Interfaith Education and Dutch Islamic Schools

2017 ◽  
pp. 123-136
Author(s):  
Leendert W. Van ◽  
Der Meij
Keyword(s):  
Islamic Schools ◽  
Interfaith Education

Jejak Historis Madrasah Serta Tantangannya Di Indonesia

KUTTAB ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 58-75
Author(s):  
Achmad Faisol Haq
Keyword(s):  
Education Policy ◽  
Natural Resources ◽  
Islamic Education ◽  
Educational Institutions ◽  
Islamic Schools

The birth of madrassa (Islamic schools) is a response to Islamic education in dealing with the Dutch education policy, initially arriving in Indonesia to trade following the Indonesia’s abundant natural resources. Even, it was determined to take control of the Indonesia’s territory by propagating its teachings, popularly known as 3G namely, Glory, Gold, and Gospel. On account of this phenomenon, the madrassa appeared as Islamic educational institutions used as a means of transfering knowledge in addition to considerably having strateges, especially in shaping the soul of patriotism of the nation children.

Memorization and Learning in Islamic Schools

2006 ◽  
Vol 50 (3) ◽  
pp. 478 ◽  
Author(s):  
Helen N. Boyle
Keyword(s):  
Islamic Schools

ICT Differences in Islamic Education

2017 ◽  
Vol 3 ◽  
Author(s):  
Glenn Hardaker
Keyword(s):  
Cultural Identity ◽  
Religious Identity ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Islamic Schools ◽  
Inclusive Approach ◽  
Characteristic Features ◽  
And Gender ◽  
Islamic Faith ◽  
Defined Culture

The aim of this paper is to explore the ICT differences in access and use by Muslim in Islamic faith schools, and ICTs’ perceived influence on learning. Our research explores ICT differences in the context of Muslim learners and it is distinctive in adopting the premise that there is a unity in Muslim cultural identity that increasingly transcends ethnicity and gender. As a proxy for our research, we use an Islamic understanding of cultural identity. We defined culture as the deeper level of basic assumptions and beliefs that are shared, operate unconsciously , and that define, in an intuitive way, our selves and the environment. This shares an affinity with an Islamic understanding of humanity and the environment, which is represented by three interrelated dimensions of Fitrah (human nature), khilāfah (vicegerent) and Dīn (religion). These dimensions demonstrate that the teachings of the Qur’ān are integral to cultural and religious identity. It is suggested that the impetus for learning is based on the realisation that pedagogy requires an appreciation by pupils that knowledge is derived from a teacher and experiences. The realisation is of particular importance in the field of Islamic education. The concept of revealed and acquired knowledge being equally accepted in Islamic schools for teaching and learning and this shapes, in turn, cultural identity that may influence ICT difference in access and use. This paper provides an overview of the characteristic features of ICT access, use and difference in the context of Islamic schools. We conclude with some tentative suggestions to support an inclusive approach towards ICT provision.

Sekolah Islam (Islamic Schools) as Symbols of Indonesia's Urban Muslim Identity

2021 ◽  
pp. 1-16
Author(s):  
Yanwar Pribadi
Keyword(s):  
Middle Class ◽  
Identity Politics ◽  
Muslim Identity ◽  
Social Transformations ◽  
Islamic Schools ◽  
Ethnographic Fieldwork ◽  
Islamic Identity ◽  
The Relationship ◽  
The City ◽  
Depth Interviews

Abstract This article discusses the relationship between Sekolah Islam (Salafism-influenced Islamic schools) and urban middle-class Muslims. Based on ethnographic fieldwork in the City of Serang (Kota Serang), near Jakarta, this paper argues that these conservative and puritan Muslims demonstrate their Islamic identity politics through their engagement with Sekolah Islam. The analysis of in-depth interviews with and close observations of parents of students and school custodians (preachers or occasionally spiritual trainers) at several Sekolah Islam reveals that they have attempted to pursue ‘true’ Islamic identity and have claimed recognition of their identity as the most appropriate. The pursuit of a ‘true’ Islamic identity has infused Islamic identity politics, and there is an oppositional relationship between local Islamic traditions and Salafism, as seen in Sekolah Islam. The relationship between Islam and identity politics becomes intricate when it is transformed into public symbols, discourses, and practices at many Sekolah Islam. This paper shows that through their understanding and activities at Sekolah Islam, these Muslims are avid actors in the contemporary landscape of Islamic identity politics in Indonesia. By taking examples from Sekolah Islam in Indonesia, this article unveils social transformations that may also take place in the larger Muslim world.

scholarly journals Education Empowerment of Madrasah at Fisherman Society in Suku Laut Kuala Tungkal Jambi

AL-TA LIM ◽  
2020 ◽  
Vol 27 (3) ◽  
pp. 258-271
Author(s):  
M. Syahran Jailani ◽  
Makmur Haji Harun
Keyword(s):  
School Leadership ◽  
Public Awareness ◽  
Qualitative Approach ◽  
Educational Process ◽  
Islamic School ◽  
Islamic Schools ◽  
The People ◽  
Data Validity ◽  
Collection Methods ◽  
Religious Understanding

This study is aimed at revealing how is the Empowerment Education of Madrasah at  Fisherman village Suku Laut Kuala Tungkal Jambi Province. Islamic schools are generally born from the initiation of society as a form of concern for the condition of the people, especially children in understanding the special religion of Islam as a matter of doubt. This research is conducted by using qualitative approach, where the stage is based on the opinion of Spradley . Data collection methods and data validity refer to Denzin and Lincoln and Guba. Result search,  Islamic schools gait has contributed greatly to this country not only in providing a religious understanding, but also in participating to educate the children of the nation through the educational process that has lasted tens or even hundreds of years. In its journey, the empowerment of Islamic schools experienced various dynamics, commitment of Islamic school leadership, public awareness and supporting efforts became the issue that made Islamic schools hard to develop as expected.

scholarly journals Manajemen Keuangan Madrasah yang Bersumber dari Masyarakat

At-Turats ◽  
2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Khoirul Anam
Keyword(s):  
Financial Management ◽  
Educational Institution ◽  
National Development ◽  
Quality Of Education ◽  
Islamic School ◽  
Islamic Schools ◽  
School Committee ◽  
The Government ◽  
Improve Access

Indicator of Indonesian’s national development is the quality of education. Islamic school’s funding is an important instrument to improve access, quality, and competitiveness of educational institution. Islamic schools education funding source are joint responsibility of the government and the community. Community-sources funding is managed by the Islamic school committee and supervised by the internal supervisor. Moreover, the financial management was carried out with the following mechanism: submitting the proposal from the Islamic school to the committee, approving the proposal, disbursement process, and then reporting the agenda to the Islamic school committee. Therefore, the committee’s internal supervisor is controlled every 6 months. In addition, the following barriers come from the parents and student.

scholarly journals Challenge of Integrating Tawhid in Science and History

2021 ◽  
Vol 2 (1) ◽  
pp. 44-51
Author(s):  
Riski Munandar Hutapea ◽  
M Husnaini ◽  
Tahraoui Ramdane Murad
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Training Programs ◽  
Teaching Experience ◽  
Teaching Science ◽  
School Teachers ◽  
Islamic Schools ◽  
Ultimate Objective ◽  
Purposive Sample

This study aimed to highlight the challenge that Secondary School teachers face in integrating the Islamic concept of tawhid in teaching science and history subjects. The research employed a qualitative design using a case study and collect data. A purposive sample consisting of 5 teachers from Al-Amin Islamic Secondary School was selected based on teaching experience. The teachers were interviewed according to a theme-based strategy, and collected data was transcribed and analyzed accordingly. Findings have shown that integrating tawhid in the subjects of Science and History is an aim that teachers in Islamic schools in Malaysia hope to achieve. However, obstacles and challenges continue to hinder their efforts. Theoretical and practical propositions and recommendations to make this aim achievable, such as revisiting the concept of tawhid integration, enhancing teachers' creativity skills in the classroom, and providing relevant training programs by school authorities, would undoubtedly help attain their ultimate objective.

scholarly journals Educative Tradition and Islamic Schools in Indonesia

1970 ◽  
Vol 14 ◽  
pp. 47-62 ◽  
Author(s):  
Charleen Tan
Keyword(s):  
Life Skills ◽  
Religious Values ◽  
Islamic School ◽  
Student Activities ◽  
Islamic Schools ◽  
Modern Knowledge

An Islamic school that subscribes to an educative tradition is essentially one that sees compatibility between the inculcation of religious values and the acquisition of ‘modern’ knowledge and dispositions. This article argues that most Islamic schools in Indonesia reside in an educative tradition as evident in three main ways. First, most Islamic schools in Indonesia are keen to obtain knowledge from both religious subjects and modern ‘secular’ subjects. Secondly, an increasing number of Islamic schools have incorporated student-centred pedagogies so that their students do not simply learn by rote or memorisation. Thirdly, many Islamic schools provide a variety of student activities to develop the students’ life skills and leadership abilities so as to encourage their students to internalise and put into practice the principles and values they have learnt. Notwithstanding its promotion of an educative tradition, many Islamic schools in Indonesia face a perennial challenge in infusing Islamic principles and values into the teaching of modern ‘secular’ subjects.Keywords: Curricula, educative tradition, Indonesia, Islam, Islamic schools, pedagogy

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