<p>Artikel ini membahas mengenai sikap moderat antar umat Islam, dalam organisasi dan pendidikan. Kajian ini menggunakan <em>literature review</em>. Moderat memiliki makna tersurat dan tersirat. Makna tersurat dari kata moderat adalah pertengahan. Sementara makna tersirat adalah seseorang yang disetujui moderat bila dia menuntut selalu mencari jalan tengah untuk mengatasi masalah yang dihadapinya. Mencari jalan tengah berarti juga memiliki sikap terhadap yang tinggi dengan tidak mengedepankan ego masing-masing. Yang diinginkan para moderan ini hanyalah perdamaian, kerukunan, tidak ada kekerasan, pertikaian berlebihan kematian. Sikap moderat dibutuhkan dalam setiap elemen seperti organisasi dan pendidikan.</p><p>Kata Kunci: Moderat, organisasi, pendidikan.</p>

Islamic Higher Education (PTAI) is expected to be a research based university with international competitiveness without losing its characteristics. It is necessary to eliminate the scientific dichotomy by integrating science with Islamic religious studies. At IAIN Purwokerto, the concept of integration-interconnection is manifested in “Jabalul Hikmah”. The epistemological reintegration of the scientific foundations is expected to answer academic, religious, social, cultural, and technological problems in society. One of the subjects based on general science which needs to be integrated with Islamic studies is Anthropobiology. Hence, this study aims to examine how to present anthropobiology courses in an integrated interconnected with Islamic studies. This research is a library research conducted by collecting and analyzing data from books, journals, and articles related to scientific integration models and anthropobiological concepts in pure science and Islamic perspectives. In the Miles and Huberman model, the collected will be reduced to focus on the important things, then the data is presented, and finally verified. The results show that efforts to integrate Islamic science in Anthropobiology course material can be done by integrating anthropobiological concepts derived from universal truths with Islamic studies. Through the integration-interconnection of Islamic science, Anthropobiology courses can support Islamic Early Childhood Education Study Program students to have a comprehensive understanding of human characteristics to prepare early childhood education.

Doomsday is divided into two: Sughro Doomsday and Kubro. Sughro doomsday like death, accidents, illness, etc. Kubro doomsday happen when the earth is shaken with fierce, all of the material the earth out, destroyed all of the universe. After that there is no life in the world. because life is actually going to happen in the hereafter. At the end of days coming, people running around like flying white ant. They are confused don’t know where they are going. The sky split. The ocean overflows. The mountains were destroyed all the way to dust. They are afraid of this terrible situation. They left and forget all valuable things, because at the time that can only help them is charity of their deeds, not possessions or property the other in the form of earthly.

Abstract Al-Qur’an is kalamullah revealed to the Prophet Muhammad SAW through the angel Jibril using Arabic. Al-Qur’an is a guide to the life of Muslims. Therefore, all Muslims must learn the Qur’an from how to read it to understanding is content. The knowledge used to learn how to read al-Qur’an is Tajwid. To find out the meaning of the contents of al-Qur’an must master the vocabulary in Arabic or better knows as mufrodat. No less important, to understand this holy book, we need to know the rules of Arabic science such as Nahwu, Shorf and Dilalah. Dilalah Knowledge becomes important to learn because to find out the meaning of the contents of al-Qur’an. One discussion of Dilalah Science. Therefore, in this article we will expain how the antonym in Surah al-Mulk/ Tabarak uses the theory of Ali al-Khuli. According to Ali al-Khuli there are 9 types of antonym, namely: Binary Antonym, Reserve Antonym, Gradual Antonym, Vertical Antonym, Extensional Antonym, Partial Antonym, Cyclic Antonym, Rank Antonym, and Affinity Antonym. But in Surah al-Mulk there are only 3 types of antonyms based on the division of Ali al-Khuli, namely: Binary Antonym, Partial Antonym and Affinity Antonym. Keywords : Antonym, Al-Qur’an

Perbaikan pada ranah pendidikan dan kurikulum harus dilakukan seiring dengan perkembangan ilmu pengetahuan. Hal ini dilakukan dalam upaya menciptakan sistem pendidikan yang tepat dan benar. Seringnya perubahan dalam kurikulum pendidikan menghadirkan masalah tersendiri. Kurikulum pendidikan di Indonesia  sudah   mengalami dua belas kali pergantian, akan tetapi masih mengalami permasalahan yang  cenderung sama dengan yang dihadapi oleh kurikulum-kurikulum sebelumnya. Tujuan penelitian ini adalah menawarkan model pengembangan kurikulum Ralph Tyler dan implikasinya pada pembelajaran Al-Qur’an Hadits pada tingkat Madrasah Ibtidaiyah. Metode penelitian yang digunakan dalam ini menggunakan metode kualitatif. Peneliti mencari rujukan di berbagai  media massa guna memperjelas informasi dalam penelitian ini. Jenis penelitian ini merupakan studi literatur  sehingga sangat mementingkan informasi dan kejelasan dari media massa dalam pengembangan dan pengidentifikasian kasus tersebut. Model pengembangan kurikulum Tyler memiliki beberapa kekurangan dan kelebihan. Sekolah dasar  menjadi salah satu tingkat satuan pendidikan yang dapat menggambarkan serta mengidentifikasi bagaimana kurikulum Tyler dapat berkembang, khususnya pada pembelajaran Al-Qur’an dan Hadis. Kurikulum Tyler menggambarkan bagaimana seorang peserta didik mendapatkan pengalaman selama kegiatan belajar berlangsung. Pembelajaran Al-Qur’an Hadits harus mampu memiliki tujuan yang jelas serta memberikan pengalaman pembelajaran yang berguna bagi peserta didik. Hasil penelitian ini menunjukan terdapat empat bentuk desain kurikulum pembelajaran Al-Qur’an Hadits. Pertama, harus menentukan tujuan atau output pendidikan yang diharapkan. Kedua, menentukan pengalaman belajar. Ketiga, mengorganisasi pengalaman belajar. Keempat, mengevaluasi efektivitas pengalaman belajar.