Modernization Of Islamic Education Research Articles

Educational Construction in Ibn Khaldun's Philosophy: Literary Analysis and Contribution to Contemporary Islamic Education

This article aims to analyze the construction of education in Ibn Khaldun's philosophy and explore its contribution to contemporary Islamic education through a literature-based approach. Using library research methods, this study examines Ibn Khaldun's major work, Muqaddimah, along with various secondary literatures that discuss his philosophical views on education. The findings reveal that Ibn Khaldun views education as a gradual social process, emphasizing practical and moral learning, and the importance of critical, non-dogmatic education. This concept is relevant to the challenges of modern Islamic education, particularly in efforts to integrate intellectual and ethical education to build a generation that contributes to the advancement of civilization.

Problematika Metode Pengajaran dalam Pendidikan Islam Modern

Teaching methods play an important role in achieving educational goals, including in modern Islamic education. However, in practice, there are a number of problems faced by educators. With a literature study approach, this paper aims to identify and analyze various challenges that arise in the application of teaching methods in modern Islamic education, such as the gap between the curriculum and social reality, the dominance of conventional teaching methods that are less interactive, and the limited use of technology. The influence of globalization and technological developments also affect student learning patterns and pose new challenges in maintaining Islamic identity and values. To overcome these problems, innovation is needed in teaching methods, integration of technology in learning, alignment of the curriculum with the needs of the times, and improvement of the quality of educators. Thus, modern Islamic education can be more relevant and effective in forming a generation of Muslims who are noble, intelligent, and able to compete in the global era.

Community-based Islamic education: Democratizing learning through local wisdom

This study examines the role of community-based education in the context of Islam as a means of democratizing education and integrating local wisdom, motivated by the need for a more inclusive and responsive education system. Using a literature study method, this research analyzes primary and secondary sources related to Islamic education, democratization, and local wisdom. The results reveal that community-based education has strong historical and normative roots in Islamic tradition, reflected in various forms of traditional educational institutions such as mosques, kuttabs, and pesantrens. This educational model is proven to encourage active community participation, decentralization of decision-making, and integration of local values into the curriculum. However, its implementation faces challenges in balancing national standards with local autonomy, as well as potential conflicts between universal Islamic values and local cultural practices. This study highlights the complexity of integrating local wisdom into modern Islamic education in the era of globalization, paving the way for further research on optimal mechanisms for adapting this educational model to increasingly diverse Muslim societies.

Pembaharuan Pendiidkan Islam

The update in Islamic education is a crucial response to the evolving dynamics of social, technological, and cultural aspects. This article explores the concept of modernization within the context of Islamic education, emphasizing the importance of maintaining the relevance of religious values while embracing advancements in science and technology. The discussion encompasses the scope of Islamic education, aiming to nurture individuals who are devout and of high quality, along with research methodologies adopting a literature review approach. Furthermore, the article analyzes the understanding, scope, and teaching methods in Islamic education, as well as the background of educational reforms in Indonesia. The research concludes that the modernization of Islamic education presents both challenges and opportunities in maintaining its relevance amidst changing times.

Kiprah KH. Sahal Suhana Tokoh Pendiri Pendidikan Islam Modern di Kabupaten Kuningan Jawa Barat, 1994-2016

Education in Indonesia has a long history of producing intellectual figures from local to national. In the Kuningan region, West Java, there are intellectual figures who are active in the field of education. This thesis aims to find out how KH. Sahal Suhana in driving education in the Kuningan Regency area, West Java in 1994-2016. This research uses historical research methods. The steps include heuristics, verification, interpretation, and historiography. The results of this research are the role of KH. Sahal Suhana, a person who was not born from Kyai descent, was able to take part in becoming a Kyai by becoming the pioneer of the founder of the largest Modern Islamic Education in Kuningan Regency, West Java and growing rapidly, including the Husnul Khotimah Foundation and the Al-Multazam Husnul Khotimah Islam ic Education Foundation. As a pioneer figure who is active in the world of education, he has succeeded in creating new breakthroughs in eliminating the negative stigma of Islamic boarding schools, such as dirty students, dirty water, always wearing sarongs, lagging behind in technology and other problems. In modernizing Islamic education through the Islamic Boarding School KH. Sahal Suhana has succeeded in changing the public's mindset towards the negative stigma of Islamic boarding schools, and in the curriculum has succeeded in developing science and technology for the students, and in terms of facilities and infrastructure has succeeded in completing the foundation's facilities to support learning.

Forms of Modernization of Islamic Education in Türkiye in the 19th Century AD

Discussion of the modernization of Islamic education in Türkiye is nothing new. This remarkable writing about Turkish history in every perspective, makes the specificity of this article about the history of education born in Turkey. The learning method for educational modernization carried out in Turkey shows that it has been going on for a long time because of modernization for other Muslim countries that have been paying attention to education for a long time. Based on this article, it is discussed, in order to trace the background to the emergence of educational modernization in Turkey. This is to find forms of modernization as was done during that time in the field of education. So the birth of educational modernization is the impact of this situation that occurs in the social, political and economic system in Turkey. The factors of European expansion, rigid bureaucratic systems, the progress of European countries were the culmination of social change in Turkish society, giving rise to the Modernization of Education. As a result, policies and orientations emerged that brought progress to Turkey in the timing and future of exchanges. Educational modernization is a school model established by the government and society to use the curriculum implemented in schools. The treatment is carried out by adding modern science, let religious sciences be in their position, and disappear and then reappear and ultimately integrate religious knowledge with modern science is a progressive action in advancing education. Education in the form of Turkish modernization began in the 18th century, continued in the 18th century, 19th century to 20th century; Establishment of schools, empowerment communities, curriculum development, and rationalization of liberation in Turkey.

Mapping the Modernization of Islamic Education: A Bibliometrics Analysis of Research Trends from 1965 to 2022

Mapping the Modernization of Islamic Education: A Bibliometrics Analysis of Research Trends from 1965 to 2022

Integration of Al-Kindi's Holistic Education Philosophy and Its Relevance to the Implementation of the Independent Curriculum in Madrasah Aliyah

This research examines the integration between Al-Kindi's holistic education philosophy and the implementation of the Independent Curriculum in Madrasah Aliyah, highlighting the need for a more inclusive and holistic educational paradigm. The background of this research is rooted in contemporary challenges in education that demand a holistic approach to curriculum development and teaching methodologies. The purpose of this paper is to analyze the suitability and potential synergy between the two approaches in the context of modern Islamic education. This research used a qualitative research paradigm with a literature approach, where data was collected from various literature related to the topic of discussion. The data is then verified and analyzed systematically to be presented in a structured manner. Key findings suggest that this integration supports the development of student-centered curricula and enhances diverse and interactive teaching methodologies. Implications include the need for teacher professional development, adequate resource allocation, and strategic partnership building to support the implementation of holistic approaches in education.

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

Relevansi Pemikiran Pendidikan Abdullah Nashih Ulwan dalam Pendidikan Islam Kontemporer

This research examines the Islamic education thought of Abdullah Nashih Ulwan, a 20th century educational figure who is influential in the development of contemporary Islamic education. Ulwan offers a holistic concept of education by emphasising the cultivation of tawhid, noble character, balance, and the important role of parents and teachers. The research method used is a literature study by analysing Ulwan's main work, "Tarbiyatul Aulad fil Islam" and other relevant sources. The findings show that despite criticisms, Ulwan's thoughts are still relevant and can be implemented in modern Islamic education by adjusting strategies and methods according to the times. Ulwan emphasized the importance of instilling the values ​​of monotheism, noble morals and balance in children's education from an early age. He recommends effective educational methods, such as example, habituation, advice, educational punishment, and rewards. Apart from that, Ulwan also emphasized the important role of parents and teachers in the child's education process, as well as the importance of physical and social education for children.

Multiculturalism: Unveiling Intercultural Communicative Competence in Modern Islamic Education

This research explores integrating multiculturalism and Intercultural Communicative Competence (ICC) in modern Islamic education. This research method is a qualitative study of existing literature. This research uses a literature review approach to explore the definition and dimensions of ICC, the challenges and opportunities in its integration into Islamic education, and the impact of multiculturalism on forming the Islamic education paradigm using thematic analysis of the Miles and Huberman model. Findings suggest a different understanding of ICC, which includes cultural awareness, cross-cultural sensitivity, and adaptive capacity. Despite efforts, challenges like resistance to Western influence and conceptual barriers still exist in integrating ICC into Islamic education. Promising practices, including collaborative approaches between Islamic and non-Islamic educational institutions, show potential for increased integration. Multiculturalism significantly influences educational approaches, offering opportunities to foster cross-cultural understanding and tolerance. Recommendations for future research include further exploration of effective teaching strategies, the development of inclusive learning methods, and longitudinal studies to assess the long-term impact of ICC integration in Islamic educational settings.

Integration of Islamic Noble Characters and Sundanese Local Wisdom to Realize Modernization of Islamic Education

Education in Islam has three basic concepts consisting of Al-Tarbiyah, Al-Ta’dib, and Al-Ta’lim. The three basic concepts has the main goal to achieve ‘Insan Kamil’. This article aims to identify the integration of Islamic noble characters and Sundanese local wisdom to realize modernization of Islamic education. This study employs qualitative method under descriptive approach. The findings assert that Islamic noble characters framed in the acronym of FAST which is described as Fatonah (intelligent), Amanah (trustworthy), Sidik (honest), and Tablig (the person who delivers the mandate). Meanwhile the Sundanese local wisdom framed in the term of Catur-Sila which is described as Silih Asih (loving each other), Silih Asah (educating each other), Silih Asuh (giving knowledge each other, or teaching each other, or educating each other), and Silih Wawangi (making proud each other). In the context of technology 4.0 era, the integration of Islamic noble characters and Sundanese local wisdom is expected to realize modernization of Islamic education at which every Moslem is able to learn Islam in modern ways which is not only having “Insan Kamil”, but also having 4Cs 21st century skills, i.e.: creative thinking, critical thinking & problem solving, communication, and collaboration.

MODERNIZATION OF ISLAMIC EDUCATION A Network Study of Integrated Islamic Schools in North Sumatra

MODERNIZATION OF ISLAMIC EDUCATION A Network Study of Integrated Islamic Schools in North Sumatra

RELEVANCE OF AHMAD DAHLAN'S CONCEPT OF RENEWING ISLAMIC EDUCATION TO TODAY'S EDUCATION

This study investigates the relationship between the philosophical works of KH Ahmad Dahlan and modern Islamic education. This research focuses on this question and the problems facing the modern Islamic education system, which is characterized by the need to integrate traditional Islamic teachings with contemporary educational demands. This research also examines how Dahlan's thinking can help bridge these problems. This paper interprets Dahlan's educational philosophy through analysis of historical texts and modern educational theory. This is done using a qualitative methodological approach. These results indicate that Dahlan's emphasis on critical thinking, rationality, and community involvement in education is in accordance with current educational needs. This study concludes that Dahlan's approach offers an important perspective on curriculum development and pedagogical strategies that are rooted in Islamic traditions and adapt to the needs of modern society. In a broader context, this research emphasizes the possibility of change in Islamic education that considers the spiritual and practical aspects of modern education.

Manajemen Pemasaran Lembaga Pendidikan Islam (Pesantren Modern Darul Ilmi Indonesia)

This research aims to determine the marketing management of Islamic educational institutions at the Darul 'Ilmi Indonesia Islamic Boarding School. This research uses qualitative research methods. This research was carried out at an Islamic boarding school, namely the Darul Ilmi Indonesia Modern Islamic Boarding School, which is located on Jl. Raya Puncak Gadog, Pandan Sari Village, West Java, RT.01/RW.03, Ciawi, Kab. Bogor, West Java 16720. Primary data sources were obtained through interview activities with resource persons from the leadership of the Darul Ilmi Indonesia Modern Islamic Boarding School, teaching and education staff, santri guardians, and santri. Data analysis uses the Miles and Hubberman model by reducing, verifying and drawing conclusions. From the research results, it can be concluded that the competitive advantage of modern Islamic boarding school or Islamic boarding school programs can be presented by prioritizing the quality of the educational programs offered. The quality of an educational program is of course reflected through the input, output, process and educational outcomes achieved.

Islamic Education During the Abbasid Dynasty and the Development of Modern Islamic Education

Education is a teaching and learning process that involves interaction with the surrounding environment. Islamic educational institutions strive to increase students' faith, understanding, appreciation and experience of the Islamic religion, so that they become individuals who believe and are devout in their personal, social, national and state lives. Islamic education has developed since the time of Rasulullah SAW., Khulafaur Rashidin, Bani Umayyah, Bani Abbasiyah, and continues to develop until now. The progress of Islamic education was especially visible during the Abbasid dynasty. This article aims to discuss the concept of Islamic education during the Abbasid Dynasty and the development of modern Islam. The research method used is descriptive qualitative, with sources of information from various print and online media regarding this topic. The research results show that Islamic educational institutions during the Abbasid Dynasty can be categorized into three types. First, informal educational institutions such as the ulama's homes. Second, non-formal educational institutions such as kutabs, mosques, bookstores and libraries. Third, formal educational institutions such as madrasas. The many types of educational institutions are in accordance with Islamic teachings which require studying as a form of worship, so that places of study are not limited to just one location.

K.H. Hasyim Asy'ari's Thoughts and its Relevance in Modern Islamic Education

This research is intended to examine Hasyim Asy'ari's thoughts on the book Adabul Al-'Ālim Wa Al-Muta'allim Fī Mā Yaḥtāju Ilaihi Al-Muta'allim Fi Ahwal Ta'limihi Wa Ma Yatawaqqafu' 'Alaihi Al Mu'allim Fi Maqāmātihi Ta 'limihi Chapters 1 and 2 are relevant to modern education today. This type of qualitative research uses data collection techniques from books, journals, the web and others. The focus of this research is on figures that are relevant to current developments.

Islamic Education Perspective of Mahmud Yunus

The thinking of Islamic education in the perspective of Mahmud Yunus is a holistic and innovative approach that emphasizes the integration between Islamic teachings and modern knowledge, character building, inclusivity, and the use of participating teaching methods. The contribution of Mahmud Yunus' thought in the field of Islamic education has not only had an impact at the conceptual level, but also seen in its implementation in modern pesantren educational institutions in Indonesia. Many of the holistic and innovative principles he proposes have been applied successfully, helping to shape Islamic education that fits the demands of the times and the needs of the Indonesian people. The goal of Islamic education is to create Muslim individuals who are strong in faith, have noble character, are knowledgeable, and have practical world skills. Mahmud Yunus also championed an Islamic education curriculum that unites religious knowledge and general science, as well as integrated Arabic language teaching. His thinking influenced modern pesantren educational institutions in Indonesia in developing holistic and modern Islamic education in Indonesia.

Comparison Of Islamic Education Modernization Of Imam Hatip Anatolian Turkish School With Al-Azhar Islamic School 9 Yogyakarta Indonesia

The Imam Hatip School is the focus of modern Islamic education by Turkish society. In addition, the purpose of the study is to prove that Islamic schools in Turkey modernize Islamic education in Imam Hatip schools. Of course, Islamic educational institutions present an education system that produces students who have general knowledge and are supported by good religious knowledge. Al-Azhar Islamic High School 9 Yogyakarta Islamic education still maintains its religious identity in the same way as Islamic boarding schools and madrasas, but there are some that have carried out a renewal agenda in response to the guidance of modern times. The consequence of Islamic school education is with high school administration in the modern Islamic Religious Education system today. The modernization of Islamic education in Turkey and Indonesia cannot be separated from the role of reformers who received enlightenment from the modernization movement in the field of education. The modernization aspects that need to be considered in educational institutions include: by adding modern science and Islamic religious science.

Innovation of Educational Curriculum in Salafiyah Islamic Boarding Schools

This article is presented to describe the innovation of developing Islamic education curriculum at Riyadlul Mubtadiin Islamic Boarding School. which includes: development of learning approaches, learning systems, learning methods, the process of involving educational stakeholders. The method used in this study is a qualitative method, with a historical-instructionalist approach, with an approach able to see every side of development in the perspective of the History of Islamic learning. The result of this paper is the modernization of Islamic education at the Riyadlul Mubtadiin Islamic Boarding School including the development of a learning curriculum from pure salaf to semi-salaf. The learning methods taught are very varied, different from before. There is an evaluation of the program carried out both quarterly and every six months. Evalausion includes: Spective, Cognitive and Psychomotor. As well as the involvement of stakeholders, especially alumni, in determining the policy direction of institutional development.