scholarly journals Pendidikan Islam dan Peranannya Dalam Membangun dan Mengembangkan Kearifan Sosial

2015 ◽  
Vol 1 (6) ◽  
Author(s):  
M. Abu Saad
Keyword(s):  
Formal Education ◽  
Social Institutions ◽  
Study Groups ◽  
Islamic Education ◽  
Human Potential ◽  
Educational Institutions ◽  
Sociological Study ◽  
Formal Curriculum ◽  
Islamic Faith ◽  
Islamic Society

Islamic education is an education that aims to form a complete individual Muslim, develop the entire human potential both in the form of physical and spiritual, foster a harmonious relationship with God every person, man and the universe. Islamic educational institutions in Indonesia consists of institutions of formal and non-formal education. Formal Islamic education institutions have levels ranging from Elementary School, MTs, Madrasah Aliyah, Until universities like IAIN. Non- formal education institutions Islam has no hierarchy and formal curriculum, such as Majlis study groups, educational gardens Koran and so on. In a sociological study Islamic education as an institu- tion that has always experienced interaction with other social institutions. Islamic education has always had a role creating an Islamic society which has dimensions of Islamic faith and encourage life toward renewal, growth and development, human respect as individuals who have the freedom and human rights and dignity, open to all civilization. Keywords: Islamic Education, Role, Development, Local Wisdom.

scholarly journals The state and dynamics of the Russian mass consciousness and behavioral practices under the covid-19 pandemic

2021 ◽  
Vol 21 (4) ◽  
pp. 739-754
Author(s):  
M. K. Gorshkov ◽  
I. O. Tyurina
Keyword(s):  
Social Order ◽  
Large Scale ◽  
Social Economic ◽  
Social Institutions ◽  
Well Being ◽  
Social Consequences ◽  
Human Potential ◽  
Sociological Study ◽  
The World ◽  
The Impact

The expansion of the covid-19 has created a new pandemic social reality. In fact, for the first time in modern history, mankind faces a global crisis determined not by geopolitical or economic challenges but by a disease which spreads in most countries and all continents as a pandemic, which affects the current social-economic processes and development forecasts, reveals and intensifies the most acute social problems, and significantly transformed the functioning of the contemporary society. The pandemic was a complete surprise for the world and national communities - a surprise not so much medical or epidemiological as social. Already at the beginning of the pandemic, there was an opposition of two approaches to its probable social consequences. Some experts believed that it would change the society radically and irreversibly, would transform social institutions and change everyday life, and the world will never be the same. Others argued that the new social practices would not affect the deepest foundations of the established social order which would be later restored in its pre-coronavirus form [10]. However, it is obvious that the global and extraordinary social upheavals caused by the pandemic would have large-scale social consequences that need to be described and analyzed, in particular the impact of the coronavirus on the most important spheres and aspects of life as assessed by the people. The article is based on the results of the all-Russian sociological study and presents a comprehensive analysis of the Russian life under the pandemic. The authors provide data on the dynamics of material and social situation of Russians, explain the impact of the pandemic on the social-psychological well-being, public mentality and spiritual atmosphere. The authors pay particular attention to the behavioral practices of different groups of the Russian population according to their adaptation to new social-economic conditions, preservation and development of human potential, and view of the countrys future.

scholarly journals Manajemen Pesantren sebagai Khazanah Tonggak Keberhasilan Pendidikan Islam

2017 ◽  
Vol 2 (1) ◽  
pp. 127-153
Author(s):  
Ahmad Khoiri
Keyword(s):  
Formal Education ◽  
Evaluation Process ◽  
Boarding School ◽  
Boarding Schools ◽  
School Education ◽  
Islamic Education ◽  
Educational Institutions ◽  
Education History ◽  
Public Places ◽  
Education Outcomes

Management is one of the most important aspects of managing an institution / agency especially in educational institutions, so expect especially Islamic education institutions and boarding schools because it can not be separated when talking about Islamic education definitely a benchmark of all it is a boarding school education, history has proven that the embryo of formal education is education schools starting from the household, surau, mosques and public places, The new Islam began to grow rapidly after education was started in utakan even serve as doktrinisasi process. Inspirational relentless, berkaryapun always sure, Batsul masa'il, sorogan, mukhadloroh as the hallmark of learning as well as the evaluation process, so as to give birth to a reliable generations who are ready to solve all the problems that occur at this time. Thus the usefulness aspects of Islamic education outcomes can be felt from the ma-society down to the top, this is evidenced by the works of the scholars / clerics and students who continue to fortify themselves with berakhlakul karimah amidst the bustle of the current world developments.

The History of Nonformal and Informal Education

2019 ◽  
pp. 538-553
Author(s):  
Andrew Grunzke
Keyword(s):  
Young People ◽  
Research Methods ◽  
Informal Education ◽  
Formal Education ◽  
Educational Institution ◽  
Social Institutions ◽  
Popular Media ◽  
Educational Institutions ◽  
Educational History ◽  
History Of

Despite being older and more pervasive than formal education, the history of nonformal and informal education is less fully examined by historians of education. This chapter explores the unique opportunities and challenges experienced by historians studying nonformal and informal education. The spectrum of nonformal and informal education is incredibly diverse and includes the set of all social institutions that serve to shape an individual’s knowledge and values. It spans museums and libraries, popular media, and even casual relationships between young people and more experienced members of their communities. The study of the history of nonformal and informal education brings to the fore ontological questions about educational history, including what counts as an educational institution, the differences between education and entertainment, and whether the same research methods that apply to the study of formal educational institutions can be applied to the study of their less formal counterparts.

scholarly journals The Roles and Capabilities of Formal, Non-Formal, and Informal Institutions in Shaping Education Access in Cigugur Sub-district, West Java, Indonesia

2021 ◽  
Vol 4 (1) ◽  
pp. 696-708
Author(s):  
Michelle Lim ◽  
Lucky Permana ◽  
Vinsensius Billy Hongo ◽  
Kanaya Kiandra ◽  
Kathryn Nabasa ◽  
...  
Keyword(s):  
Rural Areas ◽  
Urban Areas ◽  
Formal Education ◽  
Participant Observation ◽  
Social Institutions ◽  
Educational Institutions ◽  
Access To Education ◽  
Local Churches ◽  
Education Access ◽  
Entrepreneurial Skills

The objective of this research paper is to explore the capacities of formal, non-formal, and informal educational institutions, as parts of social institutions. The roles of these institutions will be assessed within the urban, middle, and rural areas of Cigugur sub-district in Kuningan. This research uses qualitative methods, comprising interview and 1-month participant observation in the field. From this research, it was found that the education access in the urban areas of Cigugur boasts an abundance of formal education, in which the skills that were shaped are literacy and communication skills. On the other hand, the middle - areas, which lack formal education, rely on non-formal institutions (such as the local churches and local Islamic organizations (pesantren) to shape ethical and entrepreneurship education through a series of communal meetings. In fact, due to the rare availability of formal education in the rural areas, knowledge spillover from older to younger generations is delivered through informal conversations to shape basic entrepreneurial skills in their informal businesses. The academic contribution of this article is to illuminate the different roles and capabilities of social institutions to deliver different access to education in their various geographical contexts.

scholarly journals Peran Majelis Taklim Al-Hidayah dalam Pendidikan Islam dan Gerakan Sosial Keagamaan di Propinsi Lampung

2019 ◽  
Vol 6 (1) ◽  
pp. 27-36
Author(s):  
Rumadani Sagala
Keyword(s):  
Formal Education ◽  
Institutional Development ◽  
Research Process ◽  
Qualitative Description ◽  
Islamic Education ◽  
Religious Movements ◽  
Educational Institutions ◽  
Research Plan ◽  
Religious Social Movements

The era of globalization of life has been integrated with the cyber world with the need to foster religious life, one of which is conducting non-formal education such as the Majlis ta'lim which has been investigated lately. Lampung province for Islamic education and socio-religious movements. Specifically, this research plan will raise the role, role, strategy of institutional development by taking studies at the Majelis Taklim Al-Hidayah Bandar Lampung, East Lampung, Central Lampung, and Pesawaran. The method of this research is a qualitative approach by providing a qualitative description of the role of the Al-Hidayah clerics in Islamic education and socio-religious movements. The results of this study that the existence of the Lampung province's Al-Hidayah study during the research process was carried out since mid-2018, demonstrating its role, duties and functions as non-formal educational institutions that engaged in women's groups in order to strengthen maternal capacity and knowledge especially in Islamic education religious social movements.

scholarly journals Islamic Education in Qom

1970 ◽  
Vol 69 ◽  
pp. 35-75
Author(s):  
Frida A. Nome ◽  
Kari Vogt
Keyword(s):  
Structural Changes ◽  
Work Force ◽  
Islamic Education ◽  
Educational Institutions ◽  
Islamic State ◽  
Islamic Theology ◽  
Modern Learning ◽  
The Media ◽  
Learning Institutions ◽  
Islamic Society

This article examines contemporary developments within the sector of Islamic education in Qom since the establishment of the Islamic state in 1979. It concludes that the structural changes have been wideranging, encompassing a bureaucratization of the houze (Islamic seminaries) as well as a strengthening of the cooperation and competition between 'traditional' and 'modern' learning institutions. The ancient houze system has been supplemented with a diversified body of new Islamic teaching centres, officially aiming at a modernized education for contemporary Islamic society. The changes have increased the institutional capacity to educate both male and female tollab (students of Islamic theology), and to furnish them with academic degrees. This has contributed to shaping a work force which takes up positions within the media, judiciary, bureaucracy, and the educational institutions of the Islamic state. It has furthermore shaped a generation of preachers and propagators, who work to spread thestate's vision of Islam.

scholarly journals Building a Literature Culture in Islamic Education Units: Concept and Strategy

2021 ◽  
Vol 2 (1) ◽  
pp. 44
Author(s):  
Saefrudin Saefrudin
Keyword(s):  
Reading Skills ◽  
Formal Education ◽  
Islamic Education ◽  
Learning Activity ◽  
Educational Institutions ◽  
Reading Room ◽  
Reading Material ◽  
Literature Culture ◽  
Current Reality

In the 21st century, the ability of literate learners closely related to the demands of reading skills that lead to the ability to understand information in an analytical, critical, and reflective. Based on the current reality in most educational institutions in Indonesia, especially in the institutions of Islamic formal education encountered problems related to the acculturation of literacy in schools. The problems include low interest in reading, reading motivation among learners, and demands the ability to read in the sense of understanding the text analytical, critical, and reflective. Thus, several attempts were made to develop a culture of reading is to: a) Allowing learners to read at least 15 minutes before the learning activity begins; b) Setting up a library or reading room comfortable and enjoyable at school; c) Absolutely the proper functioning of the library as a means of learning resources; d) Enhancing the reading material with the procurement of varied and interesting books in the school; e) create symbols that can enhance the enthusiasm of the spirit of reading; and f) Hold a book review contest among students / classes regularly at school. Of course, for students who win should be given an appreciation / reward.

scholarly journals MANAJEMEN PENDIDIKAN ISLAM BERBASIS TAHFIDZ DI PONDOK PESANTREN TAHFIZH QUR`AN AHMAD DAHLAN PONOROGO

2019 ◽  
Vol 3 (1) ◽  
pp. 61
Author(s):  
Panusunan Rambe ◽  
Syarifan Nurjan ◽  
Sigit Dwi Laksana
Keyword(s):  
Data Analysis ◽  
Formal Education ◽  
Educational Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Data Presentation ◽  
Analysis Techniques ◽  
The People ◽  
Qualitative Descriptive ◽  
Descriptive Method

Management in an educational institution is one of the most important considerations for parents in choosing educational institutions for their sons. The management of tahfizh-based Islamic education in PPTQ Ahmad Dahlan Ponorogo is all educational activities that exist in PPTQ Ahmad Dahlan Ponorogo. The purpose of this research is to find out the management of Islamic education in PPTQ Ahmad Dahlan Ponorogo. The purpose of this study was to find out the management in PPTQ Ahmad Dahlan Ponorogo because Islamic Education is not only for santri but also for the people around Ponorogo to learn about Islam and the Qur'an. In addition to this, every santri is obliged to memorize the Qur'an in addition to formal education. The method used in this study is a qualitative descriptive method and the data collection is done by interview, observation, and documentation. Data analysis techniques used in this study include data reduction, data presentation and conclusions. The conclusion of the results of this study is that the management of Islamic education in Ahmad Dahlan Ponorogo's PPTQ has been carried out based on the principle of the obligation of every santri. The management of Islamic education carried out is not only aimed at santri but also for the people around Ponorogo.

scholarly journals THE DYNAMIC TRANSFORMATION OF ISLAMIC EDUCATIONAL INSTITUTIONS IN GAYO FROM 1900 TO 1986

2021 ◽  
Vol 28 (2) ◽  
pp. 106
Author(s):  
Ihsan Harun ◽  
Indra Indra ◽  
Emy Yusdiana
Keyword(s):  
Higher Education ◽  
Formal Education ◽  
Education Institution ◽  
Institutional Transformation ◽  
Islamic Education ◽  
Educational Institutions ◽  
Formal Institutions ◽  
Higher Education Institution ◽  
Dynamic Development ◽  
Dynamic Transformation

<p>The dynamic development of Islamic education in Gayo cannot be separated from the turbulent period of education in Indonesia in general. The emergence and development and collapse of non-formal educational institutions and the transformation of formal institutions were influenced either directly or indirectly by the renewal of the dynamics of Islamic educational institutions in Indonesia. It was clear that the development of institutional transformation in Gayo from 1900 to 1986 was started by <em>umah</em> education. Graduates of homeschooling education usually continue their education to <em>Mersah</em> (<em>musalla</em>) or joyah for women of Gayo. These educational institutions are known as non-formal education. The formal education from 1900 to 1986 was started by Tarbiyah Islamiyah and Sekolah Rendah Islam (from 1902 to 1940). Meanwhile, in 1970 Pendidikan Guru Agama Pertama was established. Then, in 1980, this institution changed into Madrasah Aliyah Negeri 2 in Takengon. After that, in 1968 IAIN Persiapan was established in Temetas Lemah Burbana as Islamic higher education. However, this institution was transformed into Madrasah Aliyah Negeri 1 in Takengon in 1978. The Higher Education Institution was established in 1986 as a result of the transformation of STIE, STIT, and STIP into Perguruan Tinggi Gajah Putih Takengon. STIT tranformed into STAI Gajah Putih Takengon, and then it transformed into STAIN Gajah Putih Takengon, and today it is known as IAIN Takengon. Meanwhile, the STIE and STP transformed into Universitas Gajah Putih Takengon.</p>

Meunasah : Lembaga Pendidikan Islam Tradisional Aceh

At-Tafkir ◽  
2020 ◽  
Vol 13 (2) ◽  
pp. 173-186
Author(s):  
Muslim Hasballah
Keyword(s):  
Educational Institution ◽  
Education Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Literature Study

Meunasah is one of the basic levels of traditional Islamic educational institutions in Aceh. Which to date continues to be vehement with recitation and other civic activities. aims to find out the origins and the development of meunasah as a basic traditional Islamic educational institution in Aceh. This research applied a literature study by collecting various references. The results showed that meunasah had existed since the formation of the Islamic community in Aceh. The development of meunasah as a traditional Aceh Islamic education institution was only discovered during the period of Sultan Iskandar Muda (1607-1636).

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