Manifestation of the Values of Modernity in Syech Sulaiman Ar-Rasuli

This study aims to describe: (1) The background of K. H Abdurrohim's life, which influenced his thinking in the field of Islamic education. (2) Thought Etymology, K. H Abdurrohim, on modern Islamic education. (3) The role of K. H Abdurrohim in the development of Islamic educational institutions (4) The impact of K. H Abdurrohim's thoughts on the development of Islamic education.The research was conducted using historical research methods to be able to reconstruct historical events at a certain period. The historical method is used by going through several stages consisting of heuristics, verification, interpretation, and historiography. Sources of data in the study consisted of primary and secondary sources. The primary sources used are the results of interviews with the closest figures and documents related to the educational institutions he founded. The secondary sources used are books and journals that are related to the research topic.Based on the results of the research, it is shown that: (1) Educational, family, social, and economic background influence his thinking in developing Islamic educational institutions. (2) The role of K. H Abdurrohim in the development of modern Islamic education can be seen from the idea of establishing a formal educational institution under the foundation of a boarding school. (3) K. H Abdurrohim's thoughts on the modernization of Islamic educational institutions gave birth to a millennial generation with Ahlusuna Waljamaah's perspective.

Islamic Education Institution refers to a place or organization conducting Islamic Education, with a clear structure and responsibility for the implementation of Islamic Education. Islamic education in Salatiga began in 1932. During the Independence period, the education system improved. Since then, formal Islamic education in Salatiga underwent a transformation from the initial marginalization to the proliferation of Islamic educational institutions in all areas of Salatiga. Therefore, this study aims to examine the History and Development of Formal Islamic Education Institutions in Salatiga City from 1932 to 1998. This research applies the historical research method. The stages within the historical research method are (1) Heuristics or data collection, (2) Verification or source criticism, (3) Interpretation or analysis of historical facts, and (4) Historiography or historical writing. The approach in this research is the theory of social change using the concept of formal Islamic Education Institutions and the concept of Islamic education. The results of this study indicate the following: (1) Salatiga is a city of colonial growth and development, from a village to an important city for the colonial authorities. Moreover, it won the De Schoonstestad Van Midden Java or the Most Beautiful City in Central Java award; (2) The emergence of education in Salatiga cannot be separated from the existence of the Dutch government. The Ethical Policy promoted the emergence of educated people in Salatiga; (3) The growth of Dutch educational institutions was inversely compared to formal Islamic educational institutions in Salatiga. It encouraged Muslim scholars to establish formal Islamic educational institutions in Salatiga. HIS Muhammadiyah marks the beginning of formal Islamic educational institutions in Salatiga. The growth and the development of Islamic educational institutions in Salatiga cannot be separated from the government's policy and the initiative of Muslims to build educational systems and institutions appropriate to the times, from primary to tertiary levels.

Islamic Education Institution refers to a place or organization conducting Islamic Education, with a clear structure and responsibility for the implementation of Islamic Education. Islamic education in Salatiga began in 1932. During the Independence period, the education system improved. Since then, formal Islamic education in Salatiga underwent a transformation from the initial marginalization to the proliferation of Islamic educational institutions in all areas of Salatiga. Therefore, this study aims to examine the History and Development of Formal Islamic Education Institutions in Salatiga City from 1932 to 1998. This research applies the historical research method. The stages within the historical research method are (1) Heuristics or data collection, (2) Verification or source criticism, (3) Interpretation or analysis of historical facts, and (4) Historiography or historical writing. The approach in this research is the theory of social change using the concept of formal Islamic Education Institutions and the concept of Islamic education. The results of this study indicate the following: (1) Salatiga is a city of colonial growth and development, from a village to an important city for the colonial authorities. Moreover, it won the De Schoonstestad Van Midden Java or the Most Beautiful City in Central Java award; (2) The emergence of education in Salatiga cannot be separated from the existence of the Dutch government. The Ethical Policy promoted the emergence of educated people in Salatiga; (3) The growth of Dutch educational institutions was inversely compared to formal Islamic educational institutions in Salatiga. It encouraged Muslim scholars to establish formal Islamic educational institutions in Salatiga. HIS Muhammadiyah marks the beginning of formal Islamic educational institutions in Salatiga. The growth and the development of Islamic educational institutions in Salatiga cannot be separated from the government's policy and the initiative of Muslims to build educational systems and institutions appropriate to the times, from primary to tertiary levels.

This article aims to narrate a chronological history of the religious transformation and the history of Islamic educational institutions in Kampung ‘Preman’ Pancuran Salatiga, with discussions on the history and characteristics of Salatiga society, the stigma and image of Kampung Pancuran, and the history of Islamic educational institutions in Kampung Pancuran. This research is descriptive analytical using historical research methods with a sociological approach to examine the interactions among humans' actions and relations as well as their conditions and consequences. The method consists of heuristics, source criticism, interpretation and historiography. The data used were primary sources, secondary sources, and related literature. The data was collected through interviews, literature study, and desk research. The research results chronology: Salatiga is a city in Central Java Province, located between Semarang and Surakarta, with a diverse population of ethnicities, religions, and cultural traditions. In Dutch colonial period, it was a Christian missionary city called Salatiga Zending, emphasizing education. However, the missionaries were rejected by Muslims and social organisations, and Islam began to develop in Salatiga through education and Islamic boarding schools. Since the colonial period until 1992, Salatiga was administratively structured as one sub-district, Salatiga sub-district, and eight villages or hamlets. One of these villages is Kutowinangun, consisting of seven hamlets or villages. One of these villages is called Pancuran, which is a unique village, ‘different from the others’, with exclusive citizens, and conflicting ‘dual personalities. On the one hand, they have a very strong sense of togetherness, artistic spirit, harmony, unity, solidarity, compassion, and brotherhood. On the other hand, they tend to fight with ‘gangsters’, cause trouble, commit crimes, and play gambling. Therefore, it led to a bad image for its residents. then a negative stigma emerged, that Pancuran as a Kampung ‘Preman’, which is embedded until now. But there is a distinctive aspect of Pancuran village that remains unexposed to the public, i.e. the existence of an Islamic Education Institution in the centre of the village. The history of the establishment of the Pancuran Islamic Education Institute, began in 1988. As the head of the Takmir of Al-Muttaqin mosque in Pancuran, KH Zahroni received waqf from Mrs Muslimah, in a land and house of 199 m2, located on Jl. Talang Tirto 606, Pancuran village. The waqf pledge from Mrs Muslimah (Alwaqif), was intended to serve as a place of Islamic education. The institution was then realized and firmly established on 18 June 1988.

This article aims to narrate a chronological history of the religious transformation and the history of Islamic educational institutions in Kampung ‘Preman’ Pancuran Salatiga, with discussions on the history and characteristics of Salatiga society, the stigma and image of Kampung Pancuran, and the history of Islamic educational institutions in Kampung Pancuran. This research is descriptive analytical using historical research methods with a sociological approach to examine the interactions among humans' actions and relations as well as their conditions and consequences. The method consists of heuristics, source criticism, interpretation and historiography. The data used were primary sources, secondary sources, and related literature. The data was collected through interviews, literature study, and desk research. The research results chronology: Salatiga is a city in Central Java Province, located between Semarang and Surakarta, with a diverse population of ethnicities, religions, and cultural traditions. In Dutch colonial period, it was a Christian missionary city called Salatiga Zending, emphasizing education. However, the missionaries were rejected by Muslims and social organisations, and Islam began to develop in Salatiga through education and Islamic boarding schools. Since the colonial period until 1992, Salatiga was administratively structured as one sub-district, Salatiga sub-district, and eight villages or hamlets. One of these villages is Kutowinangun, consisting of seven hamlets or villages. One of these villages is called Pancuran, which is a unique village, ‘different from the others’, with exclusive citizens, and conflicting ‘dual personalities. On the one hand, they have a very strong sense of togetherness, artistic spirit, harmony, unity, solidarity, compassion, and brotherhood. On the other hand, they tend to fight with ‘gangsters’, cause trouble, commit crimes, and play gambling. Therefore, it led to a bad image for its residents. then a negative stigma emerged, that Pancuran as a Kampung ‘Preman’, which is embedded until now. But there is a distinctive aspect of Pancuran village that remains unexposed to the public, i.e. the existence of an Islamic Education Institution in the centre of the village. The history of the establishment of the Pancuran Islamic Education Institute, began in 1988. As the head of the Takmir of Al-Muttaqin mosque in Pancuran, KH Zahroni received waqf from Mrs Muslimah, in a land and house of 199 m2, located on Jl. Talang Tirto 606, Pancuran village. The waqf pledge from Mrs Muslimah (Alwaqif), was intended to serve as a place of Islamic education. The institution was then realized and firmly established on 18 June 1988.

Islam and Europe are an integral part of the life of Keraton Yogyakarta and Surakarta, especially in the culinary culture of the keraton. This study aims to identify of the influence of Islam and Europe on culinary cultures at keraton yogyakarta and surkarta in the 19-20 centuries c.e., as well as the forms resulting from that influence. T he research methods used historical research methods, which refer to various sources categorized into primary and secondary sources. The p rimary sources include photo archives, newspapers, to invitation cards. As for secondary sources it is made up of books and articles. The results of this research identify what is h alal or lawful and haram or prohibited in the culinary culture. The keraton thus attempted to modify a variety of European dishes to be enjoyed without violating islamic teachings. As for the European influence, the rijsttafel, the orchestra, the ingredients used, to the use of a foreign language on the dinner table. Such European influence arose because of the process of interaction between Javanese nobles and europeans, the keraton attempted to imitate European customs.

Purpose – The purpose of this research is to explore the historical development of Islamic education values within the context of the Qur'anic revelation and its compilation. The study also aims to examine the significance of the Qur'an in shaping Islamic educational values and to trace the evolution of these values over time.
 Design/methodology/approach – The historical research method was employed in this study to investigate the development of Islamic education values within the context of the Qur'anic revelation and compilation. Data collection involved various sources, including written materials such as Qur'anic manuscripts, history books, and literature on Islamic education, as well as oral sources such as interviews with experts on history and Islamic education.
 Findings – The research findings suggest that the Qur'an has been the primary source of Islamic educational values and has had a significant impact on the development of Islamic education. The Qur'an has influenced the fundamental principles and values of Islamic education, including the pursuit of knowledge, moral values, and social justice. The study also shows that the evolution of Islamic education values has been influenced by historical events and changes in Islamic societies, but the basic principles have remained consistent over time.
 Research implications/limitations – The limitations of the research are that it does not examine the long-term effects of internalizing Islamic moderation values on children's overall development and well-being and does not provide insights into the potential consequences or benefits of this process. Future research may need to investigate the long-term impact of these values to provide a more comprehensive understanding of their significance for the development of Muslim communities.
 Practical implications – This research provides insights into the potential ways of integrating Islamic education values into modern educational settings and contributes to the development of more inclusive and culturally sensitive educational practices.

This reasearch discusses the history of the birth of the Army Staff and Command School (SESKOAD) and the development of curriculum and doctrine in 1965-1974. This research uses historical research methods. The sources used in this study are primary and secondary sources. Primary sources used in the form of archives, interviews, newspapers and periodicals. While the secondary sources used are books relating to the research theme. The Army Staff and Command School (SESKOAD) is a higher education institution in the Army. Its formation in 1951 was aimed at fulfilling the positions of officers and staff within the Army. The Army Staff and Command School also played a role in developing doctrines in the Army to the TNI. The tasks carried out by SESKOAD were important in the development of the TNI since its inception. The results of the study concluded that SESKOAD as an educational institution did not only play a role in the Army and TNI. Through the Army Seminar II organized by SESKOAD, the development of doctrine made an expansion in the role of the educational institution. The development of the New Order became one of the discussions in the Army Seminar II which emphasized the role of SESKOAD not only in the military field, but more broadly at the national level, especially in government.

Islamic education is an educational system based on the Qur'an and Sunnah. Kh. Ahmad Dahlan in his thoughts on Islamic education based on the Qur'an and Sunnah. This must be accompanied by other sciences or what is commonly referred to as other general sciences in order to create individuals who are rich in knowledge outside of religious knowledge. The education system at the Yamisa Islamic Boarding School, despite applying the teachings of the Qodariyah Naqsabandiyah order. But in practice in line with Kh. Ahmad Dahlan in which the Yamisa Islamic Boarding School teaches its students about religion and includes other knowledge so that the students have broad knowledge. The methodology used in making this article is to use historical research methods which consist of several stages, namely heuristics, criticism, interpretation and historiography. The research method in this article uses the historical method. The first source collection was to find information and collect data from a book entitled Kh. Ahmad Dahlan (1868-1923), Rattan the Kiai: The Life Story of Mama Uyeh. Sources from the internet such as e-books, journals entitled understanding of education, Islamic Education Thought Perspective Kh. Ahmad Dahlan (1869-1923) and Kh. Hasyim Asy'ari 1871-1947(M): Comparative study in the concept of reforming Islamic education in Indonesia. and other articles such as the thesis entitled Islamic Education Thought According to Kh. Ahmad Dahlan. As well as interviews conducted with Mr. Heri Haris Mawardi as the administrator of the Yamisa boarding school. Islamic Education KH. Ahmad Dahlan at Yamisa Islamic Boarding School, although in practice there are differences in his flow because of NU and Muhammadiyah. However, in terms of the education system, it is not much different, because the thought of Islamic education at the Yamisa pesantren also applies the same thing as KH. Ahmad Dahlan in his education system. Namely, Yamisa Islamic Boarding School also implements a non-formal education system so that the education system can keep up with the times with openness to general knowledge so that students gain knowledge related to religion and the public.

This study examines the values ​​of Islamic religious education in a tradition called Patuq which is carried out after the death ceremony. With a qualitative approach and case study type, this research was conducted. Data were obtained from primary sources in the form of community leaders and family members, while supporting data were obtained from experts who are familiar with Lombok culture and religious institutions. The data collection used observation, interview and documentation techniques. While the analysis used the Miles and Huberman model. For data validity, triangulation of sources and methods was used. The results of this study show the values ​​of Islamic education in the Patuq tradition including; Shadaqah values, cooperation and solidarity, respect for the deceased, holiness and purity. The moral lessons that can be learned from this tradition are Patience, Obedience, Togetherness, Gratitude, Simplicity, and Self-Control. Each of these values ​​contributes to the development of character and spiritual understanding of the community, in line with broader Islamic teachings. Research on the Patuq tradition highlights the integration of social and cultural values ​​in Islamic education. This approach emphasizes cooperation, community involvement, and the importance of charitable practices. By connecting religious teachings with local customs, educators can strengthen students’ cultural and religious identities while promoting empathy and social responsibility. This approach encourages collaborative learning, deepens understanding of the afterlife, and instills values ​​of cleanliness and purity, as well as fostering well-rounded individuals who embody Islamic ethics in their interactions.

Al-Fatah Waria Islamic Boarding School is a place for Yogyakarta transgender people to get closer to God Almighty. This Transgender Islamic Boarding School was once just a kind of transgender association for small-scale recitations. It started with an earthquake that rocked Yogyakarta, where a member of the waria died in an earthquake, from which the waria held a recitation or sent a prayer to their friends who died. In its establishment, there are unique dynamics, ranging from moving from place to place, or often getting threats from internal and external. This article focuses on the ins and outs of the ups and downs of Islamic boarding school survival, as well as the triggers for the survival of this Transgender Islamic Boarding School which increasingly exists in the times.
 This article belongs to the type of history, which uses historical research methods. The stages in the historical research method, among others, namely. Heuristics or source collection, which consists of primary and secondary sources, both in written and oral form in the form of interviews. Verification or source criticism, both internal and external criticism. Interpretation or interpretation of sources, as well. Historiography or historical writing.
 The results of this study are, the origin of the birth of the Transgender Islamic Boarding School, starting from one transgender person named Mother Maryani who attended the recitation at the residence of K. H. Hamrolie. After many years, Mother Maryani then gathered transgender people throughout Yogyakarta to be invited to recite the Koran. After carrying out the special recitation for transgender people, K. H. Hamrolie proposed to build a special Islamic boarding school for transgender women, named Pesantren Waria Monday-Thursday, located at Notoyu and the residence of Mrs. Maryani. In addition, in its growth and development, there were two conflicts, namely internal conflicts, and external conflicts with the Islamic organization FJI, so that this pesantren was difficult to become big. As for the existence of this pesantren, there is encouragement from within the pesantren itself, such as the family community, as well as from outside parties such as academics and the Legal Aid Institute. Meanwhile, the obstacles to the progress of the pesantren are the frequent changing locations, members or students who do not stay, and the frequent threats from outside.

The Emergency Government of the Republic of Indonesia is a legitimate government that is run by car or moves from one place to another during the emergency period of the Republic of Indonesia due to the second Dutch military attack. This research is carried out through library studies whose sources are found in books, both primary and secondary sources. As the primary source is Mestika Zed's work entitled Some Where in the Jungle Emergency Government of the Republic of Indonesia: A Forgotten History Chain, West Sumatra in the History Stage 1945-1995, Indonesia in the Flow of History. While secondary sources are books and articles that talk about the Emergency Government of the Republic of Indonesia. The method used in this study is a historical research method with four steps of work, namely heuristics (collecting resources), source criticism, synthesis, and writing. While the theory used to analyze Mestika Zed's thinking about the Republic of Indonesia Emergency Government is the theory of historical explanation theory of Kuntowijoyo. Kuntowijoyo said that the historical explanation has three important things (historical explanations are hermeneutic and verstehen, historical explanations are explanations of limited elongated time in space, and historical explanations are explanations of single events).

Even though they are dominant in the economic sector, it does not always make it easy for Chinese citizens to survive among local ethnic groups and they must always adapt to various changes in power. This can be seen by the presence of racism entering the Soeharto regime and peaking during the reform period in 1998 which was marked by the amount of violence experienced by the Chinese people. This research is limited temporally, namely from 1970 when development was experiencing very rapid progress during the New Order era until 1998 with the peak event, namely riots and violence experienced by almost all Tonghoa people in Indonesia. Apart from that, the spatial boundary used is Wonosobo City because it is a place for the Chinese community. The aims of this research are (1) to reveal the forms of relations with local communities in the lives of the Chinese people in the 1970s (2) to find out the role played by ethnic Chinese in the development of Wonosobo City during the New Order era (3) to reveal the riots in May 1998 and the racism that occurred happened to Chinese residents in Wonosobo (4) knowing about the efforts made to stop racism that occurred in 1998. Historical research methods were used to obtain data from primary and secondary sources. Primary sources were obtained through archives, newspapers and interviews with related parties. Meanwhile, secondary sources are obtained through literature studies in books, journals, articles and others related to the research topic. Even though during the New Order era there was racism and restrictions on the rights of Chinese citizens. In Wonosobo itself, no significant incidents occurred, including when it peaked in 1998. This is due to the high level of tolerance among religious communities and Wonosobo residents.

This study thoroughly investigates how Islamic education, particularly its curriculum, adapted and developed under colonial pressures and interventions. In addition, it identifies the various problems faced. The data in this study were collected from primary sources, such as colonial archival documents, religious manuscripts, and modern writings. Secondary sources, such as books and scholarly journals, supported the data with a qualitative approach with desk studies and historical methods. The data collection process involved searching, verifying, and extracting relevant information from historical texts. Qualitative content analysis identified patterns and themes, and interpretation of historical texts contextualized the results in time and space. The study shows that colonial policies significantly changed the Islamic education curriculum through direct repression and forced modernization. The institution faced many major problems. These included standardization of education, limited institutional autonomy, and attempts to eliminate Islam from the curriculum. Nevertheless, Islamic education showed a remarkable ability to adapt. It created various defense methods, internal reforms, and curriculum innovations that combined modern elements with Islamic traditions. This ensured that Islamic education survived and flourished during the colonial period.

This research is motivated by the reform movement of Islamic education in Minangkabau at the beginning of the 20th century carried out by Zainuddin Labay el-Yunusy which has influenced modernization in Minangkabau which has had an impact to this day. This paper discusses the efforts made by Zainuddin Labay el-Yunusy in reforming Islamic education in Minangkabau in the early 20th century. This research is a library research using historical research methods consisting of heuristics, source criticism, interpretation and historiography by collecting primary and secondary sources from the literature. Zainuddin Labay el-Yunusy was born to Sheikh Muhammad Yunus al-Khalidiyah and Rafi'ah in 1890 in the Bukit Surungan district of Padang Panjang, coinciding with the 12th Rajab 1308 H and died on July 10, 1924 AD/8 Dzulhijjah 1342 H. Since childhood Zainuddin Labay was educated by his father who was also a scholar and then entered HIS, but did not graduate because he felt that he fit into the Dutch education curriculum. Furthermore, Zainuddin Labay studied with well-known educational figures in Minangkabau such as H. Rasul and Dr. Abdullah Ahmad in Padang. Zainuddin Labay has a very important role in reforming Islamic education in Minangkabau, among other things establishing the Diniyah School by incorporating general subjects into the Islamic education curriculum, fighting for the rights of Minangkabau women to obtain education, and forming a generation of Islam in Minangkabau. The reforms carried out by Zainuddin Labay towards Islamic education in Minangkabau inspired the establishment of modern Islamic education such as Diniyah Puteri Padang Panjang, changing the halaqah education system to become classical, and producing educational media.
 
 Keywords: Renewal, Islamic Education, Minangkabau.