Islamic Education In Indonesia Research Articles

Implementation of Information Technology (IT) at The Impact of The Covid-19 Pandemi in The Islamic Boarding School (Survey)

Islamic boarding schools are the original Indonesian Islamic education institution with traditional culture. The existence of a Covid-19 pandemic resulted in school learning policies and boarding schools using the online method. It is conducted to break the chain of spread of the Covid-19 virus. It has an impact on various activities in Islamic boarding schools and on the need to use information technology (IT). Research was used for an initial mapping of the implementation of IT in Islamic boarding schools. The study aimed to determine to what extent IT adoption was in the Islamic boarding school in the Special Region of Yogyakarta. The method used is a survey with descriptive analysis. The survey was carried out on the board of Islamic boarding schools. The questionnaire contained the identification of the types of Islamic boarding schools and four variables related to IT implementation in Islamic boarding schools. The four variables are application information/ information systems used by Islamic boarding schools, from where Islamic boarding schools obtain information systems, existing system integration, and Android-based applications. The results obtained were that 88.9% of the 58 Islamic boarding schools already had an information system. Islamic boarding schools have a diverse information system, such as the new student admission, boarding school information systems, school information systems, monitoring systems, financial systems, and administrative systems. There are 44.2% of the system which has integrated data and functionality and 59.5% systems based on Android. The average Islamic boarding school that applies to IT is a boarding school with some students (santri) of more than 400, and the category is a modern salafiah Islamic boarding school. The challenges facing Islamic boarding schools in IT implementation are the lack of human resources, infrastructure limitations, and the lack of socialization of information systems in the guardian of students.

Implications Of The Sociological Approach In Islamic Education In Indonesia

The sociological approach has an important role in solving various problems faced by mankind. This study aims to: first, examine the meaning of the sociological approach, second, explain the urgency of the sociological approach in Islamic education, describe the importance of the sociological approach in Islamic education, use it as a tool to understand religion because religion was revealed for social purposes, third examine the implementation of the sociological approach in Islamic education. The method used is library research by exploring primary sources, namely books and secondary sources in the form of national and international scientific journals. The results of this study indicate that: first, Islamic Education is a perspective or paradigm contained in a field of knowledge which is then used in understanding religion, studying the reciprocal relationship between religion and society, and the urgency of the sociological approach in Islamic studies is to formulate values or rules in society, tools to understand religion, second, the urgency of the sociological approach in Islamic education is to formulate values or rules in society, tools to understand religion, and theoretically be able to provide representative formulations in the scientific world, as well as being able to understand social phenomena with regard to worship in a significant way and muamalat, and third whereas one example of the implementation of the sociological approach is evidenced by the existence of tolerance in social relations in the community.

Buya Hamka: Nationalism in Islamic Education in Indonesia

Strengthening and building the nation is a vital role of nationalism which is also a means of improving human living standards. Islamic education that is nationalistic can result in a pattern of Islamic education that deviates from Islamic teachings. This study aims to analyze the thought and relevance of the values ​​of Nationalism in Buya Hamka's Islamic education thought in Indonesia. This research method uses historical research methods. This research will be presented using descriptive-analytic history writing. The technique used to analyze the data is descriptive qualitative analysis. The results of this study indicate that a sense of nationalism can be obtained through Hamka's view of the world of education, especially in Islam. The principal value of nationalism through Islamic education is an effort to strengthen national values ​​as individual human beings who are part of a large society in the formation of the state. The meaning of Hamka's nationalism related to collective awareness in Islamic Education thought can be seen in the idiom recognition based on the first principle of Pancasila. The practice of religious values ​​will be able to fortify the nation's next generation from deviant acts.

Modernisasi Pendidikan Islam di Indonesia (Studi Komparasi Mahmud Yunus dan Azyumardi Azra)

One of the main aspects of human life is education. This cannot be separated from life, starting from the human being in the womb until returning to the creator. Seeing that there is still Islamic education that does not achieve its goals and does not keep up with the times, therefore the leaders of Islamic education immediately act to resolve this. Mahmud Yunus is an Islamic education figure who seeks to renew Islamic education. In addition, another character who made updates was Azyumardi Azra. Based on this, the researchers are interested in making comparisons or comparisons of the thoughts of the two figures. Researchers will make comparisons or comparisons specifically in terms of modernizing goals, curricula and educational institutions with the research title "Modernization of Islamic Education in Indonesia (Comparative Study of Mahmud Yunus and Azyumardi Azra)”The type of research used in this research is library research, which is the process of systematically searching and compiling data obtained from various literatures, both from primary and secondary sources.The results of research on the modernization of Islamic education are: 1) According to Mahmud Yunus, it is trying to integrate religious knowledge and general science in Islamic education. 2) Azyumardi Azra argues that the modernization of Islamic education must follow the current developments. 3) The similarity of thoughts between Mahmud Yunus and Azyumardi Azra is that they want a combination of religious knowledge and general science and must adapt to the demands of an increasingly advanced era. 4) The difference between Mahmud Yunus and Azyumardi Azra's thoughts lies in the groupings divided by each character.

Taqlid from the Perspective of Religious Education

Islam is not just for a particular group, but for all mankind, regardless of rank or position. However, it is clear that Muslims do not have the same intelligence and ability to comprehend the laws derived from the Quran and the Sunnah, nor do they have different educational backgrounds. Therefore, those who do not have the expertise, requirements and ability to perform ijtihat have no choice but to practice Taqlid or follow mujtahid imam which is believed to be true. A person unfamiliar with the understanding of the Quran and Sunnah cannot be compelled to research the laws and regulations of Islam directly from these two sources. Taqlid is not bad for them and can even save them from mistakes and misunderstandings in the implementation and practice of Islam his Shariah. Mujtahid Imams Taqlid does not mean leaving the Quran and Sunnah. But these are precisely the Taqlid who carry out and follow the Qur'an and Sunnah as closely as possible for those who do not know how to dig up the Dharma from these two sources. Religious education in the field of fik is inseparable from following the madahabs and fatwas of the Mujtahid clerics. Both in worship, muamalah, ahwalus syahsiah, muamalat. Maliyat and Jinayat, judicial and international law fields. In this way, Islamic education in Indonesia is generally dominated by Shafi sect thought.

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.

Implementation of Multicultural Islamic Education Values in Indonesia

Most Indonesian people who embrace Islam seem appropriate to instill the values ​​of multicultural Islamic education. In addition, the Indonesian people feel that it is appropriate to instill a multicultural Islamic education, because it has a diversity of religions, ethnicities, cultures, customs, and the like. This qualitative descriptive paper with a literature study will reveal techniques for inculcating multicultural values ​​in Islamic education in Indonesia. This research data analysis uses content analysis by sorting out data according to the research objectives. The findings in this paper are the inculcation of the values ​​of multicultural Islamic education can be done by considering the following points. First, the cultivation of the values ​​of multicultural Islamic education can be done by considering the principles and development of multicultural values ​​in Islamic religious education subjects, for example: Al-Quran subjects, Fiqh subjects, Moral subjects, and Islamic Cultural History subjects. . Second, the cultivation of the values ​​of multicultural Islamic education must prioritize the role and role model of education practitioners. Third, the cultivation of multicultural Islamic educational values ​​must be facilitated by educational institutions, both quantitatively and qualitatively.

PERTUMBUHAN INSTITUSI PENDIDIKAN AWAL DI INDONESIA

<pre>Islamic educational institutions are a sub-system of the community or nation system. Therefore, in its operations, it always refers to and is responsive to the needs and developments of the community. Thus, Islamic educational institutions must be organized by the demands and aspirations of the community because without this. It will be difficult to achieve progress and development in Islamic education in Indonesia. From various previous explanations about early institutions in Indonesia, as a first step, they have contributed significantly to the development of Islamic education among Indonesian Muslims. Among several Islamic educational institutions, mosques, meunasah, dayah, pesantren, surau and finally madrasas have emerged, which have a significant role and continue to experience development and progress with their respective characteristics until now. However, the current function has changed significantly because of the changing and dynamic conditions.</pre>

MODERNISASI PENDIDIKAN ISLAM INDONESIA: PENGALAMAN AL-JAM’IYATUL WASHLIYAH

<span>This simple article discusses Modernization of Indonesian Islamic Education: The Experience of Al-Jam'iyatul Washliyah, with sub-discussions, namely as follows: a. Philosophy and Typology of Reform; b. Aspects of Modernization of Education: objectives, curriculum, methods, human resources; institutional; c. Contribution and Influence (Al Washliyah Education Statistics on National Education). Al-Jam'iyatul Washliyah, in the world of education, one of these large organizations also has a lot of influence and plays a role in the world of education, especially in North Sumatra from kindergarten / RA education to higher education which is known in the field as UNIVA or Al-Washliyah University or also known as UMN (University of the Muslim Archipelago). Al-Jam'iyatul Washliyah held many reforms in education regarding aspects of objectives, curriculum, methods, human resources and institutions. Contribution and Influence (Al Washliyah Education Statistics on National Education). With Al-Jam'iyatul Washliyah in the modernization of education, this college also contributes a lot to national education.</span>

HISTORY, GOALS, AND HUMAN RESOURCES MANAGEMENT IN INTEGRATED ISLAMIC SCHOOL

Towards the 21st century, there are quite interesting changes regarding the trend of education in Indonesia. The dominance of Islamic educational institutions consisting of islamic boarding schools, madrasas, and schools began to shift, this was due to the emergence of Integrated Islamic Schools throughout the country. This Islamic educational institution has spread throughout Indonesia, first established by activists of the ITB campus mosque and UI. Such a rapid distribution of schools shows that the Integrated Islamic School is a new trend of Islamic education in Indonesia, this school emphasizes the education of religious moral values and excellent modern education today, this school also provides a new pattern regarding the reislamization of the Indonesian Muslim middle class. So the author is interested in conducting research related to the Integrated Islamic Coding Institute. In this study, the author uses a qualitative descriptive approach, which the author uses library research, namely collecting books related to the object of research or research that is literature. The Integrated Islamic School has the aim offostering students to become intelligent, noble muttaqien people who have skills that provide benefits and benefits for mankind, to achieve these goals, to implement good human resource management which includes various activities and processes namely, qualifications, recruitment patterns, employee orientation, employee wages, employee rules, coaching and development, employee assessment, employee career and rank, and welfare.

Modernization of Islamic education and Islamic thought in Indonesia

An article that departs from ideas in analyzing modernization in the context of education, especially in Islamic education in Indonesia. This research was assisted by library research methods (library research). In obtaining research data, researchers collect, analyze, and organize, sources from articles. The research results show that Islamic philosophy developed until new religious concepts emerged in the Muslim world. Because of how these ideas developed, it is clear how the social, political, and cultural life of Muslims was significantly influenced by their movement patterns and world views. Religious education and beliefs influence the way people act and think. The Syafi'i school of thought dominates the religious worldview of Muslims who are developing in Indonesia. Indonesian Muslims in general still adhere to the texts of the mujtahid school of thought (the quality school), and they have not received methodological education (the school), which means they advocate law according to the mujtahid mindset, which has been produced by the school's imam.

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.

Problems In The Evaluation Of Islamic Education Policy Studies

Islamic educational institutions such as madrasahs and islamic boarding schools have succeeded in building a human disposition with a religious culture that loves the Republic of Indonesia. Even so, there is still a skewed view of the informal institution. According to the assessment of some people, the output or autcame of madrasah institutions and islamic boarding schools is less noticed by the job market. This skewed view is refuted through the existence of madrasas and islamic boarding schools which are increasingly believed to give birth to Muslim scholars. The method used is descriptive qualitative. While the approach used is literature. The results of the analysis get the following findings, the Islamic Education policy from time to time experiences quite heavy dynamics. Islamic education in the Dutch era was subjected to acts of policy discrimination. Islamic education only got a breath of fresh air after the dutch leadership fell to the Japanese. The journey of Islamic education can be said to have truly become independent after Indonesia became independent. There are five problems in the effort to evaluate the study of Islamic Education in Indonesia, including limited government power, disagreements with a problem, subjectivity in interpretation, limitations in resource management research, and complexity of human behavior.

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.

KRITIK KH. AHMAD DAHLAN TERADAP PENDIDIKAN ISLAM DAN KAITANNYA DENGAN PENDIDIKAN NASIONAL

AbstractEducation has an important role in building quality human resources (HR). K.H Ahmad Dahlan stated that a good education is education that meets the needs of the times. This study discusses the perspective of KH. Ahmad Dahlan on Islamic education in Indonesia, and the relevance of Ahmad Dahlan's critique of Islamic Education in the colonial era with today's national education. The method used by the researcher is a literature review by identifying theories, as well as the results of previous studies which are then identified so as to obtain the results of the researchers' exploration achievements. After conducting a study on the perspective of KH Ahmad Dahlan regarding Islamic education and its relation to national education, the relationship between Islamic education and national education is an inseparable unit. There are several problems that arise during the implementation of national education, including the occurrence of an educational dichotomy and curriculum changes.

KITAB ADABUL ‘ALIM WAL MUT’ALLIM THE WORK OF K.H. HASYIM ASY'ARI IN THE DEVELOPMENT OF MODERN ISLAMIC EDUCATION

The focus of research is how the values of moral education contained in the book Adabul'Alim wal Muta'allim fima Yahtaju ilaih al-Muta'allim in KH Hasyim Asy'ari 's thinking in the world of modern Islamic education and also how the role of the book Adabul'Alim wal Muta'allim fima Yahtaju ilaih al-Muta'allim in the development of modern Islamic education in Indonesia. This type of research is a literature study. Primary sources and data come from the book Adabul'Alim wal Muta'allim fima Yahtaju ilaih al-Muta'allim. The results of the first research on moral education in the book Adabul'Alim wal Muta'allim fima Yahtaju ilaih al-Muta'allimt consist of 8 chapters which can be classified into 3 important parts, namely the significance of education, the responsibilities and duties of students, and the responsibilities and duties of the teacher. Two roles of the book Adabul'Alim wal Muta'allim fima Yahtaju ilaih al-Muta'allim in building the development of modern Islamic education civilization in Indonesia which focuses on intelligence and intellectuals with noble moral values.

Pendidikan Islam Masa Pra Kemerdekaan; Telaah Kebijakan Pendidikan Islam Masa Penjajahan

This article conveys about the dynamics of Islamic education in the Pre-Independence era, Islamic boarding school education as native Indonesian education, as well as the development of Indonesian Islamic education during the colonial period, both the Dutch and Japanese colonial periods. The influence of colonialism cannot be denied in the current Islamic education system. This study uses a qualitative method which is a literature review by analyzing related sources. The development of Indonesian education is quite dynamic, greatly influencing various directions of the Indonesian Nation. The importance of exploring the noble values of national identity to improve things that need to be fixed in the field of education. It can be concluded that we are too hegemony with the policies of the colonialists, unfortunately these influences are still embedded today in education in general.

NURCHOLISH MADJID ON INDONESIAN ISLAMIC EDUCATION: A HERMENEUTICAL STUDY

Indonesian Muslims need a well-established Islamic education that can accommodate diversity as the characteristic of Indonesia. Nurcholish Madjid (1939-2005), a neo-Modernist, has an inclusive and philosophical Islamic thought that can be used as the philosophical paradigm of Indonesian Islamic education. This study intends to interpret the thinking of Nurcholish Madjid related to Islamic education using Hans Georg Gadamer’s hermeneutic model. This study shows that knowledge is a manifestation of ‘aql, one of human potential as khalīfah. Cak Nur’s objective of Islamic education is divided into four categories that led to the awareness of human existence as God’s servant and khalīfah. The model of Cak Nur’s education is humanistic education which focuses on moral education. The multicultural education of Cak Nur, which comes from the generic meaning of Islam, is tolerance education to the diversity of religions, religious understanding, and the acceptance of local wisdom. Cak Nur's educational thinking is not a practical theory, but a philosophical foundation that is easily accepted by people with the epistemology of burhānī thought.

Modernization of Islamic studies curriculum in (fathul polar program) for the fifth grade at Pondok Modern Darussalam Gontor

Boarding school is a subculture of Islamic education in Indonesia. For the sake of increasing public confidence towards the institutions of boarding school and keeping the identity of idealist of boarding school, a boarding school in fact needs a modernization of the existing system. With a modern system that should be able to establish the dynamic that has been created. One in system of review Islamic classic book, the typical education is an characteristic that owned by every boarding school. The methods used in studying the book of classic cottage in the salaf usually tend to use methods bendongan, translation, and sorogan. Modern Islamic boarding school Darussalam Gontor for girl second campus in review an Islamic classic book has put lot of effort to do in the application of modern system and some innovation. By carrying out activities Islamic classic books studies for class 5 KMI. This research is a qualitative research, used three method of data collection those are: 1. Interview, 2. Observation, 3. documentation. For data analysis researcher use method Miles and Huberman covering three step those are: data, collecting, data reduction, and conclusions. The purpose of this research is to know the methods of Modern Islamic Boarding School Darussalam Gontor especially Modern Islamic Boarding School Gontor for Girls 2 in forming good method in order to maximize the student in Islamic studies. The result of this study show: 1. That the implementation of existing Islamic classical books studies at Gontor for girl 2 was carried out in a systematic and organized, such as the activities of the participant should come on time with official uniform and each activity gets the direct supervision of the supervising and managing the activities of the committee. 2. Modernization of the implemented Modern Islamic Boarding School Darussalam Gontor for girls 2 in the implementation of the activities at each Islamic classical books studies components, they are: 1) Supervisor of the activities have a position as a leader and evaluator 2) The participant are self taught to learn the Islamic classic book 3) That utilize a whiteboard, projector, and notebook 4) To learn Islamic classic book use methods of problem solving and discussion.

Problem Based Learning in Islamic Religious Education: The Case of the Indonesian Pesantren

Many researchers have applied PBL (Problem Based Learning) in various educational institutions and various scientific fields. However, not many of them use PBL in the field of religious education. This study attempts to describe the PBL model that has been applied in Indonesian pesantrens in Islamic religious education. Pesantrens are traditional Indonesian Islamic religious education institutions that emphasize Islamic religious education and character development. Three things are the focus of this research: the objectives of PBL in pesantrens, the design of PBL problems in pesantrens, and the PBL phase in pesantrens. This research was conducted using the case study method on one of the largest pesantren in Indonesia, the al-Anwar Pesantren, located in Karangmangu, Sarang, Rembang, Indonesia. Research results show that PBL in pesantrens had been implemented in the form of bahth al-masa’il (lit. problem discourse). Viewed from the aspect of purpose, pesantrens’ PBL places more emphasis on deepening the understanding of classical Islamic texts, while in the problem design, problems of PBL are not being designed by teachers, but are proposed and chosen instead by the students themselves. Meanwhile, in the phase aspect, pesantrens’ PBL gives more autonomy and responsibility to students to carry out the learning process independently.