Traditional Educational Institutions Research Articles

Understanding “Service Learning” in a Traditional Islamic Boarding Schools in Aceh, Indonesia

Traditional Islamic educational institution, known as Dayah, has been popular in Aceh for their ability to produce highly qualified Muslim scholars. This popularity was due to its ability to implement a special type of learning strategy known as beut pubeut or service learning (SL) in the Dayah across Aceh. In spite of the emergence of modern teaching approach, the SL in the Dayah is persistent. Therefore, this research aims to discuss the nature of SL and its strengths and investigate the effectiveness of the SL as implemented in the Dayah. As this is a qualitative study, the data for this research was collected through observation and interviews. The data were analyzed through qualitative procedures, such as coding techniques, and showed several important findings. First, the SL implemented by the Dayah has played an important role in producing charismatic Muslim scholars/Ulema in Aceh. Second, the combination of the SL and modern teaching strategies helps develop students’ competence. Third, internal and external support greatly influences the effective implementation of SL. This study suggests that the service learning with some adjustments needs to be maintained as it benefits not only students and dayah but the community as well.

MUSLIM RELIGIOUS LEADERSHIP EDUCATION IN THE MINORITY CONTEXT: THE ROLE OF NALEEMIAH INSTITUTE OF ISLAMIC STUDIES

This paper studies the role of the Naleemiah Institute of Islamic Studies as a mediator in empowering Muslim religious leaders through proper Islamic education in Sri Lanka. Considerable criticism is directed towards traditional Islamic educational institutions for not exhibiting contemporary and contextually designed features regarding regional aspects such as the local social-cultural context. Thus, the paper attempts to elaborate on the role of NIIS in empowering Sri Lankan Muslim religious leadership by adopting proper educational philosophy and objectives. It explores its emerging context, development of its curriculum-making process, academic strategy, and recent trajectories and discourses to realise the objectives. The qualitative methodology uses descriptive and analytical types. The paper’s finding offers that contrary to the prevailing meta-narrative that Islamic religious institutions often resist changes, reform themselves, and evolve, the Institute’s case has proven otherwise. However, it is suggested that the changing contexts and their challenges are an opportunity to broaden the institution's societal role, intellectual commitment, and religious leadership.

Integrating Traditional and Modern Educational Methods: An Analysis of Islamic Values in 'Aqīdatu Al-‘Awām and the Application of Problem-Based Learning

Purpose – This study was directed to analyze the Islamic values contained in the Book of ‘Aqīdatu Al-‘Awām and how these values can be taught in a modern context. In this study context, we sought to understand more about the history and context of the Yellow Book formation, specifically the Book of ‘Aqīdatu Al-‘Awām, and how they have influenced and can continue to influence Muslim education and society in Indonesia. This study is essential for understanding the history and role of the Yellow Book in shaping Islamic knowledge and identity in Indonesia, as well as helping the development of effective and relevant teaching methods that maintain these values in the context of modern education. Design/methods/approach – This study has adopted an organized, structured, and systematic literature study research design, intending to explore Islamic values contained in the Book of ‘Aqīdatu Al-‘Awām, as well as offering a suitable learning model to teach it. Data was collected through documentation methods and analyzed using content analysis. Findings – The study found that the Book of ‘Aqīdatu Al-‘Awām encompasses several values of Islamic education, including the value of aqidah, akhlaq, worship education, and Islamic history. We also found that traditional learning models, such as the sorogan or bandongan model, can be enriched by the integration of Problem-Based Learning (PBL) methods, providing opportunities to think critically, engage actively in learning, and develop problem-solving skills. Research implications/limitations – Despite a significant contribution to Islamic education, this study has several limitations. For example, the subjective nature of our approach and data limitations. Therefore, further research needs to validate the effectiveness of PBL integration in the teaching of the book of ‘Aqīdatu Al-‘Awām. Originality/value – This study is unique in analyzing the educational values in the Book of ‘Aqīdatu Al-‘Awām and proposing the integration of PBL in teaching it. These findings make an important contribution to the discourse of Islamic education, by showing how traditional Islamic educational institutions can adapt to modern educational paradigms, while still maintaining their unique identity and values at the same time. Future research is suggested to validate the effectiveness of this integration and explore the balance between traditional and innovative teaching methodologies in Islamic education.

IMPLEMENTATION OF ENGLISH LEARNING AT DALWA ISLAMIC BOARDING SCHOOL IN THE 5.0 ERA FOR GENERATION Z

This research explores the urgency of implementing English language learning at the Dalwa Islamic Boarding School in the 5.0 era, focusing on preparing Generation Z to face global challenges. Era 5.0 brings paradigmatic changes, requiring strategic renewal in traditional Islamic educational institutions such as the Dalwa Islamic Boarding School. This study uses a qualitative approach with a case study design. The research results show that the implementation of English language learning at the Dalwa Islamic Boarding School has high urgency. Apart from improving students' English skills, this learning also has a positive impact on the development of critical, collaborative and creative thinking skills. Research implications include recommendations for curriculum development, teaching staff in madrasas, and investment in technology-based English learning facilities. By integrating Islamic values, the Dalwa Islamic Boarding School can play a crucial role in producing a generation that is able to compete globally, while maintaining a strong Islamic identity.

Exemplary Kyai and Santri's Morals in Pesantren: A Case Study of Pondok Pesantren Walisongo North Lampung

Pesantren are traditional Islamic educational institutions that study, understand, explore, live, and practice the teachings of Islam by emphasizing the importance of religious morals as a guide to daily behavior. With the development of the times, technology and modernity are also developing along various lines, which causes the role of a santri to fade, especially in terms of akhlakul karimah in everyday life. This research seeks to analyze the application of exemplary methods in fostering Santri morals at Pesantren Walisongo in North Lampung, Indonesia. The research is field research. Data was obtained through observation, interviews, and documentation to complement research data in problem-solving. data analysis using the inductive thinking method. The population in this study was the caregiver of the Pesantren, the head of the Pesantren, the management, and all students of MA and MTs Plus Walisongo Lampung Utara, while the research sample was taken using the snowball sampling technique. The results of the study found that the application of the exemplary method implemented in the Pesantren Walisongo in North Lampung was effective. This was because it was not only exemplary in worship but consisted of several qudwah (exemplary), namely Qudwah Al-Ibadah, Qudwah Zuhud, Qudwah Tawadhu', Qudwah al Karimah, Qudwah Syaja'ah, Qudwah al Quwad al Jasadiyah, and Qudwah al Hasan al Siyasah

Development of Environmentally Friendly Culture in the Islamic Boarding School through Social Intervention Strategy

As one of Indonesia’s traditional Islamic education institutions that grow out of society’s needs, Islamic boarding schools generally have not had many discussions regarding the environment. The present paper aims to describe the existing environmental condition regarding the level of understanding of the students within an Islamic boarding school regarding environmentally friendly culture, programs and activities. Secondly, to establish if social interventions carried out by the government related to the development of environmentally friendly culture can support the realization of environmental quality improvement. This research was conducted in two Islamic boarding schools in West Java and North Sulawesi Provinces; Al Ittifaq Ciwidey Islamic Boarding School, Bandung, West Java Province, and Assalaam Manado Islamic Boarding School in North Sulawesi Province. Each was chosen to represent the regions of West Indonesia (Pesantren Al Ittifaq) and East Indonesia (Pesantren Assalaam). The data collected consisted of primary data and secondary data. The scope of the data to be collected included aspects related to the effort to create an Islamic boarding school that is environmentally friendly. In practice, this study used several data analysis methods, including a review of literature, descriptive analysis, and focused discussions. The strategy of social intervention in the form of Eco-Pesantren programs carried out by the government can be a formula for developing environmentally friendly Islamic boarding schools in Indonesia regarding sustainability. One of the critical aspects of developing an environmentally sound Islamic boarding school is the integration of the principles of environmental awareness and sustainability into the curriculum.

TRANSFORMASI PESANTREN MENGHADAPI ERA REVOLUSI DIGITAL 4.0

The transformation of pesantren students in the digital era 4.0 is a significant challenge for traditional Islamic educational institutions. This article aims to explain the concept of pesantren in the digital era, the challenges faced, the opportunities that exist, and best practices in facing this transformation. Pesantren has undergone important changes in the digital era 4.0. The introduction of this article provides an introduction to pesantren and summarizes the changes in the digital age. The second part explains the concept of pesantren in the digital era 4.0, including the definition and characteristics of traditional pesantren as well as the concept of digital pesantren that integrate technology in Islamic education. This transformation brings challenges for pesantren students, including the rapid digital revolution, limited technological infrastructure, and anxiety about the negative impact of technology on students. However, this article also reveals opportunities, such as increased access to information and online learning, the use of technology to expand student networks, and adaptive curriculum development. The next section presents some best practices in the transformation of pesantren students. Case studies of pesantren that successfully integrate technology are presented as examples, as well as the importance of the role of educators and pesantren support. Collaboration with educational institutions and the technology industry is also considered important. Challenges in this transformation include changing the paradigm and culture of pesantren, as well as the need for training and capacity building for teachers and students. The development of technological infrastructure is the focus of this transformation. This article concludes that the transformation of pesantren students in the digital era 4.0 is very important. Pesantren need to adapt and innovate as part of the digital revolution. The future view of pesantren emphasizes the importance of adaptation and innovation in facing challenges and taking advantage of the opportunities offered by the digital era 4.0.

Private Higher Education in India: Challenges and Prospects

India's higher education landscape has significantly transformed over the past few years. Most reforms during this time have significantly impacted the country's rapidly expanding Private Higher Education Institutions (PrHEIs). As a result, this sector has witnessed significant growth in recent years, offering alternative routes for students seeking quality education beyond the traditional Public Higher Education Institutions (PuHEIs). This paper aims to explore the challenges and prospects PrHEIs face in India. The desk research was conducted to review existing literature on the topic. We analysed academic articles, research studies, and reports that discuss the challenges and prospects of private higher education in India. This provides a theoretical framework and a foundation of knowledge on the subject. With over two million students, private HEIs currently make up over 40% of the Indian HE sector. The rising demand for high-quality education has contributed to the tremendous growth of private higher education in India in recent years. Private higher education in India faces several challenges such as Access and Affordability, Quality of Learning and Teaching, Regulatory Barriers, Research and Innovation.Despite these obstacles, private higher education in India has a bright future, with the potential to work with governmental programmes and utilise modern technology. Keywords: Challenges, Prospects, Private Higher Education, India

Moderasi Beragama Santri Melalui Kurikulum Pondok Pesantren Al-Firdaus Kemiling Bandar Lampung

Facing this increasingly sophisticated global challenge, Muslims are underdeveloped in various sectors, including in the education sector. In addition, it also has the potential to secretly enter radical ideas into the world of Islamic education in pesantren. Pesantren is a traditional Islamic educational institution that is proven to be able to integrate with local culture, so that with pesantren as an institution of Islam which is the religion of rahmatan lil ‘alamin, it is important if religious moderation is included in the pesantren curriculum. This article focuses on two things discussed, namely the curriculum system and the values applied by the Al-Firdaus Kemiling Islamic boarding school in increasing understanding of religious moderation. The purpose of this study is to find out how to derive religion from the curriculum of the Al-Firdaus Kemiling Islamic boarding school. This research method uses a qualitative approach with case studies. This research data was taken through interviews, observations and documentation techniques. The results of this study show that pon pes Al-Firdaus has an integrated curriculum system through four patterns, namely parenting patterns, teaching patterns, santrian patterns, and SIT (Integrated Islamic School) distinctiveness patterns. The values applied by ponpes Al-Firdaus kemiling in increasing the understanding of religious moderation are the value of correct aqeedah, the value of akhlakul karimah, the value of cultural arts and the value of curriculum integration. Through the patterns and values applied, the character of moderate students who are dignified, fair, charismatic, and make Islam a religion of rahmatan lil ‘Alamin.
 Keywords: Ponpes Al-Firdaus, Moderation, Curriculum

Resources of the turkic-tatar discourse educational space of the Volga region. Late 19th century – 1930s

Since the end of the 19th century, the resource of the Turkic-Tatar discourse in the Russian educational space required an adequate perception and assessment of development prospects. There were a number of problems on the way of its specialization in the practical sphere. Russia lagged significantly behind in the involvement of the non-Russian population in the educational practices of the state education system. The political practice of forming a common educational space for the entire population was dissonant with traditional educational institutions and their practices, although there were supporters of reforms among those. Both sides: the imperial center and the reformers of traditional schools understood modernization both as renewal on the old basis, and as a process organized and solved. The goals, seen differently by each side, determined the nature of the struggle: tough and diverse. The parties took an active position. A significant part of the population preserved the institutions and resources of their culture, claiming different degrees of political and legal self-activity.

MODEL BISNIS ALUMNI PONDOK PESANTREN

This paper aims to Pondok Pesantren is a traditional educational institution in Indonesia which has an important role in shaping the character and giving religious education to the students (students). Apart from giving religious education, Islamic boarding schools also have great potential for produce alumni who have diverse expertise and skills. This business model provides benefits to alumni in terms of economic independence, job creation, self-empowerment, dissemination of values and religious education, as well as community development and social empowerment. The alumni can develop a business that incorporates the principles of ethics, justice and social responsibility, thereby encouraging sustainable economic growth and improving the welfare of the surrounding community. However, there are challenges that need to be faced in implementing this business model, such as market competition, careful financial management, and fulfilling market needs that continue to grow. Therefore, an effective development strategy, collaboration with stakeholders, and empowering alumni are essential for business success and wider positive impact. Overall, the Islamic boarding school alumni business model is an innovative approach that combines religious values, education, and economic empowerment

Implikasi Pengembangan Lembaga Pendidikan Tradisional dan Modern di Pondok Pesantren Al-Ishlahuddiny Kediri Lombok Barat terhadap Relasi Sosial Kemasyarakatan

Education is a process or effort to transfer, preserve and transform cultural values and norms into all aspects and types to the next generation of religion and nation, so that the development of educational institutions becomes the answer to all the demands and needs of the community.The focus of research in writing this thesis is: (1) What is the form of development of traditional educational institutions in Al-Ishlahuddiny Islamic boarding school? (2) What is the form of development of modern educational institutions in al-Ishlahuddiny islamic boarding school? (3) What are the implications of the development of educational institutions on social relations?. The research method used is qualitative method. Data collection techniques through observation, interviews and documentation. Descriptive data analysis techniques by sorting out data, clarifying data, and interpreting data found in the field so that it is easier to draw a conclusion. The results and discussion of this research are (1) Development of traditional educational institutions from the diniyah level to the ma'had level with wetonan, sorogan, memorization and muzakkarah learning methods as well as the curriculum used sourced from classical / traditional books. (2) The development of modern educational institutions from the Ibtidaiyah madrasah level to the tertiary level with lectures, question and answer, and discussion methods as well as the curriculum used is in line with those issued by the Ministry of Education. (3). The implications of the development of such educational institutions are directed at the sections of proselytizing, education and government.

On the ‘university of the future': a critical analysis of cohort-based course platform Maven

ABSTRACT The educational technology industry includes numerous learning providers and platforms offering cohort-based courses. In this paper, we examine, analyze, and critique one such platform called Maven. We focus our analysis on Maven because this specific platform describes itself as building ‘the university of the future’ and has recently received significant attention and funding, making it a compelling case study to better understand the potential roles and risks associated with education platforms operating outside of and alongside more traditional higher education institutions today and into the future. We highlight specific concerns about cohort-based platforms like Maven, including lack of transparency, risk of surveillance, lack of adequate financial support for learners, and over-reliance on social media networks as signifiers of educator/instructor qualification. Suggested benefits include adaptability, suitability to changing skills needs, and responsiveness to changing environmental scenarios.

Contribution of education in freedom moment of India

Education was essential to the success of the independence movement in India because it acted as a driving force behind social transformation and a wellspring of individual agency. Education, at its foundation, produced a feeling of national awareness and togetherness among a variety of groups, overcoming boundaries of geographical distinction and language barrier. Education's ability to cultivate moral and ethical values, which were essential for a successful struggle for independence, was recognised by visionaries such as Mahatma Gandhi, who recognised the power of education in mobilising the masses. Gandhi emphasised the role that education played in cultivating these values. Universities and other more traditional educational institutions, such schools and schools, have evolved into hubs of intellectual conversation and political action. They made it possible for influential people like Jawaharlal Nehru and Subhas Chandra Bose to communicate their aspirations for a free India and rally popular support by providing forums on which they could do so. Education also educated citizens with critical thinking abilities, which enabled them to challenge oppressive colonial laws and argue for their rights. Education also enabled individuals to advocate for their rights. Women, who had been marginalised for a long time, were given the power via education to participate in the independence struggle in important ways. Leaders such as Sarojini Naidu and Annie Besant were not only educated in their own right, but they also advocated for the education of women and encouraged other women to play an active part in the fight for independence.

MOOC Appropriation and Agency in Face-to-Face Learning Communities

Aim/Purpose: The emergence of massive open online courses (MOOCs) has fostered the creation of co-located learning communities; however, there is limited research on the types of interactions unfolding in these spaces. Background: This study explores Peer 2 Peer University’s Learning Circles, a project that allows individuals to take MOOCs together at the library. I investigated the patterns that emerged from the interactions between facilitators, learners, course materials, and digital media in the pilot round of these Learning Circles. Methodology: This study employs an ethnography of hybrid spaces (online/offline participant observations, in-depth interviews, and artifact collection) of face-to-face study groups taking place at library branches in a Midwest metropolitan area. Data analysis employs the constant comparison method. Contribution: Interactions taking place in the Learning Circles increased individuals’ agency as learners and subverted the MOOC model through processes of technological appropriation. Findings: The findings reveal that interactions within Learning Circles created a dynamic negotiation of roles, produced tension points, enabled a distributed model of knowledge, and structured study routines. The pilot round of Learning Circles attracted diverse participants beyond the typical digitally literate MOOC student. Many of them had no previous experience taking online courses and, in some cases, no Internet connection at home. This paper argues that Learning Circles favored the appropriation of artifacts (technologies) and increased participants’ agency as learners in the Internet age. Recommendations for Practitioners: Practitioners can use the Learning Circles model to benefit disenfranchised individuals by providing them with access to materials resources and a network of peers that can help increase their agency as learners. Recommendation for Researchers: This study suggests that it is fundamental to pay attention to learning initiatives that are unfolding outside the scope of traditional and formal education. Impact on Society: Open educational resources and public libraries are opening new pathways for learning beyond traditional higher education institutions. Future Research: Future research can explore how the learning circles are adapted in cultural contexts outside the United States.

Nutritional status and dietary habits among Quranic school's (Khalwa) students in Khartoum State, Sudan: a cross-sectional study.

Khalawi are non-governmental, traditional educational boarding institutions, widely scattered in Sudan. Many Khalawi are resource-limited with deficient feeding and poor housing conditions, which could seriously affect the students' health. A cross-sectional study was conducted, involving all students of a Khalwa in Sharg Al-Neel Locality, Khartoum State. Demographic data were collected using a structured questionnaire with anthropometric measurements, along with laboratory and clinical assessments for anaemia. The dietary behaviours of students were also assessed using Global School-based Health Survey. Statistical analysis was conducted using SPSS software. A total of 131 students were included in this study. Their mean age was 13.7 ± 2.7 years, nearly half of them were from Darfur State in western Sudan, and the majority of them are primary school students. Upon assessment, many displayed serious symptoms and signs of anaemia namely: conjunctival pallor, palmar pallor, fatigability, lightheadedness and palpitation. Based on their haemoglobin testing, 95% were anemic and 24% had severe anaemia. Although 63.6% of them had normal body mass index (4.5%), 11.4%, were found 'severely thin' and 'thin', respectively. Regarding their dietary habits, 46.8% of them consumed milk or milk products less than one time per day, while 20.6% did not consume milk products in the past 30 days. Moreover, 39.4%, 44.9% and 39.4% did not consume any vegetables, fruits or fruit juice, respectively, in the past month. Students of Khalwa displayed poor dietary habits, which resulted in nutritional deficiencies. Programmes must be directed towards improving the quality of diet provided at these schools.

Analysis of the Economic Potential of Bangka Belitung Islamic Boarding Schools

Pondok Pesantren, the oldest traditional Islamic education institution, grows independently and develops among Muslims in Indonesia. The existence of pesantren has an important role as a pioneer in the spread of Islamic teachings in Indonesia. Islamic boarding schools have three main functions that are always carried out: First, as a center for the regeneration of religious thinkers. Second, as an institution that produces human resource cadres. Third, as an institution that has the power to empower the community. This study aims to analyze the economic potential of Islamic boarding schools, especially in Bangka Belitung. This research uses quantitative methods. The total population in this study was 34 Islamic boarding schools. The data used in this study were primary data. The data were collected through a questionnaire and then went through validity, reliability, and classical assumption tests. The results of this study indicate that the business potential of Islamic boarding schools in Bangka Belitung is very good. This can be seen from the research results showing that 91.18% have business potential, while those who do not have potential are 2.94%, and those with no sure business potential are 5.88%. Human resources (HR) potential in Islamic boarding schools are very good. This can be seen from the educational background, which reaches 74% for undergraduate, 3% for diploma III, and 23% are still at the elementary and high school level.

Sistem, Tantangan Dan Prospek Pendidikan Islam Di Pondok Pesantren Ribatul Muta’allimin Kota Pekalongan

Islamic boarding schools are traditional Islamic educational institutions that have grown and developed in the midst of Muslim communities in Indonesia and are educational institutions that participate in educating and make a major contribution to Islamic religious education as well as in the implementation of education in Indonesia. The purpose of this article is to reveal the education system, challenges and prospects at the Ribatul Muta'allimin Islamic boarding school in Pekalongan City. This research uses field qualitative methods at the Ribatul Muta'allimin Islamic Boarding School, Pekalongan City. The results of this study found that the pesantren education system is basically a traditional Islamic boarding school education system, where students live together and study religious knowledge under the guidance of a kyai. Islamic boarding schools as Islamic educational institutions in Indonesia also have big challenges such as modernity and radical Islam which continues to develop in Indonesia, especially at the MA Ribatul Muta'allimin Islamic boarding school in Pekalongan City, especially in the Islamic education environment. Moderate Islam that is coveted by Muslims, namely Islam that is friendly and not easily angered, is a teaching that will always be taught in Islamic boarding schools as Islamic educational institutions.

NEGARA DAN MODERNISASI PENDIDIKAN ISLAM DI INDONESIA

The existence of the SKB of three ministers of social, economic, political, cultural and national civilization and for Muslims the three ministerial SKB has meaning, first, the occurrence of social and vertical mobility of madrasa students which so far has been limited to traditional educational institutions (madrasas and Islamic boarding schools), and secondly, opening up opportunities for the possibility of santri children entering the area of ​​work in the modern sector. The existence of Islamic education policies during the New Order era brought changes to Islamic education and the life of the nation, especially Muslims. The birth of a three-ministerial SKB stating that madrasah alumni could continue their education in public schools both at home and abroad.
 And that was born from the process of modernizing Islamic education which began in the early 20th century. In line with the development of social and economic institutions, the Muslim modern elite mostly live in cities, are highly educated, have religious knowledge, work in the New Order bureaucracy and in various secular modern institutions, the social and religious position of the modern Muslim elite makes them have social access. and strong politics. And they spread a lot to membership in the DPR both through Islamic and nationalist parties such as Golkar and others.

Memahami Transmisi Pendidikan Islam di Madrasah

Islamic education has been at the core of the intellectual development of Muslims for centuries. Madrasas, as traditional educational institutions in the Muslim world, play an important role in the transmission of Islamic scholarship from generation to generation. This abstract discusses the development of education in the transmission of Islamic scholarship in Madrasah by focusing on the changes and challenges faced by this education system. This study involves an analysis of the history of the development of Madrasah from early to modern times. The development of education in Madrasah includes the transformation of curriculum, teaching methods, and the integration of technology in the learning process. In addition, the role of teachers in transmitting authentic Islamic scientific knowledge is also a major concern in this study. In the context of globalization and advances in information technology, Madrasah is faced with various challenges, such as maintaining the relevance of traditional education in modern society and facing competition from the secular education system. Efforts to maintain the authenticity of Islamic values and integrate with contemporary educational approaches are one way to answer this challenge. The research also highlights the importance of Madrasah's role in fostering a deep understanding of Islam and increasing interfaith tolerance. Overall, the development of education in the transmission of Islamic scholarship in Madrassas presents an opportunity to explore the potential of Islamic education holistically and sustainably, and prepare future generations to become responsible global citizens with a strong Islamic scientific foundation.