Madrasah Education Research Articles

Implementasi Renstra Kantor Wilayah Kementerian Agama Provinsi Banten Bidang Madrasah Tahun 2020-2024 Dalam Meningkatkan Kualitas Guru

The teacher is the spearhead of educational progress, if the teacher has good competence, it is certain that the output produced will also be good. But in reality this is not always the case, the problem of student delinquency which is still a scourge in the world of education suggests that the role of the teacher so far has only been limited to teaching material in class, moreover the teacher is considered weak because he has not been able to transform the essential values ​​of education as a whole. in the learning process. In order for the implementation of education to be more focused, a policy is needed which is the basic reference as well as a legal umbrella to overcome problems in the world of education. The policies that have been set are expected to be able to improve the quality of existing education. The formulation of the problem of this thesis is how is the policy of the Regional Office of the Ministry of Religion of Banten Province in improving the quality of teachers, how is the implementation of the strategic plan of the Regional Office of the Ministry of Religion of Banten Province in increasing teacher competence, how is the monitoring and evaluation system of the Regional Office of the Ministry of Religion of Banten Province in improving teacher quality, what is only the obstacles that impede the improvement of teacher quality in the Regional Office of the Ministry of Religion of Banten Province. This research is a qualitative research. The subjects of this study were the Head of the Madrasah Education Section of the Ministry of Religion of Banten Province and the Madrasa Supervisors. The place of research was conducted at the Regional Office of the Ministry of Religion of Banten Province. The method of collecting data using interview techniques, observation and documentation. The results of the study show that: the policy of the Banten Province Ministry of Religion in improving teacher competence is to refer to Law no. 14 of 2005 concerning Teachers and Lecturers whose main focus is related to the teacher certification program which includes four competencies, namely pedagogic competence, social competence, professional competence and personality competence. Implementation of the strategic plan of the Ministry of Religion of Banten Province in improving teacher quality in collaboration with the Madrasah Head, Subject Teacher Consultation (MGMP), Teacher Performance Group (KKG) is used as a medium to socialize programs that will be and are being implemented and involve teachers in training, training and seminar. The supervision and evaluation system of the Ministry of Religion of Banten Province in improving teacher competence is by implementing a monitoring and evaluation system that is formative, summative and progress carried out monthly, semiannually and annually. There are two main obstacles faced in implementing existing policies, first, the problem of inadequate budget funds. Second, related to the lack of motivation and internal awareness of teachers to continue to develop their competence.

Pengembangan Assesmen Pembelajaran PAI pada Lembaga Pendidikan Madrasah dan Pondok Pesantren dalam Era Digital

This study aims to study the development of PAI learning assessments, as well as the vision, mission and goals, objectives with the concept of planning and evaluation in Madrasah and Islamic Boarding School educational institutions in the digital era.The research method used uses a qualitative approach, through literature studies.Literature Study is carried out by analyzing classical/contemporary literature).The results of the study show that the development of assessments for PAI learning in the digital era is an effort to obtain data/information from learning processes and outcomes to find out how well students, classes/subjects, or certain learning objectives/criteria/achievements are performing based on Islamic teachings in the digital era and the Vision, mission and objectives with the concept of planning and evaluation in educational institutions in madrasas and Islamic boarding schools in the digital era must be adjusted and considered clearly and measurably in order to achieve what is the goal and success of education in madrasas and Islamic boarding schools.
 Keywords: Assessment Development, Madrasah, Islamic Boarding School, Digital Era.

Advancing Islamic Education: Fostering Multicultural Values through the Implementation of Islamic Religious Education

This research aims to analyze the development of Islamic education by implementing the values of Multicultural Islamic religious education in madrasas. The research was conducted using a qualitative approach and a case study type of research. Data collection techniques used participant observation, in-depth interviews, and documentation. The data analysis technique uses the Miles and Huberman model: data display, data reduction, and concluding. The research results show that multicultural Islamic education is a response to the development of population diversity in Islamic educational institutions and demands for equal rights for each group. All students, regardless of groups such as gender, ethnicity, race, culture, social strata and religion, have the right to receive the same education. Implementing Islamic religious education in developing the value of Islamic education institutions at Madrasah Ibtidaiyah Ihyaul Islam Pajarakan includes institutional, curriculum, and personnel aspects. This research provides implications regarding the importance of multicultural values in Islamic education, which can help increase students' awareness and understanding of cultural diversity and universal Islamic values.

Perkembangan Madrasah dan Tingkat Kepercayaan Publik

Madrasah developed every decade for Indonesia society. The development of Madrasah runned along with the need of family household. Madrasah sustained the quality as well as provided more deep practices and extra-curricular to support prominent programs. This research describes deeply of madrasah development and society or public trust sustainably to madrasah. This study is descriptive qualitative research designed by naturalistic inquiry to naturalistic phenomena of Islamic education. The data collecting techniques are observation and interview by which data analytical inductive analyses, creative synthesis and holistic perspective to education phenomena and stakeholders. The result of the study shows that in modern and industrial era 4.0, stakeholders respond to what society need to industrial world rather than just believing the truth of self-sense to religious touches. The quality and public trust, on education in Madrasah, increase. Madrasah strives to improve the significant plays a role of state Madrasah as a model and as a controller of the quality of Madrasah taught. Developing educational programs and improving the ability of madrasahs to bring the role as public schools based on Islamic characteristics creates graduates’ quality as social expectations.

Strategi Peningkatan Mutu Lembaga Pendidikan Madrasah

The quality of education is the main goal that every madrasa wants to achieve. Quality is a must that must be achieved in order to increase public trust in madrasas. Because quality-oriented madrasahs will be the institutions of choice, this is because most madrasas, especially madrasahs managed by the community, have suffered setbacks. The quality of madrasah education services will be determined by the extent to which madrasahs can optimally manage all existing capabilities and resources, the paradigm that must be built by madrasahs is to build quality. This research method uses descriptive qualitative research methods dan the type of research used is the library research method . is a study based on the philosophy of postpositivism that uses interpretative and constructive paradigms. Quality management aims to improve the quality of work, increase productivity and efficiency by increasing performance and improving the quality of work. High-quality education is not only reflected in the quality of graduates but also in the quality of educational institutions that can meet and serve customer needs according to applicable quality standards. The central basic technique for continuous quality improvement is improving the quality of all objects processed in education administration, starting from teachers, students, curriculum, learning processes, educational institutions, financing, and also relations with the community. Madrasas that live mainly from, through, and for the community need attention and support from all parties. Quality improvement does not occur without input from all parties. Therefore, to improve their quality, madrasas must be assisted to maintain and struggle so that they can live and develop and compete with other educational institutions. Keywords: Concept of Quality, Quality of Education, Quality Strategy

Contribution of Social Capital in Strengthening Community-Based Education (CBE) in Madrasah

This paper aims to describe and analyze the madrasahs’ activities in encouraging community-based education (CBE) reinforcement. The setting of this research was Madrasah Aliyah (MA) Nurul Mujtahidin Mlarak Ponorogo. This research employed a qualitative approach using a case study. Researchers used interviews, observation, and documentation to collect the data. The research data were validated through the triangulation technique. Moreover, the data were analyzed using the data analysis techniques of the Miles, Huberman, and Saldana models, including data condensation, data presentation, and conclusion drawing. This research shows some activities to realize community-based education (CBE) in Madrasah Aliyah Nurul Mujtahidin Mlarak Ponorogo. They help the students find foster parents or sponsors and equip them with skills needed to plunge into community life, such as embroidery and sewing skills, screen printing, motorcycle workshops, computer services, blacksmith and steel processing.

Madrasa Education and Muslim Women: Negotiating Modest Dressing

This study presents an ethnographic account of the lives of young Muslim women who underwent Islamic religious education in madrasa. It examines their body-image narratives. It focuses on how the socialisation at madrasa has shaped their image of themselves concerning bodily comportment, piety and modesty. It highlights different social actors from family, madrasa and media shape the image of these women. Accounts of six madrasa graduates who have studied Islamic theology for at least five years are examined. It focuses on Muslim women’s practice of purdah, keeping in mind cultural relativism and the perspective of the women who wear it. It unravels their everyday choice construction regarding the perceptions and practices of adorning their bodies with and within the burqa. The study is based in New Delhi, India. It finds that purdah for the respondents represents piety and completes their being. The embracing of fashion, trends, makeup and other aspects of body image varies in individual degrees, with a shared understanding of doing it within the framework of modesty, as interpreted by them. They present a picture of being agents of their own within their domain of life, living and being.

The Role of TGK Muhammad Daud Beureueh's at Madrasah Education in Aceh 1930–1945

Colonization carried out by the Dutch government and its influence on Dutch government policy in the implementation of education in Aceh which was only attended by descendants of the nobility, reaped the enthusiasm of Daud Beureueh to carry out education with the Madrasah model in which he taught exact sciences and also religious education for all. Acehnese children without exception, at the beginning of the 20th century and in 1939 Daud Beureuh Initiated the concept of the Madrasah Curriculum in Aceh where the Aceh Dayah - Dayah adopted the Madrasah education curriculum system, in 1939 Daud Beureueh was elected chairman of the Aceh Ulama Association (PUSA), Daud Beureuh through PUSA formed the alignment of the Madrasa curriculum in Aceh and the School for prospective madrasa teachers, the Normal Islam Institute (NII). This study used descriptive qualitative method.

Determinants of Teacher Competence in Islamic Education: Bibliometric Analysis and Approach

This study aims to identify publications on teacher competence in madrasah education and describe this research's characteristics. The bibliometric analysis method was used in this study. The results showed that publications on teacher competency in madrasahs/schools increased yearly from 2017 to 2020. The highest number of documents was at the institution or university "Sunan Kalijaga State Islamic University Yogyakarta" with six documents, in the journal "JIP Scientific Journal PGMI" with 85 documents, and one article in the Journal of Research and Thought on Islamic Education (JRTIE) entitled "Strengthening new literacy for primary school teachers in responding to the challenges of the industrial revolution era 4.0". The focus of the first research was observation and management. The second research focus was social competency and teacher competency. The third research focus was development and implementation. The new theme keywords are planning, preparation, elementary school, and lesson plan. That is, the keywords with the latest theme can be used as a novelty for further research that wants to research related to this field.

The Function Of Institutional Evaluation In the Quality Of Madrasah Aliyah Education In Indonesia

Abstract: Madrasah Aliyah in Indonesia is still difficult to achieve the quality of education, it is marked that there are still some teachers who have not met the minimum education qualification of S1 / D4, teachers teach not according to their field of expertise, there are still many Madrasah Aliyah with non-civil servant status. The general objective is not only to map the quality of Aliyah madrasah education, but also to evaluate institutional difficulties in achieving the quality of Aliyah madrasah education. Using descriptive qualitative methods to explore primary and secondary data sources. Secondary data from madrasah educational institutions. Primary data includes profiling, motivation, types of difficulties and institutional solutions to each difficulty in achieving the quality of madrasah Aliyah education. The results of the study can be concluded that the evaluation function in the quality of madrasah Aliyah education in Indonesia shows that; (1) there is still a gap between planning and program implementation, marked by the Aliyah madrasah has not been able to implement the planned program; (2) there is still a gap between the status of ability and the standards of the world of work, indicated by there are still teachers who are not able to work according to their field of expertise; and (3) there is still a gap in goals in madrasah educational institutions characterized by socioeconomic disparities in the community, thus affecting education equity, creating prolonged conflicts in society, making educational goals difficult to achieve. So it can be suggested that to achieve the quality of madrasah education, it improves the function of institutional evaluation among Aliyah madrasahs in Indonesia. Keywords: Function, Institutional Evaluation, Quality of Education, Madrasah Aliyah Indonesia

AN ANALYSIS OF MADRASA EDUCATION AND ITS IMPACT ON STUDENT’S CONFIDENCE LEVEL AND CHARACTER BUILDING

Education is the important part of the any individual life either that’s is worldly education or Islamic education. Madrasa education aim is to connect human soul to the God in a positive way. The current research purpose was to analyze the Madrasa education and its impact on student’s confidence level and character building. So, it was further investigated to find features of Madrasa education, identify level of confidence and character building and find relationship between Madrasa education and character building. Previous literature had rich material, that how the Madrasa education impact on student’s confidence level and character building in numerous ways. The quantitative survey design has used to collect the data from Quetta city Madrasas. Further, the simple random technique used to distribute the questionnaire. Current study has used structure questionnaire for the data collection and the population of the study was taken from 10 registered Madrasas of the Quetta city. The data of the present research was analyzed through SPSS version 23 and test has used for the descriptive analysis, mean and Pearson’s correlation. The result of the study showed that, the students of Madrasa confident is high, but the other variables of the character building were missing, Madrasa education seems fail in building the character of students. It was also found that there is no significant impact of Madrasa education on student’s character building. It is recommended that, provide well trained and intelligent teachers to Madrasa’s students. It is necessary to develop and polish the skills of Madrasa’s students because it will help them to build their character and make them a successful person in the society. Government need to pay attention because there are number of issues which government can solve by providing funds to the Quetta city Madrasas

Oversight Working Group Policy (Pokjawas) Internal Madrasah Increase Quality Islamic Education in the District Banjarnegara

Madrasah Aliyah is institution education characteristic general typical of Islam. Islamic Religious Education in madrasas is faced with various problems from various parties, especially those related to educational materials, as well as the low quality of human resources. Supervisors have roles and responsibilities and full authority to carry out education, assessment, technical and administrative guidance in educational units, as well as increase quality education. The focus of this paper is policy Group Work Superintendent (POKJAWAS) madrasah in increase quality Islamic education. For That methodology used in study this use methodology qualitative with type study studies case. Data collection techniques are carried out with method observation, interview depth, and documentation. On research this used technique data analysis in the form of analysis interactive. This model consists on three component that is data reduction, data presentation, and withdrawal conclusion. Research results this is Policy POKJAWAS madrasah in increase quality Islamic education in Banjarnegara Regency in the form of policies are long-term, policies period medium, and policy period short.

Şehitlik Dergâhı’nda Yenilikçi, Modern ve Bilge Bir Bektaşi Babası Nafi Baba (1835-1912)

Nafi Baba, Bektaşiliğin yasaklı dönemi şartlarında yetişen en önemli Bektaşi babalarındandır. 1835 yılında Şehitlik’te dünyaya gelmiştir. Küçük yaşta özel dersler alarak eğitim hayatına başlamış, zamanın önemli dersiamlarından dini ilimler tahsil etmiştir. 1846’da kendisine tevcih edilen İstanbul müderrisliği payesiyle ilmi kariyeri başlamıştır. Medrese tahsili de alan Nafi Baba’nın ilmi payesi Süleymaniye müderrisliği ve Halep mevleviyetine kadar yükselmiştir. 1861 yılında Şehitlik Dergâhı postnişinliğine getirilmiş, medrese eğitimi almasına rağmen sıradan bir müderris gibi hareket etmediği gibi kendine mahsus bir Bektaşi babası olmuştur. Arapça ve Farsça dillerinin yanı sıra Batı dillerinden Fransızca ve İngilizce’yi de öğrenmiş, düşünce dünyası ve yaşam tarzı olarak modern ve yenilikçi bir anlayışı benimsemiştir. Şehitlik Dergâhı’nı bir ilim, kültür ve sanat merkezine dönüştürerek İstanbul’un entelektüel kesiminin müdavimleri arasında yer aldığı bir kurum haline getirmiştir. Bu dönemde dergâhın müdavimleri arasında Filozof Rıza Tevfik, Karikatürist Cem, Gedai, Rami, Hüseyin Kamî ve Künci (Günci) gibi dönemin meşhur düşünür, sanatkâr ve şairleri de bulunuyordu. Jön Türklerle siyasi ilişkiler kurup meşruti idareye geçişi savunması ve bir misyoner okul olan Robert Kolej’in kurulmasına katkılar sunması Nafi Baba’nın modern kişiliğinin yansımalarıdır. Torunlarına da Robert Kolej’de eğitim aldırmış, onlardan bu okulda öğretmenlik ve idarecilik yapanlar çıkmıştır. Bu çalışmada bir İstanbul beyefendisi, modern, yenilikçi ve bilge bir kişilik olarak Nafi Baba’nın hayatı ana kaynaklar ışığında ele alınmaktadır. Anahtar Kelimeler: İstanbul, II. Mahmut, Bektaşilik, Şehitlik Dergâhı, Mahmut Baba, Nafi Baba.

Exploring Muslim College Students' Experiences: Implications for Appropriate Integration of Secular and Madrasah Education for Academic Achievement and Personal Development

Exploring Muslim College Students' Experiences: Implications for Appropriate Integration of Secular and Madrasah Education for Academic Achievement and Personal Development

Strengthening Wasathiyyah Islamic Values in the Perspective of Education in Madrasah

The research was motivated by concerns about religious conditions in Indonesia that are far from the word tolerance. Religious moderation is seen as a strategic value for building a true religious understanding amid religious issues that are sexy to discuss, often causing divisions and misunderstandings. The purpose of this study is to analyze and describe the process of strengtheing Wasathiyyah Islamic values developed through integrative thematic learning at MI Ma'arif NU 1 Pageraji Banyumas. The contribution of this article in the development of the science is to be a reference and patron of grounding the literacy movement at the primary education level. Research methods use qualitative research methods using a research approach thanks to the category of field research. The data collection methods used are observation, interviews and documentation. The data analysis technique used is the analysis technique of Miles and Huberman models. The results showed that the strengthening of Wasathiyyah Islamic values through integrative thematic learning was carried out with learning activities, religious activities, habituation and madrasah culture. The Wasathiyyah Islamic values developed include five core values, namely tawazun, tasamuh, i'tidal, shura and muwathonah values.

Professionalism Of Islamic Religious Education Teachers

Professional educators are educators who have the ability to carry out educational and teaching tasks. In other words, a professional educator is someone who has special abilities and expertise in the field of education. The teacher is a key focus in achieving educational goals. This means that the teacher is a profession that demands expertise, responsibility and loyalty. Professionalism is an understanding that teaches that every job must be done by a professional person. Work according to Islam must be done because of Allah. So Profession in Islam must be lived because you feel that it is God's command. In reality the work is done for other people, but the underlying intention is Allah's commandment. In Islam every job must be done professionally, in the sense that it is done optimally, honestly, disciplined and diligently. Therefore, teachers of Islamic religious education in schools or madrasas must be creative, innovative and consistently uphold Islamic values and professional values through a directed institutional development program. Every school or madrasa must be able to develop professional attitudes both internally and externally. Going in means being an expert in the field of education and teaching Islamic Religious Education, while going out means being able to seize opportunities and become a useful figure of Islamic religious education teacher in society so that financially and socially it will be stronger. Education in Islam is not only intended to give birth to good human beings who are intellectually intelligent, but also good human beings from the perspective of the creator, namely having faith and piety to Him. Therefore, being a professional teacher is an obligation for a Muslim and is a religious order.

The Quality Improvement Assistantship Program for Madrasa Education in Mindanao, the Philippines

Madrasa education is a compelling issue in a Muslim minority country like the Philippines. Amidst the rapid pace of modernization, secular education enjoys strong government support, while Islamic teaching often remains underemphasized. However, the madrasa education system in the Philippines has begun to make positive strides through mutual learning and exchanging experiences with neighboring countries, such as Indonesia. Likewise, the present intensive and participatory assistantship program aimed to elucidate the efforts to promote religious moderation and enhance the educational quality within selected madrasas in Mindanao, the Philippines. The Participatory Action Research (PAR) method, combined with direct mentoring, was employed in this endeavor. Furthermore, the program was designed to address three key objectives: (1) strengthening religious moderation within madrasa education, (2) preparing professional teachers for madrasa education, and (3) enhancing the management of madrasa education. In summary, the outcomes of this program have the potential to contribute to the adoption of the Indonesian Islamic education model within the Muslim community in the Philippines.

Madrasah curriculum development

The development of madrasah curriculum in Indonesia has undergone various transformations since the colonial period until now. The purpose of this research is to find out the development of madrasah curriculum in Indonesia. The research method used by researchers is library research. Based on the analysis, it can be concluded that the development of madrasah curriculum in Indonesia has undergone significant changes, especially after Indonesia's independence. The Indonesian government issued various policies to advance education in Indonesia, including Islamic religious education and madrasah. One of the policies issued is the integration between the general education curriculum and Islamic religious education in madrasas. The government can provide adequate financial support and experts for madrasah curriculum development. The community can support through active participation in educational activities, such as providing educational facilities and infrastructure. The industrial world can provide support in the form of internship programs and cooperation with madrasah to improve student skills. In the development of madrasah curriculum in Indonesia, there have been significant changes and developments since the establishment of Madrasah Aliyah in 1945. The currently implemented madrasah curriculum, the 2013 curriculum, has integrated general and religious education in a more balanced manner.

Does Indonesia's Inclusive Curriculum Education Sustainability in Privat Madrasah Program?

Private madrasah in Indonesia is dominant, but the limited number of madrasah managers with high competence in providing inclusive education can be a challenge to the trust of parents and students. The importance of research to get a theoretical approach to inclusive curriculum education in madrasah. This study analyses the sustainability of inclusive curriculum education programs in private madrasah. The research uses a qualitative method with a grounded theory approach. The analysis uses design thinking through literature reviews and interviews with private madrasah managers providing inclusive education in Banten, Indonesia. The research finds that social evolution is empathy, exploration, elaboration, exposure, execution, and expansion supporting sustainable, inclusive madrasah curriculum programs. The design thinking from the six models of social evolution encourages inclusive curriculum education sustainability in private madrasah. Further research needs to examine social evolution quantification in madrasah's inclusive curricula.

Eksistensi Kelompok Kerja Guru Dalam Penguatan Kompetensi Profesional Guru Quran Hadits Madrasah Ibtidaiyah Di Kota Banda Aceh

The purpose of this study was to determine the planning, implementation and evaluation of the KKG in strengthening the professional competence of Quran Hadith teachers at Madrasah Ibtidaiyah in Banda Aceh City. This research was conducted with a field study using a qualitative descriptive method. The research subjects consisted of chairman of the KKG, five head master, five Qur'an Hadith teachers, and two madrasa supervisors. Data collection techniques were carried out through interviews, observation and documentation. The results showed that the planning of the KKG Quran Hadith Madrasah Ibtidaiyah program was carried out together with KKG administrators and members and involved supervisors and general chairmen of the Banda Aceh City KKG. The content in planning include educational policies, routine programs and supporting programs. The implementation of the program is adjusted to the needs and budget, routine activities reach the target but development activities have not been carried out as expected. The infrastructure in KKG activities belongs to each participant. Funding for activities comes from members' self-help, and in 2021 KKG will receive assistance from Block Grant funds. Teacher participation in the KKG is greater when receiving Block Grant funding in 2021 compared to not receiving financial assistance. The resource persons for the activities came from members of the KKG, Fasda/Fasprov, Head of the Ministry of Religion, Head of Madrasah Education, Madrasah Supervisors, and other relevant resource persons, with the place of activity at the madrasa which was mutually agreed upon. As for efforts to increase teacher professional competence in self-development activities and collective activities, scientific publications and innovative works are still very low. Evaluation of the Quran Hadith KKG was carried out by the madrasa supervisor through a report submitted by the KKG to the Ministry of Religion of Banda Aceh City at the end of the year. Evaluation of teachers who are members of the KKG is carried out by the head of the madrasah. In general, after participating in the KKG activities, teachers already know more about the foundations of education, are able to develop teaching materials, are able to prepare teaching programs, and evaluate learning well. However, the teacher's ability to carry out scientific publications and innovative works is still very low.