ICIE
International Conference on2019
Islamic EpistemologyThe 3rd International Conference on Islamic Epistemology
FINANCIAL TECHNOLOGY (FINTECH) ON THE PERSPECTIVE OF LAW
AND SYARIAH ECONOMY PROCEEDING
Pr oceeding 3
rdInternati onal Confer ence on Islami c Epistemology
i
PROCEEDING
THE 3
rdINTERNATIONAL CONFERENCE ON ISLAMIC EPISTEMOLOGY
THEME:
“Financial Technology (FINTECH) On The Perspective Of Law And Syariah Economy”
Jakarta, 8 October 2019
Publisher:
UAI Press 2019
ii
PROCEEDING
The 3
rdInternational Conference on Islamic Epistemology
Theme:
“Financial Technology (FINTECH)
On The Perspective of Law and Syariah Economy”
Copyright © 2019 by Center for Islamic Integration on Scientific Paradigm, University of Al-Azhar Indonesia.
All rights reserved. Abstracting is permitted with credit to the source. Library may photocopy the articles for private use of patrons in this proceedings publication. Copying in individual articles for non-commercial purposes is permitted without fee, provided that credit to the source is given. For other copying, reproduction, republication or translation of any part of the proceeding without permission in writing from the publisher is not permitted. The content of papers in the proceedings reflects the author’s opinions and not the responsibilities of the editors.
Editor
Dr. rer. nat Yunus Effendi, S.Pd., M.Si., M.Sc Dr. Dewi Elfidasari, S.Si., M.Si
Lay out
Muhammad Ridhwan, S.Ag., M.Ag Muhammad Guntoro Ismail, S.Sos
Cover Design:
Maulana Romlih
Additional copies may be ordered from:
Center for Islamic Integration on Scientific Paradigm (PII-MKU) University of Al-Azhar Indonesia
Jl. Sisingamangaraja – Kebayoran Baru Jakarta Selatan 12110
ISBN: 978-623-90930-6-8
Publisher
UAI Press 2019
Kompleks Masjid Agung Al Azhar, Jl. Sisingamangaraja,
Kebayoran Baru Jakarta Selatan 12110 First Publication, 2019, 21 x 29,7; viii + 237
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COMMITTEE
The third ICIE 2019 is organized by Center for Islamic Integration on Scientific Paradigm, University of Al-Azhar Indonesia, in cooperation with International Institute of Islamic Thought (IIIT).
Advisor
Prof. Dr. Ir. Asep Saefuddin, M.Sc.
Steering Committee:
Prof. Dr. Agus Surono, SH., M.H Dr. Habib Chirzin, M.A
Prof. Dr. Nurhayati Djamas, M.A., M.Si Dr. Kuncoro Hadi, ST., M.Si
Dr. Yusup Hidayat, S.Ag., M.H Organizing Committee:
Muhammad Ridhwan, S.Ag., M.Ag Jumansyah S.E., M.Si
Dr. Fokky Fuad, S.H., M.Hum
Rizqi Maulida Amalia, S.Hum., M.Si Nila Fitria, S.Pd., M.Pd
Scientific Committee:
1. Prof. Dr. Nurhayati Djamas, M.A. M.Si
2. Dr. Habib Chirzin (Google Scholar, International Institute of Islamic Thought (IIIT)) 3. Prof. Muhamad Ali, Ph. D (Departement of Religious Studies, University of
California Riverside, Scopus ID: 56468450700)
4. Prof. Dr. Mulyadhi Kartanegara (Sultan Omar ‘Ali Saifuddien Center for Islamic Studies, University of Brunei Darussalam, Scopus ID: 56712912300)
5. Prof. Dr. Sukron Kamil, M.A., (Senior Lecturer of Faculty of Adab and Humanities, UIN Syarif Hidayatullah Jakarta)
6. Prof. Ismail Suardi Wekke, Ph.D. (Senior Lecturer of STAIN Sorong, Scopus ID:
35076859100)
7. Prof. Dr. Abdul Mujib, M.Ag (Faculty of Psychology, the State Islamic University
“Syarif Hidayatullah” Jakarta)
8. Ir. Hidayat Yorianta Sasaerila, Ph.D. (Faculty of Science and Technology, University of Al Azhar Indonesia, Scopus ID: 7801690689)
9. Dr. M. Nur Rianto Al Arif, S.E., M.Si (Faculty of Economic and Business – UIN Syarif Hidayatullah Jakarta, Scopus ID: 57200389941)
10. Ahmad Najib Burhani, Ph.D. (Institute of South East Asian Studies, Singapore, Scopus ID: 45861172800)
11. Dr. Nita Noriko, MS (Faculty of Science and Technology, University of Al Azhar Indonesia)
12. Hilman Latief, M.A., Ph.D. (Muhammadiyah University of Yogyakarta, Scopus ID:
36602728800)
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13. Dr. Bagus Riyono, MA (Faculty of Psychology, Gadjah Mada University, Yogyakarta)
14. Dr. rer. nat. Yunus Effendi, S.Pd., M.Si., M.Sc (Faculty of Science and Technology, University of Al Azhar Indonesia, Scopus ID: 36344505400)
15. Dr. Mufti Abdul Kareem (Faculty of Shariah & Law, International Islamic University Islamabad, Pakistan)
16. Dr. Dewi Elfidasari, M.Sc (Faculty of Science and Technology, University of Al Azhar Indonesia)
17. Dr. Suparji, SH., M.H. (Faculty of Law, University of Al Azhar Indonesia)
18. Dr. Muhammad Mushtaq Ahmad (Director General Shariah Academy, International Islamic University Islamabad, Pakistan)
19. Dr. Irwa Rochimah Zarkasi, M.Si. (Faculty of Social and Political Science, University of Al Azhar Indonesia)
20. Dr. Ade Jamal (Faculty of Science and Technology, University of Al Azhar Indonesia, Scopus ID: 56085754400)
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PREFACE
First of all, we would like to thank to Allah SWT. as we all know, this 3rd International Conference on Islamic Epistemology (ICIE 2019) has been held on 8 October 2019 in the Auditorium Arifin Panigoro University Al-Azhar of Indonesia, located at Jakarta, Indonesia.
This Third International Conference on Islamic Epistemology is conducted through the cooperation between Center for Islamic Integration on Scientific Paradigm, University of Al- Azhar Indonesia (PII-MKU) and the International Institute of Islamic Thought (IIIT) with the basis of similar mission in developing Islamic epistemology into scientific paradigm. The first symposium which has also been conducting through the cooperation of PII-MKU and IIIT as the first program and it has used the theme Islamic epistemology from the perspective of modern scientific paradigm.
We have received more than 32 abstracts. The paper selection process was based on full paper submissions. We thank to all authors who have contributed and participated in presenting their works at this conference. We also gratefully acknowledge the important review supports provided by the scientific members of the program committee. Their efforts were crucial to the success of the conference.
More than 300 persons from Indonesia, Australia, and Malaysia and some ambassadors from various countries have been participated in this conference. About 25 presentations including 6 invited talks were presented during the conference. From 32 abstracts submitted during the conference, 20 papers were accepted for publication after peer reviews.
We would like to express our deepest gratitude and honor to Dr. Habib Chirzin as the co Chairman of IIIT Indonesia Chapter. Also we would like to express our respectful appreciation to all speakers, particularly to Keynote Speakers, HE. Mr. Ibrahim Ali Shoukry from Islamic Development Bank (IDB) and Wimboh Santoso, S.E., M.Sc., Ph.D from Commissioner Board of OJK Indonesia, also Prof. Dr. Sonny Zulhuda from International Islamic University Malaysia at Kuala Lumpur Malaysia who has presented “Financial Technology Regulated System and Its Benefit for the Maslahat of Ummah”, and also to the speaker, Mr. Sajid Bokhari from National Australia Bank Limited, Australia, who has presented “Fintech Opportunities for the Halal Industry" and also Dr. Sapta Nirwandar from the Indonesia Halal Lifestyle Center, Indonesia who has presented under the topic “Halal Lifestyle in the Era of Financial Technology”, and also to Mr. Mohd. Yazrie bin Mohd.
Shukri as enterpreneur and Founder YAZ Venture who has presented under the topic
“Industrial Revolution 4.0: A Wake Up (and alarming) Call For The Ummah”.
Finally, we also deliver our gratitude to all who have supported this conference. Thank to all sponsors, all participants, our Rector, all of civitas academica UAI and to all of committees who have assisted the success of this conference.
Billahi taufiq wal hidayah.
Wassalaamu’alaikum warahmatullahi wabarakatuh,
Head of Center for Islamic Integration on Scientific Paradigm
Prof. Dr. Nurhayati Djamas, M.A., M.Si
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LIST OF CONTENTS
Committee ... iii
Preface... v
List of Contents ... vii
Abstracts ... 1
The Village Owned Enterprise in Economic Islamic Perspective: Islamic Economy Study According to Al-Ghazali, by Suartini, Syafrizal ... 19
Application of Regulation and Completion of Fintech Dispute in Legal Certainty, by Suparji Ahmad, Aris Machmud ... 29
Fintech and Sharia Transactions (Study of Go-Pay Law), by Syariful, Indah Fatmawati, Indra Sumantri ... 39
Konsep Wakaf Crowdfunding untuk Pendanaan Lembaga Pendidikan Swasta Islam yang Terjangkau dan Berkualitas, by Lindiawatie ... 51
Refleksivitas Nilai Islam dalam Shalat pada Bank Pembiayaan Rakyat Syariah, by Roikhan Mochamad Aziz, Rahma Yunita ... 59
Titik Singgung Regulasi Fintech dan Perkembangan Fiqh Kontemporer dalam Masyarakat Indonesia, by Melani Darman ... 69
Financial Technology and Micro Aspect of Falah, by Jumansyah, Kuncoro Hadi ... .77
Analyzing Indonesia’s Diplomacy in the Global Halal Industry Competition 2014 - 2019, by Yasmi Adriansyah, R. Mokhamad Luthfi ... 85
The Perceptions of Merchants of Cipulir Wholesale Market on Electronic Transactions, by Adelia Dwiartyani, et. al, ... 101
The Clustering of Consumer Halal Awareness Case: Cosmetic Products, by Hanny Nurlatifah, Shohibul Imam, Firsan Nova ... 123
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West Nusa Tenggara Halal Tourism Research Approach, by Nurul Huda, et. al, ... 133 Protection Toward Indonesian Undocumented Migrant Workers from Exploitation, by Akhmad Ikraam, Zul Karnen ... 149 Prevention of Corruption in the Perspective of Islamic Criminal Law, by Siti Farhani ... 157 The Influence of Using Gadgets for Character’s Development in Early Childhood Education and Development (PAUD), by Adolf Bastian, Nurhikmah Sasna Junaidi ... 167 Character Education Model for Gen Z in the 4.0 Industrial Revolution Era, by Syarifah Ida Farida, Iskandar Zulkarnain ... 177 Islamic Education Model for Preparing Generations in the Industrial Revolution 4.0 at Universitas Al-Azhar Indonesia (UAI), by Tata Septayuda Purnama ... 189
The Prophetic Guidance of Youth Education in Industry Revolution 4.0 Era, by Bahrul Ulum... 201
Masyarakat Muslim Hui di Tiongkok dalam Identitas Budaya Stuart Hall, by Anitasa Dewi ... 217
Eksistensi Islamic Center dan Pandangan Masyarakat Jepang Terhadap Islam, by Sandra Herlina ... 225
Author Index ... 236
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THE INFLUENCE OF USING GADGETS FOR
CHARACTER’S DEVELOPMENT IN EARLY CHILDHOOD EDUCATION AND DEVELOPMENT (PAUD)
Adolf Bastian1*, Nurhikmah Sasna Junaidi2
1FKIP Universitas Lancang Kuning, Pekanbaru, Riau
2FKIP Universitas Pasir Pengaraian, Kab. Rokan Hulu, Riau
*Email: [email protected] Email: [email protected]
Abstract
Nowdays, The use of gadgets is a very complex problem in the community, especially for young children. The 4.0 industrial revolution which is currently a hot topic in education today has caused one of them with the use of gadgets to be a major problem in society regarding the formation of its character. The characters formed in early childhood education are religious, responsible, disciplined, communicative/friendly, independent, creative, curiosity, and tolerance. The purpose of this study was to determine the character development in early childhood which was influenced by the use of gadgets. The research used a quantitative descriptive method via scoring and percentage. From the result of this research, it was eight characters that were applied in learning for early childhood in PAUD. There were five characters with the lowest scores, namely religious, communicative/friendly, tolerance, responsible, and intelligence with unfavorable fair criteria. It could be concluded that the use of gadgets is very influence in the formation of character in early childhood, because early childhood is the golden generation of a nation to advance.
Keywords: character, gadget, young children.
1. INTRODUCTION
Education is very important to develop of character in the nation's next generation. This character will advance and can keep up with the times without destroying its character. Character education is a process of applying moral and religious values to students through the science, the application of these values not only itself , family, fellow friends, but also educator, it’s environment and to God Almighty. Referring to the goal of Education in Law OF No. 20 of 2003[1] on National Education System states that "Education national Program serves to develop the ability and character development as well as civilization dignified nation in the context of the intellectual life of the nation, is aimed to developing potentials of students in order to become a man of faith and devotion to God Almighty, morality, healthy, knowledge, capable, creative, independent
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responsible” [1]. Based on the juridical law, national education has a mission to build perfect human. To build a nation with complete identity, an education system holistic material is needed. After that it is supported by good management and implementation. Thus, national education must be of good quality and character.
The purpose of national education in character building starts an early age for quality. Early childhood education development (PAUD) is an excellent platform as a tempat the formation of character. However, the building of character in early childhood was affected by technology, that is of gadgets.
Gadgets is tool of a communication be trendy among children from 1 year to adult. For children, gadgets is given for playing games by parents, thus making children in a golden age has a bad habit. As we know, golden age increase is many potential in their self. At this time, it is a very appropriate to instill kindness, character, to be a good personality [2].
Early childhood is an individual figure as a social cultural. They are undergoing a process very fundamental for the next life and a number of certain characteristics. Early childhood is an organism which an integral body and spirit intact with structure and biological and physico device logical that a figure unique.
Now, the use of gadgets is a very complex problem in the community, especially for young children. The 4.0 industrial revolution which is currently a hot topic in education today has caused one of them with the use of gadgets to be a major problem in society regarding to build of its character. The characters formed in early childhood education are religious, responsible, disciplined, communicative/friendly, independent, creative, curiosity, and tolerance.
The purpose of this study was to determine the character development in early childhood which was influenced by the use of gadgets in PAUD Kasih Ibu, North Rambah Tengah Village, Rokan Hulu Regency with 30 students.
2. LITERATURE REVIEW
2.1 Character Education
Character is personality of a person that is formed from the internalization of various policies (virtues) that are believed and used as a basis for perspective, thinking, and acting[8]. Character education has been thoroughly discussed by Ki Hajar dewantara in his two monumental works, namely Education and Culture.
Character education is a combination of two words, namely education and character. The first Taman Siswa congress in 1930, Ki Hajar Dewantara said that education generally meant efforts to advance the growth of character (inner strength, character), mind (intellect), and the child's body [10].
Character education as a way to educate and teach, good qualities, and it is not harmful itself and others in learning. It also increases competence among children.
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In the national policy it was emphasized, that is the building of national character is a basic necessity in the process of nation and state. Since the beginning of independence, the Indonesian people have been determined to make national character development an important ingredient and not be separated from national development.
The Ministry of National Education has formulated 18 character and spiritual values that will be instilled in students as an effort to build the nation's character[9]. In the following, 18 character values from the Ministry of National Education are presented, as set out in the Culture and National Character Education Development book, developed by Ministry of National Education through the Curriculum Research and Development Agency. The character values that can be applied in students in learning are explained in Table 1.
Table 1. Criteria and Descriptions of the Values of Character Education
No Criteria Description
1 Religious Obedient attitudes and behaviors in implementing religious teachings, being tolerant of other religious practices, and living in harmony with followers of other religions.
2 Honest Behavior that is based on efforts to make himself as a person who can always be trusted in words, actions, and work.
3 Tolerance Attitudes and actions that respect differences in religion, ethnicity, ethnicity, opinions, attitudes, and actions of others who are different from him.
4 Discipline Actions that exhibit orderly behavior and comply with various rules and regulations.
5 Hard work Behavior that shows earnest effort in overcoming various learning barriers and tasks, and completing tasks properly.
6 Creative Think and do something to produce a new way or result from something you already have.
7 Independent Obedient attitudes and behavior that are not suspended on others in completing the tasks.
8 Democratic The way of thinking, behaving, and acting that equals the rights and obligations of himself and others
9 Curiosity Attitudes and actions that always strive to find out more deeply and extensively from something that is learned, seen, and heard.
10 Nationalist A way of thinking, acting and having insight that places the interests of the nation and the state above self and group interests.
11 Nationalism Ways to think, behave and act that show loyalty, care and high respect for the language, physical environment, social,
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No Criteria Description
cultural, economic, and political nation.
12 Achievement Attitudes and actions that drive him to produce something that is useful for society, and acknowledge, and respect the success of others.
13 Friendly /
Communicative
Actions that show pleasure in talking, socializing, and collaborating with others.
14 Peacefully Attitudes, words, and actions that cause other people to feel happy and good for their presence.
15 Prefer Reading The habit of providing time to read a variety of readings that provide virtue for him.
16 Environmentalist Character and actions that always try to prevent damage to the surrounding natural environment, and develop efforts to repair natural damage that has already occurred
17 Socialist Attitudes and actions that always want to provide assistance to other people and communities in need
18 Responsible The attitude and behavior of a person to carry out their duties and obligations, which he should do, towards oneself, society, the environment (natural, social, and cultural), the state and God Almighty
(Reference: Rahman, 2012)
Based on 18 characters mentioned, to be developed in PAUD children, namely religious, responsible, disciplined, communicative/friendly, independent, creative, and tolerance.
3. METHOD
3.1 Overview –Research carried out in PAUD Kasih Ibu, North Rambah Tengah Village, Rokan Hulu Regency with 30 students.
3.2 Research Method - The research method used is quantitative descriptive. The type of data used in the study is primary data using a questionnaire research instrument.
3.3 Data Analysis - Primary data obtained in the analysis use the Likert scale method to get a percentage of the character formation applied in learning to the effect of using gadgets. The formula’s by [8]:
(1) The percentage of character development in Table 2.
Table 2. Category Character Development Intervals.
No Percentage Criteria
1 ≤60 Not Good
2 61-70 Fair
3 71- 90 Good
4 91 – 100 Very Good Reference : (Kemendikbud, 2013) [5]:
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The results of the research can show the influence of using gadgets in character development in early childhood education conducted on 30 students of PAUD Kasih Ibu students. The data obtained were the results of an evaluation questionnaire conducted by two PAUD teachers. The results of the development of the characters during the first week of the Figure 1
.
Figure 1. Graph of Character Development Results on Effects of Gadget Usage Figure 10 explains that the character development of early childhood in PAUD Kasih Ibu from the 7 characters developed obtained an average value of religious Character 61.5%, communicative/friendly 58.2%, 63.5 % responcible, creative 73.2 %, intelligence 62.5%, discipline 71.5 %, and tolerance 59.5%.
5. DISCUSSION
From the results of the research, it obtained the results of the observed character development. Education is a public access, where education is the key answer to problems that occur in our country, but instead of education is a major project that could generate more money. The concept of character education learning education instituted if want to succeed it must be garrisoned/ combine formal learning and boarding systems karen core point someone who was instrumental in character education is the Teacher, Student, Guardians of students and community leaders. Actually, a simple goal in education is to supervise the students good character in environmental education was or outside educational institutions asspecial in PAUD [12].
5.1 Religious
A religious is character and submissive behavior in carrying out the teachings of religion, tolerant of others, and live in harmony with other faiths. In PAUD
61,50% 58,20% 63,50%
73,20%
62,50%
71,50%
59,50%
0,00%
10,00%
20,00%
30,00%
40,00%
50,00%
60,00%
70,00%
80,00%
Value
Character
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learning the develop of the religious character of our students, it is applied by praying before and after learning, when eating, and doing activities with an average value of 61.5% categorized fair. Because of many students are still busy with gadgets. Even though schools had not brought gadgets during the learning process. Religiousbased character education is carried out in daily and extra learning programs with assignment, direction, exemplary, environmental conditioning and habituation methods. Character values are implemented, khusyu, Qanaah (simplicity, frugality), taqwa, istiqomah, and cooperation. Parental support, quality teachers, environment (infrastructure), and partnerships are supporting factors, while parents who are less supportive and the condition of children are obstacles to the process of religious-based character education [11]. 5.2 Communicative / friendly
Communicative/friendly is an action that shows a sense of pleasure in talking, socializing, and cooperating with other people with an average value of 58.2%
categorized as not good. Serious attention is needed from the environment where the children grow and develop, such as parents, caregivers, educators in early childhood education schools, and the community holistically in order to minimize the negative influences of the internet or gadget towards the their character and moral buildings [13]. Such as many students prefer lonely than playing with their friends while studying or during breaks.
5.3 Responsible
Responsible is a person's attitude and behavior to carry out their duties and obligations, which he should do, to it self, society, environment (natural, social, and cultural), the state and God Almighty with an average value of 63.5%
categorized fair. Out of 30 students only 10 have responsible character as long as they are given assignments by the teacher and finish well, and 20 of them do not finish well.
5.4 Creative
Creative is a character thinking and do something to generate new ways or something that has been owned by the average value of 73.2 % categorized good.
The creativity of students during learning has a good development seen when asked to color flowers and various forms have increased and students know their respective colors.
5.5 Intelligence
Curiosity is character and actions are always working to find out more profound and widespread than anything the process of learning, seeing, and hearing with an average value of 62.5% categorized fair. Curiosity of students about new things has not been formed properly. Provide some suggestions and reference for preschools in implementing Multiple Intelligence Instruction into preschool’s young children’s aesthetics capability cultivation program [10].
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Discipline is action to that shows orderly behavior and comply with various provisions and regulations with an average value of 71.5% categorized good. This discipline students during the activities, tasks and regulations, had been provided by the teacher.
5.7 Tolerance
Tolerance is character and action to appreciate differences of religion, race, ethnicity, opinions, attitudes, and actions of others who differ from him with an average value of 59.5% categorized as not good. Character tolerance is not improved during the observation. Students lack respect for their peers when carrying out activities instructed by the teacher. So they are more focused on themselves or can not get along.
Based of the 7 characters observed in early childhood education development (PAUD), there are 5 characters whose development is fair, namely religious, communicative/friendly, responsibility, tolerance, and curiosity due to the influence of the use of gadgets. Gadgets have a lot of negative impacts on the development of early childhood characters such as[6]: 1) Reducing concentration when studying (in a process of learning children become unfocused and only remember with gadgets, for example, children are reminded by gadget games as if he is like a character in the game); 2) Lazy writing and reading, (this is caused by the use of gadgets, for example , when children open videos on the YouTube application, children tend to look at the picture without having to write what they are looking for); 3) Decreased social skills, (for example, children lack playing with friends in their surroundings, do not care about the circumstances around them) ; 4) Early childhood cognitive development is inhibited, (cognitive or psychological thought processes related to how individuals learn, pay attention, observe, imagine, estimate, assess and think about their environment will be inhibited); 5) Can affect early childhood behavior, (for example children playing games that have an element of violence that will affect patterns of behavior and character that can cause violence against friends).
Every week, the using gadgets to early childhood just 4 hour and it is must parent of safety. Because, the character of develop not to parent participant [4]:and character of education is very important the influence together by family, society, and environment. In education, family ithe first build of the character[3]. The impact of the use of gadgets on children's social behavior is the children are accepted in the community, friendly attitude when greeting each other around people, the attitude of associating children through activities of gathering children especially with peers, as well as children's sympathy arises to chat each others [14]. 6. CONCLUSION
Based on the results of research that has been done very influence with that obtained there were five characters with the lowest scores, namely religious, communicative/friendly, tolerance, responsible, and intelligence with unfavorable fair criteria. It could be concluded that the use of gadgets is very influential in the
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formation of character in early childhood, because early childhood is the golden generation of a nation to advance.
Acknowledgements
Thanks to PAUD Kasih Ibu by oppurtunate and time for our research.
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