Islamic Education In Indonesia Research Articles

History of Islamic Education in Indonesia

The history of Islamic education in Indonesia has undergone significant development along with the evolution of the national education system. The first Islamic education in Indonesia usually took place in Islamic boarding schools, which are traditional Islamic schools that focus on teaching the Quran and hadith. These pesantrens became the center for the development and spread of Islam in various parts of Indonesia. After Indonesia's independence in 1945, the Indonesian government committed to creating a national education system that covered all aspects of life. This included Islamic education, which is recognized as one of the majority religions in Indonesia. The government integrated Islamic education into the national education system by giving recognition and support to madrasahs (Islamic schools) as well as developing a curriculum that included aspects of Islam. Renewal in Islamic education thought and religious moderation have become an integral part of Islamic education in Indonesia. This effort aims to ensure that Islamic education not only fulfills religious needs, but also contributes to the formation of citizens who hold moderate views, are tolerant, and open to various religious views. This research uses the historical study method to examine the history of Islamic education in Indonesia. The researcher conducted a historical study of various sources, such as books, journals, educational reports, and documentation.

Contextualizing Islamic Traditions in English Language Teaching at Indonesian Islamic Higher Education

English language teaching (ELT) in the context of Indonesian Islamic higher education has been particular and little known. The spirit of interconnecting ELT and Islamic tradition has given birth to the concept of dual tasks suggesting the practitioners to teach English and preach Islam. The practitioners are faced with strategic efforts to contextualize Islamic traditions into ELT. By examining six State Islamic higher education located in Lombok, Java, and Sumatera as the main contexts, this study explores issues related to the English teachers' dual tasks and their practiced strategies of contextualizing Islamic traditions into their teaching activities. Narrative inquiry was employed to explore those issues as they are closely related to the participants’ life experiences as English teachers at Indonesian Islamic higher education. This study concludes that the participants’ dual tasks are supported by theological narratives, particularly that of the Islamic propagation argument, and by academic narratives highlighting scientific distinction and knowledge integration. Further, the contextualization of Islamic tradition in ELT is polarized in the explicit mode narratives, referring to the strategies directly related to ELT, and the implicit mode narratives which cover the strategies indirectly connected to ELT. The findings highlight the intricate interaction between ELT and Islamic tradition within the realm of Indonesian higher education, thereby indicating potential pathways for subsequent research endeavors and pedagogical enhancements.

Kebijakan Pendidikan Pemerintahan Orde Lama Serta Pengaruhnya terhadap Pendidikan Islam di Indonesia

This paper discusses the education policies of the Old Order government and their influence on Islamic education in Indonesia. This paper aims to find out in depth about the Old Order government, the education policies of the Old Order government and the influence of Old Order education policies on Islamic education in Indonesia. During the Old Order era, Islamic education began to be fought for reform with the publication of various policies regarding the improvement of Islamic education, including compulsory Madrasah Learning (MWB). Indonesia became independent from Dutch colonial rule on August 17, 1945. The period of President Soekarno's reign, which spanned from 1945 to 1966, was referred to as the Old Order to differentiate it from the subsequent Order led by President Soeharto. In particular, the Old Order government's policy of paying attention to Islamic boarding schools and madrasas only began when the Central Indonesian National Committee Working Body (BP KNIP) 22 on December 27 1945 submitted recommendations to the government. The aim of this research is to understand the concept of government during the Old Order, and its influence on education in Indonesia. The research method used is a basic theory method that uses data from materials that are library research, where the author reads and studies books or literature related to the problem being studied. Regardless of the aspect The positive and negative sides of all the policies issued, it can be said that the development of madrasas is a brave effort by Islamic education to maintain its existence and identity while metamorphosing with the times.

Pemikiran K.H. Hasyim Asy’ari Dalam Pendidikan Islam Indonesia

This study examines the thoughts and contributions of KH Hasyim Asy'ari in the context of Islamic education in Indonesia. Known as the founder of Nahdlatul Ulama (NU), KH Hasyim Asy'ari is recognized not only as a scholar and leader of the Islamic mass movement but also as an influential thinker in the field of education. This article highlights his biography, the influence of Islamic boarding schools (pesantren) on his thinking, and his contributions to theology, Sufism, jurisprudence (fiqh), and political thought. Hasyim Asy'ari's educational philosophy emphasizes the importance of morality, ethics, and the integration of Islamic values into the curriculum. Embracing a classical approach, he advocated for curricula based on the Qur'an and Hadiths, as well as traditional teaching methods in pesantren. The study also underscores his views on the responsibilities of students and the ideal characteristics of teachers, along with a holistic approach to educational evaluation. In conclusion, the article emphasizes Hasyim Asy'ari's comprehensive approach to enhancing human quality through education grounded in moral and religious principles.

Development Of Tafseer Of The Quran In Surah Al-Baqarah, Verse 83, On Islamic Education In Indonesia

The current interpretation of the Al-Qur'an has the impact of shifts or changes in education creating problems with its integrity. This research aims to determine the development of Al-Quran Tafsir in Surah Al-Baqarah verse 83 towards Islamic Education in Indonesia. This research uses library research methods. This research will examine various library sources that are the main issues being discussed. What is clearer is to examine the development of the interpretation of the Qur'an on Islamic education, what is in Surah al-Baqarah verse 83: a study of the interpretation of Ibn Katsir written by Ibnu Katsir and Tafsir al-Maraghi written by al-Maraghi, although some In his interpretation, he also uses verses, but he uses ro'yi more dominantly. From the results of this research, we can conclude that the development of Al-Quran interpretation in Surah Al-Baqarah Verse 83 towards Islamic education in Indonesia involves the history and dynamics of writing interpretations, and is influenced by various factors such as changing times, changes in thinking, and changes in social structure. The development of Al-Quran interpretation in Indonesia has had a significant impact on people's thinking, both in terms of improving the quality of Al-Quran interpretation, the influence of Islamic reform, and the dynamics of writing Al-Quran interpretations which influence various aspects of people's thinking.

Reconstruction of Islamic Boarding Schools: Curriculum, Management and Educational Ethics Perspective of KH. Imam Zarkasyi

As a form of Islamic education in Indonesia, the existence of Islamic boarding schools as Islamic educational institutions with advantages both in terms of scientific tradition and in terms of transmission and intensity of Muslims is threatened by the current of globalization. Reform and reconstruction of Islamic education and its institutions seem to need to be carried out immediately, especially considering developments in the global world that require every Islamic educational institution to continue to improve itself in order to continue to exist. This article attempts to reconstruct the thoughts of one Islamic education figure (KH. Imam Zarkasyi) regarding the renewal of Islamic boarding schools as traditional Islamic educational institutions. The extent to which the concepts of this figure can be used as a model for modernizing traditional Islamic educational philosophy to suit the demands of Muslim society's modernization process would require further research. This study only discusses his concepts for reforming curricula, strengthening institutional administration, and promoting Islamic boarding school principles. KH. Imam Zarkasyi developed a number of his main concepts in light of the literature review. First of all, he asserted that the Islamic education curriculum emphasized modern science in addition to religious knowledge, necessitating that student be proficient in both Arabic and English. Secondly, in order to fortify Islamic boarding schools, it is imperative to enhance the institutional management of these establishments and oversee waqf in a reliable and contemporary manner. In the third section, he highlighted the importance of sincerity, simplicity, independence, ukhuwah, and freedom in the development of Islamic boarding school ideals. The Gontor Islamic Boarding School's outward character must be based on these five values.

Improving Modern Pondok Students' Arabic Language Skills in Indonesia: Language Institutions as Language Improvement Central

Islamic boarding schools, or pesantrens, have long played a significant role in the educational landscape of Indonesia, particularly in fostering religious and linguistic knowledge. This research focuses on three modern Islamic boarding schools in Indonesia: Al-Junaidiyah Biru in Bone Regency, IMMIM Putra Makassar in South Sulawesi, and Darussalam Gontor in Ponorogo. Central to the study is the role of the Language Improvement Centre (LIC) at these institutions, which demonstrates crucial innovations in Arabic language learning. The research employs a qualitative method. Data were gathered through interviews with educators, observations of classroom practices, and analysis of curriculum documents. This methodology provided a comprehensive understanding of the LICs' impact on Arabic language education. The study identifies several key functions of the LICs: a) designing Arabic language learning programs that align with the skills students are expected to master; b) conducting regular and organized assessments of students' Arabic language proficiency; and c) developing new teaching approaches based on these assessments. These roles collectively contribute to a robust enhancement of Arabic language learning within the pesantrens. The findings highlight the LICs' effectiveness in fostering a rich and innovative Arabic language learning environment. This research underscores the importance of these centers in the broader context of Islamic education in Indonesia. Future research could explore further innovations introduced by LICs and assess their long-term impacts on students' proficiency and engagement with the Arabic language.

The Relevance Of The Merdeka Curriculum In Improving The Quality Of Islamic Education In Indonesia

The Merdeka Curriculum Kurmer is an innovation in the education curriculum in Indonesia after the 2019 COVID pandemic, which was ratified in February 2022. The Ministry of Education, Culture, Research and Technology's target for 2024 is for all educational units to use the Kurmer as a learning guide, including madrasas, under the auspices of the Ministry of Islamic Education. This research aims to describe the relevance of the Merdeka Curriculum in improving the quality of Islamic education in Indonesia. The research was conducted at the secondary level of Islamic education. The data were collected directly at Madrasah Tsanawiyah Ar-Rahman, and Madrasah Ittifaqiyah Ogan Ilir and several previous findings in Indonesia. Data analysis was carried out descriptively and qualitatively. The research findings indicate that there are obstacles in implementing the Merdeka Curriculum. These challenges arise primarily due to administrative unpreparedness and a lack of comprehensive understanding, particularly concerning the co-curricular aspects of the Pancasila Student Profile (P5) and the Rahman Lilalamin Profile (P2RM). Encouraging implementation can be seen in the operations and administration of curricular and extracurricular learning, in meeting graduation targets, implementing learning and in the assessment process. The visible support is the high work enthusiasm of educators, being united and able to work together, potential students, having a large Pesantren area, and support from a decree from the Ministry of Islamic Education. There was relevance in implementing a Kurmer from the aspects of graduation, content standards, process and assessment standards, although there are several weaknesses.

Implementation of TQM in Islamic-Based Schools: A Literature Review

The quality of Islamic education in Indonesia plays an important role in supporting the improvement of education quality nationally in order to produce quality human resources (HR). This qualitative research aims to determine the implementation of Total Quality Management (TQM) in Islamic-based schools. The research was conducted using qualitative research methods, especially Systemic Literature Review (SLR) using the results of previous research. Based on a literature review study, it was found that TQM can actually be implemented in the management of the Islamic education system. By: 1) The principle of customer focus and total involvement, namely: leadership and employee empowerment. 2) Leadership roles, education and training, support structures, communication, rewards and recognition, and measurement 3) Implementation of continuous improvement, meaning that quality is always improved and adapted to changing customer needs and desires.

Huffazh Center Indonesia: Study and Development of Tahfidz Al-Qur'an at the Beginning of the 21st Century

This research uses a social history method with a qualitative research type to determine the role and development of the Huffazh Center Indonesia (HCI) in forming a generation of quality hafiz and hafizah amidst the dynamics of Islamic education in the 21st century. In the context of the 21st century, the importance of Al-Qur'an education in shaping the character and morals of Muslims is increasingly recognized, and evolutionary trends in Islamic education, especially memorizing the Koran, have become the main focus of this research. This article will provide a significant contribution to thinking and discussion regarding the future of Islamic education in Indonesia, by providing in-depth insight into the role of HCI in forming a quality generation and overcoming the educational and social challenges faced. Holistic approach, flexible curriculum and transparent fund management at HCI emphasizes the importance of tahfidz Al-Qur'an education as a means of maintaining religious and moral values and meeting the spiritual needs of society in facing changing times.

Kedudukan Politik Dalam Membangun Perkembangan Pendidikan Islam

This research aims to (1) determine the political position of those holding power in a country. (2) Know the categories of Islamic education, both formal and informal education. (3) Describe the role of politics in developing Islamic education in Indonesia. This research uses a type of library (library research). Data was obtained through searching “Google Scholar” and “ScienceDirect”, namely books, e-books, scientific journals, proceedings, the internet, and similar publications. The analysis process is carried out by collecting data, reducing and categorizing data, presenting data, and drawing conclusions relevant to the research subject. The results of this research are: First, there are three divisions of power in Indonesia, legislative, namely the power to make laws; executive, namely the power to implement laws; and the judiciary is the power to judge violations of the law. Second, the division of types of Islamic education, including formal education “Madrasah Ibtidaiyah (MI), Madrasah Tsanawiyah (MTs), Madrasah Aliyah (MA), and Islamic Religious Colleges”. Then, non-formal education "Islamic Boarding Schools, Al-Qur'an Educational Parks (TPA), Ta'lim Assemblies, and Islamic Boarding Schools". Third, the political position to build the development of Islamic education, including "determining the creation of policies or regulations, helping to provide funding, improving the quality of teaching staff, providing recognition or accreditation, providing reinforcement of Islamic values". With the right policies, Islamic education can adapt to current developments, producing a generation with broad knowledge and noble character.

The Role of Muhammadiyah in Education in Indonesia

Muhammad Darwis or better known as K.H. Ahmad Dahlan was the founder of Muhammadiyah on 8 Dzulhijjah 1330 Hijriah, coinciding with 18 November 1912, in the Kauman village of Yogyakarta. This research uses a qualitative approach to explore visual objects in the study area which, according to the views of local residents, have certain signs or symbols. Meanwhile, in the preparation the author used a type of research in the form of field research, with the aim of finding out real and specific phenomena that occur in society. In order for the data that the author describes to be academically accountable, a certain method is needed in conducting research. The results of the research explain that Muhammadiyah continues to increase its role and expand its work in improving and advancing Islamic education in Indonesia from time to time. A very real result is the creation of charitable efforts consisting of thousands of schools ranging from kindergartens to universities, hospitals, maternity centers, orphanages, nursing homes, social homes and economic institutions. With its educational potential, Muhammadiyah has made a very significant contribution to the development of national education in an effort to make the nation's life more intelligent. Muhammadiyah's educational contribution is quite proportional when compared to all privately managed education.

KONSEP PENDIDIKAN HASYIM ASY’ARI; TIPOLOGI DAN RELEVANSINYA TERHADAP PARADIGMA PENDIDIKAN INDONESIA EMAS 2045

AbstractHasyim Asy'ari is better known as a cleric who transformed Islamic boarding school education, as well as being a fighter. Hasyim Asy'ari turned Tebuireng into a model Islamic boarding school for Islamic boarding schools throughout Indonesia. By using relevant literature data from the book Adab al-Alim wa al-Muta'allim by Hasyim Asy'ari, this research uses library research by collecting information through documentary methods. In the book Directions for Competency of the Indonesian Generation Towards a Golden Indonesia 2045 prepared by the National Education Standards Agency (BNSP), Indonesia will celebrate its 100th anniversary of independence in 2045. Indonesia will experience a golden age at that time. Education needs to be organized as a "Garden that Excites", "Garden that Grows", and "Garden that Strengthens", in accordance with the ideals of Ki Hajar Dewantara. Because there are no castes based on intelligence (ranking), all students feel safe and comfortable in the "Education Park". Each student feels valued for their individuality and uniqueness in the park. It is in gardens like this that humans mature into civilized creatures. His contribution of thought, whether in the form of works, or his work in establishing Islamic boarding schools and the Nahdlatul Ulama organization has proven his work and is valid evidence to attribute to him the figure of Indonesian Islamic education. As part of a conservative traditional education figure, Hasyim Asy'ari's contribution to educational thought was enormous to the journey of education, especially Islamic boarding school education. Hasyim Asy'ari's thoughts are very relevant to national education issues across eras and are suitable to be adopted in preparing Indonesia's golden generation in the future.

Mimpi Besar Abdullah Sa’id Dalam Pengembangan Pendidikan Islam Di Indonesia

Education has an important role in shaping individual character and advancing the nation. This research highlights the contribution of K.H. Abdullah Sa'id in the development of Islamic education in Indonesia, especially through the establishment of the Hidayatullah Islamic Boarding School. The aim of this research is to identify the vision, approach and impact produced by K.H. Abdullah Sa'id in improving the quality of Islamic education. The research method used is literature study, with analysis of literature from various relevant sources. Research findings show that K.H. Abdullah Sa'id succeeded in integrating Islamic values ​​with modern knowledge, improving the quality of teaching staff, and creating inclusive programs such as scholarships and community empowerment. Its innovative and inclusive approach not only improves the quality of education but also strengthens the moral and spiritual foundations of students. The implications of this research underscore the importance of adopting the educational principles of K.H. Abdullah Sa'id to create an education system that is more holistic and responsive to the demands of the times. Further research is recommended to explore the long-term impact of this educational model and its potential for application in other educational institutions.

The Relevance of the Value of Religious Moderation in the World of Contemporary Indonesian Islamic Education

Religious moderation is one of the teachings of Islam as stated in the Qur'an. It should be noted that moderation is a middle attitude without discrimination, intervention or one-sidedness which contains moderate, fair and balanced ideas in all aspects of life, whether religious, social, educational, cultural, and others. Moderate attitudes are important to instill in the nation's generation as early as possible. Given that Indonesia is a country whose society is plural and multicultural, it is not surprising that there are diverse differences. Moderate attitudes need to be instilled to maintain the integrity of relationships both individually, in groups and in the state. Recently, Indonesia has been bombarded with issues about religion, such as blasphemy, hate speech, discrimination of minority communities, extreme groups and others. With this, it certainly threatens the integrity and peace in Indonesia. An alternative path that can be used is through Islamic education. Islamic education is a relevant early solution to understand the meaning of tolerance, justice, harmony, balance and love of peace. This research will explain the meaning of religious moderation using descriptive qualitative methodology with library research studies sourced from books, journals and the Qur'an. The results of this study indicate that there is a development in terms of human character to become a moderate and reactive human being.

The Policy of Islamic Religious Education in Indonesia during the New Order Era (1966-1998)

During the New Order era, Islamic education in Indonesia experienced significant growth and advancement in both quantity and quality compared to the preceding period. The New Order government had distinct characteristics in its administration of Islamic education by making it mandatory at primary, secondary, and tertiary levels of schooling. Additionally, Islamic educational institutions, such as madrasahs and pesantrens, began to gain recognition. These institutions received attention for the provision of facilities that met government standards. Islamic education held a recognized position on par with other forms of education at a national level. The development of the education sector was rooted in the country’s philosophy of Pancasila, aiming to shape individuals as Pancasila-oriented agents of development. The goal was to nurture physically and spiritually healthy Indonesians, equipped with knowledge and skills. Therefore, these individuals were expected to have the capability of fostering creativity and responsibility, cultivating a democratic attitude and tolerance, developing high intelligence alongside noble character, and nurturing love for the nation and fellow humans, as outlined in the 1945 Constitution.

History of Islamic Education in Indonesia and its Relevance to the Modern Era

History of Islamic Education in Indonesia and its Relevance to the Modern Era

Enhancing registration systems: Implementing database systems in digital boarding schools

Islamic boarding schools, known as pondok pesantren are specialized schools for Islamic education in Indonesia. With the community's increasing interest in religious education, some pesantren have begun to offer online learning opportunities. Pondok Pesantren Bayt Tamyiz is a Islamic boarding school that has started developing online pesantren education under the name Tamyiz Digittren. This program aims to enhance understanding and translation of the Qur'an using the Tamyiz method. The pondok pesantren requires significant changes in its administrative systems, including the registration process. Information system development is often challenging for the pesantren staffs and software developers. One of the fundamental difficulties lies in the user requirement process. Typically, pesantren need help to provide the information system they need. Such difficulties hinder the development process as developers must conduct numerous experiments. This research aims to design and implement a suitable database for the new student registration system with minimal information and limited time development. The research follows a database development method divided into three stages: Requirement Collection and Analysis, Conceptual Database Design, and Logical Database Design. Database development utilizes MySQL as the Database Management System (DBMS) and PHP as the programming language. This research results in a database design capable of storing and managing student data, payments, and other registration information. We expect the results of this database development to be effective in supporting the registration system and in the future development of information systems at Pondok Pesantren Bayt Tamyiz.

Adab Murid Dalam Kitab Taysir Al-Khalaq Karya Hhafidh Hasan Al-Mas’udi Dan Relevansinya Dengan Pendidikan Sekarang

Adab is a behavior that is considered good and this kindness is carried out continuously which makes it a habit in daily life. In fact, the ethical behavior of students today is very concerning, this is certainly influenced by the lack of understanding of the Qur'an and the book. This study aims to: 1) know the existence of disciples in the book of Taysir al-Khalaq; 2) knowing the existence of disciples in the book of Taysir al-Khalaq and its relevance to education today. This research uses a qualitative research approach where the type of research is library research. The results of this study show that: 1) the discipleship of Taysir al-Khalaq is divided into three: towards himself, towards his teacher and towards his brother. In addition, a student must also have good behavior, namely: tawadhu', understanding the rules of association in Islam, and brotherhood in Islam. 2) the relevance of the book of Taysir al-Khalaq to Islamic education today is very sustainable, because both in terms of material and content in the book, the value in moral education and the purpose of Islamic education in Indonesia is very suitable for use by Islamic educational institutions. Especially in non-formal educational institutions, especially in the cultivation of ethics and morality among students. So that the creation of an Islamic generation that is in accordance with the purpose of Islamic education.

Relevansi Pendidikan Perspektif Al-Ghazali Terhadap Paradigma Pendidikan Islam di Indonesia

Education often experiences challenges and developments that continue to occur according to changing times, so it is very important to prepare educators to have the ability to adapt to the transformation of science and technology to develop the potential of students in the future. This research is a type of descriptive qualitative research that refers to historical-factual philosophical research regarding figures with the object of research being the thoughts of a philosopher, using library research techniques. The results of this research is Al-Ghazali has listed several aspects of education, including: educational goals, characteristics that educators and students must have, educational curriculum, and learning methods. Al-Ghazali's thoughts have relevance to Islamic education in Indonesia in terms of educational goals, the importance of the role of educators towards students, apart from that the curriculum classifies fields of knowledge based on the needs and abilities of students. The learning method introduced by Imam Al-Ghazali is considered relevant to the context of Islamic education in Indonesia, considering the diversity of nations with different characteristics and backgrounds. So Al-Ghazali's thoughts regarding the concept of education are quite relevant to use, this can be implemented in Islamic education patterns in Indonesia and can be an inspiration and answer several challenges that arise in the world of education.