Problems Of Islamic Education Research Articles

Problematika Pendidik dan Tenaga Kependidikan Islam di Bojonegoro

: Islamic education has an important role in shaping the character and morality of individual Muslims, as well as ensuring the continuity and dissemination of Islamic religious values. In Islamic educational institutions, the role of educators and education personnel is crucial in carrying out this mission. However, in practice, Islamic educators and education personnel often face various challenges and problems that affect the effectiveness of Islamic education as a whole. One of the problems that often arise is the lack of qualifications and competence of Islamic educators and education personnel. Many Islamic educational institutions face difficulties in obtaining educators and education personnel who have a deep understanding of Islamic teachings, as well as skills in applying them in the context of modern education. This can hamper the process of Islamic education and reduce the quality of graduates produced. In addition, the problem of inadequate infrastructure and educational facilities is also one of the main problems in Islamic education. Many Islamic educational institutions still face limitations in terms of educational facilities and infrastructure, such as inadequate school buildings, lack of books and learning materials, and lack of other supporting facilities. This condition can hamper the learning process and create a learning environment that is not conducive. Another challenge is the low motivation and commitment of Islamic educators and education personnel. Lack of motivation and commitment can result in low teaching quality, as well as a lack of innovation in the delivery of learning materials. In addition, differences in understanding and interpretation of Islamic teachings can also cause conflict and disharmony among educators and education personnel.Seeing the complexity of the problems faced by Islamic educators and education personnel, serious and comprehensive efforts are needed to overcome these problems. The role of the government, educational institutions, society and other stakeholders is very important in efforts to improve the quality of Islamic education and ensure the realisation of the vision of quality, inclusive and progressive Islamic education.

The Current State and Ways of Improving Islamic Education in the Republic of Kazakhstan

The active development of modern information and digital society activates the issues of prospects and the search for ways of high-quality training of applicants for higher education in the speciality “Islamic Studies” in Kazakhstan and the creation of a modern system of methodological tools for such training as a guarantee of success and competitiveness of specialists in the field of Islamic studies in modern conditions on the labour market. The purpose of the study is to substantiate the need to improve the system of methodological tools used in the process of preparing applicants for higher education in Kazakhstan. In the course of a study conducted at the Egyptian University of Islamic Culture Nur Mubarak (Almaty) and the College of the Astana Madrassa, a methodological system for training applicants for technical and professional, post-secondary, and higher education in the speciality “Islamic Studies” is developed. In the course of the study, a survey is conducted among students and teachers to examine the level of Islamic education in the Republic of Kazakhstan for the following components of the survey: motivation for learning, development of professional competencies, use of innovative technologies and techniques, ways to improve Islamic education, problems of Islamic education, social interest of the population regarding Islamic education. Recommendations for improving the quality of Islamic education are formulated. This research identifies potential advancements in the methodology for educating candidates at technical, vocational, post-secondary, and tertiary levels, with a focus on incorporating aspects of preparedness for Islamic education. The study's practical contribution lies in its development of an enhanced methodological framework. This framework aims to elevate the education of candidates pursuing technical and professional, post-secondary, and higher education, particularly in shaping future experts during their academic journey in Kazakhstan's specialized higher education institutions.

Main Problems in Islamic Education

This paper discusses the main problems in Islamic education, which of these problems can hinder the continuity of Islamic education. In this paper will discuss several problems ranging from basic problems that often occur, structural problems or structural problems, operational problems or operational problems, vision and mission problems that are problems related to the vision and mission of Islamic education, epistemological problems of Islamic education are more directed at methods or approaches that can be used to build Islamic science, Both conceptually and applicatively, science and technology problems are problems related to the rapid development of science and technology, and the last is the problem of normative-deductive thinking traditions.

Problems of Islamic education: Analysis of philosophical perspectives

This research explores educational issues in the context of the study of Islamic educational philosophy. Involving classical traditions to modern adaptations, this philosophical reflection details the conflict between traditional values and the demands of the times. The challenges are not only conceptual, but also practical, such as aligning religious teachings with modern educational needs. This research method uses an educational qualitative approach through literature study to explain problems in the study of Islamic educational philosophy. The discussion includes the basic ideas, objectives, functions and urgency of Islamic educational philosophy, as well as the concept of education in madrasas. Solutions to the problem include strengthening the curriculum, policy direction for madrasa development, and scientific integration. In closing, the issues of ontology, epistemology and axiology in Islamic education are studied, describing the dynamics of Divine and Human values as well as educational methods from the perspective of Islamic educational philosophy.

Alternative Solutions to the Problems of Islamic Education (Ontological Problems of Islamic Education)

Education is part of an investment in the future, a societal investment as well as a national investment aimed at advancing and enlightening the nation's life. Therefore, to achieve these goals, education is continually directed towards addressing several issues related to national and communal matters. Problem Formulation: What are the ontological problems in Islamic education and what are the alternative solutions to these ontological problems in Islamic education. Problem Objectives: To understand the ontological problems in Islamic education and explore alternative solutions to these issues. The research method employed is literature review. Results and Discussion: This paper discusses the ontological issues in Islamic education. Ontology is a branch of philosophy that deals with the essence of life. The problems in Islamic education that concern ontology necessitate the establishment of foundations, life principles, and a pattern of human thinking in the administration of Islamic education.

PENDEKATAN NALAR BURHANI DAN PSIKOLOGI DALAM PENGEMBANGAN PENDIDIKAN ISLAM

Unopenness to modern science, as well as faith that restricts freedom of experimentation is one of the problems in Islamic education. To overcome this problem, one way is to strengthen the Islamic education system through a rational-psychological approach. By using a qualitative method through a literature study, it was concluded that Burhani's reasoning is considered relevant to addressing problems in Islamic education through four aspects, namely, First, maximizing the potential of reason. Second, mastery of language. Third, strengthening literacy. Fourth, independence on decision making.

PROBLEMATIKA PENDIDIKAN ISLAM: TANTANGAN MASA KINI DAN MASA AKAN DATANG

This article aims to look at the problems of Islamic education that occur in the present and in the future so that they can become a solution to improve Islamic education. The method used in this study is the library, where the data in this study were obtained from various relevant literature and then analyzed comprehensively. The results of the study found that the problems that exist in Islamic education today are paradigm problems, objective problems, material problems, method problems, evaluation problems. Meanwhile, the future challenges are a crisis of values, a crisis of concepts, a lack of idealism, pragmatism, and technology

ISLAMIC EDUCATION POLICY PROBLEMS IN INDONESIA

AbstractIslamic education is a process of preparing one's future to reach maturitywhich is carried out by pious Muslim adults who deliver and guide their growthand development through Islamic teachings effectively and efficiently. Islamiceducation certainly provides guidance to a person towards his development inthe form of physical and spiritual in order to form a noble personality in himselfbased on Islamic norms. Islamic education in the education system is dividedinto three forms. First, Islamic education as an institution for its existence as anIslamic educational institution explicitly. Second, Islamic Education as aSubject there is religious education as one of the subjects that must be given atthe elementary level to college. Third, Islamic education as a value containsIslamic values in the education system. However, the problems in Islamiceducation, especially the policies implemented in educational institutions inIndonesia, are still very emerging from the past until now in the era ofglobalization and digitalization because it involves human resources which arealways dynamic in each era. Islamic education policies always try to beperfected and provide the best solutions for changes and improvements in theimplementation of Islamic education itself with evidence of revisions to laws orgovernment regulations on education that are always carried out.Keywords: Islamic Education, Problems and Policies

Al-Qur’an Learning in Religious Education Institutions Analysis of Proces Results and Problems

The problems faced by educational institutions in Indonesia generally involve quality, relevance, and management. The existence of this problem gives rise to problems in Islamic education. This research aims to determine teacher programs in improving Al-Quran reading and writing skills, forms of activities for implementing Al-Qur'an reading and writing learning, supporting and inhibiting factors for Al-Qur'an reading and writing learning in Al-Qur'an Education Parks in the area Pasir Jambak, Koto Tangah, Padan. This research uses descriptive qualitative methods. The data collection techniques used are observation, interviews, and documentation with data analysis through data reduction, data presentation, and drawing conclusions and verification. The results of this research can conclude that: The Al-Quran reading and writing program has been implemented well, this can be seen from the routine activities of reading and writing the Al-Quran carried out by the Islamic boarding school students. This learning activity is fully supported by human resources in the Al-Qur'an Education Park environment with the quality of knowledge and morals possessed by teacher figures so that it becomes motivation and a good source of information for the students, while there are inhibiting factors for the students in attending learning activities so that learning activities are delayed and not optimal. The results of this research can provide guidance for Al-Qur'an Education Park managers and can be used as initial data for future researchers in studying this problem in different contexts and issues.

Problems of Islamic Education in The Era of Industrial Revolution 4.0

The existence of Islamic education in Indonesia has been around for a long time since the 13th century AD, but various problems have always accompanied Islamic education from the colonial colonial era, the Old Order, the New Order, Reformation, to the Industrial Revolution Era 4.0. especially in the midst of this era of industrialization, forcing all elements within the State and society based on digitalization and manufacturing. This is very much different from the paradigm of Islamic education which focuses on guiding humans so that they become Islamic-spiritual human beings who must be oriented towards technology and manufacturing. There are a number of problems that are still the "blockstone" of Islamic education in the midst of this rapid flow of industrialization, namely: First, there is still a dichotomy of science (between general science and religious knowledge); Second, the research culture in Islamic educational institutions is still weak (both scholars, practitioners, policy makers, and the openness of educational institutions such as Islamic boarding schools and madrasas, each of which considers research to be a Western product); Third, curriculum problems that often change along with changes in the minister of education; Fourth, limited human resources in terms of quantity and quality (both teachers, lecturers, tutors, ustadz, and others); Fifth, the Islamic education management system is still not well organized; mastery of science and ICT in the administration of education, and; Sixth, the education evaluation system which so far still relies on national exam scores. The research conducted by the author is a field research with a qualitative description.

Problems of Learning Islamic Education in Junior High Schools

Islamic Education is a science that is taught to students on the basic of the Qur'an and Hadith, but in reality, there are still students who have difficulty understanding the learning of Islamic Religious Education. This study aims to find out what are the problems of learning Islamic Education at Junior High School 3 Ulakan Tapakis. This study uses a qualitative method with a case study. Data sources were taken from twelve informants through direct interviews using a set of interview protocols. The results of these findings found that there were three learning problems in Islamic Education at Ulakan Tapakis 3 Public Junior High School. The three problems are: i) low pedagogical competence, ii) limited study time, and iii) inadequate learning aids. The results of these findings can be used as initial data for future researchers to examine this issue in the context of different issues.

Multi, Inter, and Transdisciplinary Islamic Education (A Theoretical Review on Islam Perspective)

One of the problems in Islamic education is the existence of a disciplinary bias. A science from one perspective is seen as independent and unable to be integrated. In this case, the Islamic view sees science as complete, comprehensive, and whole. Scientific concepts that are born in the educational process require studies from various perspectives, meaning that science cannot stand alone. If an object is studied with only one disciplinary approach, then the concept is automatically considered absurd and shallow. In looking at a problem is not enough just one discipline. Therefore, this problem in Islamic education should be understood and studied with various approaches. In this study, the author tries to describe the theory of Islamic views related to multi, inter, and transdisciplinary, so that later illustrations or designs of comprehensive disciplines will emerge to implement them in the educational curriculum.

The Role of Islamic Education Philosophy in Education

This journal discusses "The Role of Islamic Educational Philosophy in Education)". The problems in this journal are related to the role of Islamic educational philosophy in education. How the philosophy of Islamic education plays a good role in the world of education. This study uses a qualitative method with a Research Library on each book and other long files that can support the research in this journal. The results of the research First, the philosophy of Islamic education, produces a clue to the problems in Islamic education, the result of such deep thought, and attempts to explore the problem. Second, the philosophy of Islamic education, provides a certain view of human discussion in Islam. Third, analysis Regarding the nature of life and human life in the philosophy of Islamic education, has a conclusion that humans in this case have a potential from innate when they exist and must be grown and developed.

Problems of Islamic Education in Public Senior High Schools in Kendari City

This study focused on a discussion of the problems in Islamic religious education in public senior high schools in Kendari City. This was descriptive qualitative research that used in-depth interview techniques, observations and documentation analysis to collect the data. This study found that the problems in Islamic education included those related to: 1) students; 2) the learning environment; 3) teacher competency; 4) method; and 5) evaluation.
 Keywords: problems in Islamic religious education, religious awareness, public senior high schools, Kendari City

Islamic Education and Character Building in The 4.0 Industrial Revolution

This article describes the concept of Islamic education, in which case the emphasis is on the implementation of Islamic religious education. The implementation of Islamic religious education itself is an effort to instill the values ​​of Islamic aqeedah to every student as an effort to create a generation of Muslims who can and are able to live and believe in every truth in the teachings of Islam itself. This article uses a literature review method with content analysis design. Students are willing to practice the values ​​of Islamic teachings at any time, whenever, and wherever the teachings of Islam want to be conveyed are the problems of Islamic education should not be taken for granted so that Islamic education can compete and become educational goals that are achieved. The application of Islamic education in the industrial revolution 4.0 era is very important in developing the quality of children's potential, both in mastering science and technology as well as in terms of character, attitude and appreciation, and practice of religious teachings.

The Solutions of Islamic Education Probematic in The Covid-19 Era (Family Education Perspective)

There are several problems in Islamic education during the current pandemic. In contrast to other types of education, Islamic education has a special emphasis on transmitting religious values ​​and morality into the behavior and actions of children. Islamic education not only has the burden of responsibility for growing knowledge itself, but also character behavior in children based on religious values. One of the biggest influences to deal with such investigations is the family. Family education is very important because of the Government's Emergency Community Activity Restriction (PPKM). The family must be able to become a laboratory for Islamic education for students in the context of habituation and discipline in life attitudes. In a role like this, the family is like the closest educational institution for children, with parents as the main teacher, without eliminating the role of the teacher and the actual educational institution. This study uses a qualitative method. The data in this paper are sourced from interviews, as well as literature relevant to the writing. There are three sources in this paper who were selected based on the purposive sampling method. The results of the interviews, as well as the relevant literature were then analyzed and showed that parents play an important role in shaping the character of students to become complete human beings, namely acting as educators (educators), facilitators, motivators, companions and supervisors, as well as role models for children (uswatun khasanah). Therefore, parents have a greater challenge in supervising and supervising children because of the use of gadgets that are often used by children

Menggagas Era Baru Pendidikan Islam 4.0 yang Visoner

This paper discusses the idea of a new era of visionary Islamic education 4.0, this study is a philosophical normative, and philosophical, substantial approach. The method used is analytical descriptive supported by authoritative sources. This study offers an offer on Islamic education to get out of the problems of Islamic education that occur in its implementation, both the dichotomy of science, exclusivism, and only in the form of teaching that does not teach students. So this paper proves the importance of a new era of Islamic education that follows the 4.0 industrial revolution by participating in self-discipline by creating non-dichotomic education, inclusivism, and changing from teaching to learning, with a digital basis so that Islamic education is able to develop its potential, and learn to complete all life problems or with the term learning how to learn.

ELITE SCHOOL POLICIES; SUPERIOR ISLAMIC SCHOOLS

This study aims to examine the policies of leading schools/madrasas in Indonesia, which have elitist tendencies and become reproductive forces rather than productive forces. This picture is evident from the community's view on identifying rich and poor schools, and even becoming a socioeconomic measure for the community. Furthermore, elite schools are seen as excellent schools that meet the quality standards of their graduates. The emergence of elite Islamic schools is at least motivated by several factors, including factors, ideology, social, historical, and psychology, as a response to problems in Islamic education that are always discussed by the world of education, where the tendency only functions in the spiritual. There are two formulations of this study's problem, namely, how does elitism emerge in leading schools/madrasas? Then, how to reconstruct the leading school/madrasa to guarantee access to education that is equitable for all children of the nation from all walks of life, especially among the poor? The results of this study, first, the elite schools get special treatment from the government by receiving block-grant subsidies and being given the freedom to collect school fees from parents/guardians of students. Second, reconstruction steps are needed to improve the education of the excellent schools/madrasas to be enjoyed equally by the entire community and educate all the nation's children.

GAGASAN PENDIDIKAN HUMANIS RELIGIUS ABDURRAHMAN MAS’UD

Abdurrahman Mas'ud is one of the figures who has several new ideas, one of which is developing religious humanist education as a criticism of traditional education that is taking place today. This idea is based on the problems of Islamic education in Indonesia which are still tinged with acts of violence against students. Data from the National Commission on Violence against Women for the past five years shows that 51 cases of violence have occurred in education in Indonesia. In detail, this study aims to describe the concept of religious humanist and religious humanist education according to Abdurrahman Mas'ud. This research is a type of library research with a biographical-qualitative approach. The data source of this research comes from the writings of the character directly, and as a support, it uses the writings of others that discuss the character. The results showed that the religious humanist concept of Abdurrahman Mas'ud, namely religious teachings that call on humans to do human things that are still based on religion as a form of carrying out the responsibility to God and also a responsibility to fellow humans. Meanwhile, religious humanist education is an educational process that provides opportunities for students to develop their abilities as social beings and religious beings who are guided by Islamic religious values to develop scientific abilities while remaining based on religious values.

Fundamentals of Qur'anic Education Concept: A Critical Conceptualization with Special Reference to Al-Kilȃni’s Thought

There is a firm correlation between the decline of Muslims in the stage of history and Islamic education system’s lack of productivity in generating excellent outputs. This fact originates from Islamic education’s weakness in avoiding the paradox of “historical determinism” tendency and “practical realism”. This fact also has its roots in the dearth of critical Islamic education studies due to intellectual elites paying little attention to eminent investigations. Such problems had troubled al-Kîlânî, as a thinker and a practitioner of Islamic education, and prompted him to critically reflect how he could contribute and participate in solving crucial problems of Islamic education based on Quranic exegesis. Unfortunately, his critical reflection is still less ppreciated by readers of Islamic education because his thoughts have yet to be broadly recognized. In his criticism, al-Kîlânî introduced the “triadic concept”. He had painstakingly carried out an endeavor to link up a spiritual-transcendental vision with an anthropo-cosmological consciousness, which has in most part been dismissed from the viewpoint of modern science.