RESPONSE OF IAIN KERINCI STUDENTS (FACULTY OF SHARIA) REGARDING THE DISTRIBUTION OF INHERITANCE ACCORDING TO ISLAMIC LAW

Alzaki Epriandi Alzaki; Mursal mursal

doi:10.31958/alushuliy.v3i1.12142

Authors

Alzaki Epriandi Alzaki Institut agama Islam negeri kerinci
Mursal mursal IAIN Kerinci

DOI:

https://doi.org/10.31958/alushuliy.v3i1.12142

Keywords:

Inheritance, Students, Islamic Law, Customary Law

Abstract

The aim of the research is to obtain an overview of inheritance distribution in Islamic law and customary law, as well as to understand the students' responses regarding the application of Islamic law and customary law in the distribution of inheritance. The research method used in this study is a descriptive quantitative approach, also known as empirical research. This research focuses on the correlation between the factors being studied and uses data obtained from surveys or the assistance of Google Forms with quota sampling or random sampling methods. The number of respondents involved in this research is 54 respondents with 13 questions. The results of the study indicate that most respondents have sufficient knowledge about the law of inheritance distribution in Islam, but there are also some respondents who are neutral or disagree. Regarding the understanding of the content of inheritance distribution law in Islam, most respondents agree that the law aligns with the principle of justice. However, there are also some respondents who are neutral or disagree with this statement. The research method used in this study is a descriptive quantitative approach or empirical research with survey data or the assistance of Google Forms with quota sampling or random sampling methods.

References

Agustina, N. E.. (2019). “Implementasi Program Sekolah Berbasis Ramah Anak untuk Menguatkan Nilai Panca Karakter Siswa,” J. Kaji. Teor. dan Prakt. Kependidikan, vol. 4, no. 2, p. 80, 2019, [Online]. Available: http://journal2.um.ac.id/index.php/jktpk%0AImplementasi.

Abadzi, H. (2012). How to Speed up Arabic Literacy for Lower-Income Students? Some Insights from Cognitive Neuroscience. How to Speed up Arabic Literacy for Lower-Income Students?, 1(9), 1–23. https://doi.org/10.1596/26823

Agustina, N. E. (2019). Implementasi Program Sekolah Berbasis Ramah Anak untuk Menguatkan Nilai Panca Karakter Siswa. Jurnal Kajian Teori Dan Praktik Kependidikan, 4(2), 80.

Akkurt, I. O. (2021). Neurolinguistics: a Spectrum of Research Neurolinguistik: Bir Arastirma Spektrumu. Turkish Journal of Educational Research, 2(1), 24–27. https://doi.org/10.51242/saka-tjer.2021.10

Artadianti R., Kiki and A. Subowo, (2019).“Implementasi Sekolah Ramah Anka (SRA) Pada Sekolah Percontohan Di SD Pekunden 01 Kota Semarang Sebagai Upaya Untuk Mendukung Program Kota Layak Anak (KLA),” J. Chem. Inf. Model., vol. 53, no. 9, pp. 1689–1699, 2019.

Arwildayanto, K. A. (2020). “Implementasi Program Sekolah Ramah Anak Pada Sekolah Menengah Atas,” J. Adm. Pendidik., vol. 27, no. 1, pp. 170–183, 2020, doi: 10.17509/jap.v27i1.24408

Bashori Muchsin. (2010). Pendidikan Islam Humanistik: Alternatif Pendidikan Pembebasan Anak. Refika Aditama.

Beatty-Martínez, A. L., & Dussias, P. E. (2019). Revisiting masculine and feminine grammatical gender in Spanish: Linguistic, psycholinguistic, and neurolinguistic evidence. Frontiers in Psychology, 10(5), 1–17. https://doi.org/10.3389/fpsyg.2019.00751

Cross D.et al., (2011). “Three-year results of the friendly schools whole-of-school intervention on children’s bullying behaviour,” Br. Educ. Res. J., vol. 37, no. 1, hal. 105–129, 2011, doi: 10.1080/01411920903420024.

Desfa, Y., Suyadi, Hendro, W., & Asyraf, S. (2020). Creative Imagination Base on Neuroscience : A Development and Validation of Teacher ’ s Module in Covid-19 Affected Schools. Universal Journal of Educational Research, 8(1), 5849–5858. https://doi.org/10.13189/ujer.2020.082218

Ferretti, T. R., Katz, A. N., Schwint, C. A., Patterson, C., & Pradzynski, D. (2020). How discourse constraints influence neurolinguistic mechanisms during the comprehension of proverbs. Cognitive, Affective and Behavioral Neuroscience, 20(3), 604–623. https://doi.org/10.3758/s13415-020-00790-9

Hasibuan, A. T., & Rahmawati, R. (2019). Sekolah Ramah Anak Era Revolusi Industri 4.0 Di SD Muhammadiyah Pajangan 2 Berbah Yogyakarta. Al-Bidayah: Jurnal Pendidikan Dasar Islam, 11(01), 49–76. https://doi.org/10.14421/al-bidayah.v11i01.180

Iljina, O., Derix, J., Schirrmeister, R. T., Schulze-Bonhage, A., Auer, P., Aertsen, A., & Ball, T. (2017). Neurolinguistic and machine-learning perspectives on direct speech BCIs for restoration of naturalistic communication. Brain-Computer Interfaces, 4(3), 186–199. https://doi.org/10.1080/2326263X.2017.1330611

Inayati Isna Nurul R. T.,(2019). “Relevansi Pendekatan Pembelajaran Tematik Integratif Di Sd/Mi Dengan Konsep Madrasah/Sekolah Ramah Anak,” TARBIYATUNA Kaji. Pendidik. Islam, vol. 3, no. 2, pp. 139–154, 2019, [Online]. Available: http://ejournal.iaiibrahimy.ac.id/index.php/tarbiyatuna/article/view/264.

Kementerian Pemberdayaan Perempuan dan Perlindungan Anak Republik Indonesia,”Panduan Sekolah Ramah Anak,” pp. 1–41, 2015, [Online]. Available: https://sekolahramahanak.files.wordpress.com/2013/11/juknis-final-3-2-16-1.pdf.

Konu, A. & Rimpela, M. (2002). Well-being in schools: Conceptual model. Health Promotion International, 17, 79–87.

Jailani, M., Suyadi, & Djubaedi, D. (2021). Menelusuri Jejak Otak dan ’Aql dalam Al-Qur’an Perspektif Neurosains dan Pendidikan Islam di Era Pandemi COVID-19. Tadris: Jurnal Pendidikan Islam, 16(1), 1–19. https://doi.org/10.19105/tjpi.v16i1.4347

Jailani, M., & Widodo, H. (2021). Implementation of the Use of Neuroscience-Based Arabic Learning Media on Students : A Case Study at Vocational High School Muhammadiyah 3 Yogyakarta. Arabiyatuna Jurnal Bahasa Arab, 5(2), 267–288.

Khalil, A. H., El-nagar, B. E. E., & Awad, M. A. E. (2019). The Effect of Brain-Based Learning on Developing Some Speaking Skills of Egyptian EFL Secondary School Students. International Journal of Environmental & Science Education, 14(3), 103–116.

Kristanto, K.I. Khasanah, and M. Karmila, “Identifikasi Model Sekolah Ramah Anak (Sra) Jenjang Satuan Pendidikan Anak Usia Dini Se-Kecamatan Semarang Selatan,” Paudia J. Penelit. Dalam Bid. Pendidik. Anak Usia Dini, vol. 1, no. 1, pp. 38–58, 2012, doi: 10.26877/paudia.v1i1.257

Nadiyanti, W. E., & Desiningrum, D. R. (2015). Hubungan Antara School Wellbeing dengan Agresivitas. Jurnal Empati, 4 (1), 204

Ni’am, Asrorun. (2016). Panduan Sekolah & Madrasah Ramah Anak. Jakarta: Erlangga

Muchsin, Bashori. (2010). Pendidikan Islam Humanistik: Alternatif Pendidikan Pembebasan Anak. Bandung: Refika Aditama.

Olweus, D. (1993) Bullying at School: What We Know What We Can Do. CambridgeMA: Blackwell Ed

Özdemir, M., & Selçuk, M. (2021). A bibliometric analysis of the International Journal of Islamic and Middle Eastern Finance and Management. International Journal of Islamic and Middle Eastern Finance and Management, 14(4), 767–791. https://doi.org/10.1108/IMEFM-06-2020-0277

Pasiak, T. (2012). Tuhan dalam Otak Manusia, Mewujudkan Kesehatan Spritual Berdasarkan Neurosains. Mizan.

Rachmah, E. N. (2016). Pengaruh School Wellbeing Terhadap Motivasi Belajar Siswa. Jurnal Psikosains, 11 (2), 101

Rohmawati N. dan Hangestiningsih, E. (2019) “Kajian Program Sekolah Ramah Anak dalam Pembentukan Karakter di Sekolah Dasar,” Pros. Semin. Nas. PGSD, no. 35, pp. 225–229, 2019

Soutter. (2012). Student’s and teacher’s perspectives on wellbeing in a senior secondary environment. Journal of Student Wellbeing, Marc, 2012, Vol 5 (2), 34-67

Sugiyono. (2009). Metode Penelitian Kuantitatif, Kualitatif dan R&D, Bandung: AlfabetaAgustina, N. E. (2019). Implementasi Program Sekolah Berbasis Ramah Anak untuk Menguatkan Nilai Panca Karakter Siswa. Jurnal Kajian Teori Dan Praktik Kependidikan, 4(2), 80.