Values Of Islamic Education Research Articles

Multicultural Islamic Education in the Fatwa of the Indonesian Ulema Council on Digital Da'wah Ethics

Exclusive, intolerant, and radical da'wah content on various social media platforms is a challenge for Islamic da'wah in today's digital era. This qualitative study through a normative-philosophical approach aims to identify and explore the dimensions of multicultural Islamic education values in the fatwa of the Indonesian Ulema Council of East Java Province Number. 06 of 2022 concerning Da'wah Ethics in the Digital Era. The theory of multicultural Islamic education conceptualized by Azyumardi Azra becomes the theory of analysis of the subject matter of this study. Data analysis through reduction, presentation, and verification. This study shows the content of multicultural Islamic education values in legal provisions related to da'wah ethics in the dital room in the fatwa of the Indonesian Ulema Council of East Java Province, including the value of humanism education in the prohibition of the delivery of da'wah content that spreads hatred and insults even for the reason of amar makruf nahi munkar. Then, the value of tasamuh education in the recommendation of delivering pluralist da'wah content, which is able to respect Islamic beliefs that are still being debated. Furthermore, the value of peace education in advocating the delivery of nationalist da'wah content. Next, the value of wasatiyah education in recommending the delivery of da'wah content that maintains public conduciveness and stability. The theoretical implications of this study affirm that the mainstreaming of multicultural Islamic educational values can be internalized through religious social fatwas in Indonesia, as well as fatwas related to da'wah ethics in the digital space.

Analysis of Education Policies in Countering Radicalism: Implementation and Externalization of Islamic Religious Education Values in Shaping Character


 
 
 Radicalization is one of the dangerous effects of globalization. The development of positive character in adolescents is necessary to combat radicalism. The values of Islamic religious education can be internalized and externalized through learning activities both inside and outside the classroom. The aim of this research is to examine how the internalization and externalization of Islamic religious education values influence students' character in combating radicalism. With the population of all high school students from the Islamic Village Foundation in Tangerang, this research adopts a quantitative method, using a proportional random sample of 350 students. After collecting the data, analysis is conducted using the structural equation modeling (SEM) based on partial least squares (PLS). The research results indicate that the internalization and externalization of Islamic religious education values have an influence on students' character and can counteract radicalism.
 
 

PENANAMKAN NILAI-NILAI PENDIDIKAN ISLAM QS LUQMAN AYAT 12-19 DI SMPN 1 GUDO JOMBANG

Islamic education is a business that educates, guides, fosters, influences, and directs based on the Al-Quran and As-Sunnah Surah Lukman verses 12-19 discusses the story of Lukman al-Hakim when educating his children about monotheism, worship and morals. QS Lukman verses 12-19 contain the values of Islamic education that must be instilled in children so that they become a way of life. The aims of this study were: (1) to describe the values of Islamic education in QS Luman verses 12-19 (2) to describe the role of PAI teachers in instilling Islamic education values based on QS Luman verses 12-19 to students of SMPN 1 Gudo Jombang. This type of research is a qualitative field research (field research). This study uses a case study research design. Data collection techniques using interview techniques, observation, and documentation. Furthermore, data analysis was carried out using the case study analysis method. The results of the research that the author has conducted show that the Islamic education values of SMPN 1 Gudo students based on QS Luqman verses 12-19 include monotheism values, worship values, and moral values which consist of being grateful, patient, devoted to both parents, and avoiding arrogance. The role of PAI teachers in instilling the values of Islamic education based on QS Luman verses 12-19 to students at SMPN 1 Gudo is to use the habituation method where the habituation method is applied to activities at school such as monotheism learning, midday prayers in congregation, istighosah, dhuha prayers in congregation, routines yasin and tahlil, reading diba and sholawat prophet, commemoration of Eid al-Adha, pondok romadhon, zakat fitrah, reading selected letters before studying, courtesy, greeting teachers and friends when meeting, being kind to parents, speaking soft words, carrying out orders parents, learn about gratitude.

Halal Industry of 5.0 Era in Islamic Economic Scholar Perspective

The halal industry is an inevitability of the development of a business where there is demand (demand), then there is someone who provides (supply). And the prospects are very promising with increasing growth from time to time. Even though it is labeled halal which is synonymous with religious symbols, it is not a barrier for consumers of all religions and nations to enjoy it. Because halal in its development is a symbol of guaranteeing cleanliness, safety and product quality for the entire production chain. Modern global society sees the substance as not a skin. The Halal industry is not just a business machine in general, which is materialistic in nature and profit-oriented, but there are messages or values ​​of Islamic teachings originating from the Qur'an and Hadith that must be upheld. Therefore, in his journey must be in accordance with the provisions of the Shari'a. Islamic economists, such as Yusuf Qardhawi, Syed Nawab Heidar Naqvi, Adiwarman Karim and Mustaq Ahmad gave their opinions on the ideal Halal Industry. They said that the essence of Islamic economics at least has the character of monotheism (uluhiyyah-rububiyyah), humanity (insaaniyah), ethical norms (akhlaqiyyah), balance (wasathiyyah), free will (ikhtiyar) and responsibility (mas’uliyyah). If some of these become part of the business of Muslims, such as the halal industry, they will get material success (dhahir) and spiritual happiness (batin).

Dualism in Philosophical Studies

In the educational context, the term dualism and dichotomy have the same meaning, namely the separation between general education and religious education. The terms also mean the separation between education system of Islamic and general educations. Moreover, talking about Islamic education is often addressed to Islamic institutions. Such perspectives are triggered by dichotomous view on education, differentiate in one side and equate on the other side. Consequently, the spirit value that is integrated into Islamic education is neglected. The terms, currently, have pervaded on the separation of general and Islamic subjects, public and madrasas Institutions, where the management has a policy respectively. The impacts are narrow minded in interpreting Islamic meaning, compartmentalization in science, and inequality of budgeting between Islamic and general education institutions. The offered alternative solutions are Islamization of knowledge, integration of science, and reposition of Islamic view, that means returning to the spirit value of Islamic education.

Kebertahanan Budaya Tembang Macapat dalam Tradisi Masyarakat Madura (Mengungkap Nilai-Nilai Pendidikan Islam)

This research focused on the reason Madurese community holding on the culture tembang macapat, islamic education values on tembang macapat culture and reading method tembang macapat to reveal Islam education values. This research used descriptive qualitative method in ethnography type, which means study research based on the whole culture. The result of this research is Madurese community still holding on macapat culture so it wouldn't extinct eroded by the times and the effort was do even macapat, arrange tranings the main things is concerning to macapat tembang, especially the teachers to developed onto educator. There are islam education values in macapat tembang such as faith value, in tembang artatĕ 'layang Pendowo: tasawuf, worship value, in tembang artatẻ ‘layang candrajagat, and morals value, in tembang artatẻ ‘layang. To read tembang macapat is in one stanza taken 4-4 syllables with play cengkok

Peran Guru PAI Dalam Pencegahan Pergaulan Bebas di SMPN 1 Biru-Biru Kabupaten Deli Serdang

The aim of this research is to prevent promiscuity through the role of Islamic Religious Education teachers by forming the character of Muslim students who are devout and have noble morals. This study uses a qualitative approach using observation data triangulation, interviews and documentation. The method used in this study is a qualitative method with a phenomenological approach. The research location was carried out at SMP N 1 Biru-Biru, Deli Serdang Regency. The process was carried out for 3 months starting from 10 April – 10 June 2023. There were two data sources used, namely primary and secondary sources. The condition of promiscuity is caused by many influencing factors including internal and external factors. The promiscuity that exists at SMP N 1 Biru-biru includes dating between students and also the rise of pornographic and romantic displays at school. The PAI teacher's role as a teacher in teaching promiscuity and adultery material is good, in the sense that he has prepared a) planning in the form of preparing lesson plans for theme 8 (avoiding promiscuity and adultery) b) choosing methods and media for promiscuity and adultery material in learning; c) demonstrating teaching materials; d) prepare learning evaluations and conduct material assessments of promiscuity and adultery. Then, as an educator, namely a) instilling the values of Islamic sex education in Qur'an recital activities and youth recitations, and getting used to implementing Islamic sex education (separating seats during social gatherings or school events, dressing to cover one's private parts, and asking for permission); b) Activate religious culture in schools with supervision and monitoring; c) Assistance in Spiritual activities; d) Conducting guidance to students with problems; e) Become a role model in avoiding promiscuity and adultery by maintaining Islamic social ethics. As for the obstacles of PAI teachers in preventing promiscuity, there is a lack of cooperation between teachers and people.
 Keywords: The Role of PAI Teachers, Prevention of Free Association, Juvenile Delinquenc

NILAI-NILAI PENDIDIKAN AGAMA ISLAM DAN KEBANGSAAN DALAM SYAIR YALAL WATHON

This study aims to provide an explanation of the values of Islamic religious education and national education contained in a series of verses or poems of Yalal Wathon written by KH. Abdul Wahab Hasbullah (later written by researchers with Kiai Wahab). The writing of poems composed by Kiai Wahab is one form of effort and effort he made in providing education as well as building awareness of the nation's citizens in loving the homeland (hubb al-Wathon), defending the state and nation, and adding the soul (rûh) patriotime and nationalism in them. The type of research used is library research using documentation methods that are used as data sources. In analyzing the data that has been obtained, the techniques used are content analysis and also descriptive analysis. The findings and research found and studied by researchers there are at least three clusters of Islamic religious education values, namely: (1) creed, (2) shari'ah, and (3) morals. While the values of national education found by researchers in the poem Yalal Wathon consist of empath al, namely: (1) unity and unity of the nation, (2) love of the motherland, or hubb al-Wathon (3) defending the country and homeland, (4) building national unity.

PENERAPAN NILAI-NILAI PENDIDIKAN AGAMA ISLAM DALAM IKATAN PELAJAR MUHAMMADIYAH

The values of Islamic religious education, which consist of the values of aqidah, sharia and morals, are an inseparable unity. Aqidah is related to beliefs or beliefs, Sharia is related to regulations that describe the function of religion, while morals are related to one's actions or behavior. Islamic religious education and its values need to be instilled from an early age both in the family and school environment. The values of Islamic religious education are not only obtained through formal education, but can also be obtained from non-formal education which can also be interpreted as education that is often found in the community or organizations that oversee student activities. One example of this non-formal education is the Muhammadiyah Student Association (IPM). This study aims to analyze the application of aqidah values in Muhammadiyah student associations, the application of sharia values in Muhammadiyah student associations, and the application of moral values in Muhammadiyah student associations. This research method is qualitative, with the type of research being a case study. Data sources are primary and secondary, while data collection techniques are through observation, interviews and documentation. Data analysis includes reduction, data display, and conclusion drawing/verification. The results of this study are 1) the application of aqidah values is carried out through the Friday charity work program, 2) the application of sharia values is carried out through the implementation of the nisaiyah/keputrian work program, and 3) the application of moral values is carried out through the LDKS work program

ADVANTAGES OF THE MONTESSORY METHOD ON ISLAMIC RELIGIOUS LEARNING FOR STUDENTS AT BRAINY BUNCH INTERNATIONAL ISLAMIC MONTESSORI SCHOOL MALAYSIA

The learning process in schools for students basically should be in line with the nature (stages of development) of the students themselves. The Montessori method in the learning process focuses on students as experts in their actions and practice where educators only act as observers of student work and facilitators for students. In addition, the Montessori method has a specialty, namely how students have sensitivity skills to the environment. Researchers conducted this study with the aim of analyzing the advantages of applying the Montessori method in instilling the values of Islamic religious education in students at Brainy Bunch International Islamic Montessori School Malaysia. The research method used is field research with descriptive analysis. This field research was carried out by direct observation from class to class as well as direct interviews with teachers. This study found that the Montessori method was very good at instilling Islamic values because this method tries to follow the nature of students and can be seen directly from students' behavior while at home or at school. The learning process in schools for students basically should be in line with the nature (stages of development) of the students themselves. The Montessori method in the learning process focuses on students as experts in their actions and practice where educators only act as observers of student work and facilitators for students. In addition, the Montessori method has a specialty, namely how students have sensitivity skills to the environment. Researchers conducted this study with the aim of analyzing the advantages of applying the Montessori method in instilling the values of Islamic religious education in students at Brainy Bunch International Islamic Montessori School Malaysia. The research method used is field research with descriptive analysis. This field research was carried out by direct observation from class to class as well as direct interviews with teachers. This study found that the Montessori method was very good at instilling Islamic values because this method tries to follow the nature of students and can be seen directly from students' behavior while at home or at school.

Implementasi Kurikulum Merdeka Belajar-Kampus Merdeka (MBKM) dalam menanamkan Nilai-Nilai Pendidikan Islam Multikultural di Universitas Yudharta Pasuruan

Yudharta Pasuruan University is a tertiary institution that has implemented the MBKM curriculum by instilling the values ​​of multicultural Islamic education aimed at educating and creating a generation that respects differences in ethnicity, religion, race, ethnicity, and culture in Indonesia which are diverse and multicultural. The purpose of this study was to analyze the implementation of the MBKM curriculum at Yudharta University, Pasuruan, and to instill the values ​​of Multicultural Islamic Education through the MBKM curriculum at Yudharta University, Pasuruan. The approach used is a qualitative approach supported by descriptive data. As for data collection techniques using active participation observation techniques, interviews, and documentation studies. The data analysis technique uses the interactive analysis model of Miles, Huberman and Saldana, namely data condensation, data presentation, and drawing conclusions. The results of this study indicate that: 1) Implementation of the MBKM curriculum at Yudharta University Pasuruan in 2020 to improve the quality of higher education and the relevance of tertiary institutions according to the needs of society and industry by involving several aspects, such as curriculum flexibility, fulfillment of students' learning rights to gain learning experience in outside the study program, the involvement of students and lecturers, especially FAI Islamic Religious Education (PAI) study programs in teaching campus programs, collaboration with the world of work, improving the quality of teaching, research and innovation. 2) Instilling the Values ​​of Multicultural Islamic Education through the MBKM curriculum at Yudharta University Pasuruan includes; (a) at-Ta’aruf, (b) at-Tawassuth, (c) at-Tasamuh, (d) at-Ta’awun, dan (e) at-Tawazun.

NILAI-NILAI PENDIDIKAN AGAMA ISLAM DALAM TRADISI KENDURI DI DESA TAMERAN KABUPATEN BENGKALIS

Tameran Village is one of the areas on Bengkalis Island which has a tradition that has been passed down from generation to generation and is still being preserved today, namely kenduri. This tradition is closely related to the community and is a culture that has experienced acculturation with Islamic religious teachings. The people of Tameran village believe that kenduri has an impact on human life. It seems as if the Kenduri tradition cannot be abandoned by the community, because if you don't carry it out, then most people feel like something is missing. Processions and equipment for the Kenduri tradition today also prioritize Islamic elements. This writing aims to examine in depth the implementation of the Kenduri tradition in the Tameran village community. as well as the values of Islamic religious education contained therein. The research method is descriptive qualitative with library research. The results of the research show that the festivities are carried out with various purposes, including spirit festivities, boyong festivities, akikah festivities, and so on. There are three series of processions in the kenduri, namely the opening, reading the prayer (core), and closing. The usual dishes at Tameran village festivities, namely tumpeng, ingkung, and apem are adapted to the purpose of the feast being held. The values of Islamic religious education contained in the Kenduri tradition are related to worship and monotheism to Allah SWT, giving alms by providing dishes, related to morals, namely human behavior that is in accordance with Islamic teachings, instilling friendship between people, mutual cooperation, and helping each other. Apart from that, kenduri is also a form of devotion and love for children to parents who have died. Kenduri is used as a means of strengthening community social relations

Nilai-Nilai Pendidikan Islam Multikultural Dalam Buku Panduan Pengembangan Projek Penguatan Profil Pelajar Pancasila

The Guidebook for the Development of the Pancasila Student Profile Strengthening Project is one of the guidebooks for creating a Pancasila student profile. In implementing the Pancasila student profile project, many educators and school institutions have not implemented it, one of which is due to the lack of understanding of educators and school institutions regarding the project to strengthen Pancasila student profiles. The purpose of this study was to determine the values ​​of multicultural Islamic education in the guidebook for developing a project to strengthen the Pancasila student profile, using a library research approach, using content analysis and descriptive analysis. From the results of the study it was several dimensions of the Pancasila profile project there are multicultural educational values, namely first in the dimensions of faith, piety to God Almighty and noble character, there are Pluralistic Religious values, tolerance, democracy, justice and humanity. Second, in the global diversity dimension, there are Nationalist, Pluralist, Tolerance and Justice values. Finally, in the mutual cooperation dimension, there are values ​​of mutual help, humanism, pluralism and tolerance.

NILAI-NILAI PENDIDIKAN ISLAM DALAM FABEL “SI KANCIL MENCURI TIMUN”

This research aimed to describe the values of Islamic education contained in fable “The Deer Stole the Cucumber”. This research is a library research with a qualitative approach. The focus of this research is a moral message that must be applied in a real-life accordance to Islamic teachings. The instrument of the research is the researcher himself, using content analysis techniques. The research result concluded that reading fables “The Mouse Deer Stole the Cucumber” to children is moral education also contains the values of Islamic religious educations such as: humans should make an effort as much as possible and prohibited to commit act of stealing other people’s property because it will harm others, and always be patient in all circumstances

Tradisi Tedhak Siten Masyarakat Jawa Ditinjau dari Ajaran Islam Studi Kasus Desa Parbalongan, Kecamatan Tanah Jawa, Kabupaten Simalungun

This research is motivated by the many traditions that exist in Indonesia, especially the Javanese. Being one of the traditions of the Javanese people, namely the Tedhak Siten tradition. Of course, an area like Parbalogan Village has challenges between culture and religion. So, it can be observed directly the procession and Islamic view of the Tedhak Siten tradition. The formulation of the research problem is first, explaining how the procession of the Tedhak Siten tradition is. Second, an analysis of Islamic views on Tedhak Siten in the people of Parbalogan Village. This study aims to explore and find out how the Tedhak Siten tradition procession in Parbalongan Village and how the Islamic view of the Tedhak Siten tradition in Parbalogan Village. This research is a qualitative research oriented to field research (Library Research) using an Anthropological approach, and the theory is Ethnicity. Sources of data generated from the results of interviews, observations, and documentation. This study aims to explore and find out how the procession of the Tedhak Siten tradition and how the Islamic view of the Tedhak Siten tradition in Parbalogan Village. The results of this study are that the Tedhak Siten tradition is considered as the salvation of the Javanese people which has existed since the ancestors, which means that the child who enters 7 months is just starting to walk. The procession of the Tedhak Siten tradition consists of various series, each of which has a good meaning for the child for his future. So that the results of the research obtained can be concluded that First, the procession of the Tedhak Siten tradition is a tradition of the ancestors for the child who starts walking, Second, the Tedhak Siten tradition must be a child aged 7 months or pitu eight which can be started by the Tedhak Siten tradition, Third, in the view of In the Islamic religion, this tradition is still permissible because it is considered a form of gratitude to God and in each of its sequences it has a meaning that contains the values of Islamic teachings.

Cakalele Dance: Religious and Social Ethics in Islamic and Environmental Education

The Cakalele dance is widely recognized as a “war dance” deeply rooted in Maluku culture. It involves dynamic movements such as jumping, turning, stomping, and sword-slashing, reflecting its historical significance in war strategies. However, Cakalele in Banda showcases its distinctiveness. From the elaborate costumes to the formation of the dancers, and the specific dance movements, it conveys a profound connection to Islamic religiosity and ethical values prevalent within the Banda coastal community. This study used a qualitative analysis approach with a phenomenological perspective, focusing on the Cakalele dancers and their characteristics, movements, and performances in the traditional village of Namasawar, Banda Naira Sub-District. The research reveals that the traditional Cakalele dance incorporates essential Islamic educational values, including aspects of Sharia and ritual worship. In addition, it also emphasizes environmental ethics, promoting harmony between humans and the coastal and sea environment. Through this research, it becomes evident that the Cakalele dance carries a strong message regarding Islamic education, social ethics, and the preservation of the environment.

Analysis of the Values of Islamic Education in the Sintuwu Maroso Culture as a Unifying Symbol of the Community of Poso Regency, Central Sulawesi, Indonesia

The aim of this study is to discuss the values of Islamic education in the context of Sintuwu Maroso culture in Central Sulawesi Indonesia. Sintuwu maroso has been considered as a local culture with rich of educational values that enhance local communities unity. However, limited studies have been carried out how the culture contributes to Islamic education values which can unite local communities and increase awareness of tolerance among them. This used qualitative approach to understand the phenomenon. Data was gathered through direct observation, in-depth interviews, and written document analysis. The results of this study show that the culture of Sintuwu Maroso contains elements that relevant with Islamic education values such as Tuwu mombetubunaka (living in mutual respect), Tuwu mombepatuwu (living with strong social concern), Tuwu siwagi (mutual support), and Tuwu simpande (mutual understanding). Those local culture values have contributed to local conflict resolution and increase local communities unity in fighting radicalism and intolerance.

VALUES OF ISLAMIC EDUCATION IN LOCAL WISDOM OF THE BAJO TRIBE

This study aims to capture the values of Islamic education in the local wisdom of the Bajo people in the Mandar Archipelago Village along Sumenep, Madura. The values of Islamic education can be seen in the local wisdom of the Bajo people, such as in the ritual before going to sea called Nyalamak and Pongkak Mamie. This study uses a realist ethnographic approach. The source of data through observation and in-depth interviews. The results of this study indicate that there are three aspects of Islamic educational values contained in the local wisdom of the Bajo people: 1) Aqidah values, seen in the strength of belief in going to sea, 2) Worship values, seen from the ritual of reading the book al-Barzanji before going to sea, this is done as a form of gratitude to Allah SWT, 3) Moral values, seen from the way the Bajo people help each other and share among fellow Bajo people. From this series of rituals, it can teach that humans as servants of Allah should always approach and ask only Allah SWT, besides that humans as social beings cannot be separated from the process of interaction both with fellow humans and with the natural surroundings. In this interaction process which means it also contains the values of Islamic education and that is the true essence of Islamic education.

Implementation of Islamic Education Values in Notary Families in Palu City Indonesia

This study discusses the Implementation of the values of Islamic Education in the Palu City Notary family. This study used is a qualitative method with data gathering using field observational, in-depth interviews, and written material analysis. The data was then analyzed using inductive, dedicated and comparative analysis. The results of the study revealed that the Muslim Notary families in Palu City understands and implements of Islamic education values. Muslim notary families apply and practice the values of Islamic education include the values of Aqidah and Morals. Islamic values are implemented in their professional life and in their families. The result of Islamic education and values implementation are reflected in feeling of fear to Allah which means to have feelings in the heart of Allah. The person who fears Allah the most is the person who knows and realizes himself the most. Continuous training is needed to increase listening to religious advice originating from the Al-Qur’an and Hadith. Hoping to Allah that all the good deeds that we are about to do will receive the pleasure of Allah and be accepted as a pious child and Allah will forgive sins. By hoping in Allah, humans are required to try to increase their faith and increase good deeds both to Allah and fellow human beings. 6). Praying too much for forgiveness so that the sins that have already been done will receive forgiveness from Allah SWT.

Nilai-nilai Pendidikan Islam dalam Tari Mesekat Suku Alas di Aceh Tenggara

Islamic education is not only obtained through formal learning. However, Islamic education can be found in cultural practices and traditions that have Islamic values. The Alas tribe is the majority tribe inhabiting Southeast Aceh Regency which has cultural practices and traditions in accordance with Islamic law. The Alas tribe has a Mesekat dance that contains Islamic educational values. However, the Mesekat dance is rarely recognized by the wider community, even the most sad Mesekat dance is not known by some Alas tribe communities themselves. This study aims to introduce Mesekat dance to the wider community and reveal the value of Islamic education contained in the Mesekat dance of the Alas tribe so that it can be an input in Islamic education. This study uses qualitative methods with an ethnographic approach. In collecting data, researchers conduct interviews, observations, literature studies, and documentation. To analyze the data using the opinions of Miles and Huberman. The value of creed, the value of worship, moral values, and social values known as the value of Islamic education are found in the Mesekat Tari Suku Alas, these values are obtained through movements and verses sung by dancers. There is a distinctive value in Islamic education so the Mesekat dance must be preserved and developed to be an input material for Islamic education and useful for the world of education in the future.