Islamic Education In Indonesia Research Articles

Measuring the Development of Islamic Education in Indonesia

Islam holds an important position in various human development processes in Indonesia, one of them is in the education sector. The Indonesian government through the Ministry of Religious Affairs established madrasas and Islamic Higher Education as an Islamic-based formal educational institution. Through logic and science, education is the way for humans to develop equally regardless of their gender. Herein lies the role of Islamic-based education to uphold this anti-discrimination principle. This research has the aim of conducting a composite index, namely the Islamic Education Development Index (IEDI) to describe the condition of Islamic education development at the provincial level in Indonesia. In addition, statistical modeling is carried out to see the influence of Islamic education on the Gender Development Index (GDI). The IEDI is a composite index consisting of five indicators including infrastructure accessibility, teaching competence, institutional ranking, outcomes, and quality of the learning process. Based on the research results, the average IEDI score of provinces in Indonesia is 45.13 for the period 2019. The best IEDI score by province is Yogyakarta, reaching a score of 55.00, and the lowest is North Kalimantan, which is only 35.90. Based on modeling results, it was also found that the IEDI has a significant effect on increasing the GDI at the confidence interval (CI) up to 95 percent. Governments can begin to pay more attention to Islamic-based education to optimize this influence.

Pemikiran Pendidikan Islam dalam Perspektif Zakiah Daradjat

This study discusses Zakiah Daradjat's perspective on Islamic education and its contribution to Islamic education in Indonesia. The main issues discussed are: (1) The concept of Islamic education according to Zakiah Daradjat; (2) The contribution of Zakiah Daradjat's thoughts about Islamic education to Islamic education in Indonesia. This study used the library research method, with primary data sources obtained from the works of Prof. Dr. Zakiah Daradjat who focuses on 3 (three) books, namely Psychology, Islamic Education, and Religious Education in Mental Development, as well as secondary data sources in the form of books relevant to this research. The data analysis technique used by the author in this study is data triangulation. The results of the discussion concluded: the concept of Islamic education according to Zakiah Daradjat is the essence of forming human beings who have noble morals or in other words morals are good deeds. Morals are a reflection of faith in the form of behavior, speech, and attitude. Because Islamic education is not merely religious education, but the cultivation of a religious spirit by accustoming children to good qualities and habits. The goal of Islamic Education is the embodiment of Islamic values in the human person of the student that is endeavored by Muslim educators. The contribution of Islamic education thought initiated by Zakiah Daradjat can be seen theoretically, namely: The components of Islamic education according to him are educators, students, educational methods, and curriculum which are an inseparable unit, one with the other equally taking part in achieve the goal, namely to create a generation of good morals. In practice, he was a reformer of Islamic education in his day

Pendidikan Islam Masa Penajahan Kemerdekaan dan Dinamika Kebijaksanaan

Researchers are interested in researching this in order to find out: Islamic education during the colonial era of independence and the dynamics of wisdom. aims to find out about: how Islamic education was during the Dutch colonial period and the Japanese colonial period, the development of Islamic education during the Dutch colonial and Japanese colonial periods, the development of Islamic education during the independence period and the development of Islamic education during the dynamics of policy. The results of this study indicate that, in the mid-19th century M. the development of educational institutions reached a high level. This is due to the increasing number of pilgrims to Mecca which has resulted in many people who are experts in the field of religion opening educational institutions. After the Dutch left Indonesia, the Japanese movement emerged. Japan gave a lot of tolerance towards Islamic education in Indonesia, equal education for indigenous people, the same as residents or children of rulers, even Japan taught a lot of self-defense skills to Indonesian youth. In the current curriculum (reform), Religious Education material has undergone significant changes from the previous curriculum (old order and new order). The study material includes: divinity, human beings, law, human rights, democracy, culture, politics, science, technology and art, inter-religious harmony, etc., these topics are studied from an Islamic perspective (for adherents of other religions, using the perspective each religion with the same topic)

The Relevance of Raden Ajeng Kartini and Rahma El Yunusiah's Thoughts on Islamic Education for Women with Islamic Education in Indonesia

Women in Islam have a high position and dignity. Raden Ajeng Kartini and Rahma El Yunusiah are two generations of female fighters who have inspired and played a role in fighting for Islamic education for women. Therefore the author wants to examine his thoughts from the perspective of Islamic education for women. The research approach used in this study is a descriptive qualitative approach and the type of research used Library research, by method Content Analysis. Based on data analysis, it can be concluded that Islamic education for women according to Kartini and Rahma El Yunusiah is aqidah education and moral education. Both of his thoughts also have relevance to Islamic education today, including human beings as the goal of education, the principle of equality as a basic concept and education that is just and without discrimination which has relevance to the current national education system. They have differences in family background, region of origin and nuances of education, but they have the same ideals, namely proper education for women. This explains that her thoughts on Islamic education for women have not been eroded by the times and we still apply them today.

Transformation Of Islamic Education: A Study Of Changes In The Transformation Of The Education Curriculum

Purpose – This study aims to identify the best implementation strategies in transformative Islamic education, explore transformative Islamic education activities that can inspire transformative learning, and analyze the transformation of Islamic education in Indonesia through curriculum transformation. Design/methods/approach – This research approach uses library research. Literature studies are obtained from various sources such as scientific journals, books, seminar papers, and related publications. The paradigm of data analysis in this study includes data collection, reduction, presentation, and conclusions. Findings – The researchers obtained three findings in this study. First, there are two best implementation strategies when implementing transformative education: A). To offer critical thinking opportunities b). To offer opportunities to act from a new perspective. Second, there are five transformative educational activities that can inspire transformative learning, including: a). Job shadowing; B). Scenario-based education; C). Cultural adaptation in the workplace; D). Career change; and e). Establish cooperation with various educational institutions. Third, one of the education transformations that has been carried out in Indonesia is by transforming the curriculum starting in 1947, 1964, 1968, 1973, 1975, 1984, 1994, 1997, 2004, 2006, 2013, and current curriculum. The independent learning (self-regulated learning) curriculum has reached its 22nd episode Research Implications/Limitations – Data sources are limited to online and offline scientific literature. Future researchers can use in-depth interview and observation techniques to make the results more reliable Originality/value – The findings of this study provide an overview of implementation strategies and transformative Islamic education activities in a new perspective.

Curriculum Reconstruction: Alignment of Profile, Body of Knowledge, and Learning Outcomes of the Indonesian Islamic Education Study Program

Purpose – The misalignment between the profile with the body of knowledge (BoK) and the graduates’ learning outcomes (LO) of the PAI Study Program has caused the unclear educational objectives of the PAI study program, requiring the reconstruction of the PAI curriculum. This study aims to examine the reconstruction process of the PAI curriculum including the Profile, BoK, and LO of the PAI.
 Design/methods/approach –The research was conducted qualitatively using survey, interview, and documentation methods packaged in seminars, guest lectures, workshops, and Focus Group Discussions. The subjects in this study were 83 PAI Study Program managers from Sumatra, Jakarta and Jabodetabek, DIY and Central Java, East Java, and the Eastern regions; the interviews were carried out with 15 study program managers. The obtained data was processed through the stages of reduction, display, and interpretation.
 Findings – The results showed: 1) there are 6 profiles of Indonesian PAI after being reduced from 51 profiles, namely PAI teachers in schools/madrasahs, educational consultants, research assistants, administrators of educational institutions, Da’i/muballigh, and edupreneurs, 2) PAI’s Body of Knowledge consists of four scientific families: PAI science (what to teach), teaching science (how to teach), education and psychology (how to discipline), Research methodology, philosophy, language, technology, edupreneur (how to produce), 3) Graduate learning outcomes include in-depth mastery of PAI science, teaching, pedagogic, and PAI development, as well as how to teach PAI science effectively.
 Research implications/limitations – This research has implications for the importance of preparing graduate profiles based on tracer studies, rather than based on ‘personal wishes’; and Learning outcomes must be adjusted to the standardized BoK of the Study Program.
 Originality/value – the importance of profile mapping based on tracer studies, the significance of PAI’s body of knowledge in achieving PAI goals, and the importance of graduate learning outcomes for the expertise of PAI graduates.

Factors Shaping the Evolution of the Islamic Cultural History (SKI) Curriculum in Madrasahs (1973-2013)

Purpose – This research undertakes an exploration of the factors shaping the evolution and continuity of the Islamic Cultural History (SKI) curriculum in madrasahs between 1973 and 2013. It zeroes in on five predominant influences: political, economic, social, cultural, and ideological. Design/methods/approach – A historical research method was the primary tool, with data from various written records—comprising legal documents, regulations, and textbooks. A chronological lens was employed for analysis, with categorizations influenced by pertinent regulations and the prevailing zeitgeist. Findings – Of the factors, political dimensions, especially government stances and policies, took precedence in curriculum development. Furthermore, aspects like economic strides, prevailing social conditions, and national ideologies such as Pancasila (Indonesian state philosophy) bore significance in shaping the curriculum. The insights gathered suggest a pivotal role of socio-political dynamics and scientific progress in dictating madrasah curriculum changes. Research implications/limitations – While this investigation furnishes deep insights into a specific period, its temporal scope poses limitations, suggesting a potential exploration post-2013 and scrutiny of other influencing variables. Practical implications – The study underscores the pressing need for the continual evolution of Islamic education in Indonesia, aiming to cater to societal shifts. There is an evident emphasis on weaving together diverse threads, upholding universal tenets, and championing local sagacity.

Building Organizational Culture in Islamic Education with Collaborative Leadership as the Key

This study aims to identify and describe the main dimensions of collaborative leadership that are relevant in the context of Islamic education. The background of this study is rooted in the assumption that a leader must be able to be an effective leader, with the same goal of providing guidance, setting an example, and directing members to improve while helping to solve organizational problems. In this study, the method used is qualitative research through literature study, which examines and synthesizes findings from research and theories that exist in previous scientific works. The findings indicate that collaborative leadership is a viable option for developing an Islamic education culture. With the increasing diversity of Islamic education in Indonesia, the leadership style applied must be integrated with Islamic values. As a creature of Allah SWT who maximizes the ability to allocate efforts in educational institutions, instilling Islamic character is very important and can be achieved through the implementation of daily behavior, which will ultimately shape the organizational culture. This study contributes to the understanding that the application of collaborative leadership in Islamic education has great potential to improve the quality of education and create a more inclusive and meaningful learning environment, with Islamic values such as ta'awun (mutual assistance), shura (deliberation), and ukhuwah (brotherhood) that support the principles of collaborative leadership.

Keterkaitan Penelitian Pendidikan Dengan Pendidikan Islam Di Indonesia

This study aims to determine the linkages between educational research and Islamic education in Indonesia. The method used in this research is (library research), also known as the data collection method, by understanding and studying theories from various readers related to this research. The data collection technique used by the author is to find and select theories from various reference sources such as books, journals, and existing research. The results of the author's analysis, namely the link between educational research and social research are focused on the process of social interaction between educators and students. academic learning activities. Educational research is a method used to solve problems that arise in the field of education. In addition, there are issues that include poverty and unemployment, and other factors such as learning, health, and development opportunities that can affect human development. As for how to improve teacher behavior in teaching, namely by understanding teacher needs and motivation, understanding teacher competence, understanding the teacher's role in teaching, teacher and student interaction, the main target of educational success

Analysis Of Islamic Education Policy in The National Education System Law No. 20 Year 2003

This study aims to analyze the Islamic education policy in the National Education System Law No. 20 of 2003. This law is a historical milestone for Islamic education in Indonesia as it provides clear legal recognition and legitimacy for Islamic religious education. The study discusses the content of the National Education System Law No. 20 of 2003 related to Islamic education, as well as the analysis of policies and strategies used to develop Islamic education in Indonesia. This research uses a literature review methodology, involving the search, selection, and evaluation of sources related to Islamic education policy in Indonesia, particularly in the National Education System Law No. 20 of 2003. In its analysis, the study shows that the National Education System Law No. 20 of 2003 provides sufficient space for the development of Islamic education, but greater and more integrated efforts are still needed between the government, society, and Islamic educational institutions to optimize the implementation of these policies. This research can serve as a reference for policy makers and Islamic education practitioners in developing Islamic education in Indonesia.

ANALISIS KEBIJAKAN PENDIDIKAN ISLAM INDONESIA DI ERA REFORMASI

In national education, Islamic religious education occupies a very important position in building human capabilities, having morals, being responsible and exploring all the potential that exists in humans. As a Muslim-majority country, the issuance of National Education System Law Number 20 of 2003 was a turning point in the continuation of Islamic education in Indonesia. Three important points are contained in the 2003 National Education System Law relating to Islamic education, which include: recognition of Islamic educational institutions such as madrasas and Islamic boarding schools, recognition of Islamic education as a subject in public schools and madrasas, and recognition of Islamic education as a value in national education system. The purpose of this study is to describe and explore how educational policy is in the reform era. This study uses a qualitative method which emphasizes ''Analysis of Islamic Education Policy in the Reform Era''. While for the preparation of this study using the method of study literature in search of data sources. Data is generated from several sources, in the form of books, journals and several research results related to research discussion.

The Philosophy of Islamic education Based on Moderation Diversity in Indonesia

Diversity is an essential condition that cannot be avoided in society. Religion has advantages and disadvantages. This study aims to describe the role of Islamic education philosophy based on the diversity that exists in Indonesia. There are three critical questions in this research that will be answered, namely, about the concept of Islamic education philosophy, the idea of moderation in Indonesia, and the implementation of the moderation philosophy of Islamic education in Indonesia. This research is a literature study and a theoretical study. Sources of data are based on primary data derived from existing theories and also from the results of research that has been carried out. Using a content analysis approach to explain how Islamic religious education is, the efficacy of moderation in Indonesia, and the three implementations of the philosophy of moderation based on Islamic Education in Indonesia, the research findings conclude that there are three concepts. The first is Islamic philosophy. Second education, from the idea of moderation in Indonesia and its implementation. The three Islamic religious education in Indonesia is based on moderation. The results of this study have many shortcomings, especially from data filing and data analysis, which have an impact on the conclusions found. Subsequent research can be carried out to complement and refine the results of this study.

Implementation of Supervisors as Agents of Change in Islamic Education in Indonesia (Case Study of Islamic Religious Education Supervisors in Kuningan Regency)

This article aims to reveal the implementation of the supervisor's role as an agent of Islamic education change in Indonesia and the impact of implementing supervision on teachers' performance. This research is field research using the method of observation, interviews, and documentation. The results showed that the role of Islamic religious education supervisors in Kuningan Regency was good, although it could have been better. The indicator is in carrying out the guidance for religious teachers, as expected. The relationship between implementing supervision by guiding teachers at schools is good, but it has yet to be optimal. It is due to the situation and condition of the school. Besides, many schools are fostered to be supervised, and the implementation of supervision significantly impacts the performance of Islamic religious education teachers. This is reflected in the implementation of teaching and learning activities carried out by the teacher and the current administration, and this indicates that the teacher has been able to feel the maximum guidance from the supervisor. The impact shown between the implementation of supervision on teacher performance is positive. With the more widespread discussion about improving the quality of education, this research will be a valuable input for existing regulations. Due to the limitations of this study, it is hoped that other studies will explore the aspects that have yet to be discussed in this study. The process of implementing teacher professionalism in the form of self-evaluation through teacher performance assessments is a new finding by the author on Islamic religious education supervisors in Kuningan regency, which has positive values in carrying out supervisory duties, so it will change the paradigm of supervisors in improving teacher competence, especially Islamic religious education teachers in Kuningan regency.

Implementation of Supervisors as Agents of Change in Islamic Education in Indonesia (Case Study of Islamic Religious Education Supervisors in Kuningan Regency)

Implementation of Supervisors as Agents of Change in Islamic Education in Indonesia (Case Study of Islamic Religious Education Supervisors in Kuningan Regency)

Relevansi Pemikiran Fazlur Rahman dengan Dikotomi Pendidikan di Indonesia

This paper has a purpose, to discuss the thought of Islamic education according to Fazlur Rahman with an education currently developing. He is a modern Islamic thinker who has the idea of combining general knowledge with Islamic knowledge by inserting Islamic education into secular education. Thus, a person will gain balanced knowledge. Data is collected using library research methods, analyzing Fazlur Rahman's thoughts and their current relevance. From the research results, it can be concluded that Fazlur Rahman's thoughts are relevant to Islamic education in Indonesia. The harmony can be seen in Islamic education because both have the same goal: an effort or process to produce dignified and integrative human beings. In terms of educational methods, it should go up to the stage of understanding and analyzing, not just the stage of memorizing. Regarding the education system, Fazlur Rahman gave the idea not to reject the Western education system. It is intended that Islamic education in Indonesia can dialogue and collaborate with other disciplines. Furthermore, educators are interpreted as people responsible for students' development by seeking the development of all potentials of students, both effective, cognitive, and psychomotor potentials. This must be supported by educational facilities in the form of educators, residents, budget, facilities, and infrastructure. Keywords: Islamic Education, Dichotomy, Modernity, Fazlur Rahman

INSTITUSIONALISASI HOME SCHOOLING DI INDONESIA: IMPLIKASI TERHADAP PENGEMBANGAN KURIKULUM PENDIDIKAN ISLAM DI EL-DINA HOME SCHOOLING CENTRE

The background of this study lies in the need for an inclusive, holistic, and innovative educational approach that integrates Islamic values comprehensively. This research aims to investigate the implications of institutionalizing home schooling on the development of Islamic education curriculum in Indonesia, with a focus on El-Dina Home Schooling Centre in Purwokerto. The research methodology employed a qualitative approach, using interviews and observations with students, parents, and teachers at El-Dina. The findings reveal that El-Dina implements an approach that emphasizes the uniqueness of students' characteristics, actively involves parents in the educational process, and integrates Islamic education holistically into their curriculum. The research concludes that the institutionalization of home schooling in El-Dina provides a positive contribution to the development of Islamic education in Indonesia by creating an effective and enjoyable learning environment. The implications and novelty of this research lie in providing guidance for the development of inclusive, holistic, and innovative Islamic education in Indonesia. In conclusion, this study highlights the potential of institutionalized home schooling to bring about positive changes in the development of Islamic education by considering students' uniqueness and actively engaging parents in the educational process.

The concept of Islamic education in Indonesia in the postmodernism era

The postmodernism movement is a new phase in the evolution of this era. Islamic education, particularly in Indonesian schools, confronts a number of challenges due to the postmodernism movement. Various problems experienced can come from internal or external. Therefore, this paper aims to analyze how the concept of Islamic education can be presented in the postmodernism period and how learning in the field of Islamic education faces it as an alternative for the next generation to remain superior humans beings. In this article, literature research is conducted with the description method, with the relevant books serving as sources and research materials, and Milles and Huberman data analysis techniques. In today's postmodernism, Islamic education must provide alternative learning to be in line with the era and always adjust to the progress of the era. Some alternatives in terms of education are applied in Islamic education learning. They are integrative religious education, multicultural education, gender equality-based education, religious moderation, and the role of teachers who are actively enganged in these solutions.

Policy and leadership of Islamic education in Indonesia during the Reformation Order

The purpose of this study is to analyze the policies and leadership of Islamic education in Indonesia during the Reformation Order. Research in this paper uses literature study, namely research whose subject is in the form of literature. The results of this study say that the government at that time had different policies in national education and religious education, including Islam. In this study, there were five presidential terms, namely those of Habibie, Abdurrahman Wahid, Megawati Soekarnoputri, SBY and Jokowi. With different leadership and policies by each president, the author analyzes national education policies and Islamic education during his reign. The results of the analysis are that first Habibie made the campus free from NKK intervention and review and changed PTN status to BHMN, Second Abdurrahman Wahid issued regional financial balancing laws, Third Megawati Soekarnoputri raised the degree of religious subjects or courses which became number one in education, equalizing between education under the auspices of the Ministry of Education and Culture and KEMENAG, both in terms of institutions, teachers and lecturers and students who are involved in it, Fourth SBY emphasized the administration of institutions and the prosperity of teachers, Fifth Jokowi the most famous breakthrough was the implementation of online learning due to the impact of Covid-19

RESPONDING TO MUHAMMADIYAH EDUCATORS IN THE AGE OF NEUROTECHNOLOGY: IMPLICATIONS FOR THE DEVELOPING OF ISLAMIC EDUCATION

There is a holistic differentiation of educational alliances which has received a warm response from multicultural Islamic education. The emergence of a homogeneous educational base with all its knick-knacks, giving rise to new cases or chapters in Islamic education. Haedar Nashir responded well to this in his scientific speech, as delivered on the 48th Mukhtamar Muhammadiyah day at UMS Surakarta, the content of his scientific speech was none other than the advancement of Muhammadiyah Islamic education in the Millennial era. This research responds to the polemic of Islamic education in Indonesia along with alternative approaches based on Islam in the current era. Estuary based on qualitative descriptive research about the rumors of Islamic education in Indonesia. This research is based on a qualitative approach to literature review. Data analysis was used with a content analysis approach. Notes The results of the study found that polemics about life and about learning, approaches, methods, information delivery, education management, and social media appear, in the present. The level of demands from the Ministry of Education and Culture and the Ministry of Religion that Islamic education is expected to be able to bring more enlightenment. But what is the power of Islamic education in Indonesia, it is still as usual, progressing not advancing and not retreating. Differentiation of educational alliances occurs everywhere, regardless of formal education or Islamic boarding school education. Researchers offer alternatives in the increasingly significant decline in education with several alternative approaches such as neuroscience-based learning, religious moderation-based learning, and knowledge management in Islamic education. The contribution and implications of this research lead to the improvement of Islamic education and learning based on Islamic studies, which in the current era are starting to be shunned by millennials and generation Z in the era of society 5.0. This research is a forum and foundation for the improvement and progress of Islamic civilization in the future.

ISLAMIC EDUCATION THOUGHTS OF KH. AHMAD DAHLAN AT THE YAMISA ISLAMIC BOARDING SCHOOL IN 1968

Islamic education is an educational system based on the Qur'an and Sunnah. Kh. Ahmad Dahlan in his thoughts on Islamic education based on the Qur'an and Sunnah. This must be accompanied by other sciences or what is commonly referred to as other general sciences in order to create individuals who are rich in knowledge outside of religious knowledge. The education system at the Yamisa Islamic Boarding School, despite applying the teachings of the Qodariyah Naqsabandiyah order. But in practice in line with Kh. Ahmad Dahlan in which the Yamisa Islamic Boarding School teaches its students about religion and includes other knowledge so that the students have broad knowledge. The methodology used in making this article is to use historical research methods which consist of several stages, namely heuristics, criticism, interpretation and historiography. The research method in this article uses the historical method. The first source collection was to find information and collect data from a book entitled Kh. Ahmad Dahlan (1868-1923), Rattan the Kiai: The Life Story of Mama Uyeh. Sources from the internet such as e-books, journals entitled understanding of education, Islamic Education Thought Perspective Kh. Ahmad Dahlan (1869-1923) and Kh. Hasyim Asy'ari 1871-1947(M): Comparative study in the concept of reforming Islamic education in Indonesia. and other articles such as the thesis entitled Islamic Education Thought According to Kh. Ahmad Dahlan. As well as interviews conducted with Mr. Heri Haris Mawardi as the administrator of the Yamisa boarding school. Islamic Education KH. Ahmad Dahlan at Yamisa Islamic Boarding School, although in practice there are differences in his flow because of NU and Muhammadiyah. However, in terms of the education system, it is not much different, because the thought of Islamic education at the Yamisa pesantren also applies the same thing as KH. Ahmad Dahlan in his education system. Namely, Yamisa Islamic Boarding School also implements a non-formal education system so that the education system can keep up with the times with openness to general knowledge so that students gain knowledge related to religion and the public.