Madrasa Schools Research Articles

A Study of Human Resources Planning at a Private Madrasah School in Lampung

This study aims to identify and reveal human resource planning in MTs (Wali Songo, al- Muhajirin, and Nurul Huda Madukoro, North Lampung). It uses an interpretive paradigm with a qualitative-descriptive method. While the approach used is phenomenologicalnaturalistic, the techniques used in data collection are in-depth interviews, participant observation, and document studies. In this study, the interview material was adjusted to the research focus through the following steps: 1) determining the person to be interviewed, 2) preparing questions that will be the subject of discussion, 3) initiating and opening the direction of the conversation, 4) conducting interviews, 5) recording or recording the results of the interview, 6) communicating the results of the interview, 7) copying the interview results into notes by making a selection. Observations were made using participant observation, where the researcher was directly involved with the activities of the object being studied. Document studies are used to strengthen data from interviews and observations. The results show the implementation of human resource planning in MTs with a closed and open planning system. Careful planning of human resources is the spearhead for the success of education, especially in madrasa schools.
 Keywords: Education in Indonesia, Human Resources, Madrasah

Values-based Curriculum and Pedagogy for 21st century Learners: School Practices in Nepal

Integrating values in curricular and pedagogical activities has become a pressing need to produce responsible social citizens with good hearts and great minds. To cultivate these traits, values need to be reflected in and be the part of school curriculum and pedagogy. In this context, school practices play a pivotal role to make values a part of everyday activity. This study attempts to examine such practices in public, private, and traditional/religious schools in Nepal. Schools were selected purposively by visiting their online profiles. Information was collected from twenty school heads via a semi-structured interview, school visits, and classroom observations. The study found that private and public schools have initiated teaching/integrating values through a range of curricular structures and pedagogical practices like happiness curriculum, IB curriculum, education in human values curriculum, living school curriculum, culture-based [sanskar] curriculum, progressive learning approach, and innovative pedagogical models. It was also found that schools have designed their internal curricula within the spirit of the national curriculum framework to integrate soft skills and values in regular lessons. Traditional/religious schools have been found blending general courses and certain religious values like Gurukul schools- teaching Vedic values, Madrasa schools- teaching Islamic values, Gonpas/Monasteries- teaching Buddhist/Tibetan values, and St. Xavier schools- teaching Jesuit values. Having these noticeable initiatives in values education in Nepal, effective endorsement from the policy level is required for visible impacts.

TEACHER’S EXPERIENCE IN TEACHING ENGLISH LANGUAGE AT A POORLY ACCREDITED ISLAMIC SENIOR SECONDARY SCHOOL (ALIYAH MADRASA SCHOOL) IN JAMBI CITY

The study aims at describing an uncertified non-civil servant teacher’s experience in teaching at a lowly accredited private aliyah madrasa school. The study was phenomenology research by means of qualitative data gathering. The data in the research was obtained from individual interviews. The research participant was an uncertified non-civil servant teacher working at a poorly accredited private aliyah madrasa school in Jambi city. The data analysis was conducted following phase of Colaizzi’s technique by finding and describing themes from the participant’s statements. The results of the study showed that the teacher encounter many problems in teaching at a poorly accredited private aliyah madrasa school, such as lack of teaching resources and support from the school administrators.

Technological revolution impact on Alquran interpretation system based on digital for Salafi Islamic school

This study discussed the technological Revolution and its impact on the integration system of the Qur'an based on anything digital in madrasa schools. Our data search is done electronically on several applications that discuss issues, especially reproduction and digital application systems. Under the phenomenological approach, we analyze the data by involving a data coding system and evaluation according to deep integration to get a good and reliable understanding of the relevant problems. Based on the study and the results, we can conclude, among others, that the understanding of the Qur'an in the technological era that interpretation based on digital applications has the support of various fires and scholars and has been used in madrasas and other Islamic education. This is because Islam does not close itself to the development of the times, which has an impact on the reading service system and the agreement of the holy book of the Qur'an. So hopefully, this friend gets the following research.

Model Kepemimpinan Demokratis dan Kharismatik: Studi Kasus di MAN dan MA Qosim Al Hadi Semarang

The principal at madrasah in the education system has a very important role as a determinant of whether a school is progressing or not. This study specifically aims to determine the madrasa school leadership model at MAN and MA Qasim Al Hadi in Semarang. The research on the two madrasah model includes qualitative research, which takes the research locus of public and private Madrasah Aliyah. The results showed that the MAN Semarang in leadership adheres to a bureaucratic democratic system of democracy. This means that everything is done in accordance with standard operating procedures with modern management. While the leadership model at MA Qasim Al Hadi, the education system is strongly influenced by the central figure who has been appointed by the foundation as the head of the school (kiai). It is the figure of the kiai who spurs all movements in the educational process. Implementatively, the leadership model of the Head of MA Qosim Al Hadi can be seen from his personality and democratic character. Apart from being based on personality type, it also depends on the status of the madrasa (private). Thus the leadership model of MA Qosim Al Hadi can be said to be a charismatic leadership pattern.

Comparison of Simple Additive Weighting and Fuzzy Multi Criteria Decision Making Methods in Determining Scholarship Recipients

Madrasah Aliyah Al-Karim is one of the madrasa schools in Central Bengkulu Regency. At the school once a year a scholarship program is held, one of which is a scholarship for the poor. So far, the data management process for prospective scholarship recipients is carried out starting from collecting files for prospective scholarship recipients, then filling in the names of prospective scholarship recipients in Microsoft Word. After that, an assessment of the data of the prospective scholarship recipients is carried out so that the final results can be known who are eligible and who do not deserve the scholarship. Comparison of Simple Additive Weighing and Fuzzy Multi Criteria Decision Making methods in determining scholarship recipients at Madrasah Aliyah Al-Karim is done by comparing the final results and processing time obtained from the results of applying the two methods based on the assessment data of each prospective scholarship recipient. In helping the comparison process of the two methods, an application was built using the Visual Basic .Net programming language and SQL Server database, where with the application you will see the comparison results of the Simple Additive Weigthing and Fuzzy Multi Criteria Decision Making methods. Based on the black box testing that has been carried out, the results obtained are that the functionality of the application runs as expected

Improving the Efficacy of English Instruction at Qawmi Madrasas (Islamic Seminaries) in Bangladesh

This study examined English teaching and learning (Grade 8 level) in Qawmi Madrasa schools, which are not recognized by the Bangladeshi government’s Education Department. The study investigated the improvements needed in Qawmi Madrasas English teaching programs to enable students to secure public university admission and Bangladeshi civil service positions. We conducted ethno-methodological surveys in 2018 with the students, teachers, and principals of eight Qawmi Madrasas in the south-central and southeastern areas of Bangladesh. The study found that the environment in Qawmi Madrasas in the south-central region was not conducive to English learning, in contrast to the situation in the southeastern region. In addition, teacher salaries and other resources were inadequate in the south-central region in comparison to the southeastern region. In the south-central region, the student interviewees commented that classroom resources, that is, English textbooks, should be more effectively implemented. The findings of this research also indicate an urgent need for teacher training in English-language learning in the south-central region to develop teachers’ skills in teaching methodologies and strategies.

Analisis Kesalahan Berbahasa dalam Imla’ Mahasiswa IAIN ‎Salatiga

This study aims to describe and analyze errors in the use of imla principles through a case study on students who learn Arabic at IAIN Salatiga, especially the imla’ subject. This study used a qualitative approach by including numbers as the reinforcement in drawing conclusions. The method used to collect data in this study included documentation, observation, and interviews. Whereas in analyzing the data, researchers used the Rusydi Ahmad Tha'imah’s method which included three steps of analysis, namely identification of errors (ta'rīf al-khatha'), description and classification of errors (tausīf al-khata') and interpretation and explanation of errors (tafsīr al-khatha'). The results of this study indicate that among the causes of errors, being one of them is due to linguistic factors namely writing rules and non-linguistic factors, as the students come from different schools or the level of ability of the students, in which students come from madrasa schools and public schools.

Local narratives of sexual and other violence against children and young people in Zanzibar

Understandings of violence, and especially sexual violence against children, must be situated within the local context. The 2009 Violence against Children Survey in Zanzibar indicated that 6% of girls and 9% of boys reported having experienced sexual violence before the age of 18 years. This paper reports on an in-depth qualitative study conducted in Zanzibar to provide further insights to these findings by examining the circumstances for sexual and other violence against children in Zanzibar. Twenty-four in-depth interviews with young people and 18 focus-group discussions with young people and adults were conducted in rural and urban Zanzibar. A further 8 interviews were conducted with parents and key stakeholders in government and NGO offices that provide services for children. The findings revealed that religious and cultural practices, which form the foundation of Swahili culture in Zanzibar, provide a moral frame for childhood development, but structural factors make children vulnerable to sexual violence. Both boys and girls are vulnerable to sexual violence in the home, neighbourhood, at school and, in particular, at madrasa or Qur’anic schools. As religion and culture are strong influences on childhood, preventing sexual violence at madrasa schools would strengthen the positive aspects of religious teachings for ensuring a safe childhood.

PERAN KEPEMIMPINAN KEPALA MADRASAH DALAM MENGEMBANGKAN BUDAYA MADRASAH

The leadership of madrasa plays an important role in improving strong madrasa culture since such culture is influenced by how far the leadership of madrasa guides this school activities, both tangible and intangible guiding to establish strong madrasa culture. The strong madrasa culture can be established by four dimensions, namely commitment, capability, cohesion, and consistency. The role of such leadership in improving strong madrasa culture is a series of precess from the entirely madrasa organizational systems.<br />The leadership role of madrasa in developing madrasa culture are to articulate the madrasa vision an mission, the values an belief within madrasa organizational, to create the madrasa symbol which is able to strengthen the unique of madrasa school organizational, to establish such reward system based on the norm and value of madrasa, to build the social and emotional relationship among teacher, student, and society based on the commitment and its mission and to design the structural of madrasa<br />Keywords: leadership, developing, madrasa culture<br /><br />

Secular and Koranic literacies in South Asia: From colonisation to contemporary practice

Abstract This paper explores the distinction between ‘secular’ and ‘Koranic’ schooling and literacy in South Asia. It begins by tracing an archaeology of the distinction between secular ‘literacy’ and religious ‘illiteracy’. It locates the emergence of the distinction in the colonial census of the 19th century, in the development of ‘English’ education, and the responses within madrasa schools. The second part locates these debates and their on-going importance within a contemporary ethnographic setting. It examines the relevance of the distinction in relation to women's literacy practices. The paper argues that both secular and religious literacy practices are significant for women's status and well-being, and illustrates the centrality of religious reading and learning in Bangladesh. The paper challenges the conventional distinction between religious and secular schooling and literacy, noting their complementary and overlapping nature.