Islamic Education Reform Research Articles

Tinjauan Pembaharuan Pendidikan Islam di Indonesia

Renewing Islamic education in Indonesia is the main focus in facing changing times. This article explores the renewal of Islamic education from historical and contemporary perspectives, highlighting the background, methodology, results and thoughts of key figures. The research method uses a literature study and literature study approach, with data collection through electronic sources such as Google Scholar and digital libraries. The results of the research outline the concept of Islamic education reform, the background to the reform in the 19th and 20th centuries, and the influence of the reform on Islamic education in Indonesia. The main focus is on the thoughts of reformer figures such as Muhammad Abduh and Rasyid Ridha, who pushed back to the teachings of the Koran and Al-Hadith, the spirit of nationalism, and local factors. Renewing Islamic education in Indonesia includes the integration of digital literacy, critical thinking skills, improving infrastructure, and strengthening the values ​​of tolerance. This article also identifies approaches to renewing Islamic education, ranging from Western orientation to Islamic orientation and nationalism. Thus, the renewal of Islamic education in Indonesia is a continuous effort to improve the quality of education, strengthen Islamic identity, and prepare a generation that is ready to compete globally.

Rational Thinking Of Harun Nasution: The Renewal Of Islamic Moral Education In Indonesia

Education aims to realize the perfection of civilization and human dignity. Education is also always in process and undergoing renewal according to the time required, all with a standard that produces good intellectual, moral, and spiritual qualities for students. Harun Nasution (1919-1998), as the object of this literature research, had progressive ideas and contributions regarding moral education in Islamic education reform, both in his thought arguments and in the development of institutions. This was confirmed when he was at IAIN Syarif Hidayatullah Jakarta by getting used to rational, scientific reform thinking to grow and develop at the Islamic University. In arguing for renewal, Harun emphasizes the importance of a sensible attitude in strengthening moral education so as not to be trapped in traditional thinking. Therefore, every ritual and other religious obligation taught in educational institutions must not be interpreted only as knowledge ordered according to law and its formal form but must aim to realize noble moral development. Therefore, the main instrument in building moral education for Harun Nasution is always to use ratio and heart to maintain balance in life. Students are seen as righteous when they understand that thinking or reasoning is the task of science, honing morals, and the heart is a religious task, but both must have a balance. The creation of spiritual and physical balance indicates upholding moral education. On the other hand, social inequality will occur when the balance of knowledge and morals is lost. Keywords : Harun Nasution, moral education, rational 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.

The concept of Islamic education reform KH. Ahmad Dahlan and its implementation in modern Islamic education

This study aims to determine the concept of Islamic education reform of KH. Ahmad Dahlan and its implementation in modern Islamic education. This research uses concept analysis from various works of K.H. Ahmad Dahlan and materials that become primary sources and secondary sources in various studies, then connected and analyzed through the content analysis process. This research has concluded that KH. Ahmad Dahlan's efforts to renew Islamic education were carried out among others by uniting traditional-based education systems and modern education systems, collaborating religious sciences and general sciences, and integrating Islamic religious education and general education which includes aspects of curriculum, methods and institutions. KH. Ahmad Dahlan also put forward five concepts, namely pragmatic, progressive, pedagogical, social which were applied in the Muhammadiyah organization. This research can be a scientific treasure in the treasures of Islamic education reform

The Existence of Islamic Education in the National Education System in Indonesia

Islamic education as a formal teaching material in Indonesia has experienced at least three phases, namely the first phase since the entry of Islam into Indonesia until the era of Islamic education reform in Indonesia, the second since the emergence of ideas for Islamic education reform, and the third since the creation of the National Education System Law (in 1989). This research aims to analyze the existence of Islamic education in the national education system in Indonesia. This type of research uses a qualitative approach with a literature study method. Data sources are quoted from credible pages such as Google Scholar and SINTA. Next, the data was analyzed and checked for validity through data triangulation. The results of this research conclude that Islamic education is recognized for its existence in the national education system, which is divided into three things. First, Islamic education as an institution, second, Islamic education as a subject, and third, Islamic education as a value.

Nurcholish Madjid's Ideas on Renewal of Islamic Education in Indonesia

This study aims to examine Nurcholish Madjid's thoughts on the reforms of Islamic education in Indonesia. This paper uses library research method by collecting sources from documents related to the theme of Islamic education reform. The sources are triangulated to determine their credibility and authenticity and then analyzed using content analysis. The results of the research found that Nurcholish Madjid proposed several important renewal ideas that can be applied to Islamic education in Indonesia, including modernization and secularization. Modernization in Islamic education can be applied in terms of the materials delivered and the education system while secularization in Islamic education can be promoted to give the right to think freely for every learner as a human being who has freedom of thought.

Konsep Pembaharuan Pendidikan Islam Versi Jamaluddin Al-Afghani

The aim of this research is to analyze Jamaluddin Al-Afghani's Version of the Concept of Islamic Education Reform. This type of research is a library study. Data collection with documentation. Data analysis with SLR. The research results obtained are that Jamaluddin Al-Afghani's version of the concept of Islamic education renewal is that Islamic education must continue to develop according to the needs of the times and can be integrated with modern science. Afghani emphasized the importance of education that fosters a critical, innovative and progressive spirit in thinking and promotes universal human values. Through its progressive and inclusive approach, Afghani advocates for Islamic education to play an active role in preparing individuals to face global challenges and strengthen Islamic civilization in the contemporary context.

Islamic Boarding School Education and Its Renewal According to K.H. Abdullah Syukri Zarkasyi

<p><span id="docs-internal-guid-58322240-7fff-08c2-9f15-13bca8e92631"><span>Education is currently faced with problems of crime and deviant behavior, which hinder the effectiveness of teaching Islamic teachings. Effective educational management and experienced leaders are required. One solution is to implement an integrated curriculum as proposed by KH. Abdullah Syukri Zarkasyi in reforming Islamic boarding school education. This research aims to understand the concept of Islamic boarding school education and its renewal according to KH. Abdullah Syukri Zarkasyi. This type of research is qualitative, using the literature review method by obtaining data through journals, books, and documentaries and comparing, contrasting, and critiquing data using thematic analysis techniques. The research results show that according to K.H Abdullah Syukri Zarkasyi, good Islamic boarding school education is based on the values of the five souls of Islamic boarding schools and is total. The reform of Islamic boarding school education that he proposed was rooted in the concept of the five souls of Pondok Modern Darussalam Gontor. K.H. Abdullah Syukri Zarkasyi emphasized three fundamental things in this reform: the totality of life in education, integral education, and Islamic boarding school education orientation.</span></span></p>

The Study of Jadidism in Soviet and Russian Historiography

The article provides an overview of the history of the study of Muslim reformism, known in the scientific literature as Jadidism, in the works of Soviet and Russian researchers. At first, it included only the reform of Islamic education, and later it began to be understood as a broader movement of “Muslim enlightenment” aimed at reforming the entire Muslim society. The study of the history of Jadidism in Russia began in the 1920s. Soviet scientists through the prism of the Marxist theory of the development of socio- economic formations. In the post-war years, Soviet historians and social scientists wrote critically about Jadidism. During the years of Khrushchev’s “thaw”, scholars tried to reconsider the essence of Jadidism in the socialist context of historical research through the reinterpretation of Islam as a specific Tatar national cultural heritage, called “mirasism”. A new stage of Russian historiography in matters of Jadidism began in the post- Soviet period, when Jadidism began to be seen as a social movement of Russian Muslims aimed at forming a nation of the European type. In general, it can be said that studies in Russian and Soviet historiography on the history of Jadidism in the Crimea, the Volga-Ural region, Central Asia and the Caucasus are distinguished by different methodologies and conceptual approaches, while works on the history of the Jadid movement in the Volga-Ural region are more complete. Despite the fact that there is no common understanding of the phenomenon of Jadidism in the Volga-Ural region, nevertheless, scientists of different directions (historians, philologists, Islamic scholars) have done a lot of work in studying this issue. In this regard, the history of Muslim reformism in the North Caucasus, in particular in Dagestan, is practically not studied. As well as there is no special work on this region.

Трансфер идей о реформировании исламского образования в Волго-Уральском регионе в Российской и Османской империях во второй половине XIX – начале XX в.: историографический обзор

The trends and evaluation of one of the manifestations of Jadidism – the reform of Islamic education in the Russian and Ottoman Empires in the second half of the 19th – early 20th centuries – are the object of strong interest from Russian and foreign researchers. The reflection in Russian and foreign historiography of the transfer of Jadid ideas in these empires during the indicated period is the subject of this article. Relying on the methodology of “cultural transfer”, the author attempts to study the coverage in historiography of both the process itself and its transfer agents. The article highlights the main mechanisms and key agents that determined the circulation of Jadid ideas in both areas. According to the author, Russian researchers, studying publications on the reform of Islamic education in periodicals, focused on the works of domestic Jadids and noted fragmentary ties with representatives from the Ottoman Empire. Turkish authors primarily turned to Ottoman periodicals, in which the works of Russian theologians and publicists of reformist dissent were published. They noted the activity of Russian Jadids in the process of intellectual exchange in Ottoman periodicals. The author concludes that the genesis, orientation and nature of social ties, as well as the mutual influence of ideas and social practices of Islamic communities of both countries in this historical period have not been properly studied, and the methodological tools of cultural transfer for studying this issue are insufficiently applied.

Women And Islamic Education Reform In Lombok Island: Study at Syaikh Zainuddin NW Anjani Islamic Boarding School and Darul Mujahidin NW Mataram Islamic Boarding School

Women are creatures of Allah SWT who cannot be underestimated because the presence of women is often a problem in the world of Islamic educationin chili, role limitations are an ongoing problem besides that Islamic education is stillface various fluctuations and this can be caused by various factors, including social norms, economic limitations, and the perception that women should play a role in the domestic sphere. In the view of Islam itself, women have an honorable and noble position in the view of Islam. Even women can feel equality and justice. Islam upholds the values ??of humanity, justice, equality and nobility. And this is what is needed in the reform of Islamic education in the world of education, especially Islamic boarding schools in Lombok. Islamic Education Reform at Syaikh Zainuddin NW Anjani Islamic Boarding School and Darul Mujahidin NW Mataram Islamic Boarding School has been able to answer questions and existing problems with several breakthroughs: firstly providing women's access to Islamic education, secondly providing influence and breakthroughs in Islamic education reform towards women's empowermentin the neighborhood Islamic boarding school. Besides this, Islamic boarding schools still have challenges that must be found solutions for the realization of reformeducation sustainable and able to elevate the achievements of Islamic boarding schools on the island of Lombok in the eyes of the world.

Inclusive Inclusive Education as An Effort to Deradicalize Religion in Indonesia

Inclusive-based Islamic religious education is an innovative and strategic approach to preventing religious radicalism. Inclusive Islamic religious education is also a form of Islamic education reform that emphasizes anti-discrimination, tolerance and mutual respect. This study aims to determine inclusive-based Islamic religious education in preventing religious radicalism in Indonesia. A qualitative method with the type of library research, examines a variety of related data, originating from the main data sources as well as supporting data sources that have a direct link with the research. The data obtained were then analyzed by conducting content analysis. The results of this study are in the form of findings relating to the implementation of inclusive-based Islamic religious education in preventing religious radicalism, namely it is found that (a) the goals of religious education are ideological-absolutistic or oriented towards pluralist-inclusive (b) the curriculum of religious education is more oriented towards rigid laws and exclusive into a love-oriented curriculum that is inclusive (c) normative-textual material becomes normative-contextual (d) exclusive-doctrinaire educators become inclusive-moderate educators (tawasuth). (e) The textualist-scriptura list learning strategy becomes an objective-positive approaches.

Тавассул, истигаса и рабита как элементы суфийской ритуальной практики в контексте критики дагестанскими реформаторами-просветителями первой трети XX века

At the beginning of the 20th century, the ideas of Muslim reformism spread widely in the North Caucasus. Dagestani enlightening reformers (renovationists) in their works dealt with a wide variety of issues, such as the reform of Islamic education, Muslim law, “the women's question”, combating obso-lete adats, etc. On the whole, the reformers had a positive attitude toward Sufism, but criticized such elements of Sufi ritual practice as tavassul, istigasa, and rabita. Some of them went to even greater ex-tremes and even denied the legitimacy of Sufism from the point of view of the Qur'an and the Sunnah. This mainly concerned such disciples and followers of Ali Kayaev (1878–1943) as Mukhammad Abdar-rashida al-Harakani (1900–1927), Mukhammad ‘Umari al-Uhli (1897 – the mid 1940s), Mas'ud al-Muhuhi (1893–1941), Abdarrahim al-Aimaki (died in the 1980s), and Magomed-Said Saidov (1902–1985). Dagestani renovationists of the first third of the 20th century were representatives of the ethical direction in Islamic thought characterized by a modernizing orientation in their programmes, including in matters of Sufism. They set themselves the task of spiritual education of the Muslims of Dagestan under the conditions of an industrial society and scientific advancement at the beginning of the 20th century. The issue of spiritual purification through a new perception of Islam was part of their pro-gramme aimed to form a new inner image and worldview foundations of a Muslim, a citizen of the country and an architect of a new society in a difficult transition period of the era. To do this, they as-pired to “adapt” religion by finding and interpreting new ways for the progressive development of socie-ty with the goal of peaceful and equal integration of Muslims in the North Caucasus into the Russian legal space.

Reforming Islamic Education in Iran: Creating An Emancipated and Creative Generation

This research focuses on the theme of Islamic education reform in Iran, which aims to produce an emancipated and creative generation. The Islamic Republic of Iran has implemented a series of education reforms that prioritize the development of technical and vocational skills, entrepreneurship, interpersonal skills, and the cultivation of students' character and morality. The goal of these programs is to prepare students to face the challenges of the global job market and to advance the Iranian economy. Moreover, the Iranian government has introduced a series of initiatives to promote critical thinking and creativity in its education system. For instance, it has integrated modern technology into its educational system, established research centers and incubators, and encouraged student participation in extracurricular activities. As a result of these reforms, many Iranian students have emerged as successful graduates in various fields, including technology, science, business, and arts. Therefore, this abstract concludes that the Islamic education reform in Iran has been successful in creating a generation of students who are equipped with the skills and knowledge necessary to compete in the global job market and contribute to the advancement of their country's economy. Furthermore, it has also fostered a culture of critical thinking, creativity, and innovation among students, which will be critical to the country's continued progress in the future.

Kontruksi Pemikiran Pendidikan Imam Zarkasyi Sebagai Reformasi Pesantren

The study describes Imam Zarkasyi's thought of reconstruction of pesantren reform. This study aims to explore Zarkasyi's thoughts to be implemented as a model of Islamic education reform for the modernization of Islamic society. The limitations of this research are the Zarkasyi curriculum, empowerment of organizational management, and ethics training in Islamic boarding schools. The findings were revealed in three main points. First, Zarkasyi believes that the Islamic Education curriculum should cover religious principles, as well as modern science. Thus, students are expected to master Arabic and English. Second, the management of the organization and waqf requires significant improvements to strengthen pesantren institutions in accordance with modern principles. Third, pesantren education emphasizes the values of sincerity, simplicity, independence, togetherness, and freedom to foster ethical awareness in Islamic education schools. The values above are expected to become the hallmarks of the Gontor Islamic Boarding School graduates.

Islamic Boarding School Reform and Multicultural Education

Islamic Boarding School education, in general, has not shown satisfactory results, based on stakeholder expectations. The existing Islamic Boarding School education system still requires serious studies to move towards better improvements. Reform of Islamic education, especially Islamic boarding schools, is an urgent demand because generations are faced with various multidimensional challenges of life. The role of pesantren as a means of education and socialization has its own meaning for its students as a place to seek knowledge and experience as well as a place to make friends and interact socially. During the period of study and socialization, students will meet a group of friends with very different personalities and habits. Therefore, the integration of multicultural values ??in Islamic boarding school learning can be an alternative model of multicultural education in society. Because the essence of multicultural education is not to implement the nomenclature of multicultural learning, but to realize the internalization of these multicultural values ??in people's lives constructed by pesantren. This research study aims to describe the reform of Islamic boarding schools and multicultural education. This type of research is library research, focusing on discussing literature in the form of books, journals, papers, and other writings, with a qualitative approach. In addition, the author also uses an interpretation method in order to achieve a correct understanding of Islamic boarding schools and multicultural education.

Reformation of Islamic Education in Indonesia

This study examines the Islamic education system, which continues to be an exciting discussion among education practitioners. This is a form of public concern and concern for the current objective condition of Islamic educational institutions, especially in Indonesia. This is library research, namely research sourced from library materials using a qualitative approach. In this case, the researcher explored several primary and secondary data with the following steps: reading and studying in-depth primary data such as books, journals, articles, theses, theses, and dissertations related to the discussion of Islamic education reform in Indonesia. The results of this study reveal that the long journey of Islamic education has provided various forms of Islamic education models in Indonesia. In this case, Islamic education also participates in the renewal of the education system in Indonesia. So, it can be said that Islamic education in Indonesia has a significant impact in terms of the turmoil of renewal and changes in the direction of education in Indonesia, both in the ideological and practical realms. Thus, the long journey of Islamic education in Indonesia is a manifestation of the reform of Islamic education and is the driving force and determinant of the direction of reforming Islamic education in Indonesia. So, it can be concluded that the reform of Islamic education in Indonesia can show how dynamic the journey of Islamic education in Indonesia is. This can be seen from the many different models of Islamic education that exist in the world of education in Indonesia.

MODERNIZING ISLAMIC EDUCATION IN THE MOST POPULATED MUSLIM WORLD

This paper discusses the homegrown endeavors in the most populated Muslim world to modernize Islamic education therein. It focuses on how the modernization of Islamic education comes out of efforts by the so-called traditional Muslim scholars in particular in reforming Islamic education. As a locus of analysis, it deals compara­tively with two largest Muslim populations, one in South Asia and another in Southeast Asia. The former is represented by India, and the latter is by Indonesia. This article argues that the traditional Muslim scholars have contributed significantly to the modernization of Islamic education in their own country respectively. It further argues that their position as traditional ` ulama ’ does not hinder their progressive role in reforming their respective Islamic institutions. They apply schooling system, adopting “secular” sciences for the curriculum and implementing teaching-learning methods like their reformist colleges and schools established by either the British or the Dutch colonialists. It goes on to say that the traditional ` ulama ’ both in South and Southeast Asia have a pivotal position in reforming Islamic education in such a way that rewriting needs to be undertaken in a more proportional way towards the discussion of Islamic education reform in both countries.

Pengembangan Wirausaha Marning Jagung Nuzea Terhadap Keahlian Berwirausaha Santri Pondok Pesantren Tarbiyah Islamiyah Desa Cinyawang Kecamatan Patimuan

Islamic boarding school is one of the Islamic education in Indonesia. Reform and reconstruction of Islamic education and its institutions need to be carried out, especially observing the development of the global world which requires every Islamic educational institution to continue to improve itself if it does not want to be abandoned by its devotees. There are still or not a few public perceptions that say that students have an image that is not positive enough in the entrepreneurial world. Another problem faced is the fate of the santri after 'study' from the Islamic boarding school. Employment opportunities for them are very small, especially if they do not have a general education provision. This research is a field research using a qualitative approach. The data in this study are primary data obtained from the Tarbiyah Islamic Boarding School and secondary data in the form of books that support this research. Methods of data collection using observation, interviews and documentation. The results showed that the Tarbiyah Islamiyah Islamic Boarding School in Cinyawang Village, Patimuan District, applied entrepreneurship to its students. Without eliminating its main characteristics as a boarding school, namely expertise in the field of religion. With this entrepreneurship, it encourages an economic independence in the Tarbiyah Islamic Boarding School environment. The impact in the development of entrepreneurship is not only felt by the students. But it also has an impact on the economy of Islamic boarding schools, alumni of students and also the surrounding community.

PENGERTIAN, TEORI DAN KONSEP, RUANG LINGKUP ISU-ISU KONTEMPORER PENDIDIKAN ISLAM

Learning starts from the understanding that Islamic education has a very important role in shaping the true Muslim personality. Generations of young Muslims must be educated based on the concept of Islamic education so that they can contribute positively to meeting the needs of the people and the general public. This learning study is very important in providing direction on issues of Islamic education reform such as learning methods, curriculum development and teaching approaches that are directly related to the effectiveness of Islamic education in Islamic educational institutions.The questions that arise are what is the meaning of contemporary issues, what are the theories and concepts of contemporary issues, and what is the scope of contemporary issues. In addition, this paper also explains the issues that occur and the renewal that gives rise to new thoughts along with the structural and cultural changes of the times in the field of education in an Islamic education institution.