Historical-analytical study of the evolution of participation in the governance of the Iranian educational institution based on Islamic civilazation

Journal of Applied Issues in Islamic Education, Religious Education, Islamic Education, Traditional Education, Islamic Culture, Islam, Muslims, Religion, Peoples and Cultures, Islamic Humanities, Middle Eastern Studies, Iran ،مجله مسائل کاربردی تعلیم و تربیت اسلامی، اسلام، آموزش و پرورش اسلامی، فصلنامه علمی پژوهشی، مجله علمی ایران

Journal of Applied Issues in Islamic Education, Religious Education, Islamic Education, Traditional Education, Islamic Culture, Islam, Muslims, Religion, Peoples and Cultures, Islamic Humanities, Middle Eastern Studies, Iran ،مجله مسائل کاربردی تعلیم و تربیت اسلامی، اسلام، آموزش و پرورش اسلامی، فصلنامه علمی پژوهشی، مجله علمی ایران

Journal of Applied Issues in Islamic Education, Religious Education, Islamic Education, Traditional Education, Islamic Culture, Islam, Muslims, Religion, Peoples and Cultures, Islamic Humanities, Middle Eastern Studies, Iran ،مجله مسائل کاربردی تعلیم و تربیت اسلامی، اسلام، آموزش و پرورش اسلامی، فصلنامه علمی پژوهشی، مجله علمی ایران

Islamic education cannot be separated from cultural values. Especially in Indonesia, an archipelagic country consisting of more than 17,000 islands and inhabited by around 255 million people. The number indicates that cultural, ethnic, religious and linguistic diversity must be found in Indonesia. This diversity is a characteristic as well as a valuable asset that must be cared for, fostered, protected and preserved. One attempt to maintain culture can be pursued through education. The relationship between Islamic education and Indonesian culture is like a currency coin that must synergize and strengthen each other, because education is actually a cultural process. The importance of Islamic religious and cultural education is contained in the Law on the National Education System (No. 20/2003) which states that education is a conscious and planned effort to create a learning atmosphere and process so that students actively develop their potential, to have religious spiritual strength, self-control, personality, intelligence, noble character, and skills needed by themselves, society, nation and state. This journal will discuss the relevance between Islamic education and culture. The research was conducted using the library research method. The results of the study show that Islamic religious education and Indonesian culture have a very significant and inseparable relevance. Islamic Religious Education must be able to lay a moral, ethical, and spiritual foundation for the development of Indonesia, which has a diverse cultural background.

The objective of this paper is to utilize a mixer methodology, which consists of two parts: a literature review and field studies. The theme of this paper is Islamic Education Cultural Management, and it discusses the history, conception, and management of transformative Islamic education actualization. There are three critical questions addressed in this paper. First, what does the concept of Cultural Management of Islamic Education in Islam entail Second, what is the history and conception of Islamic religious education management, Islam, and transformative culture in Indonesia. Third, what is the contribution of Islamic education management in a transformative Islamic culture in the Islamic education space in Indonesia, where teacher supervision is an integral process. Additionally, culture is an essential part of the local community and cannot be separated from the community's language. The transmission of culture, often referred to as local knowledge, is commonly achieved through the oral retelling of stories across generations. Islamic religious education is founded on principles of truth and nobility, advocating for the rejection of fictitious notions and the avoidance of inappropriate conduct or influence. The significance of Islamic religious leadership education lies in the ease with which it instills moral values and ethics, while also addressing the emotional and cognitive realms of the human experience. Furthermore, this education must be integrated with the cultural and touristic aspects of a region in a cohesive and synchronized manner, while staying true to the unique characteristics of the area.

The objective of this paper is to utilize a mixer methodology, which consists of two parts: a literature review and field studies. The theme of this paper is Islamic Education Cultural Management, and it discusses the history, conception, and management of transformative Islamic education actualization. There are three critical questions addressed in this paper. First, what does the concept of Cultural Management of Islamic Education in Islam entail Second, what is the history and conception of Islamic religious education management, Islam, and transformative culture in Indonesia. Third, what is the contribution of Islamic education management in a transformative Islamic culture in the Islamic education space in Indonesia, where teacher supervision is an integral process. Additionally, culture is an essential part of the local community and cannot be separated from the community's language. The transmission of culture, often referred to as local knowledge, is commonly achieved through the oral retelling of stories across generations. Islamic religious education is founded on principles of truth and nobility, advocating for the rejection of fictitious notions and the avoidance of inappropriate conduct or influence. The significance of Islamic religious leadership education lies in the ease with which it instills moral values and ethics, while also addressing the emotional and cognitive realms of the human experience. Furthermore, this education must be integrated with the cultural and touristic aspects of a region in a cohesive and synchronized manner, while staying true to the unique characteristics of the area.

Islamic Religious and Character Education (hereafter PAI) textbooks are part of an important means of teaching character values, including tolerance. Some cases of intolerance are still common in Indonesia and are even associated with Islamic religious education in schools. Therefore, there is a need to review Islamic religious education in schools. This study examines the PAI materials that include tolerance learning in Islamic religious education textbooks at the 7th, 8th, and 9th grade junior high school levels. This research is important so that in the future, tolerance learning materials can be provided to students in accordance with the portions. This study uses a literature review with a qualitative approach that analyzes the content of Islamic Religious and Character Education textbooks published by the Ministry of Education and Culture of the Independent Curriculum (7th and 8th grade books) and the Revised 2013 Curriculum (9th grade books). The data obtained are then collected and analyzed using the content analysis method. The data analysis techniques in this study used 3 data analysis steps, namely: data reduction, data display, and data verification. This study shows whether there is tolerance learning in Islamic Religious Education and Character Education textbooks or not. The results of the study show that the Islamic Religious Education and Character Education textbooks at the junior high school level strongly promote tolerance.

This paper uses a mixer methodology, first with literature review and second with field studies, the theme raised is Islamic Education Cultural Management: History, Conception, and Management of Transformative Islamic Education Actualization, in this paper there are three fundamental questions; first, what is the concept of Cultural Management of Islamic Education in Islam. Second, what is the history, conception of Islamic religious education management, Islam, transformative culture in Indonesia and third, what is the contribution of Islamic education management in a transformative Islamic culture in the Islamic education space in Islam in Indonesia. Which is where teacher supervision is a definite process. Furthermore, culture becomes part of the culture of the local community which cannot be separated from the language of the community. Culture (often called local wisdom) will be passed down through generations through oral stories. Islamic religious education based on truth and nobility, distancing oneself from unreal thoughts, even far from the origins of unpleasant behavior or influence. Islamic religious leadership education is important for moral (character)/ethics is easy), then the soul (emotional realm) is not only a cognitive and psychomotor realm, but 4) synergizes with culture, Islamic religious education, and tourism, and needs to be developed in a coordinated mannerin Islamic religious education with real regional characteristics

This paper uses a mixer methodology, first with literature review and second with field studies, the theme raised is Islamic Education Cultural Management: History, Conception, and Management of Transformative Islamic Education Actualization, in this paper there are three fundamental questions; first, what is the concept of Cultural Management of Islamic Education in Islam. Second, what is the history, conception of Islamic religious education management, Islam, transformative culture in Indonesia and third, what is the contribution of Islamic education management in a transformative Islamic culture in the Islamic education space in Islam in Indonesia. Which is where teacher supervision is a definite process. Furthermore, culture becomes part of the culture of the local community which cannot be separated from the language of the community. Culture (often called local wisdom) will be passed down through generations through oral stories. Islamic religious education based on truth and nobility, distancing oneself from unreal thoughts, even far from the origins of unpleasant behavior or influence. Islamic religious leadership education is important for moral (character)/ethics is easy), then the soul (emotional realm) is not only a cognitive and psychomotor realm, but 4) synergizes with culture, Islamic religious education, and tourism, and needs to be developed in a coordinated mannerin Islamic religious education with real regional characteristics.

Nowadays, Islamic religious education is often underestimated in educational institutions. As researchers can see, with the development of the times social media is very influential on Islamic religious education. Because social media is often used in everyday life. Good against teachers, students or other communities. The purpose of researchers conducting research is to find out the concept of Islamic education in the challenges of the social media era. In this study, researchers used quantitative methods with servey models and in-depth interviews. The results of the study can be concluded that in today's era Islamic religious education is often trivialized by society. But actually Islamic education is very influential on future generations. Therefore, researchers can conclude that Islamic education is very important, because religious education is the main key to the morals and attitudes of students. Meanwhile, with the existence of Islamic religious education in schools, the morals and manners of students are problematic. Imagine if Islamic religious education is abolished or underestimated how the moral development of the nation's successors. The limitation of this study is that researchers have not been able to find ways or solutions so that religious education is not underestimated or trivialized by educational institutions or society. The researcher's hope for future researchers is that future researchers can find ways or solutions so that Islamic education is not underestimated.

Madrasah Diniyah is one of the religious education institutions on the outside of school that is comprehensively capable of providing Islamic religious education to students. Madrasah Diniyah is a non-formal Islamic education institution whose learning implementation is carried out in the afternoon and its function is as a complement to Islamic education. From the community's need for this type of educational institution, Madrasah Diniyah persists. Although until now Madrasah Diniyah has received little attention from the government, both in terms of budget fulfillment and manpower assistance, the role of Madrasah Diniyah is very important in the education system that must be considered together. Currently the phenomenon that occurs in the community in Mulangsari Village is a lack of understanding of religion. One indicator is that many parents send their children to public schools with minimal religious education. The existence of Madrasah Diniyah Riyadul Athfal in Mulangsari Village is an alternative for Islamic education in the village. This study aims to determine the implementation of Islamic religious education learning at Madrasah Diniyah Riyadul Athfal and to find out the motivation of the people of Mulangsari Village to receive Islamic religious education at Madrasah Diniyah Riyadul Athfal. The type of research used is descriptive qualitative research. Collecting data using observation, documentation and interview techniques. The results of the study indicate that: The implementation of Islamic religious education at Madrasah Diniyah Riyadul Athfal does not only study the Reading and Writing of the Qur'an but also other Islamic subjects. The learning system applied at Madrasah Diniyah Riyadul Athfal uses the classical system where the students are divided into 6 classes. The motivation for the people of Mulangsari Village to prefer to receive Islamic religious education at Madrasah Diniyah Riyadul Athfal is because the learning is organized, the educational background of the Head of Madrasah Diniyah is graduates from Islamic boarding schools, and the location is very strategic so that it is easily accessible by the community.

Islamic education is in the national education system, can be divided into three things. The first is Islamic education as an institution, the second is Islamic education as a subject, and the third is Islamic education as a value. The purpose of this research is to find out the Policy Analysis of Islamic Education Institutional Dynamics: Islamic Boarding Schools, Madrasas, and Integrated Islamic Schools in Indonesia: A Comparative Study. The method used in this research is the method used in this research is a qualitative method with a document review. In terms of this research is referred to as literature study research, by examining journals, books, research reports, magazines and other literature that is in accordance with the discussions studied in the study. Pondok pesantren is defined as a place to live as well as a place for students to gain knowledge, especially religious knowledge. The development of the pesantren curriculum can use strategies that do not undermine the characteristics of the pesantren as traditional Islamic religious education institutions. Madrasas as Islamic educational institutions are now placed as school education in the national education system. In one of the dictums of the joint decree (SKB) of three ministers (Minister of Religion, Minister of Education and Minister of Home Affairs) it was stated that steps were needed to improve the quality of education in madrasas so that graduates from madrasas could continue to public schools, from public schools elementary to college. In essence, an integrated Islamic school is a school that implements the concept of Islamic education based on the Qur'an and As Sunnah. The operational concept of SIT is an accumulation of processes of acculturation, inheritance and development of Islamic religious teachings, Islamic culture and civilization from generation to generation.

This paper presents two terms which have differences, namely Islamic religious education and Islamic education. To see these two terms, the author reviews them from two interrelated aspects, namely the epistemological aspect as the theory of knowledge and aspects of content or material which is one of the important points in understanding the curriculum. Meanwhile, in terms of epistemology, Religious Education is more inclined to apply in educating in the context of Islam. While Islamic education speaks at the source level, in theory, the principle recorded is the forerunner of the Islamic Religious Education material itself. As for content or material, basically between Islamic Education with Islamic education as in an epistemological view, there is no difference which means that the terms contained in Islamic Education include aqidah, worship, and morals which are explained in terms of an introduction to Allah SWT, potential, human functions, and morals. Keywords: Education, Islamic Education, Epistemology This paper presents two terms which have differences, namely Islamic religious education and Islamic education. To see these two terms, the author reviews them from two interrelated aspects, namely the epistemological aspect as the theory of knowledge and aspects of content or material which is one of the important points in understanding the curriculum. Meanwhile in terms of epistemology, Religious Education is more inclined to apply in educating in the context of Islam. While Islamic education speaks at the source level, in theory, the principle recorded is the forerunner of the Islamic Religious Education material itself. As for content or material, basically between Islamic Education with Islamic education as in an epistemological view, there is no difference which means that the terms contained in Islamic Education include aqidah, worship, and morals which are explained in terms of introduction to Allah SWT, potential, human functions, and morals. Keywords: Education, Islamic Education, Epistemology

Islamic education is an important aspect of the MAN 3 Banyuwangi curriculum, which is now faced with challenges and opportunities with the development digital technology. In this era, digital literacy is becoming a crucial factor in facilitating the Islamic religious learning process in schools. Study This aim is to deepen the role deep digital literacy context learning Islamic religious education at MAN 3 Banyuwangi. With a qualitative approach, research This utilizes interviews, observations, and analysis content to explore how digital literacy influences and is implemented in Islamic religious learning in schools. Findings from the study This discloses that digital literacy plays an important role in increasing the quality of Islamic religious learning at MAN 3 Banyuwangi. Teachers use various digital resources, such as learning videos and Islamic religious websites, to enrich their experience. Study, student. Students are also actively using technology to look for information and discussion about the Islamic religion. However, there are also challenges related to accessibility, technology, and the development of digital literacy skills among students. This study also highlights the importance of integrating technology into the curriculum of Islamic religious education at MAN 3 Banyuwangi. By utilizing digital literacy effectively, schools can increase understanding and experience. Study students related to the Islamic religion. Study This contributes to our understanding of how technology can be used to enrich Islamic religious learning at MAN 3 Banyuwangi, as well as the associated challenges and strategies with the integration deep digital literacy in Islamic education.

In the process of education and learning as it takes place in an educational institution, components can be found that help in realizing the teaching and learning process, including the existence of media, methods and a good school atmosphere, which can bring success to the teaching and learning process so that the expected goals are achieved. Citra Alam Elementary School, Ciganjur Jakarta, is an Islamic educational institution that has a good, beautiful and healthy natural atmosphere. So that the nature around the school is a major supporting factor in the implementation of learning. One of them is in implementing Islamic religious education learning that uses nature as a learning medium so that students have the potential to carry out exploratory and fun learning and create a comfortable learning environment. This type of research is a field study research with a descriptive discussion of qualitative analysis, the data collection techniques used are: (1) Interviews, which are conducted with school principals, curriculum representatives and teachers of Islamic religious education related to the implementation of nature-based Islamic religious education learning. at Citra Alam Elementary School Ciganjur, Jakarta. (2) observation technique. (3) Documentary technique, to obtain data about the general picture of the school. Meanwhile, the data analysis method is the Miles and Huberman model data analysis which covers three steps in the research, namely data reduction, data presentation and conclusion. From the results of the study it can be concluded that: (1) The implementation of Islamic religious education learning taught in natural image elementary schools is carried out once a week with a duration of two hours, integrating the elements of Islamic Islamic education lesson values with other subjects, integrating religious education material Islam with routine activities at school such as camping, loving the environment, educational Ramadan activities, and utilizing natural resources such as caring for plants and making fertilizers. (2) Supporting factors in the implementation of nature-based Islamic religious education at Citra Alam Elementary School Ciganjur, Jakarta. Among them: utilizing nature as a learning medium, cooperative parents, competent teachers in their fields, and programs designed to connect students with nature. While the inhibiting factors include: the presence of teachers who are less open with their minds, lack of cooperation with others in preparing lessons, lack of an adventurous spirit, the presence of teachers who often come in and out so that program explanations need to be done repeatedly. Based on the results of this study, it is hoped that (1) Citra Alam Elementary School will always maintain good things and positive values related to the implementation of learning and the supporting factors that exist in nature-based Islamic religious education material, and also evaluate the inhibiting factors that occur. (2) Teachers of Islamic religious education materials to always improve their competencies so that they can always create Islamic religious education learning with the right media and a comfortable and pleasant learning atmosphere. (3) Researchers who will come to discuss this issue in more detail and better than ever.