scholarly journals Strengthening and Transformation of the Islamic Education System in Malaysia

2018 ◽  
Vol 5 (1) ◽  
Author(s):  
Asmawati Suhid
Keyword(s):  
Human Development ◽  
Education System ◽  
Islamic Education ◽  
Islamic Schools ◽  
Left Behind ◽  
Development Agenda ◽  
Mainstream Education ◽  
Research Findings ◽  
A Priority

AbstractEducation is an important aspect in fulfilling the mission and human development agenda. Hence, Islam places great importance in education as was stated in the first verse revealed to the Prophet Muhammad (PBUH). In Malaysia, education is also a priority in the country’s development including Islamic education.  The Islamic Education System in Malaysia is constantly evolving and changing in order to meet the needs and demands of the society. Parents and societies who are increasingly interested and realised the importance of Islamic education have created various forms and types of Islamic education.  As an example, the emergence of Maahad Tahfiz, Ulul Albab programme, private Islamic Schools, Darul Quran and the J-QAF programme showed a very encouraging improvement.  Attention is also given to the children of young prisoners and married teenagers in order they are not left behind in the mainstream education. Hence, this paper will discuss the development, strengthening and transformation of the Islamic education system in Malaysia besides highlighting some research findings that support this discussion. Abstrak Pendidikan merupakan aspek penting dalam memenuhi misi dan agenda pembangunan manusia. Oleh karena itu, Islam menekankan pentingnya pendidikan seperti Firman dalam ayat pertama yang diwahyukan kepada Nabi Muhammad (SAW). Di Malaysia, pendidikan juga menjadi prioritas dalam pembangunan negara termasuk pendidikan Islam. Sistem Pendidikan Islam di Malaysia terus berkembang dan berubah untuk memenuhi kebutuhan dan tuntutan masyarakat. Orang tua dan masyarakat yang semakin tertarik dan menyadari pentingnya pendidikan Islam telah menciptakan berbagai bentuk dan jenis pendidikan Islam. Sebagai contoh, munculnya Pesantren Tahfiz, Program Ulul Albab, Sekolah Islam swasta, Darul Quran dan program J-QAF menunjukkan peningkatan yang sangat menggembirakan. Perhatian juga diberikan kepada tahanan anak-anak dan remaja yang sudah menikah agar mereka tidak tertinggal dalam meraih pendidikan pada umumnya. Oleh karena itu, dalam artikel ini penulis akan membahas tiga topik utama; pengembangan, penguatan dan transformasi sistem pendidikan Islam di Malaysia. Dalam rangka mendukung diskusi, beberapa temuan penelitian akan disorot.

scholarly journals Development of Islamic Integrated Education in Pakistan since 1947: Current Needs for the Globalized World

2018 ◽  
Vol III (IV) ◽  
pp. 456-471
Author(s):  
Waqar Un Nisa Faizi ◽  
Anila Fatima Shakil ◽  
Abdu Rehman
Keyword(s):  
Education System ◽  
Research Paper ◽  
Islamic Education ◽  
Educational Policies ◽  
Integrated Education ◽  
Crucial Element ◽  
Secular Education ◽  
Research Findings ◽  
Globalized World ◽  
Islamic Values

Education entails much significance and prominence for building a nation. Every country has certain policies and planning in terms of how their education system should work. Since Pakistan has been independent of Islamic values and religious autonomy, Islamic education is the fundamental and most crucial element. In this regard, this research paper has aimed to discover the timeline of how Islamic education was integrated into the Pakistani curriculum. The research findings have suggested that the educational policies of Pakistan from 1969 to date are emphasizing the inclusion of Islamic education into the modern secular system. However, most Islamic-educated colleges are not effectively addressing Islamic education as required in national policies as part of the compulsory part of the curriculum. Nevertheless, a more effective balance between secular education and Islamic education is found between new Islamic integrated schools to prepare students for the challenges of this globalized world.

scholarly journals Orientasi Perkembangan Pendidikan Islam Pasca Proklamasi Indonesia

2021 ◽  
Vol 6 (1) ◽  
pp. 83-95
Author(s):  
Fauzi Fahmi ◽  
Firmansyah Firmansyah
Keyword(s):  
Public Schools ◽  
Education System ◽  
Research Method ◽  
Islamic Law ◽  
Vital Role ◽  
Islamic Education ◽  
Scientific Journals ◽  
Islamic Culture ◽  
Islamic Schools ◽  
Library Research

History revealed that Islamic education in Indonesia has its characteristics and plays a vital role in advancing Islamic culture in Indonesia. This study used a library research method that relies on sources from books and articles in scientific journals. The results showed that after the proclamation, there are four types of Islamic education in Indonesia, i.e., Madrasah, Islamic boarding schools, Public Schools, and Islamic schools. The development of Islamic in Indonesia as a revival, renewal, and enlightenment. The Islamic education system that existed at that time had developed as an effort of implementing Islamic law, so it guarantees and opportunities to continue to exist and develop.

scholarly journals THE UNIQUENESS OF ISLAMIC EDUCATION IN INDONESIA

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Dindin Jamaluddin
Keyword(s):  
Public Education ◽  
Religious Education ◽  
20Th Century ◽  
Education System ◽  
Nation Building ◽  
Arabic Language ◽  
Islamic Education ◽  
Education For All ◽  
Islamic Schools ◽  
Colonial Government

Islamic education, the oldest education system in Indonesia which is admitted and appreciated for its contribution to the nation building, emerged together with the arrival of Islam to Indonesia, even before the Dutch’s occupation. Afterward, it took its own path, independent of government, clung to its own way and opened to change in that tradition. Islamic religious education institutions called pesantren Initially used the Arabic language as teaching media. When the desire to develop a system of public education for all people at the turn of the 20th century grew, several prominents thougth to look for possibilities to engage in the development of Islamic education. Among the prominent Muslim scholars are K.H. Ahmad Dahlan and K.H. Hashim Asy'ari who initiated to establish Islamic modern schools called madrasahs in many areas. Education in Islamic Schools has become a tool of struggle to achieve independence and freedom in Indonesia. Pesantren which is a model of Islamic education indoctrinated his students to believe that colonialism was a wrong and and they are created diffrently not to invade one another but to live in harmony. That’s why Dutch colonial government refused to subsidize the model of Islamic education in schools because it was considered of no use and will threaten the authority and dignity of the Dutch government.Key Words: Uniqueness Of Islamic, Indonesia.

Higher Islamic Education and the Development of Intellectualism in Egypt: Case of Al-Azhar Education System

2019 ◽  
Vol 2 (2) ◽  
pp. 149-159
Author(s):  
Mohamed Abdel Fattah
Keyword(s):  
Public Education ◽  
Education System ◽  
General Public ◽  
Intellectual Development ◽  
Islamic Education ◽  
Islamic Studies ◽  
Islamic Schools ◽  
The Past ◽  
Palm Trees

Higher Islamic Education in Egypt passed through many stages between strength and weakness, but what that cannot be denied is that there is an intellectual development that took place in this education due to different factors and reasons which influenced this development both negatively and positively. In the past, Islamic education was predominantly theological but the condition changed to the extent that the system became a twinning of general public education with Islamic studies education represented in Al-Azhar. Islamic education in Egypt thrived during the seventh to tenth centuries when primary Islamic schools were established as kuttābs, which subsequently advanced to Al-Azhar system. Kuttāb institutions emerged as spontaneous schools at grassroot level, often connected with mosques, but also created by the communities in homes, shops, tents, or under palm trees. Islamic studies education by then was built around individual teachers rather than institutions, and this helped the spread of education in the Muslim world. This later changed to institutional based education as evidenced in Al-Azhar. Therefore, the author in this paper intends to explore the factors that contributed to the intellectual development of Islamic education and the role of Al-Azhar in this endeavour. The view that Al-Azhar as an institution submitted to the Egyptian regimes and was unable to innovate intellectually and ideologically is one of this article’s major arguments.

scholarly journals INTEGRASI PENDIDIKAN MADRASAH DALAM SISTEM PENDIDIKAN NASIONAL (Studi kebijakan Pendidikan Madrasah di Indonesia)

2019 ◽  
Vol 10 (1) ◽  
pp. 95-112
Author(s):  
Yoga Anjas Pratama
Keyword(s):  
Higher Education ◽  
General Education ◽  
Education System ◽  
Descriptive Analysis ◽  
Islamic Education ◽  
Equal Treatment ◽  
National Education ◽  
Left Behind ◽  
Library Research ◽  
National Education System

AbstractMadrasah education is Islamic education that is integrated with the national education system. But in its development Islamic education experiences various problems, namely: (1) Stigma of society that considers madrasa as second class education (2) Until the left behind of madrassas from other general education. therefore in this research will be studied more deeply, about madrasah education integration in the national education system which is reviewed based on the perspective of madrasa education policy in Indonesia. This research is library research conducted by way of tracing books, articles, and related documents, to then be analyzed using descriptive analysis. The results of this study are that madrasa education has been integrated with the national education system, madrasa education is not second class education that lags behind other general education, this is because (1) Madrasah education has the same rights as other general education (to get attention, assistance, equal treatment) (2) Madrasa education (MI, MTs, and MA) is equivalent to other general education, (3) Can move to other general education institutions with the same education pathways and levels, and (4) Can continue education to prestigious Islamic Higher Education, as well as other general education.Keywords: Policy, Madrasah Education, National Education SystemAbstrakPendidikan madrasah merupakan pendidikan Islam yang terintegrasi dengan sistem pendidikan nasional. Tetapi dalam perkembanganya pendidikan madrasah mengalami berbagai permasalahan, yaitu: (1) Stigma masyararakat yang menganggap madrasah sebagai pendidikan kelas dua (2) Hingga tertinggalnya madrasah dari pendidikan umum lainya. Untuk itu dalam penelitian ini akan dikaji lebih mendalam mengenai integrasi pendidikan madrasah dalam sistem pendidikan nasional yang dikaji berdasarkan perspektif kebijakan pendidikan  madrasah di Indonesia. Penelitian ini merupakan penelitian kepustakaan yang dilakukan dengan cara menelusuri buku-buku, artikel, dan dokumen-dokumen terkait, untuk kemudian dianalisis dengan menggunakan analisis deskriptif. Hasil dari penelitian ini ialah bahwa pendidikan madrasah telah terintegrasi dengan sistem pendidikan nasional, pendidikan madrasah bukanlah pendidikan kelas dua yang tertinggal dari penidikan umum lainya, hal ini dikarenakan (1) Pendidikan madrasah mempunyai hak yang sama dengan pendidikan umum lainya (untuk mendapat perhatian, bantuan, dan perlakuan yang sama) (2) Pendidikan madrasah  (MI, MTs, dan MA) setara/sederajat dengan pendidikan umum lainya, (3) Dapat pindah ke lembaga pendidikan umum lainya dengan jalur dan jenjang pendidikan yang sama, dan (4) Dapat melanjutkan pendidikan ke Pendidikan Tinggi Islam yang bergengsi, maupun pendidikan umum lainya.Kata kunci: Kebijakan, Pendidikan Madrasah, Sistem Pendidikan Nasional

scholarly journals Eksistensi Pesantren Dalam Sistem Pendidikan Nasional

2015 ◽  
Vol 7 (1) ◽  
pp. 127-139
Author(s):  
Muhammad Rusdi Rasyid
Keyword(s):  
Education System ◽  
Culture System ◽  
Boarding School ◽  
Islamic Education ◽  
Historical Aspect ◽  
National Education ◽  
Left Behind ◽  
National Education System ◽  
Change Culture

Islamic Boarding School as an institution of Islamic education in Indonesia has become a part of nation journey. In historical aspect, boarding school takes part from struggle history and boarding school has been taking part in nation culture. In education system, boarding school as an institution of Islamic education became sub-system from national education system. But, in a long history, boarding school has not shown their existence which can give shape to expectation for all people. This case may be caused by some factors, namely history, culture of national education system that causes Islamic boarding school left behind. As we know that in 1999 as a popular year to appear desentralisation and it becomes urgent moment to change culture system and education system, including Islamic boarding school.

scholarly journals ISLAMIC EDUCATION AND ISLAMIC REVIVALISM IN INDONESIA: A CASE STUDY OF KUTTAB AL-FATIH PURWOKERTO

2021 ◽  
Author(s):  
Aji Sofanudin ◽  
rahmawati prihastuty ◽  
Ahwan Fanani
Keyword(s):  
Education System ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Islamic Schools ◽  
The Past ◽  
Educational Concept ◽  
Rapid Spread ◽  
Belief Learning ◽  
Islamic Belief

Kuttab is a new phenomenon in the Indonesian education system. Apart from pesantren, madrasa, and Islamic schools which are publicly familiar and formallyrecognized by the Indonesian government, kuttab new actor and joins the Islamic education arena with the specific offer on Quranic and Islamic belief learning. Thisstudy aims at revealing ideological roots of Kuttab Al-Fatih (KAF) and analyzing its educational concept. Kuttab Al-Fatih is selected because of its rapid spread andsuccess to establish 34 branches throughout Indonesia. Using a qualitative approach to study KAFs in Purwokerto, the study shows that KAF embraces conservative andfundamentalistic thought in Islam. The educational concept of kuttab is idealizing past glorious Islamic institutions and civilization. Therefore, the spirit of KAF is to restore ideal Islamic education of the past

scholarly journals Instructing a model of inclusive Islamic education

2021 ◽  
Vol 1 (1) ◽  
pp. 32
Author(s):  
Nasser Salim
Keyword(s):  
Religious Education ◽  
Research Data ◽  
Qualitative Approach ◽  
Islamic Education ◽  
Observation Data ◽  
Muslim Students ◽  
Catholic High School ◽  
Islamic Schools ◽  
Research Findings ◽  
Universal Values

Islamic religious education, including subjects that must be given to students who are Muslim, even though these students study at non-Islamic schools. Likewise, on the other hand, Islamic schools must also facilitate religious education in accordance with the religions of their students. Santo Paulus Catholic High School Jember, including a school that facilitates Islamic religious education for Muslim students. Uniquely, there is a religiosity subject, which includes all universal values in the official religion in Indonesia. The focus of this research is, how is the portrait and dynamics of Islamic religious education in non-Muslim schools (Catholic schools)? In this context, the authors chose a qualitative approach in data mining and processing. Interviews, document studies, observation, data research are the techniques chosen in research data collection. The research findings: 1) SMA Catholic Santo Paulus Jember has 6 Islamic religious education teachers, but they are not in accordance with the qualifications of the subjects they are teaching, 2) apart from PAI subjects, SMA Catholic Santo Paulus Jember strengthens students with religiosity lessons, namely lessons which includes universal values of all religions, 3) SMA Catholic Santo Paulus Jember is in demand by students from the six official religions in Indonesia.

scholarly journals Integrated And Holistic Education System As Fundamental Approach Towards Quranic Generation Outcome

2021 ◽  
Vol 6 (1) ◽  
pp. 72
Author(s):  
Zetty Nurzuliana Rashed ◽  
Ab Halim Halim
Keyword(s):  
Human Development ◽  
Education System ◽  
Holistic Education ◽  
Islamic Education ◽  
Academic Excellence ◽  
Integrated Education ◽  
Muslim Education ◽  
Knowledge Assimilation

<p class="abstrak" align="center"><strong>Abstrac</strong><strong>t</strong></p><p class="abstrak">Necessities towards integrated education system based upon aqli and naqli knowledge assimilation have a significant impact in moldings students’ character and personality towards understanding al-Quran and consequently produces Quranic generation. The holistic and integrated education system becomes the basis to form the Quranic generation.  Quranic generation as mentioned refers to a generation that understands religion and is not being enfolded with false interest towards wealth and possessions. This generation needs to be guided by al-Quran and being educated with the value and inspiring character as contained in the teachings of Islam. This study discussed the generation who can be the asset in building a civilization that can live the Islamic spirituality dynamically and positively. This generation will deal with changes that happen in our society based on human development and the spirit of Islam. It corresponds to the main purpose of Islamic education to bore human that is obedient towards Allah SWT. This paper could inspire and encourage curriculum developers, school founders, and administrators in striving for the academic excellence of Muslim education by providing a clearer picture of the concept of the Integrated Holistic Islamic system and its application.</p><p class="abstrak"><em>Kebutuhan terhadap sistem pendidikan terpadu berbasis asimilasi pengetahuan aqli dan naqli berdampak signifikan dalam membentuk karakter dan kepribadian siswa menuju pemahaman al-Qur'an dan akibatnya menghasilkan generasi al-Qur'an. Sistem pendidikan yang holistik dan terintegrasi menjadi dasar untuk membentuk generasi Al-Qur'an. Generasi Al-Qur'an sebagaimana disebutkan mengacu pada generasi yang memahami agama dan tidak diliputi oleh minat yang salah terhadap kekayaan dan harta benda. Generasi ini perlu dibimbing oleh al-Quran dan dididik dengan nilai dan karakter inspiratif yang terkandung dalam ajaran Islam. Kajian ini membahas tentang generasi yang dapat menjadi aset dalam membangun peradaban yang mampu menghayati spiritualitas Islam secara dinamis dan positif. Generasi ini akan menghadapi perubahan yang terjadi dalam masyarakat kita berdasarkan pembangunan manusia dan semangat Islam. Hal ini sesuai dengan tujuan utama pendidikan Islam untuk melahirkan manusia yang bertaqwa kepada Allah SWT. Makalah ini dapat menginspirasi dan menyemangati para pengembang kurikulum, pendiri dan pengelola sekolah dalam memperjuangkan keunggulan akademik pendidikan Islam dengan memberikan gambaran yang lebih jelas tentang konsep sistem pendidikan Islam yang terpadu dan penerapannya.</em></p>

Keeping the promise of the Millennium Development Goals: Why language matters

2013 ◽  
Vol 4 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Suzanne Romaine
Keyword(s):  
Human Development ◽  
International Development ◽  
Millennium Development Goals ◽  
Critical Role ◽  
Left Behind ◽  
Development Agenda ◽  
Language Minorities ◽  
Major Fault ◽  
Development Goals ◽  
Development Objectives

AbstractThe adoption of the Millennium Declaration in 2000 by 189 member-states of the United Nations defined a critical moment for global cooperation as leaders committed themselves to achieve eight specific development objectives known as the Millennium Development Goals (MDGs) by 2015. As the largest and arguably most ambitious initiative on the international development agenda, the MDGs have become the normative framework for human development, and the MDG language of goals and targets now shapes the global debate about how to define and measure development. Examination of the progress achieved thus far towards the MDGs pinpoints language at the very heart of major fault lines in the development process: those most often left behind are language minorities. Keeping the promise of the MDGs requires a new understanding of the critical role of language in human development. Because there can be no true development with linguistic development, only by putting language at the center of development can we close the gaps and meet key targets of the MDGs and other global agendas such as Education for All (EFA) and Education for Sustainable Development (ESD). This article issues an urgent call for linguists to make their voices heard.

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