the worship of the congregational prayers,

and Madrasah Aliyah Negeri Kepulauan Meranti is

the activities of Fridays of creative worship. Based

on the results of interviews with the Head Principal of

Madrasah, to develop the potential power contained

qalbu learners namely cognition, emotional power

and power connectivity applied various important

activities in the learning process is:

In connection with tahﬁz al-Qur’an, the teacher

asks the learners to memorize the two-juz al-Qur’an,

which is the obligatory thirty juz, and one more juz

is released for the learners. Each learner is taught

how the strategy of memorizing the Qur’an well and

quickly by teachers who are professional because the

teacher is tahﬁz al-Qur’an ten juz. The strategies used

by teachers in Madrasah Aliyah Negeri Pekanbaru in

applying this lesson, so that the potential of students

qalbu develop, done with four things, namely; (1)

by way of memorization; (2) memorize from home;

(3) listening to friends; and (4) to drill the correct

method of memorization. The four ways are used by

teachers so that learners love the Qur’an at once so

that they can recognize the power of Allah SWT. With

this method is expected to develop emotional power

and connectivity power that generate power. This is

in accordance with the results of research conducted

by Duriana and Anin (2015) states that developing

the potential of qalbu by bringing the learner to the

Qur’an will be able to make people aware and shape,

giving birth tawadhu attitude. Either in related with

fellow human beings in general or interact with the

Qur’an.

In connection with the Qur’an lesson, the teacher

teaches that students are able to read al-Qur’an

ﬂuently and in accordance with the correct tarweed”s

rule. To develop the potential of qalbu learners,

teachers in Madrasah Aliyah Negeri Pekanbaru, apply

the habit at the beginning of each morning learning

for 15 minutes all students reading the Qur’an

accompanied by the teacher. In addition to reading

the Qur’an at each completed prayer, which is dhuha

prayer, zuhur and ashar, and also as a separate subject

on reading the Qur’an. In teaching the Qur’an with

the method of talqin. The teacher here realizes that

so great the virtue teaches the Quran, through this

method of talqin, before the teacher begins to read

the letter, he must remind the child to focus his

attention on what will be read. With the teachings of

the Qur’an, Islamic schools are able to develop the

emotional power of learners. Studying the Qur’an

makes learners have an intellectual tradition and an

inner strength. In research (Ismail, 2017) states

that the Qur’an studied will give birth to Islamic

intellectual traditions and modernist reforms. This

is in accordance with the research (Faizin, 2013)

asserted that a teacher must be able to manage the

smallest potential of qalbu that exist in the learners

to be something of a glorious value and provide great

beneﬁts by studying the Qur’an.

In connection with worship praying congregation,

in Madrasah Aliyah Negeri Rengat, applied every

day by performing prayers in congregation, the

prayer dhuha, zuhur, and ashar prayer. This

congregational prayer activity is applied so that all

learners have peace of mind and think that the real

life is to seek Allah SWT pleasure and eternal life.

Shalat congregation conducted this Islamic school to

develop the cognitive power of learners can develop

so that emerging creativity and emotional power. The

results of this study in accordance with the ﬁndings

(Nasihin, ) stating that with good congregational

prayer can be a command to develop sincere attitude

and emotions of learners in everyday life.

The implementation of this congregational prayer

gets strict supervision from the teachers so that

learners do well and khusyu ’to produce a quiet soul.

Congregational prayer conducted Islamic schools as

the main media to develop student personality so as

to have self-awareness. In research (Astuti, 2015)

conﬁrmed that the spirit of prayer in congregation

can awaken self awareness and the essence of the

learner’s life. Prayers performed by learners produce

spirituality values and become solutions to all life

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issues.

The strategy of applying this concept in learning

is carried out with; (1) modeling the way technique;

and (2) action learning. The way of modeling

technique is a learning technique that is implemented

by the teacher giving scenarios of a sub-discussion

to be demonstrated by students in front of the

class, resulting in dexterity with skill or skill and

professionalism. This technique is focused on the

ability of a student to develop the potential that is in

him. Because students are required to play the role in

accordance with the material being taught. Teachers

provide opportunities for students to perform certain

activities or roles as existing in community life

(social). Should the learner be given the opportunity

to take the initiative and be given guidance or other to

be more successful? Thus it is possible potency qalbu

learners can develop through the implementation of

prayer in congregation.

Action learning approach is an approach of

learning to do with an emphasis on the effort to

provide opportunities for students to perform moral

acts, either individually or collectively in a group.

The main goals of value education based on this

approach are; ﬁrst, it gives students the opportunity

to engage in moral deeds, both individually and

collectively, on their own merits. Secondly, it

encourages students to see themselves as individual

beings and social beings in peer relationships that

have no complete freedom but as citizens of a society

that must take part in a democratic process.

In connection with Fridays of creative worship,

based on the results of interviews with the one teacher

of Madrasah Aliyah Negeri Kepulauan Meranti and

my observations in the ﬁeld on Friday, Madrasah

Aliyah Negeri Kepulauan Meranti is developing a

process of supporting activities for the realization

of the potential development of the heart with the

creativity of worship of the learners. With this

activity, can develop the cognition of learners, so that

emerge the creativity that is thinking, understanding,

and trying to the fullest. The activities of worship

this Friday are having conversations in Arabic and

English, saving, and sharing activities related to

Islamic issues.

Developing the potential of qalbu learners,

teachers do muhadharah activity that is a speech

practice. Muhadharah is done every Friday morning

in the school ﬁeld where learners are appointed taking

turns. This muhadharah activity aims to educate

students to be skilled and able to speak in front of

the audience to convey the teachings of Islam. In

muhadharah, learners are taught to speak with good

mastery, techniques, materials, and language styles so

as to attract listeners. This is in accordance with the

research put forward (Setiawan, ) that the activities

of muhadharah can develop the potential of learners

in the ﬁeld of emotion and cognition so that the

generation of managers of the Prophet.

Muhadharah is one of the leading programs in

Madrasah Aliyah Negeri Kepulauan Meranti which

is held once a week, using three languages namely

Indonesian, Arabic and English. This muhadharah

activity is held with the aim that the learners have the

provision and courage to speak in front of the people

and have extensive knowledge when it comes time

for them to devote themselves in the midst of society

as well as a role to prevent the cruel and evil deeds.

This activity according to the principal will encourage

the development of creative power; such as thinking

’aql, understanding (ﬁqh), knowing science, noticing

(dabr), remembering (dhikr), and forgetting (ghulf). It

will also develop the power of conjugation that creates

the power of initiative such as seeking (kasb).

The art of reading al-Qur’an is also carried out to

develop the potential of qalbu learners. The students

were divided into a few people who performed that

day, while others waited for the next Friday’s turn.

Learners one by one to put the verses of the Qur’an

to completion. At the end of this activity, the teacher

gives direction that what they are doing is in order

to get closer to Allah SWT. This activity raises

the power of cognition, emotional power and power

connectivity. According to research (Ulfah, ), the art

of reading the Qur’an by using the media can develop

the potential qalbu learners develop with maximum.

In addition, this Madrasah are also implemented

Islamic art activities to develop the soul of art in the

students themselves. This Islamic art activity is very

important to be taught by the school to develop the

potential of self-learners, especially those related to

the potential of qalbu. The art of Islam is developed

on the art of the senses of the listener (the art of sound)

of vision (art of writing/painting) or of being born

with motion intermediaries (dance and drama). This

is in line with research conducted by (Kurnianto, )

stating that Islamic art should be developed by Islamic

schools so that potential qalbu learners can appear

with the maximum. One developed is the art of

salawatan that can stimulate the emotional ability of

learners.

Another thing that Islamic school does to develop

the potential of qalbu learners is also to read the

Qur’an together in the early morning of learning.

Reading the Qur’an is directed to all learners closer to

Allah SWT. This activity is conducted so that learners

have a holy soul, sincerity, and high motivation in

following the learning. Reading al-Qur’an carried out

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by the students is expected to bring calm to him. And

their hearts are rested in the remembrance of Allah.

Remember, it is only with the remembrance of Allah

that the heart is rested.

4 CONCLUSIONS

This study concludes that; ﬁrst, to develop the

potential aql of learners, this Islamic school provides

curriculum subjects akidah morals, and Islamic

education lessons. In addition to developing the

potential of qalbu learners, Islamic school has

a basic curriculum of Qur”an education, namely

the subject”s tahﬁz al-Qur’an, al-Qur’an, worship

prayer congregation, and activities of Friday worship.

Second, developing the potential of aql of the

students is discussing, telling and questioning in

the observation-based learning and integrating the

material with tauhidullah in the subjects of Islamic

morals and religious education. Potential qalbu

learners developed in tahﬁz lesson with drill method,

al-Qur’an with the method of talqin, worship

congregation worship with modeling the way method,

Friday worship, performed with the activities of

muhadharah, the art of reading al-Qur’an, Islamic art,

and reading the Qur’an together.

The results of this study are expected to be a

reference for Islamic religious education courses in

Islamic Religious Higher Education in Indonesia in

order to develop curriculum and formulate a system

development potential aql and qalbu for students as

prospective teachers. Islamic schools can make the

results of this research as the initial framework in

developing the potential of Islamic learners in the

learning process.

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