Practice Of Islamic Education Research Articles

Pembebasan Kaum Perempuan dalam Tradisi Pendidikan Islam: Analisis Historis dan Kontemporer

This research explores complex issues related to Islamic education, social transformation, and gender inequality in society. The method used in this study is the literature review method, which is data collection by identifying relevant literature and then analyzed. The results of this research found that Islamic education not only contains religious aspects, but also reflects long socio-cultural dynamics. Problems such as slavery, colonialism, and power hegemony also influenced the complexity of Islamic education, with acculturation of values extending to various parts of the world. In addition, various views on the backwardness of women from the Structural Functionalism school to Marxist and Socialist feminism provide diverse insights. The importance of critical reflection on the values and practices of Islamic education is also highlighted in creating an inclusive society that supports gender equality. Although the concept of equality between women and men exists in Islam, social reality often does not reflect it, with strict social restrictions, especially regarding the role of women in society. However, views such as those expressed by Mernissi and Islamic historians show that women have equal rights and potential, prompting the need for a review of religious interpretations to create a more inclusive understanding and support gender equality. Keywords : Education, Women, Gender

Peran Organisasi Aisyiyah Dalam Meningkatkan Pengamalan Pendidikan Islam Indonesia

The aim of this research is to analyze the role of "Aisyiyah in improving the practice of Islamic education in Indonesia". This research uses library research, data collection techniques based on related journalsand expert opinions. The data analysis technique used is qualitative descriptive analysis. The results of this research indicate that the Aisyiyah organization was founded on May 19, 1917 AD. This organization began with the Sopo Tresno recitation association which was founded by K.H Ahmad Dahlan and Siti Walidah. The educational views of K.H Ahmad Dahlan and Siti Walidah who feel that it is important for women to get aneducation. Frobelschool is the first educational institution in Indonesia founded by indigenous peoples. Through the ABA Kindergarten which was pioneered by the Aisyiyah Organization, the Indonesian people have succeeded in preparing the nation's next generation for an even better future.

Manhaj Tarjih in Muhammadiyah Islamic Education Management

This research aims to determine the implementation of manhaj tarjih in managing Muhammadiyah Islamic education. This research method uses library research, using various sources such as books, articles, and others related to the object of study. This research shows that Manhaj Tarjih is very important in the management practices of Islamic education. Muhammadiyah emphasizes Islamic values, principles of justice and equality, community participation, and educational innovation. Keywords: Manhaj Tarjih, Muhammadiyah, Islamci Education Management

Perpekstif Pendidikan tentang Beramal dengan Hadist Dhaif dan Hukumnya Menurut Para Ulama

This research examines the role and practice of the dhaif hadith in Islam, especially in the context of Islamic religious education. Hadith, as the second source of law after the Koran, has an essential function in providing explanations (bayan) of the teachings of the Koran. This research uses a qualitative approach by reviewing literature from the opinions of ulama. The results of this research state that there are two main approaches to dhaif hadith. Some scholars think that dhaif hadith should be avoided and not practiced in any form, considering its weakness in the chain of transmission and the potential for error. Meanwhile, other groups of ulama allow the use of dhaif hadith, especially in the context of fadha'ilul a'mal (the importance of charity), as long as it does not conflict with the teachings of the Koran and stronger hadith. This research highlights the differences in these approaches and their impact on the practice of Islamic education. These findings are essential for educators and researchers in Islamic Religious Education to understand how dhaif hadith can or cannot be integrated into religious teaching and practice. This research also provides insight into the flexibility of interpretation in Islam and how this influences a dynamic and contextual approach to religious education.

Konsep Ta’dib Syed Muhammad Naquib Al-Attas dan Relevansinya dengan Pendidikan Karakter

This research departs from the phenomenon of the moral crisis that is happening now, which has spread to children, youth, parents and society in general. Therefore, character education is so important, because character education is also moral and etiquette education. If moral and adab education has been implemented, it will form good and noble human beings. According to Syed Muhammad Naquib Al-attas Among the basic educational concepts of Al-Attas is the concept of ta'dib. For him, the fundamental problem in Islamic education is the loss of adab values in a broad sense. This is more due to the ambiguity in understanding the concepts of tarbiyah, ta'lim, and ta'dib. Al-Attas tends to use the term ta'dib for the concept of Islamic education because if the concept of ta'dib is applied comprehensively, integrally and systematically in the practice of Islamic education, it is hoped that various human resource development problems can be overcome. An even more basic reason is adab which is closely related to knowledge, because knowledge cannot be taught or disseminated to students unless a teacher has the right adab towards knowledge in various fields.

The Concept of Islamic Education Based on Religious Humanism Said Nursi's Perspective

Said Nursi's first effort was to make people aware of the importance of education, where Islam is "education for the people." An awareness of the unity and cohesiveness of modern religion and science accompanies this effort. This is where Said Nursi's position emerges as a reformer who wants to make improvements to "save faith and Islam." Said Nursi, in the practice of Islamic Education has the character of religious humanism thinking, which is a spiritual concept that places man by the purpose of his creation by the Creator, as well as efforts to teach sciences while still being based on faith, understanding of the Qur'an, the last day and scientific synergy. This concept is an attempt to unite religious values with humanity. Religion is not only a belief system but also a humanitarian-oriented deal. Thus, Islamic education based on religious humanists in the perspective of Bediuzzaman Said Nursi is a concept that can develop human potential, both worldly and ukhrowi aspects, to create a balanced person about fellow beings (hablun minannas) and with the Creator (hablun minallah).

Islamic Education Practices Among Muslim Students at Sekolah Jenis Kebangsaan Cina (SJKC) Kulai 1

This study was conducted to identify the practice of Islamic education among Muslim students in Sekolah Jenis Kebangsaan Cina (SJKC) and to determine the most attractive topic among them. This study also aimed to explore the factors that influence the practise of Islamic education among Muslim students in SJKC. The quantitative techniques were used in this study through the uses of a questionnaire instrument, which was then analysed using the SPSS version.The study found that syahadah is the most commonly practised component among Muslim students at SJKC. The study also reveals that the Sirah is the most popular topic and the Islamic education teacher’s encouragement is the main factor that influences the practise of Muslim students on the subject of teachers and students and raises awareness of the value of Islamic Education subjects.

Analisis Hadis Riwayat Al-Tirmidzi Tentang Pendidikan Akal Menggunakan Aplikasi Jawami’ Al-Kalim

Analysis Of History Of Al-Tirmidzi About Reasoning Education Using Jawami' Al-Kalim Application Intellectual education is a very important thing, even ijtihad as the fruit of reason thinking is one of the most important sources of law in Islam. This study aims to analyze: 1) understanding of reason education 2) comparison of the hadith of al-Tirmidhi's history of reason education 3) the process of transmission and quality of the hadith of al-Tirmidhi's history of reason education 4) istimbath and application of the content of the hadith of al-Tirmidhi's history about intellectual education on the theory or practice of Islamic education. The research approach used is qualitative research with library research instruments and the research method used is descriptive method. In analyzing this hadith the author uses the help of the Jawami 'al-kalim application. The results of this study provide the following conclusions: 1) mind education is to shape the mindset of students towards everything that is useful, whether in the form of syar'i science, culture, modern science, awareness, thought, and civilization; 2) this hadith was narrated by several narrators such as Muhammad bin Isha At-Tirmidhi in the book Jami'u At-Tirmidhi hadith number 1245, Ahmad bin Hanbal in the Musnad Ahmad bin Hanbal book hadith number 21492, Abu Daud in the book Sunan Abi Daud hadith number 3121 and Abdullah bin Abul Ar-Rahman Ad-Darimy in the book of Sunan Darimi hadith number 168; 3) this hadith is a dho'if hadith but is a maqbul min hadith hasan li ghairi; 4) the results of the istimbath hadith show that the Prophet Muhammad provided broad opportunities for the development of reason in order to bring together humans with their own nature. This is relevant to the concept of education, namely reason and intellect must be developed.

Seeds of Extremism Amoung Student of Muhammadiyah School of Yogyakarta

This study aims to answer the suspicion that there are seeds of extremism in the practice of Islamic education, especially in the formal education path at the primary and secondary education levels. To test the veracity of this allegation, this research was designed in the form of a survey conducted by measuring the level of moderation of students' religiosity in several Muhammadiyah schools of Yogyakarta. The research instrument was arranged using a Likert scale which measures on three dimensions of religious moderation: social action, conceptual chomprehention and belief (Faith). Descriptive quantitative analysis is used to describe the level of moderation of 372 respondents of this cross-sectional study. The results showed that 38% of students had religious moderation in the high category and the rest were medium (60%). It is known that the medium and high level of student religious moderation is more or less determined by the role of the teacher who is still used as the main source for students in obtaining Islamic religious knowledge (50%).

The Urgency of Multicultural Islamic Education, Democracy And Human Rights In Indonesia

On the one hand, in the 4.0 era, contemporary Islamic education cannot avoid the phenomenon of interrelationships between human beings in the increasingly intensive and pluralistic systems of technology, information and communication. This era demands the practice of Islamic education with a multicultural perspective, democracy and human rights. On the other hand, there is an unpreparedness in the practice of Islamic education to face these challenges, such as teaching staff who do not understand multicultural education, learning materials and resources that are biased by social class, gender, ethnicity, religion, and urban areas. The purpose of this study is to determine the urgency of multicultural Islamic education, democracy and human rights in Indonesia, and to demonstrate the complexity of the challenges. The results show that multicultural Islamic education can be implemented by teachers, leaders, school members and campus communities in the 4.0 era if these stakeholders have a multicultural attitude, which is characterized by the ability to manage challenges of primordialism, ethnicity, religion and social class. The Islamic concept of Rahmatan Lil 'Alamin can be a solution and method of contemporary Islamic education practice that is in accordance with the learning material and the development of the student's soul.

PENDIDIKAN PLURALIS-TOLERAN DI LINGKUNGAN KELUARGA NGADAS PONCOKUSUMO MALANG

Ngadas is one of the villages that are strong in maintaining the customs of the Tengger Tribe. This village has followers of various religions, Buddhism, Islam, and Hinduism. The reality of this village's religious differences can become a source of conflict for the community if it is not appropriately managed. This study aims to describe the concept and form of pluralist-tolerant education in the Ngadas family. The qualitative approach and the type of case study research are used in this research. The research found that the concept of pluralist-tolerant education in the family environment in Ngadas is education that opens a vision to a broader horizon regardless of group, ethnicity, or cultural and religious traditions to realize universal brotherhood in line with Islamic teachings. This pluralist-tolerant education is carried out in an informal and early form. Meanwhile, the implications of the practice of Islamic education in the Ngadas village family are respecting the beliefs of others and acknowledging the existing religious reality.

1 FILSAFAT AL-FARABI DALAM PRAKTEK PENDIDIKAN ISLAM

This research is aimed to explore al-Farabi philosophy in the practice of Islamic education. Al-Farabi is called as “the second teacher” after Aristotle due to his ability to understand Aristotle, who was known as the first teacher in philosophy. He also was the first Moslem philosopher who tried to face and intertwine classical Greek political philosophy and Islam as well as possible. He also made effort to make the philosophy understandable under the context of religions. In this regard, Al-Farabi was also considered as the one preserving intellectual tradition of al-Kindi, although with higher competence and creativity, and more complicated sophistication and freedom thinking. While al-Kindi was prominent as literally Moslem philosopher, al-Farabi was admitted as the founder of philosophy study in Islam, which has been developed ever since. He was the Second Teacher and the next highest authority after his role-model, Aristotle. He gained fame for introducing the doctrine of “The Harmony of Plato’s and Aristotle’s Thinking.” His logical knowledge capacity is adequate and he was well-known as Abu Nashr or Abu Naser among Latin philosophers. The philosophy of al-Farabi reconstructs the practice of Islamic education with the presence of integrality of naturalist nativits with empiricist. This brings together the belief that what someone has is important and the presence of empirical experience influence. In the context of learning process, a teacher might give learning experience which develop students’ potential, talents, and interests in defining themselves in time. 
 Key words: al-Farabi philosophy, Islamic education, Harmony

Integrasi Keilmuan dalam Pendidikan Islam Perspektif Pemikiran Ibnu Sina dan Mahmud Yunus

This article aims to explore the concept of Islamic education thought initiated by Ibnu Sina and Mahmud Yunus. The concept of Islamic education thought both have a relationship with each other. Islamic education according to Ibnu Sina and Mahmud Yunus prioritizes the integration of religious knowledge and general knowledge. The concept of thinking about the goals, methods and curriculum is second and can be used as a philosophical basis in the practice of Islamic education. The balance between the science of religion and the general science that he put forward must be done so that there is no dichotomy of science. Because the purpose of Islamic education is to deliver students to achieve happiness in the world and the hereafter. So that the study of religion and general science is carried out in a balanced manner.

The Practice of Science and Religion Integration: Students’ Perspective on Muhammadiyah Pesantren

Islamic educational institutions in Indonesia have an important role in implementing science either from Islam, or the West with the breadth of knowledge. This study seeks to reveal the practice of Islamic education that integrates science and religious knowledge together. By taking the subject of students at Pondok Shabran, Surakarta, this qualitative research captures the extent to which the application of the integration of Islamic and Western knowledge is able to strengthen the understanding of students so that they get a portion that suits their needs. The result of the study shows, first, that the integration of knowledge through classroom learning has implications for improving the thinking skills of students. Second, the assignment given by the teacher gives students the freedom to read various kinds of Western literature that strengthens Islamic arguments.

Urgensi Model Pembelajaran Interaktif dalam Meningkatkan Prestasi dan Motivasi Belajar Siswa dalam Mata Pelajaran Pendidikan Agama Islam

In learning Islamic Religious Education (PAI) students need a learning model that is appropriate and precise in its characteristics. Learning model is termed by interpreting a broader scope than the learning method or strategy. Therefore, the learning model can be interpreted as planning which is used as a reference or rule in the learning process carried out in the classroom and can be a determinant of learning equipment such as teaching materials, books, curriculum, and so on. So it can be said that the learning model is a directional framework from the educator for the teaching process. This research tries to present an overview of the learning problems of an interactive model in the practice of Islamic education. Islamic education is now faced with various kinds of challenges, demands and needs that have never existed before. So it is not enough with just one learning model, it takes innovation in the renewal of the learning model that is tailored to the system needs, curriculum, human resource competencies, infrastructure, and others. If not, then Islamic education in practice will be increasingly left behind because it becomes a problem of learning models that do not adapt to developments. This research uses a literature study approach, data collection through text studies, then the data obtained is analyzed using content analysis. This method intends to analyze the problems of interactive learning in Islamic education practices. So it becomes a solution if the urgency learning model is made into a good innovation from its weaknesses and strengths. Because the learning process of students will be considered more effective if students after learning can find out something that was not previously known. So, learning achievement will change for the better with a change in new behavior in the level of reason, knowledge, thinking or advancement of physical potential.

Diskursus Kurikulum Pendidikan Islam, Konsep dan Implementasinya

This study aims to discuss the concept of curriculum in an Islamic perspective originating from the interpretation of the verses of the Qur'an and Al-Hadith (Qurdis), their relevance/comparison with curriculum theory in general, and their implications in Islamic education. Using descriptive qualitative methods with literature studies, the researcher concludes that there are many interpretations of the curriculum in the practice of Islamic education, especially in Indonesia so that it has implications for the diversity of Islamic religious-based education systems in Indonesia, ranging from the school system, madrasas to Islamic boarding schools. In the pesantren itself, there are various styles of the education system, such as salaf, modern and a blend of salaf and modern boarding schools.

Ideologi Keagamaan, Partai Politik, dan Pendidikan Islam: Refleksi Pemikiran Hasan Al-Banna di Sekolah Islam Terpadu Ukhuwah Banjarmasin

This study aims to analyze the relationship between Hasan Al-Banna’s thoughts and the practice of Islamic education at Sekolah Islam Terpadu Ukhuwah Banjarmasin. This is a qualitative research by combining literature study and field study and conducted at that Islamic school. The data is collected through observation, interviews and literature study. The analysis reveals that the of Islamic education at Sekolah Islam Terpadu Ukhuwah Banjarmasin not only has a relationship with Hasan Al-Banna’s thoughts, but has an emotional and ideological connectedness to the Muslim Brotherhood and Partai Keadilan Sejahtera (PKS). In addition, the practice of Islamic education at the school has ideological and applicative relevance to Al-Banna’s educational thinking. His thoughts become the ideological foundation of the school and then implemented in its curriculum and educational process. Specifically, the inspiration of the school’s educational practice comes from the Tarbiyah movement of the Muslim Brotherhood. It can be concluded that Sekolah Islam Terpadu Ukhuwah Banjarmasin makes Al-Banna’s religious ideology the foundation of its education, and, furthermore, is the actualization of the Tarbiyah Movement and the media for the educational actualization of Partai Keadilan Sejahtera (PKS). Keywords: Hasan Al-Banna; Islamic Education; Integrated Islamic School

ISLAMIC EDUCATION VALUES IN BUILDING A SPIRIT OF RELIGIOUS HARMONY IN WINDU VILLAGE

Windu Village is one of the villages in the Karangbinangun District, Lamongan which has itsuniqueness, ownnamely the existence of two adherents of different religions, namely Islam and Christianity who live in harmony with one another. The creation of this harmony cannot be separated from the values ​​of Islamic education taught in the village of Windu, whether organized by schools or the community. The purpose of this study is to describe, analyze, and interpret the phenomena of socio-cultural life based on empirical data obtained in the field (ideographical) regarding: 1) the values ​​of Islamic education which are used as a foothold in building religious harmony in Windu Village, Karangbinangun District. Lamongan; 2) reasons for the practice of Islamic education as a spirit to build religious harmony in Windu Village, Karangbinangun Lamongan District; and 3) the process of implementing Islamic education to build religious harmony in Windu Village, Karangbinangun Lamongan District. This research is a qualitative research with a type of phenomenology. Data collection techniques using participant observation techniques, in-depth interviews, and documentaries. The technique of determining informants using purposive sampling and snowball sampling techniques. The data analysis technique uses the interactive model analysis technique of Miles and Huberman. While the data validity test technique used triangulation technique. The results of this study indicate that: first, the values ​​of Islamic education which are used as a foundation in building religious harmony in Windu Village are the values ​​of knowing each other (ta'aruf), moderate (tawasuth), tolerant (tasamuh), mutual help (ta'aruf), moderate (tawasuth), tolerant (tasamuh), mutual help (ta'aruf). 'awun), and balance or harmony (tawazun).

The Implementation of Prophetic Education at Junior High School Level

The current educational process is moving from a monotonous, indoctrinate, teacher-centered, top-down, mechanical, verbal, and cognitive process. However, there is an impression that the current practice of Islamic education is sterile from the context of the reality that it is unable to contribute to the various problems that occur. One of the educational problems in adolescents is reflected in the data from the social services. There are five of the eight cases handled by the social service for the protection of women and children are juvenile delinquency cases. Therefore, we need an interpretation and reorientation as well as a paradigm shift from current educational practices. As Muslims, we have the Messenger of Allah as a role model for education. The teaching prophetic techniques and methods can change generations and create a masterpiece in the form of khairu ummah. Among the principles of prophetic education is to strengthen faith before studying the Qur'an. Prophetic education also has a basis on which to become the foundation. The implementation of prophetic education itself consists of several processes, namely planning, organizing, implementing, and evaluating. This study aims to examine the entire process of implementing prophetic education at the secondary school level, especially in SMP Bina Insan Boarding School. The research method used is field research and library research. The data are then analyzed theoretically and philosophically for further conclusions.

Family Education and Child Socialization in Observant Muslim Community of the Republic of Tatarstan

The paper is devoted to the study of practices of Islamic education in right-wing observant Muslim families, namely of their homeschooling. The paper focuses on (1) how Muslims and their children cope with difficulties in observing Islamic precepts and performing the ritual side of religion in public schools, (2) what aspects of standard secular education and school environment prevent children from adopting Islamic worldview, (3) what educational practices are used by parents for religious education of children. As observant respondents affirm, homeschooling provides opportunities for maximum immersion of a child in the environment of a religious community. An informal approach to educational process and an individual schedule frees up some time for learning the basics of Islam as well as allows children to spend more time with parents and the external religious environment. According to advocates of homeschooling, this ensures a smooth and non-violent adoption of religious values and better acquisition of moral norms. However, the paper concentrates also on the opinion of Muslims, who do not support homeschooling. Namely these respondents argue for desirable control over religious homeschooling, which should be provided by state institutions as well as by registered religious organizations.