Islamic Education System Research Articles

PERBANDINGAN HASIL BELAJAR DAN TINGKAT KOLABORASI SISWA MENGGUNAKAN METODE DISKUSI ANTARA KELOMPOK HOMOGEN DENGAN KELOMPOK HETEROGEN

The culture which applied to the education system in Indonesia is the grouping of students who tend to be heterogeneous. Many theories suggest that students whose learning using heterogeneous group discussion methods are better than homogeneous groups. However, there is also a claim that student who use learning methods of homogeneous group discussion is better than heterogeneous groups based on the Islamic educational system that refers to the homogeneous grouping of students. This study aims to determine the differences in learning result and the level of collaboration between homogeneous groups with heterogeneous groups and which groups are better. The kinds of this research is comparative with post-test only design. Sampling is done by purposive sampling. This research uses 2 (two) classes those are class VIII.1 consist of 27 students as homogeneous group and class VIII.2 consist of 31 students as heterogeneous group. The learning result data was taken by using test and collaboration using sheet observer. The results showed that the differences in learning result and levels of student collaboration between homogeneous groups with heterogeneous groups is 2,82 and 2,99. The result of study from homogeneous group is higher than heterogeneous group that is 73,91 equal to 61,06. The level of homogeneous group collaboration is higher than the heterogeneous group that is 66.20 equal to 57.74.

Pesantren dan Konservasi Lingkungan (Studi Kasus di Pondok Pesantren Darumuhyiddin NW Debok Lombok Timur)

Conservation environment become theme global public internationally along with the continued decline in natural resources (natural refuse depilation). Problems environment life rooted from crisis understanding man to nature, thus, of course be a challenge for Islamic education system is currently in develop the institution. By therefore, effort is required concrete to adapt the situation with need era. With education Islam from perspective conservation environment is a theoretical and practical solution as an effort capable of changing understanding and awareness of management environment life become more Good. The purpose of this research is For know how draft conservation environment in the cottage Boarding school Darumuhyiddin NW Debok Subdistrict Terra East Lombok District and Want know how effort conservation environment in the cottage Boarding school Darumuhyiddin NW Debok Subdistrict Terra East Lombok Regency . Research type Which used is field research with a qualitative approach, where this researcher try describe the research subject. Method collection data use method observation, interview and documentation . The concept of environmental conservation based on Sufism values at the Darumuhyiddin Islamic Boarding School, NW Debok, is the concept of al zuhd, the concept of al hub, and the concept of fikr and dzikr. debok in the form of an environmental care curriculum/eco boarding school program and a hidden curriculum/hidden curriculum. Both tree planting and waste management, Darumuhyiddin Islamic boarding school terminology of environmentalism in an effort to protect and preserve the environment so that it is sustainable. The third is the thrifty behavior of the community in the Islamic boarding school environment. The behavior of the residents of the Islamic boarding school as a result of environmental conservation education activities can occur in students who have graduated (alumni).

Peranan Syeikh Abbas Bakar Rafiee dalam Pembaharuan Sistem Pendidikan Islam di Madrasah Al-Mashoor Al-Islamiah Pulau Pinang, 1922–1957

This study examines the development of the Islamic Educational system in Malaya, especially in Pulau Pinang between 1922 and 1957. This period is significant because the institutionalisation of the reform of the educational system based on the rapid development of both English and vernacular educational institutions in Malaya which rivalled the Islamic Educational institutions. This study focuses on the role of the third Headmaster of Madrasah al-Mashoor al-Islamiah, Syeikh Abbas Bakar Rafiee in bringing and implementing the idea of reform in the field of Islamic Education which was previously pioneered by Syed Syeikh al-Hadi. This study uses qualitative research methods based on primary and secondary sources using historical and thematic approaches. The results of the study show that Syeikh Abbas play a very important role in implementing this various madrasah reforms in terms of administrative and curriculum systems, introducing co-curricular activities and sending the students to further their studies in West Asia. In addition, Syeikh Abbas also played a significant role in establishing the madrasah girls’ section, the Madrasah al-Mashoor’s branch in Balik Pulau and in cooperating to establish a madrasah in Sabak Bernam modelled upon the Madrasah al-Mashoor. In addition, the headmaster also produced influential human capital that has brought changes in social awareness in society and played an important role in shaping the country’s history.

Reviving The Legacy The Role of Islamic Education in Patani, South Thailand

Patani is a region located in the southern part of Thailand, bordering Malaysia. It has a rich and diverse cultural heritage that is deeply rooted in Islam. For centuries, the people of Patani have maintained a unique identity that reflects their Islamic faith, traditions, and way of life. One of the key pillars of this identity is the education system, which plays a vital role in preserving and transmitting the values and teachings of Islam to the younger generation. The purpose of this research is to explore the current state of Islamic education in Patani, its challenges, and its role in preserving the cultural and spiritual heritage of the region. The study aims to provide insights into the efforts being made to revive the legacy of Islamic education in Patani and the impact of these efforts on the community. This research utilizes a qualitative research method, specifically, a case study approach. Data were collected through interviews with key stakeholders in the region, including religious scholars, educators, and community leaders. Secondary sources, such as academic articles and reports, were also consulted to provide a broader context for the study. The findings of this research suggest that the traditional Islamic education system in Patani is facing numerous challenges, including the impact of modernization and globalization, the ongoing conflicts in the region, and the limited access to resources and funding. However, there are also promising developments, such as the establishment of new Islamic schools that incorporate modern subjects into their curriculum and the use of technology to enhance the learning experience. The study also highlights the important role of Islamic education in promoting peace, harmony, and understanding in the region. Overall, this research contributes to a deeper understanding of the importance of Islamic education in Patani and the challenges and opportunities facing the system. The study provides insights into the efforts being made to revive the legacy of Islamic education in the region and their potential impact on the community.

Kiprah Kerajaan Islam Dalam Penyebaran Islam di Indonesia

The role of Islamic kingdoms before the colonial era significantly influenced the spread of Islam in Indonesia. They succeeded in forming and developing an Islamic education system different from the Dutch colonial education system. This research conducted a qualitative analysis of various historical and literary sources to explore the contribution of Islamic kingdoms to the spread of Islam in Indonesia. The results showed that Islamic kingdoms played a crucial role in Dakwah activities and in forming Islamic educational institutions such as pesantren. They also contributed to the development of Islamic culture through arts, literature, architecture, and so on. Therefore, understanding the history of Islamic kingdoms in Indonesia is crucial in comprehending the country's development of religion, culture, and education.

SISTEM PENDIDIKAN ISLAM DI MADRASAH MUHAMMAD BASIUNI IMRAN SAMBAS

Islamic education is carried out in a system, namely the Islamic education system. The Islamic education system is carried out optimally if the educational components can run as they should and have cooperation and are continuous between one component and the other in achieving the goals of Islamic education. The Islamic education system of each school or madrasah is different so that the resulting impact is also different. The research method used in this study is literature, field studies (observing) and documents. The data collection method used was to collect reviews of books, journals and other literature to be analyzed according to the focus of this study. The results state that the Islamic education system at Madrasah M. Basiuni Imran Sambas is open, namely a system with a structure with components that are adaptable and easy to adjust to various changes that occur in each component of Islamic education.

Malocclusion: Prevalence and Determinants among Adolescents of Karachi, Pakistan.

The aim of this study was to determine the prevalence of malocclusion and its associated demographic and clinical factors in young adolescents (13-15 years) of Karachi, Pakistan. An epidemiological survey included 500 young adolescents of registered schools, madrassas (Islamic education system), and shop workers of Gulshan-e-Iqbal Town. It was a cross-sectional analytical study design. Multistage random sampling technique was used to enroll participants. The pattern of occlusion was recorded with other related features using Angle's classification. Health status was recorded through World Health Organization-guided indices (decayed, missing, and filled permanent teeth [DMFT], community periodontal index of treatment needs [CPITN], and body mass index [BMI]). The information, thus, obtained was analyzed through SPSS using the chi-squared test and regression models. Forty four percent of the participants were female, while overall estimated prevalence of malocclusion in young adolescents of Karachi was 57.4%. After adjustments, participants going to any kind of education system had less malocclusion in comparison to those who were not going to any education system (adjusted odds ratio [aOR] = 0.305, 95% confidence interval [CI] = 0.12-0.73); mother's education especially higher level (aOR = 2.02, 95% CI = 1.08-3.75) and presence of periodontal disease (aOR = 1.57, 95% CI = 1.06-2.33) were significantly associated with malocclusion. This study showed that the class I malocclusion is prevalent in the local community. Demographic factors like gender, age, self-reported ethnicity, and BMI did not show any significant role. Education or knowledge of parents and young adolescents does play an influential role in decreasing malocclusion. Young adolescents, who are more prone to oral health problems at an early age, would have more chances to develop occlusal discrepancies.

Characteristics of the Islamic Education System in Thailand

The uniqueness of the Islamic Education institution system in Thailand is certainly interesting to be studied in more depth, because it is a wealth of treasures owned by Islam that should be proud of in front of other worlds, the study of these institutions is also considered important to be taken for the development of the Islamic Education system wherever it is, as well as a filter wisdom to face the times in the industrial and information era 4.0 today. In exploring information related to the characteristics of Islamic Education institutions in Thailand, researchers tried to use the library research method. For this reason, researchers searched the literature in the form of books, research results, and journals, both national and international related to the topic being studied, namely examining the characteristics of the Islamic educational institution system that developed in Thailand. From the search results it was found that Islamic educational institutions in Thailand are in the form of houses, mosques / mosques, huts and madrasas. Islamic education began with studying Al-Our'an in Mushola (Balai Shah), Mosques and houses. Guru or "Tok Guru Al-Qur'an" is in charge of producing religious figures such as Imam, Khatib, Bilal, every Mosque, members of the mosque power department and at least become spiritual leaders (Tok Leba). The material is the classics. The students are called Tok Pake while the teachers are called Tok guru. While Madrasah has a more modern system with a classical system. Furthermore, the Thai government's policy towards Islamic education is accommodating.

Tantangan dan Reformasi Sistem Pendidikan Agama Islam di Indonesia Kontemporer

This article examines the challenges and reforms of the Islamic religious education system in contemporary Indonesia. This system has experienced ups and downs related to the social situation, culture, politics, economy and even Islamic orthodoxy. The challenges of conservatism, post-nationalism and terrorism in this article are inseparable from the crisis of professional and moderate Islamic Religious Education teachers in Indonesia. Responding to ideological challenges (conservatism, post-nationalism and terrorism) like this, school principals in public education institutions have an important position and role in making improvements through the performance of PAI teachers. The reform of PAI learning in public schools, especially the high school level, needs to do three things, namely renewal in the sector of philosophical understanding, a psychological approach and cultural development. PAI teachers need to continue to encourage their students to have the character of Pancasila students. Thus, they will believe in inclusiveness, global diversity, the ability to work together. social and creative responsibility. The mainstreaming of Islamic religious education with the perspective of religious moderation in counteracting the growth of terrorist teachings driven by eschatological imagination can continue to be fought for through the arguments above.Keywords : Conservatism, Post-Nationalism, Terrorism, PAI Reform?

ISLAMIC WORLDVIEW: KONSTRUKTIVISME FILSAFAT DAN TEOLOGI PENDIDIKAN

The Islamic view of science forms the basis of thinking to reach the level of confidence in the future development of science. This study discusses a philosophical perspective based on the Islamic worldview as a scholastic theology. Research shows that based on the ontology of Islamic education, there are two types of knowledge: the science of material substance and immaterial substance. Based on the epistemology of Islamic education, there are two types of knowledge, namely Kasby science and Radunni science. Based on the axiomatic theory of Islamic education, science has two functions: useful for humans in real life and the future. The implications of research with educational theological constructivism strengthen the Islamic worldview in the Islamic education system.

Dynamics of Islamic Education Institution Development Program in Facing the Era of Globalization Studies at the Darul Muta`allimin Islamic Boarding School in Tanah Merah Aceh Singkil

The purpose of this study is to discuss the dynamics of the Islamic education institution development program in the face of the globalization era at the Darul Muta`allimin Tanah Merah Aceh Singkil Islamic Boarding School, the research method used is qualitative, the results of this study are: a). Classification of the education system at the Darul Muta`allimin Tanah Merah Aceh Singkil Islamic Boarding School has various educational units classified by researchers into four types of systems, namely (1) the Islamic boarding school education system (recitations using classical books), (2) the Islamic boarding school education system public school education (Darmut Middle School and Darmut MA), (3) madrasah education system (Diniah Darmut Madrasah), (4) life skills or organizational education system (Scout, PMR, Calligraphy, Hadrah etc). b). Islamic boarding schools have educational units that include the national curriculum, as well as mental stabilization of the students to face this era of increasingly rapid globalization by holding organizational activities such as scouts and PMR to add to the social sense of the students. c). Pondok Pesantren Darul Muta`allimin Tanah Merah Aceh Singkil has two forms of dynamics in its education system, namely physical and non-physical, for physical forms such as building construction and equipping facilities for education and for non-physical forms, namely institutional renewal and curriculum renewal (from only using the form of a book recitation system in general to using the government curriculum or there are class gaps in formal and non-formal schools). as well as the mental stabilization of the students to face this increasingly rapid era of globalization by holding organizational activities such as scouts and PMR to add to the social sense of the students. c). Pondok Pesantren Darul Muta`allimin Tanah Merah Aceh Singkil has two forms of dynamics in its education system, namely physical and non-physical, for physical forms such as building construction and equipping facilities for education and for non-physical forms, namely institutional renewal and curriculum renewal (from only using the form of a book recitation system in general to using the government curriculum or there are class gaps in formal and non-formal schools). as well as the mental stabilization of the students to face this increasingly rapid era of globalization by holding organizational activities such as scouts and PMR to add to the social sense of the students. c). Pondok Pesantren Darul Muta`allimin Tanah Merah Aceh Singkil has two forms of dynamics in its education system, namely physical and non-physical, for physical forms such as building construction and equipping facilities for education and for non-physical forms, namely institutional renewal and curriculum renewal (from only using the form of a book recitation system in general to using the government curriculum or there are class gaps in formal and non-formal schools).

Reviewing the Colonial Period Islamic Education System in Indonesia: What is Still Relevant to Continue

The presence of Islam religion in Indonesia follows a very diverse and dynamic pattern considering the styles and the changes during the period of Dutch and Japanese colonization, the post-independence and post reform periods. The present study reviews the Islamic education system in Indonesia during the colonial period in terms of relevancy and continuity. A thorough literature review on the the Islamic education system during the Dutch and Japanese colonial times was performed and the collected data was analyzed and processed. The study followed a phenomenological approach that involves an in-depth analysis and evaluation data coordination The presence of Islam religion in Indonesia follows a very diverse and dynamic pattern considering the styles and the changes during the period of Dutch and Japanese colonization, the post-independence and post reform periods. The present study reviews the Islamic education system in Indonesia during the colonial period in terms of relevancy and continuity. A thorough literature review on the the Islamic education system during the Dutch and Japanese colonial times was performed and the collected data was analyzed and processed. The study followed a phenomenological approach that involves an in-depth analysis and evaluation data coordination

Pemberdayaan Kelompok Santri Produktif Berbasis Asset dalam Usaha Membentuk Usaha Bersama di Pesantren Ulumul Qur’an Stabat

Islamic boarding schools are part of the Islamic education system which has the aim of forming a civil society that is in line with government programs. Islamic boarding schools, which are known as institutions that focus on Islamic religious education, have undergone changes with the inclusion of general subjects. The goal is for students to be more responsive to the times. Santri have assets that need to be explored because santri are a group of students who are educated with a unique pesantren culture. The students have talents and interests that need to be explored and developed. One way to do this is by empowering productive santri groups. The method used in this program is the Socialization of the program and Participatory Learning and Action (PLA) involving all targets so that youth can be empowered by removing all assets owned to form a Joint Business for Mutual benefit. This service seeks to facilitate the students by providing training such as the delivery of Entrepreneurship material, the formation of productive student groups and the provision of operational assistance. The results of the training show an increase in skills and an increase in the desire of students to become entrepreneurs and the formation of productive student groups. This community service is a real effort and role of the University of North Sumatra to provide benefits to the community.

Dinamika Kurikulum Pondok Pesantren Tahfiz Al-Qur′an di Kalimantan Selatan

The education system at the tahfiz Islamic boarding school is the same as the Islamic boarding school education system in general, namely there is a curriculum, learning methods, places of study and so on, it's just that there are differences from one hut to another so that it has its own uniqueness in observing it. This study aims to explain and analyze the Tahfiz Al-Qur'an Islamic Boarding School Curriculum in South Kalimantan. The method in this research is descriptive qualitative. There are several tahfiz Islamic boarding schools in South Kalimantan which are the research locations. The findings in this study are that the curriculum in each typology (model) of the Tahfiz Al-Qur'an pesantren has differences. Even within one typology there are some minor differences in the curriculum implemented by the Tahfiz Al-Qur'an pesantren. However, the similarity in the elements of implementing tahfiz Al-Qur'an education makes it found that differences in one typology or model of Islamic boarding school become very minor. In the first typology (model A), the tahfiz Al-Qur'an pesantren curriculum is formulated to support the main program, namely memorizing 30 chapters of the Al-Qur'an. While tahfiz Al-Qurʹan Islamic boarding schools are in model B, it is found that the Al-Qurʹan educational curriculum allocates more time for the tahfiz Al-Qurʹan program, in addition to implementing the existing formal curriculum from the ministry of religion at the Madrasah Tsanawiyah (MTs) and and Madrasah Aliyah (MA).

New variants of ultra-conservative Islamic schools in Indonesia: A study on Islamic school endeavor with Islamic group movement

After the reformation era in 1998, Islamic education, either Pesantren or Madrasah, has witnessed significant growth. Unlike during the Dutch, Soekarno, and Soeharto eras, when Islamic education remained marginalized, Indonesia recently houses the biggest Islamic education system where thousands of Pesantren become homes to Muslim children. Nonetheless, the fall of the later regime in 1998 has hitherto marked the prominence of Pesantren education nationwide along with the rise of Salafi-based Pesantren. This article aimed to discover three novel ultra-conservative variants of Salafi-based Pesantren and their contestation against other Islamic organizations promoting social tension and prejudice. Therefore, using a qualitative research method, the study’s main aim is to identify how Islamic school institutions develop influenced by the movement of Islamic groups in Indonesia, specifically Islamic boarding schools. In doing so, this study interviewed 190 informants from 39 of 8 provinces. This study unveiled three Salafi-based Pesantren variants: Salafi jihadis, Salafi Wahabi, and Salafi Haraki. These three variants of Salafi gained little attention from previous studies.

Paradigm Changes in Patterns of Islamic Religious Education during the Covid-19 Pandemic

This article aims to discover the new educational paradigm regarding parental participation as an aspect of student assessment in the pandemic era, especially at SMPN 1 Krangeng, Indramayu, Indonesia. The Covid-19 pandemic has significantly impacted all aspects of life, including the Islamic education system. Changes in the education system, especially in learning, are required to make changes so that students do not experience difficulties in the learning process. The Work from Home (WFH) policy, social and physical distancing, and the Teaching and Learning Activities process using an online system (online) have also enlivened the dynamics of Islamic Religious education. This article examines the learning conditions during the Covid-19 pandemic and the education challenges during the Covid-19 pandemic, especially at SMPN 1 Krangeng, Indramayu, Indonesia. This research is phenomenological research, with descriptive-analytical. The results and conclusions in this writing show that learning changes during the Covid-19 pandemic are very much needed and are a solution in education, especially in junior high schools. Technology is a medium for interacting between educators (teachers) and students in implementing online learning. In addition, technology also plays a role in facilitating educators to convey learning material so that learning continues even though it is not carried out face-to-face (offline).

Revitalization of the Education System in Achieving the Vision and Mission of Islamic Boarding School

The aims of this study were to find out: 1) Education revitalization at Ummul Mukminin 'Aisyiyah Islamic Boarding School of South Sulawesi in terms of Institutional Management and Curriculum Management Aspects, 2) the Supporting factors and Inhibiting factors in the educational revitalization at at Ummul Mukminin 'Aisyiyah Islamic Boarding School of South Sulawesi Sulawesi in terms of Institutional Management and Curriculum Management Aspects both internally and externally, 3) the efforts to achieve the Vision and Mission at Ummul Mukminin 'Aisyiyah Islamic Boarding School of South Sulawesi. To perceive these three issues, a qualitative descriptive method and a SWOT analysis were needed, namely data collection through informants' answers were selected and sorted which then analyzed semantically and inductively then strengthened with the results of direct observations by the researcher and a SWOT analysis was made. The results of the research showed that the revitalization of Islamic boarding school education system cannot stand alone, but must be also followed by the development of the National Education System. Revitalization of the Islamic Boarding School Education System at least includes, namely; aspects of institutional and curriculum management. Several supporting factors to achieve PPUM's Vision and Mission included: adequate facilities and infrastructure, good human resources, the existence and creativity of the 'Aisyiyah Leaders in South Sulawesi and the charisma of the leadership. Likewise, the establishment of good communication and cooperation between all stakeholders while the inhibiting factors to achieve Vision and Mission of PPUM are partly as follows: the absence of an Information Technology (IT) based on the blueprint in implementing all Visions and Missions. Also, competition between Islamic boarding schools and the amount of government budget allocated by the government for Islamic boarding schools is still relatively discriminatory. The implications of efforts to achieve the Vision and Mission of the Ummul Mukminin ‘Aisyiyah Islamic Boarding School of South Sulawesi, including Excellent Alumni which proven by the number of graduates at PTN with favorite majors and continuing in foreign universities such as Egypt, Japan, China and Turkey. Progressive leaders are shown by many achievements in the academic and leadership fields both at the local and national levels and several alumni become leaders in several institutions. The Ulama cadre is shown by the increasing number of people as Hafidz/Hafidzah.

Development of the Evaluation System of Islamic Education in Indonesian Pondok Pesantren

Development of the Evaluation System of Islamic Education in Indonesian Pondok Pesantren

Development of Islamic Higher Education in Indonesia

This study aimed at describing the development of public and private Islamic universities in Indonesia and the renewal of the Islamic education system in Indonesia. This study is qualitative. The results obtained indicate that the development of PTAI has had a major impact on political, economic, social, cultural mobility and so on, among Muslims in Indonesia in particular and Indonesian society in general. In responding to the demands and developments of the times, within the body of IAIN itself there has been a fundamental change by updating the institution to become UIN.

Islamic Education Update K.H. Hasyim Asy’ari

The characteristic of the Indonesia Islamic education modernism is largely determined by the creativity which the Muslim pointed out. The flexibility of the Islamic education system enable it to easily adapt itself to the surrounding and to create the new and appropriate format of its derivation in line with the new demand of the umma for the field in the modern era. A number of experiments had been performed by the Muslim figures, individually or collectively, to fulfill that demand in the early decades of the 20th century. How did they adopt the elements of modernity to keep the Islamic education remain in its own identity? For this purpose, it is important to understand and to explain the ideas and the efforts of Syaikh Hasyim Asy’ari of Tebuireng in modernizing his pesantren and its main contribution to the development of the new madrasahs in the country. Using the analytical-critical method, this examination is in conclusion that Hasyim’s allegiance to stand on his traditional bases in modernizing his pesantren has created a something useful for directing the orientation and giving the strong foundation of the Indonesia’s Islamic education modernism. His success in harmonizing the elements of modernity with the Islamic traditions under the religious inspection as the pivotal axis is his real contribution to the new madrasah with its own identity to distinct itself with the public school, though the government has “nationalized” the first to be in equivalent to the public school.