Existence Of Islamic Education Research Articles

Existence of Islamic Education in the Contemporary Era Perspective Post Colonial

Existence of Islamic Education in the Contemporary Era Perspective Post Colonial

The Pioneers of Islamic Education: A Critical Look at the Khulafaurrasyidin Period

The existence of Islamic education has actually existed and started since the first revelation was revealed or to be precise when the Prophet Muhammad saw received an order from Allah to disseminate Islamic teachings, so what was done was clearly included in the education category. This type of research is library research. The approach used is the Islamic Education Science approach. The data collection method is through the documentation method, while the data analysis uses content analysis. The results of the study show that the pattern and system of Islamic education at that time can be classified as fully managed autonomously by the people in a democratic manner, and only when Umar alone did the government take over the education system at that time so that teacher salaries were regulated by the government by taking them to the baitul mall managed by government, if now it is said to be the minister of finance. The curriculum used during the khulafaurrasyidin era was spelled out as one unit, which was centered on the Qur'an and Hadith. This is due to purify what has been taught by the Prophet Muhammad. As for Islamic educational institutions during the khulafaurrasyidin, they were centered on mosques and kuttab. The mosque is used as a spiritual fortress, a meeting place, and an Islamic educational institution, as a place for congregational prayers, reading the Qur'an and so on, and other institutions that color the orders of the khulafaurrasyidin also establish a kuttab which is next to the mosque then the house of the friends or scholars at that time also in the markets. When the spread of Islam became wider, the khulafaurrasyidin did not forget to also establish educational institutions in the conquered areas so that they could be enjoyed by all people. The kuttab was built next to the mosque on purpose because there are many children who often attend the mosque and of course will pollute the mosque while studying, so the kuttab is a new alternative after the mosque.

Problems of Islamic Education in The Era of Industrial Revolution 4.0

The existence of Islamic education in Indonesia has been around for a long time since the 13th century AD, but various problems have always accompanied Islamic education from the colonial colonial era, the Old Order, the New Order, Reformation, to the Industrial Revolution Era 4.0. especially in the midst of this era of industrialization, forcing all elements within the State and society based on digitalization and manufacturing. This is very much different from the paradigm of Islamic education which focuses on guiding humans so that they become Islamic-spiritual human beings who must be oriented towards technology and manufacturing. There are a number of problems that are still the "blockstone" of Islamic education in the midst of this rapid flow of industrialization, namely: First, there is still a dichotomy of science (between general science and religious knowledge); Second, the research culture in Islamic educational institutions is still weak (both scholars, practitioners, policy makers, and the openness of educational institutions such as Islamic boarding schools and madrasas, each of which considers research to be a Western product); Third, curriculum problems that often change along with changes in the minister of education; Fourth, limited human resources in terms of quantity and quality (both teachers, lecturers, tutors, ustadz, and others); Fifth, the Islamic education management system is still not well organized; mastery of science and ICT in the administration of education, and; Sixth, the education evaluation system which so far still relies on national exam scores. The research conducted by the author is a field research with a qualitative description.

The Era of Industrial Revolution 4.0 and the Existence of Islamic Education

This paper is intended to analyze the presence of Islamic education in the era of Industrial Revolution 4.0. The researchers used the Library Research in this paper. Data collection was carried out by reviewing and examining printed and electronic books, journals, and documents as data sources and other relevant information. Islamic education as an Islamic-based educational institution needs to take a range of steps and approaches to preserve its presence in the 4.0 period of the Industrial Revolution, so as not to fall into various competitions. Based on the analysis, there are several strategies that must be followed by Islamic education to sustain its existence, namely: designing innovative Islamic education, reforming and renewal Islamic education, enhancing capabilities in technology and literacy, and the concept of integration and interconnection of Islamic education

The Existence Of Islamic Education In Pandemic Times

The existence of islamic education in pandemic times (case study on communities not having online learning facilities). the covid-19 pandemic has had a significant impact on the world of education, including Islamic education. The limited facilities owned by students also affect the learning model. This study examines the factors that encourage and become essential reasons for the ongoing face-to-face learning process and the impacts of the pandemic. This research is field research with qualitative research methods. Participants in this study amounted to 12 people consisting of teachers, principals, guardians of students, and students. Data were collected through observation, interviews, and open questionnaires. After a thorough interpretation, the collected data was analyzed by classifying, reducing, and then summing up. The study results found that three factors drove the continued existence of Islamic education in the first community because online learning policies were considered to cause problems for parents, schools, and teachers. Second, the public's understanding of COVID-19 is not very dangerous, so it is deemed to be regular. Some schools continue to carry out face-to-face learning adjusted to government policies. Third, there is support and agreement from the school, community leaders, and parents so that face-to-face learning can run as usual, even though the time is minimal.

The Doctrine of Islamic Values Through the Curriculum: a Case Study at the Madrasah Hurrasul Aqidah Tarakan City

The purpose of this study is to describe how and what are the doctrines of Islamic values ​​through the curriculum in educational institutions. The existence of Islamic education is to preserve the proper value system of piety. Because it is human nature that specific value systems also demand a developed education system, the strategies adopted, the techniques used, the subject matter as content, and the policies from the lowest level of an institution to the main level with a comprehensive and integrated curriculum system, all of which should not be contrary to the Islamic value system as a fitrah. This research uses qualitative research by taking data at Madrasah Hurrasul Aqidah Tarakan City as the object of research, data collection techniques used are observation, interviews and documentation; analytical tools used are Miles and Huberman qualitative analysis models, checking the validity of data using triangulation. This study resulted in five doctrinal values ​​through the curriculum, namely: strengthening the Islamic aqidah uluhiyah-rububiyah-asma wa shifat in students' daily lives, emphasizing habituation of sunnah worship integrated with fiqh subjects, habituation of civilized characters with examples and directions, tahfidh al-qur'an it is mandatory for all students to have the vision of creating a Qur'anic generation, and tadabbur alam (knowing God's creation) as natural learning media. This study is oriented by integrating Islamic values ​​in the core and extra curriculum as the doctrine of giving birth to an Islamic generation (qur'ani); this emphasizes the critical role of vision and mission in a robust educational institution that characterizes the output of its graduates because the cases generally follow the general policy of the government only.

Islamic Education, Insan Kamil, and the Challenges of the Era of Society 5.0: A Literature Review

This study attempts to elaborate the concepts of Islamic education, the concept of insan kamil, and the challenges of the two concepts. This study is considered very important considering that both concepts face serious challenges in the Society 5.0 era. Through the literature review method on a number of relevant literature, the study found several conclusions. Facing the challenges of the Society 5.0 era, Islamic education must improve itself and try little by little to solve the various problems that bind it. The efforts that are offered as alternatives in this article, which are also frequently raised by the results of previous studies, can at least be used as academic and practical discourses in addressing the conditions and existence of Islamic education and the challenges it faces. A number of alternatives offered are (1) eliminating the notion of dualism-science, (2) developing teacher professionalism standards, (3) developing Islamic education as a center of excellence, (4) reorienting the understanding of Islamic teachings, and (5) optimizing the curriculum of the Islamic Religious Education in public schools

INTEGRITY OF ISLAMIC RELIGIOUS EDUCATION TO SCIENCE AND TECHNOLOGY

Technological advances in the past three decades have shown their influence on any and all lives of individuals, societies and nations. The focus of the research includes how to deal with the existence of Islamic education in the face of the rapid development of science and technology and how Islamic education (especially its institutions) is required to be able to adapt itself to existing conditions. This research method is library research by collecting data from journals, books and documentation from the web that are relevant to the title of this research. The results of this study that Islamic education seeks to fully develop the individual, so that the person grows and develops according to the expected goals, namely worldly and hereafter goals. There are at least two roles of Islam in the development of science and technology, namely: first, making Islamic aqidah as a scientific paradigm. Second, making Islamic sharia (which was born from Islamic aqidah) as the standard for the use of science and technology in everyday life.

PENDIDIKAN AGAMA ISLAM DALAM DINAMIKA POLITIK KEBANGSAAN DI INDONESIA

<p>The existence of Islamic education in Indonesia is a fact that has been going on for a very long time and has become popular in the community. During the Dutch colonial period and the Japanese population, education was organized by the community itself by establishing Islamic boarding schools, schools and other places for training. After independence, Islamic education with the characteristics of madrasas and pesantren began to get attention and guidance from the government of the Republic in Indonesia. In the laws of the Republic of Indonesia, UUDRI No. 20 of 2002, and UUDRI No. 13 of 2014 and then implemented in the national education curriculum. It is hoped that the birth of this law will be able to raise the quality of education in bringing prosperity and progress to the Indonesian people.</p><table border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="161"><p align="right"><strong>Keywords:</strong></p></td><td valign="top" width="369"><p><em>Keterampilan Dasar, Pembelajaran, Guru</em></p></td></tr></tbody></table>

Eksistensi Pendidikan Islam Dalam Bingkai Regulasi Pendidikan Di Indonesia Pasca Kemerdekaan

Islamic education existed in Indonesia along with Islam comed. The existence of Islamic education has a long history along with the history of the life journey of the Indonesian people. Islamic education faces a variety of dynamics along with political dynamics. Through this research, it will be revealed how the existence of Islamic education in the framework of education regulation in Indonesia: problems, solutions and strategies in its development. This research uses descriptive method with a library research approach, which is research conducted by reading various papers related to the issues being studied. Based on the research, it is found that education regulations in post-independence Indonesia always accommodate Islamic education, because Muslims are the majority comunity in Indonesia. The government's efforts to accommodate Islamic education were carried out gradually, and it was heavily influenced by political dynamics. This can be seen in several regulations issued by the government since the early independence period, orde baru, and pasca reformasi. The latest education regulations that accommodate Islamic education are Law Number 20 of 2003 about the National Education System and Law Number 18 of 2019 about pesantren. The existence of these two laws is an opportunity and at the same time a challenge for Islamic education, not only to overcome its own problems, but also to continue to develop itself and increase its role in nation building

Transformation of Learning Management: Integrative Study of Islamic Boarding School Curriculum

The existence of Islamic education e.g. Islamic boarding schools has contributed in in the middle of social lives in Indonesia. Continuously, Islamic boarding schools have developed in accordance with social demand nowadays. Besides, Islamic boarding school education should make adaptation by doing many changes especially in the field of learning management through curriculum integration of Salafiyah and Kholafiyah in order to build Islamic boarding school as central for excellent. Therefore, as an effort to achieve intended goal, observation and interview were conducted to obtain the data regarding with description of learning management especially concerning with Salafiyah and Kholafiyah curriculums at Nabil Husein Islamic boarding school Samarinda. The findings indicate that the value of Islamic boarding school is assumed as a core value of curriculum development as shifting paradigm through Islamic boarding school learning management. That paradigm has correlation with institutional goals of Nabil Husein i.e. as Islamic education main controller with religious and moral values oriented. In addition, graduates of Nabil Husein are expected to master two types of knowledge fields i.e. general and Islamic knowledges with spiritual values, so that Islamic boarding school education graduates are able to integrate among social, emotion, and intelligence quotients. Further implication is also noticed and suggested in this research.

Understanding Political Reform and Islamic Education Position in Indonesia

The political conditions in Indonesia which underwent a reformation in 1998 had an influence on position and the existence of Islamic education in Indonesia post-New order. In this era, the position of Islamic education is as a subsystem of national education. It cannot be separated from the changes in the education system regulation in this country, namely the National Education System regulation No. 2 1989 changed to Law of Sisdiknas No. 20 / 2003. These changes have a major impact on the progress and existence of Islamic education in Indonesia. This can be seen from the aspect of the authority of Islamic education which can actually be said to be the same as the policies in the previous legislation, namely in the education system, at least, there are still two ministries that manage educational institutions, namely the Ministry of Education and Culture (Kemdikbud) and the Ministry of Religious Affairs (Kemenag). Both institutions also organize education to tertiary level. In addition, there are basic, secondary, and tertiary education in the Ministry of Education and Culture, as well as the primary, intermediate, and tertiary education institutions administered by the Kemenag. This research intends to discuss the implications of political reform on the position of Islamic education in Indonesia.

PARADIGMA BARU PENDIDIKAN KONTEMPORER DI INDONESIA

Education is a series of processes of human empowerment towards maturity, both intellectually, mentally and morally, to carry out the humanitarian function carried as a servant (abd) in front of his Khaliq and as a "preserver" (caliph) in the earth. the position of contemporary education in the midst of the spirit of national education reform, of course it is necessary to look at the meaning and role of contemporary education in this national life. Similarly, in order to find a new paradigm of contemporary education, it should begin with the existence of Islamic education in the history of national and state life. And in developing the quality of contemporary education, of course it is necessary to pay attention. First, education is increasingly demanded to appear as emerging in the development of the quality of human resources (output of education). Second, in the perspective of the world of work, an orientation to real abilities (what one can do) that can be displayed by very strong education graduates Third, as a result of globalization.

REFORMASI: POLITIK ISLAM DI ERA REFORMASI DI INDONESIA

Pangangan reform has brought many impacts and changes from the education system that are centralized to decentralized, each of which will have far-reaching consequences in the administration of national education. In general, there are several aspects of the political impact of reform on Islamic education, including 1) Law No. 20/2003 also states that Islamic Boarding Schools, Ma'had Ali, Roudlotul Atfal and majlis taklim are also included in the National education system. 2) The birth of a policy of increasing the budget by 20% from the state budget and regional budget, 3) There is a government policy that requires madrasa as a public school characterized by religion, 4) The existence of Islamic education in Indonesia from the Reformation era until now faces various kinds of problems including : 1) The use of classical Islamic thought, 2) The existence of a conceptual crisis or the limitations of knowledge within the Islamic education system itself, 3) The institutional crisis is caused by a dichotomy between educational institutions that emphasizes one aspect of the existing sciences, whether religious sciences or general sciences.

Problematika Ontologis Pendidikan Islam

Theefforts to understand ontological meaning of Islamic education are not easy, furthermore the nature of Islamic education meaning is intended as an abstraction integrity of meaning that is accepted ideological, theoretical, and empirical. The existence of Islamic education is always in contact and grappling with the reality surrounding them. In historical perspective, the struggle between Islamic educations with socio-cultural realities faces two possibilities: influences or is influenced. The consequence is that Islamic education can be defined as a process of enculturation and or facilitation efforts (medium). If referring to the terms of Islam, Islamic education is personified to the term attarbiyah, at-ta'lim, at-ta'dib and ar-riyadah. Each of these terms has different accentuation meanings although it has the same outline. In understanding Islamic education, basic education and its goal formulation becomes noteworthy. Since the basis and purpose of demarcation will distinguish with other educations.

Eksistensi Pendidikan Islam Dalam Menghadapi Perkembangan Ilmu Pengetahuan Dan Teknologi (Iptek)

Education as a learning activity or teaching and learning process can occur both inside and outside, as an educational activity can take place in the family, as well as in official educational institutions, activities or institutions are able to instill and make Islam as the basis for implementing education. The strategy implemented in facing the development of science and technology is the motivation of students' creativity towards the development of science and technology itself where Islamic values become a source of reference, educating skills, utilizing science and technology products, creating a strong link between religion and science and relationships with scientists who hold science and technology authority in their respective fields, Instill broad attitudes and insights into the future of humanity through the ability to interpret religious teachings. One of the priorities of national education development in relation to the development of the quality of human resources is related to improving the quality of each type and level of education so the existence of Islamic education in the face of the development of science and technology needs to be developed policies that emphasize improving the quality of human resources, intellectual intelligence, emotional intelligence, and spiritual intelligence.

Pembelajaran Pendidikan Agama Islam Berbasis Pengalaman: Urgensi dan Implementasi

This present study starts from the basic question of the meaning, essence, and existence of Islamic education in experiencing global phenomena and the complexity of national issues that should be responded appropriately. Experience-based education has been deemed to be one of alternatives in developing teaching and learning processes that combine the basic concept of education with the primary essence of human beings. This essence denotes the teaching and learning process that presents various facts of life and regards humans’ skills to improve. This study used phenomenological approach to describe the concept of experience-based education that came to the surface from the education pattern of humanism demonstrated by the Western pragmatism. The deductive method was employed to explain definitions specifically, whereas the inductive one was applied to understand the process based on the particular data, and the presented data were concluded in general. The research findings reveal that experience-based education refers to the teaching and learning process that is actively carried out by providing dialogical relationship patterns. In these patterns, teachers play a pivotal role as a facilitator to explore and enhance their students’ potential by designing experience-based learning that is able to stimulate them to think and act. It is implemented by constructing experience to promote the students based on the integration of science and Islamic values. As a result, the teaching and learning process is always in line with the functions and objectives of education.

MANAJEMEN DAN KEBIJAKAN POLITIK PEMERINTAHAN DI INDONESIA TENTANG PENDIDIKAN AGAMA ISLAM

The paper highlights Islamic education in Indonesia that can be classified intothree kinds. First, Islamic education as an institution with Islamic educationrecognized by the government. Second, Islamic education as a subject givenfrom elementary school to college level. Third, Islamic education as a valuein the national education system. When Islam came to Indonesia, it directlyand indirectly has been in contact with the government or the policy of theIndonesian authorities. This more or less already affects the growth, developmentand advancement of Islamic education in Indonesia. The culmination of thegovernment’s acknowledgment of the existence of Islamic education is Law No.20 Year 2003 on National Education System, which regulates the implementationof a national education system as desired by the 1945 Constitution that integratesIslamic education into the national education system.Key words: Management, Politics, government, PAI

Islamic Studies dalam Pendekatan Multidisipliner (Suatu Kajian Gradual Menuju Paradigma Global)

Education is a vicious circle phenomenon, which we can not go out with just rely on one approach is diachronic. Moreover, the Islamic education that still has a serious problem faced by most of the drafter of Islamic education is the ability to understand the low level of Islamic education as a “science” and Islamic education as an “educational institution”. The existence of Islamic education and also should be able to provide a solution to various problems and development needs of the people. Thus, finding new formats in the dynamics of Islamic education is a necessity to help humanity. Here the author tries to describe Islamic education with a combination approach that the synchronic diachronic history of the social sciences, namely sociology and anthropology to bring its characteristics and also the characters. As well as the last author tries to provide an alternative-solution-based approach should be used to study the future of Islamic education.

IMPLEMENTASI PERPUSTAKAAN PENDIDIKAN AGAMA ISLAM DI SEKOLAH PADA BERBAGAI JENJANG SEKOLAH DI KOTA PADANG

Library and education are two related concepts. Both can be functional in increasing the quality and prosperity of the people. This is also with inserting Islamic education in schools. Considering upon the existence of Islamic education in schools, the Indonesian ministry of religious affairs has established the ordinance Number 211 Year 2011 concerning the standard of an Islamic educational library in schools. The idea of this research isconducted by the existence of the ordinance which shall be focused on acknowledgement, implementation, and alternative implementation in schools. The result of this research indicates that the law which is related to the standard of the facility and utility of the Islamic educational library for schools are yet still not known by many. Every school by the research has not yet possesses an Islamic educational library and mentioned as it is. The implementation experiences difficulties such as financial support, space, and human resources. The alternative suggested by the research; first: to construct buildings/rooms for the Islamic educational libraries; second: the library must become a part from the general library in school; third: the library may use spare rooms from the school’s mosques or mushallas.