Development Of Islamic Educational Institutions Research Articles

GERAKAN INSTITUSI PENDIDIKAN ISLAM DI ZAMAN PEMERINTAHAN SULTAN MUHAMMAD SHAFIUDDIN II BIN SULTAN ABU BAKAR TAJUDDIN II (1866 - 1924) SAMBAS

Movement education is the most important element in developing human capital. Education is associated with formal forms through institutions such as study classes, schools, colleges and universities. The existence of educational institutions in developing societies is very important to make society have a high level of civilization. Not to mention the education that has an Islamic nuance that is fully supported by the institution of the sultanate and encouraged by the scholars who are willing to put energy and effort so that the dream of the educational institution stands firmly. Sambas is recognized as the portico of Mecca after Acheh because of the role of its educational institutions that produced outstanding scholars in Sambas and even spread throughout the archipelago and Mecca. The objective of this study is to highlight Islamic education figures such as Sultan Muhammad Shafiuddin II bin Sultan Abubakar Tajuddin II (1866 - 1924), Sheikh Ahmad Khathib bin Abdul Ghaffar bin Abdullah bin Muhammad as-Sambasi (1803-1875) and Maharaja Imam Muhammad Basiuni Imran (1885 -1976). While the second objective is to highlight Islamic educational institutes such as Madrasah Al-Sulthaniyah which is the foundation of superior education in Sambas. The methodology of this study is to use a historical methodology that uses the Kuntowijoyo model, which is through 4 stage processes, namely heuristics, criticism, analysis and historical writing (historiography). The results of this study found that Sultan Muhammad Shafiuddin II bin Sultan Abubakar Tajuddin II (1866 - 1924), Sheikh Ahmad Khathib bin Abdul Ghaffar bin Abdullah bin Muhammad as-Sambasi (1803-1875) and Maharaja Imam Muhammad Basiuni Imran (1885-1976) were figures major in Islamic education in Sambas and Madrasah Al-Sulthaniyah became the basis for the development of Islamic education institutions in Sambas.

Conceptualization of the Integrated Islamic Religious Education Curriculum: A Literature Study at Imam Hatip Schools Turkey and MAN Insan Cendekia Indonesia

Purpose – The authors aim to compare Imam Hatip School (IHS) with MAN Insan Cendekia (MAN IC), two Islamic educational institutions that have successfully implemented an Islamic religious education curriculum integrated with general science. Design/methods/approach – This study used a literature review research method that examined several sources and government documents in three languages. The data collection technique was conducted by extracting and evaluating information in articles that meet the inclusion criteria. Once extracted and evaluated, the authors analyzed and interpreted the data. Findings – The integrated curriculum of Islamic education in IHSs aims to anticipate extreme, radical understandings and rejection of the state that implements the secular system. It will form the nature and attitude of tolerance among fellow citizens, allowing it to reduce social conflicts. The IHSs has implemented the integrated Islamic education curriculum by adopting a modern education system. The implementation of the integrated PAI curriculum at MAN IC aims to eliminate the paradigm and praxis of the dichotomy of science. MAN IC adopts an integrated Islamic religious education curriculum based on the traditional Islamic system with a mandatory policy to stay at a dorm for students, where religious activities are more emphasized when students are in the dormitory. Research implications/limitations – This research still has limitations due to a limited literature review and verification study in closed terms on our respondent informants. Therefore, further research is required to deepen the examination in this study. Originality/value – The findings in this study have included the aspects of policy, strategy, content or material development, and the implementation results of the integrated PAI curriculum in the two institutions. Those aspects build a socio-cultural identity, allowing it to develop the school in the realm of progress and achievement. The expectation is that this research can become an example for the development of Islamic Education Institutions in integrating the PAI curriculum.

Sitti Raihanun Zainuddin Abdul Madjid: Inspiration from the East in Pioneering the Largest Islamic Educational Institution in West Nusa Tenggara

This research depicts the inspirational role of Sitti Raihanun Zainuddin Abdul Madjid in pioneering the largest Islamic educational institution in Lombok, West Nusa Tenggara (NTB). The objective of this study is to comprehend the contributions of this female religious scholar in developing the Islamic educational institution and providing insights into the progress of Islamic education in Eastern Indonesia. The research employs a case study method to deepen the understanding of Sitti Raihanun's journey in establishing the educational institution. Data are gathered through the analysis of various relevant sources, including literature, articles, and documentation on Islamic education in NTB. The data analysis technique involves synthesizing information to illustrate Sitti Raihanun's contributions in initiating and advancing the educational institution. The research findings indicate that Sitti Raihanun has laid a strong foundation for Islamic education in Lombok, employing an inclusive approach that engages the local community. The implications of this research are to inspire and guide the development of Islamic educational institutions in the Eastern Indonesia region, while recognizing the role of female religious scholars in advancing local Islamic education.

The Abbasid State's Contribution to Education: History, Policy, and Development of Islamic Educational Institutions

This study aims to describe the contribution of Abbasid civilization to education both covering Abbasid history, policies related to scientific development, and developing educational institutions. This research is a literature research by emphasizing historical aspects with heuristics, criticism, interpretation and histography steps. The results of the study showed that there were several policies implemented by the government to develop science and civilization which included translation projects, rihlah 'ilmiyyah and the construction of educational institutions which included libraries, kuttab, mosques, madrasas, art studios, bookstores, observatories, ribath and zawiyyah. When contextualized with Islamic education today, there are several alternatives offered by the Abbasid State. First, in addition to using a normative approach, an experimental approach in education is needed as a solutive alternative to facing industrial challenges. Second, to form educated people, there needs to be a synergy of all elements, not just educational institutions. Third, Islamic educational institutions must have a concentration in certain sciences on the basis of Islamic norms.

Analisis Nilai-Nilai Profetik Dalam Pembelajaran Al-Qur’an Hadits Siswa Kelas VIII MTSN 1 Wonosobo

This article reveals the analysis of prophetic values in the learning of Al-Qur'an Hadith of students in class viii MTSN 1 Wonosobo, using descriptive qualitative research, and analyzed interactively. The results showed that the analysis of prophetic values in the learning of Al-Qur'an Hadith of students in class viii MTSN 1 Wonosobo was carried out by observing and analyzing the object of research directly, especially the behavior of students at school, which was carried out through three ways: understanding (knowledge), habituation, and exemplary. The analysis of the Prophetic Values is evident through four indicators: honesty (shiddiq), intelligence (fathonah), responsibility (amanah) and the courage to express opinions loudly (tabligh). Research implications: the importance of teacher supervision and innovation in learning Al-Qur'an Hadith in correlation with the success of prophetic values analysis can be maximized, interpreted and implemented. This study is expected to contribute to the development of Islamic educational institutions to be in accordance with prophetic values.

Sejarah dan Dinamika Lembaga Pendidikan Islam di Nusantara: Surau, Meunasah, Pesantren, dan Madrasah

Islamic educational institutions have existed since the time of the sultanates in the archipelago, which at that time were very popular among Indonesian people, and the most popular at that time were Islamic boarding schools. surau, dayah, meunasah, pesantren and madrasah. The history of educational institutions in the archipelago is very long, so the purpose of this research is to describe the history and dynamics of Islamic educational institutions in the archipelago, starting from surau, maunasah, pesantren and madrasah. The development of Islamic educational institutions is the impact of changes in people's behavior. Are Islamic institutions, one of which are Islamic Boarding Schools and Madrasas, becoming Islamic educational institutions that continue to exist or are there other models of educational institutions that are more accommodating to the civilization and culture of the Islamic world.

Development of Islamic Educational Institutions in Increasing Competitiveness in Madrasah Tsanawiyah

Description of the subject's behavior processes according to the focus of the problem under study. The technique of collecting data uses observation, interviews, and documentation. The data used are primary and secondary data. To check the validity of the data using the triangulation method. The data analysis technique uses descriptive techniques with four steps, namely: (1) data collection or data collection (2) data reduction or data reduction (3) display data or data presentation (4) conclusion. The results showed that currently the MTs. Al-Hasanuddin of Pasuruan City, the concept of school development in improving competitiveness is in accordance with the concept of vision, mission, and objectives, quality of learning in accordance with the national curriculum, outstanding students both academically and non-academically An Nashr in understanding the Qur'an, improving facilities and infrastructure with stakeholder participation. The implementation of a curriculum administration strategy that is good for improving the quality of human resources (teachers and students), implementing discipline of teachers and students, establishing good relations with local communities, involving local communities in school activities, then improving quality with 14 steps according to Crosby, and Implications in this study in the form of customer satisfaction, a climate that is conducive, pleasant, orderly and quality in accordance with the expectations of the community so that it can attract market attention (community) to send their children to school at Al-Hasanuddin Junior High School, Pasuruan City.

Dynamics of Islamic Educational Institutions In Indonesia: Boarding Schools and Madrasah

which are the center of Islamic education activities to the many developing formal and non-formal educational institutions, including Boarding School and madrasas. Therefore, this study aims to determine the development of Islamic educational institutions in Indonesia, the Types of Islamic Education Institutions in Indonesia, the role of Islamic Education Institutions in Islamic boarding schools and madrasas in Indonesia, and the differences between Islamic boarding schools and madrasas. The research method used is literature with documentation data collection techniques. The results of this study show that Islamic boarding schools are the oldest Islamic educational institutions in Indonesia which traditional Muslims initially founded. The establishment of Madrasah in Indonesia was driven by two factors: the strengthening of the Islamic renewal movement in Indonesia and the response of Islamic education to the Dutch East Indies' educational policies. Even though they are both Islamic Education Institutions, there are many differences between Boarding School and madrasas, including Boarding School not using a curriculum, madrasah using a curriculum, and so on.

Pengembangan Manajemen Lembaga Pendidikan Islam di Era Disrupsi

This research is structured to describe and examine the management development of Islamic educational institutions in the Disruption Era. This research method is qualitative with a library research approach, reference sources come from books, scientific articles through Google Scholar. The study's findings show that the massive shift from manual to digital in the Disruption Era presents a challenge for the growth of Islamic educational institutions, but it also presents opportunities due to the availability of digital-based (online) management features that are designed to improve educational services. Designing a plan to be ready to compete and survive in this era is very important by optimizing resources. The approach used by Islamic educational institutions is a model for creating better human beings morally and innovatively. Therefore, there are four strategies that need to be prepared, including: 1) Getting out of the comfort zone, 2) Prioritizing offering useful and influential activities, 3) Receiving and offering quality feedback, 4) Forming a mental model of someone who has special technical expertise. Therefore, Islamic Education Institutions obtain solutions that show presence and readiness to face current challenges.

KONDISI SOSIAL-POLITIK DINASTI BANI ABBASIYAH DAN PENGARUHNYA TERHADAP PENDIDIKAN ISLAM

The Abbasid dynasty had given a very high contribution to Islamic civilization in the history of Islam which was marked by the development of Islamic educational institutions and science. This development cannot be separated from the socio-political conditions that occurred at that time. Some of the factors that determine the development of Islamic education and science are the geographical conditions of the Abbasid dynasty located in Baghdad, far from Mecca and Medina which led to the emergence of ijtihad-ijtihad by ulama’ Ahl-Ra'yi; pluralism of people characterized by the presence of non-Arab or militant groups who are very militant; and the ideological feud of kalam, fiqh, and Sufism. In this case, there is a power relationship between government and science. The role of government is very important in determining the direction and form of Islamic education. A very rational style of religious understanding helped shape the development of Islamic education and science. This can be seen from the adoption of the mu'tazilah ideology as the official state ideology in Islamic theology, and the predominance of the ulama 'ahl-Ra'yi in fiqh.

Sejarah Pengembangan Lembaga Pendidikan Islam MA Mu’allimin Muhammadiyah Alabio di Kabupaten Hulu Sungai Utara

This study aims to find out the history of the development of Islamic educational institutions at MA Mu’allimin Muammadiyah Alabio, where the purpose of history in this research is to investigate developments from the beginning to the present history establishment of an educational institution. The method used in this study is a qualitative method or field research, in which research is carried out by visiting the relevant educational institution in the Alabio area. The purpose of this study is to find out and analyze the early history of the establishment of the MA Mu’allimin Muhammadiyah Islamic education institution Alabio Hulu Sungai Utara, as well as find facts from the historical events of the development of the Islamic education institution MA Mu’allimin Muhammadiyah Alabio Hulu Sungai Utara.

Strategy for the Development of Islamic Education Institutions in the Academic Sectors

Realising the development of educational institutions that will produce competitive graduates, have good morals and impact increasing the quality of Islamic education that can compete and be competitive with other educational institutions by trying to focus on handling institutional management so that it is better by focusing on development in the academic sector. This study aims to identify and analyse institutional development strategies in the academic sector at MA Mambaul Ulum Jember. Qualitative research by looking at the problems and research objectives to be achieved. This research uses a type of phenomenological research. Data collection techniques include interviews, observation and documentation. Data analysis by condensing data, presenting data and drawing conclusions/verification. The results of his research: Institutional development in the academic field is carried out by changing views on education, complying with Ministry of National Education policies, creating a good institutional culture, and changing the learning process. The institutional development strategy in the Academic Sector at MA Mambaul Ulum Jember is implemented by adjusting: The strategy for developing Islamic education institutions at MA Mambaul Ulum Jember is implemented by: 1) Forming students' competitive mindset through rewards, 2) Developing teacher creativity in the teaching and learning process, 3) Innovation in learning services, 4) curriculum innovation. In implementing education, the quality of academic services must be carried out in a directed, disciplined manner and guarantees the realisation of good quality education.

Dynamics Of The Role Of Nahdlatul Ulama (NU) In The Development Of Islamic Educational Institutions In Bengkulu Selatan District

Based on NU's entry into the South Bengkulu region, there is no reason why NU education is not growing rapidly. Therefore, the author wants to study and further research NU education in South Bengkulu Regency so that it is easier for NU leaders and the government and society in general to evaluate existing NU organizations and NU education. The research method used is qualitative and this type of research is field research with a qualitative descriptive approach. The purpose of this method is to describe what it means in a critical analysis of NU's contribution to the development of Islamic educational institutions in the South Bengkulu region. It must be explained as it is in order to understand its meaning. The application of this research method requires supporting sciences such as sociology, education, history of Islamic culture, etc. The results of the study show that so far NU has not had a formal educational institution branded NU, because basically NU itself does not want a degree, the most important thing is for the good of the people. As for the existence of pesantren, there is no sign of NU because NU doesn't want to show it. Because with the existence of an ID NU educational institution, it creates divisions outside NU. Sometimes getting the NU label means that non-NU people can't enter, so with the general label, non-NU people can come and study, NU doesn't want symbols, so the individual amaliyah has a very important role as yasinan, in making taklim.

Perkembangan Lembaga Pendidikan Islam Kontemporer

The purpose of writing this article is to find out and discuss the development of contemporary Islamic educational institutions. This study uses the literature review method by gathering information from literary sources, such as books, articles, research reports, and other sources that are relevant to the topics discussed. Islamic educational institutions which at first took place in a simple manner with simple management as well. However, along with the times and the development of the world of education, Islamic educational institutions are also developing. The development of Islamic educational institutions is a necessity and must occur. The results of this study are that there are five periods in the development of Islamic educational institutions, namely: the coaching period, the golden period, the decline period, the stagnation period and the modern period. It is this modern period Islamic educational institution that has developed to date, which is called a contemporary Islamic educational institution. Contemporary Islamic educational institutions exist in the form of formal, non-formal and informal educational institutions. Contemporary Islamic educational institutions are managed with modern management, complete infrastructure, integrated curriculum, and can meet the expectations of society, especially formal contemporary Islamic educational institutions.

Epistemology of Islamic Modern Education in the Thought of KH ABDURROHIM

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.

The Ideology of Contemporary Islamic Education: Foundations of Thought at 3 Islamic Educational Institutions in Yogyakarta

Purpose – This study aims to discuss the ideological form of contemporary Islamic education in Indonesia. This study investigates the phenomenology of three Yogyakarta school institutions.
 Design/methods/approach – This is a qualitative study with a phenomenological pedagogical approach. This study focuses on three Islamic educational institutions in the Special Region of Yogyakarta: Madrasah Aliyah Unggulan (MAU) Al-Imdad Bantul Yogyakarta, Madrasah Mu’allimin Muhammadiyah (M3) Yogyakarta, and SMAIT Abu Bakar Yogyakarta. Purposive sampling and snowball techniques were used to select the informants.
 Findings – This study found that Al-Imdad Superior Madrasah Aliyah was an educational advancement from Nadlotul Ulama. The educational ideology of the Al-Imdad Superior Aliyah Madrasah is conservative-religious. Madrasah Mu’allimin Muhammadiyah is a Muhammadiyah cadre school with a fundamental conservatism ideology. SMAIT Abu Bakar has a fundamentalist-conservative ideology and a formalistic-revivalist religious attitude.
 Research implications/limitations – This study only looks at the ideological perspectives of Islamic educational institutions. The results of this study can be used to make recommendations to policymakers, particularly the Ministry of Religion of the Republic of Indonesia, in determining the direction of future development of Islamic educational institutions. However, this study only looks at the aspect of thinking. Further research can concentrate on the managerial aspects of each Islamic educational institution.
 Practical implications – The results of this study shed light on the various characteristics of Islamic educational institutions in Indonesia. In theory, this research has implications for developing an Islamic thought map regarding existing Islamic educational institutions. This study also provides insight into Indonesia’s ideological diversity of Islamic educational institutions.

Internalization of Islamic Boarding School Values in an Indonesian Islamic Educational Institution

The education system and culture attached to Islamic boarding schools are one of the historical facts that play a role in building and guarding the Indonesian nation. This study aims to determine the development of Islamic educational institutions (PTAI) in the era of globalization and to determine the application of PTAI in Indonesia. This research uses a descriptive qualitative method which is carried out using a case study and the object of this research is an Islamic university, Central Java. The result reveals that Islamic boarding schools in the education system occupy an important position. Ethical Politics causes the transformation of science to run rapidly. Islamic boarding school-based PTAI, has a strong base. Its scientific paradigm is normative as well as historical, theoretical and practical, immanent and transcendent. The values internalized by the institutions are adapted from several boarding schools. Those values are Al-Amanah, Al-Tawadlu', Al-Istiqamah, Al-Uswah, al-Hasanah, Al-Tawashshuth, At-tawâzun, Al-Barakah and Tawasul ilmi.

History of the Development of Islamic Education in Indonesia (A Case Study of Old Order and New Order Governments (1945-1998)

The development of Islamic educational institutions in Indonesia has undergone the different developments in accordance with the period of government politics. The old order era and the new order era, for example, have their own dynamics of development. This study analyzes the development of Islamic education that occurred during the Old Order and the New Order governments (1945-1998). This research uses a historical approach which is based on literature study. Library research is a method of collecting data and information; from books, magazines, documents, journals, history books, and others. The results of this study indicate that: 1) The thought of Islamic education in the period of independent Indonesia was characterized by a dualistic education model: a) the education and teaching system in secular public schools did not recognize religious teachings, which was the legacy of the Dutch colonial government. b) Islamic education and teaching system that grows and develops in the Islamic community, both isolated-traditional and synthetic with a variety of educational patterns. 2) The practice of education from the time of Indonesia's independence until 1965 can be said to be heavily influenced by the Dutch education system. This colonial education practice continues to discriminate between the children of officials and ordinary children. 3) Islamic education has strengthened its position after entering and being inclusive in the national education system which is regulated in Law No. 2 of 1989 which further regulated a series of government regulations relating to education and then continued with the enactment of Law No. 20 of 2003. Meanwhile, the development of post-New Order Islamic education is a topic that needs further research.

Revitalization of Education in Indonesia to Educational Institutional Organizations in Southeast Asian Countries

The Southeast Asian region consists of countries with diverse religious adherents. To examine the Organization of Educational Institutions throughout Southeast Asia, samples were taken from countries with a majority Muslim population and countries with a minority Muslim religion. Countries with Muslim majority adherents are Indonesia, Malaysia, and Brunei Darussalam, while countries with minority Muslims are Thailand, Singapore, and the Philippines. The development of Islamic educational institutions in Indonesia, among others, is marked by the gradual emergence of various educational institutions, ranging from simple ones to stages that are considered modern. Islamic educational institutions have played their functions and roles to the demands of society and their times. The development of these educational institutions has attracted the attention of experts both from within and outside the country to conduct comprehensive scientific studies. Now many research works of experts inform about the growth and development of these Islamic educational institutions. The aim is not only to enrich the treasures of knowledge with Islamic nuances as well as referecomparemparison material for managers of Islamic education in the following periods.

History Of Indonesia's Islamic Educational Institutions In A Political Framework

Education and politics are like inseparable currencies. The development of Islamic education in Indonesia, even across history, cannot be separated from political penetration. Politics makes regulation of policies in Islamic education. The rapid development of Islamic education depends on the intimate relationship between Islamic education figures and the government. In the history of the colonial period, the politics of setting policies on Islamic institutions tended to be discriminatory and gave benefits to the colonialists. During the old order era, the presence of the Ministry of Religion on January 3, 1946 , politically fought for Islamic education in Indonesia, which was based on the aspirations of Muslims so that religious education should be taught in schools, in addition to the development of madrasas themselves. During the Old Order era, there was already concern for madrasas, but the political conditions dominated by NASAKOM's ideas caused madrasas to not develop significantly. The New Order era was a government that gave a positive and constructive response to the development of Islamic educational institutions, madrasas, which in the end gave recognition by making madrasas part of the national education system. And in the current era, Islamic educational institutions in general and madrasas in particular have become the focus of many people because in addition to the same curriculum as the one in the Ministry of National Education, they are considered capable of providing internalization of religious character and competing with other public education institutions.