scholarly journals Aktualiasasi Pendidikan Islam dI Dalam Institusi-Institusi Madrasah terkemuka Abad Klasik

MADRASAH ◽  
2016 ◽  
Vol 6 (1) ◽  
pp. 18
Author(s):  
Andik Wahyun Muqoyyidin
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Science And Technology ◽  
Education Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Full Support ◽  
The Government ◽  
Almost All

<span><em>Madrasa as an institution of Islamic education was an idea and a brilliant </em><span><em>achievements in the fith century AH. With its uniqueness, during the </em><span><em>Abbasiyah caliphate in Baghdad, madrassas became par - excellence </em><span><em>educational institutions. After development and kuttab mosques, madrassas </em><span><em>was growing very rapidly. Mirror at that time, the pattern of Islamic </em><span><em>education has many variants, and almost all educational institutions when </em><span><em>it received full support from the government in the fild of fiance. This was </em><span><em>the cause of science and technology was growing rapidly. The madrassas </em><span><em>which makes it very important function is the completeness of his room </em><span><em>to study, known as muhadharah rooms and buildings associated with it,</em><br /><span><em>security for students and teachers. Similarly, in teaching and learning, </em><span><em>teaching methods varied also be one of the aspects that are important for </em><span><em>transferring knowledge and culture from a teacher to a student.</em><br /><span><strong>Keywords </strong><span><strong><em>: </em></strong><span><em>Islamic Education, Institution, Madrasa, Classic</em></span></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span></span>

STUDI INTEGRASI ISLAM, SAINS DAN BUDAYA NUSANTARA DI MADRASAH IBTIDAIYAH

2018 ◽  
Vol 7 (2) ◽  
pp. 229-234
Author(s):  
Putri Nazma Maharani
Keyword(s):  
Elementary Schools ◽  
Religious Education ◽  
Teaching And Learning ◽  
Education Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
The Past ◽  
Key Word ◽  
Science And Culture ◽  
Muslim Intellectuals

Integration or Islamization of knowledge are now beginning to develop among Muslim intellectuals. They also hold religious awareness, and that science is in harmony with God's revelation. Science needs to be transformed to believe in the grace that He has given. In an effort as a science development, it is necessary to improve the activities of the teaching and learning process so that the Madrasah Ibtidaiyah arises. Islamic elementary schools have an important role to balance between science and general science. Madrasas as educational institutions that grow and develop from the tradition of religious education in society. In the past the first Islamic Education Institution was established in Indonesia in the form of pesantren. Pesantren has become a tradition or culture that is attached to society as the foundations for laying out Islamic education. Starting and developing from pesantren education, Madrasah Ibtidiyah is the initial foundation for putting knowledge on children. Islamic elementary schools also play a role in developing a process of learning activities that integrate Islamic education, national science and culture Key word:.Integration of Islamization, Science, and Culture

scholarly journals The Implementation of Integrated Islamic Education Model at MAN Insan Cendekia Pekalongan

2020 ◽  
pp. 68
Author(s):  
Muhlisin Muhlisin ◽  
Mohammad Syaifuddin
Keyword(s):  
Curriculum Development ◽  
Science And Technology ◽  
Development Program ◽  
Education Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Science Integration ◽  
Islamic Studies ◽  
Education Model

Islamic educational institutions are encouraged to implement the model of integrated Islamic education in recent years. They are supposed to integrate Islamic studies, science and technology. The present study aims to reveal the reasons why MAN IC Pekalongan implement an integrated Islamic education model, describe the implementation of students’ activities programs based on science integration, describe the implementation of curriculum development based on science integration, describe the learning implementation based on the integration of Islamic studies, science and technology. Grounded in qualitative approach, data were garnered through interview, observation, and documentation. Data were analyzed through reduction, display, and data verification. The study findings expose that: first, the reasons of integrating Islamic studies, science and technology is to reach the vision of the school which aims to be excellent both on academic and non-academic areas which then be able to improve the quality of madrasah as an integrative Islamic education institution. Second, the students’ activity program used is the model of Separated Integration System (SIS). Third, the curriculum development program used is the model of Integrated Tree Curriculum (ITC). Fourth, the learning implementation uses the model of Integrating Verb (IV), Interdisciplinary Dialogic Integration (IDI), Instrumentalist Justification Integration (IJI), and reflective technique.

scholarly journals Peranan Kebijakan Pendidikan Islam dalam Menghadapi Pandemi Covid-19

PALAPA ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 221-232
Author(s):  
Falih Sunnimadi ◽  
Eni Riatul Malikhah ◽  
Fery Diantoro
Keyword(s):  
Teaching And Learning ◽  
Learning Activities ◽  
Islamic Education ◽  
Educational Institutions ◽  
Ministry Of Education ◽  
Internet Media ◽  
Teachers And Students ◽  
The Government ◽  
New Policies ◽  
Keywords Education

Abstrak: Wabah Pandemi Covid-19 sudah hampir satu tahun terjadi di negara kita tercinta Indonesia. Kemunculan wabah Covid-19 memicu terjadinya berbagai perubahan dalam berbagai aspek kehidupan, baik dari segi aspek sosial, kesehatan, pendidikan, dan lain sebagainya. Selain itu, dengan adanya wabah Covid-19 ini menyebabkan munculnya berbagai kebijakan-kebijakan baru yang disusun oleh pemerintah guna memutus mata rantai penyebaran Covid-19. Termasuk di dalamnya yaitu kebijakan dalam sektor pendidikan. Sesuai dengan kebijakan yang dikeluarkan oleh Kemendikbud, bahwa demi memutus mata rantai penyebaran wabah Covid-19 kegiatan belajar mengajardiberbagai jenjang pendidikan dilaksanakan secara daring (dalam jaringan)dan luring (luar jaringan). Hal ini menjadi sesuatu yang baru dalam dunia pendidikan kita tentunya. Yang mana biasanaya proses belajar mengajar dilakukan secara langsung. Kini, pada saat pandemi covid-19 dengan terpaksa harus dilakukan dengan menggunakan media internet  atau disebut dengan istilah daring (dalam jaringan). Dengan adanya kebijakan tersebut menjadi tantangan tersendiri bagi guru dan siswa sebagai pelaku pendidikan, terutama di daerah-daerah yang minim teknologi dan jaringan internet. Tantangan tersebut berlaku bagi semua guru lembaga pendidikan, tak terkecuali para guru dalam naungan lembaga pendidikan Islam. Kata Kunci: kebijakan pendidikan, Pendidikan Islam Abstract: The Covid-19 pandemic has occurred in our beloved country Indonesia for almost a year. The emergence of the Covid-19 outbreak triggered various changes in various aspects of life, both in terms of social, health, education, and so on. In addition, the Covid-19 outbreak has led to the emergence of various new policies formulated by the government to break the chain of spreading Covid-19. This includes policies in the education sector. In accordance with the policy issued by the Ministry of Education and Culture, that in order to break the chain of the spread of the Covid-19 outbreak, teaching and learning activities at various levels of education are carried out online (online) and offline (outside the network). This is something new in our world of education. Which is usually the teaching and learning process carried out directly. Now, when the Covid-19 pandemic has to be done with the internet media or referred to as online (in the network). With the existence of this policy, it is a challenge for teachers and students as actors of education, especially in areas that lack technology and internet networks.This challenge applies to all teachers of educational institutions, including teachers under Islamic education institutions. Keywords: Education policy, Islamic education

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).

scholarly journals THE IMPLICATION OF ABU TEUPIN RAYA’S THOUGHT IN TRANSFORMING ISLAMIC EDUCATION IN ACEH

2021 ◽  
Vol 5 (1) ◽  
pp. 134
Author(s):  
Al Husaini M Daud
Keyword(s):  
Teaching Methods ◽  
Islamic Education ◽  
Primary Sources ◽  
Educational Institutions ◽  
Administration System ◽  
Sociological Approach ◽  
Historical Continuity ◽  
History Of ◽  
Financial Administration ◽  
Depth Interviews

<p><strong>Abstract:</strong> This research is a study of the history of an educational figure about the implication of Islamic education related to the thoughts of Abu Teupin Raya, one of prominent educational figure from Aceh. Historical and sociological approach of knowledge were used. Meanwhile, the primary sources were the textual works of Abu Teupin Raya. Another major source was informants, those were the children of figure who were still alive and his students who had learned directly from him. Methods of data collection were done through the study of any literatures and in-depth interviews. All data collected was then selected, classified, verified systematically to the problem and the scope of the study. Furthermore, the data was analyzed by using content analysis and historical continuity method. This study found; First, the process of transformation of Islamic education in Aceh was closely linked with the historical, philosophical, and sociological foundation. Second, the idea of Islamic education which were transformed in the form of Islamic boarding institutions in Aceh had positive implications not only to the paradigm changes in the system of Islamic education but also to the management of educational institutions, financial administration system, even the curriculum and teaching methods.</p><p><br /><strong>Keywords:</strong> Abu Teupin Raya, transforming, Islamic education, Aceh</p>

scholarly journals Reflection in Teaching

2005 ◽  
Vol 2 (2) ◽  
pp. 11-20
Author(s):  
Ghassoub Mustafa
Keyword(s):  
Literature Review ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
English Language ◽  
Education Institution ◽  
Small Sample ◽  
Educational Institutions ◽  
Collaborative Reflection ◽  
Teachers Attitudes ◽  
Definition Of

The first part presents a review of concepts relating to reflection, drawing on the literature in this area. This literature review relates to the following aspects of reflection: the definition of reflection, the process of reflection, strategies in reflection, content of reflection, barriers to reflection, and advantages of reflection. The second part of this paper presents an investigation into the perceptions of a small sample of English language educators and supervisors, through personal interviews with 9 teachers and 3 supervisors from one higher education institution and other educational institutions in the United Arab Emirates. The findings of the investigation are analyzed with respect to the dimensions that appear in the literature review. These findings show that the teachers do have some knowledge of reflection. They reveal that the teachers: attitudes towards reflection and its applicability in the teaching and learning process is largely positive, mixed with some degree of skepticism. Teachers agree that reflection is useful, but many seem uncertain about how it can be applied in their situation. In some cases the interviewees seemed to be more concerned about the technicalities of their job, making collaborative reflection appear less of a priority.

scholarly journals EFEKTIVITAS METODE PEMBELAJARAN PENDIDIKAN AGAMA ISLAM GUNA PENINGKATAN PEMAHAMAN PADA ANAK TUNA GRAHITA SLB NEGERI KOTA METRO

2019 ◽  
Vol 2 (01) ◽  
Author(s):  
Nina Tisnawati ◽  
Ade Aulia Rahman
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Islamic Education ◽  
Disabled Children ◽  
Education Teacher ◽  
Mentally Disabled ◽  
Observation Methods ◽  
Islamic Religion ◽  
Southern City

Islamic Religion Teachers are supervisors, therefore in the teaching and learning process there needs to be methods in accordance with their students. In learning Islamic Religion various methods were developed in educating students, educating mentally disabled children needed methods that are used specifically in each learning process, the problem we will discuss is how the effectiveness of the implementation of Islamic Education teacher teaching methods in the learning process in children mentally disabled people are at the Metro South State Metro School. The focus of research on the effectiveness of the implementation of Islamic Education teacher teaching methods in the teaching and learning process for mentally disabled children is at the Metro South State Metro School. The limitation of this problem is that in this study we will discuss the effectiveness of the implementation of Islamic Education teacher teaching methods in the teaching and learning process for mentally disabled children at the Metro South State Metro School. The purpose of this study was to determine the effectiveness of the teaching methods of teaching Islamic Education teachers in the teaching and learning process for mentally disabled children at the Metro South State Metro School. in developing various methods in the teaching and learning process, while practically this research can provide input for Islamic education teachers at the Special Schools in the Southern City of Metro in effective learning. The method used in this study is an unstructured interview method, then the researcher uses unstructured observation methods. what the research did in this case was to observe directly the teaching and learning process in the classroom and outside the classroom, another method that researchers used was the method of documentation as a support in this study.

Understanding Nasheed for Learning Strategy in Islamic Education

2020 ◽  
pp. 205-218
Author(s):  
Muhammad Talhah Ajmain ◽  
Jimaain Safar ◽  
Ahmad Kilani Mohamed ◽  
Miftachul Huda
Keyword(s):  
21St Century ◽  
Teaching Methods ◽  
Confidence Level ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Good Alternative ◽  
Islamic Education ◽  
High Interest ◽  
Teaching Objectives ◽  
Selection Of

Nashid is one of various teaching methods and facilitator (PdPc). Teenagers nowadays are full of interest in entertainment in the form of songs and singing, and a good alternative is to bring them to God. Thus, this paper will be debating nashid as medium of education and missionary, nashid as a method of teaching and facilitating, the effectiveness of the method, and its implementation in teaching and learning. Aspects of creativeness in education are required in the 21st century. Nashid method is able to help students memorize facts and important things, strengthen memory, create high interest, build excitement, improve motivation and concentration, and enhance the confidence level among students. It will bring about a holistic student. However, the selection of the appropriate nashid must be considered to make sure the teaching objectives are achieved. Thus, teachers in Islamic teaching must look at this method as one of the important methods and apply it in their teaching and facilitating process.

scholarly journals Dinamika Pendidikan Islam: Studi Perubahan Kelembagaan dan Metodologi Pada Madrasah Model

ULUMUNA ◽  
2017 ◽  
Vol 12 (1) ◽  
pp. 89-106
Author(s):  
Taufik Churahman ◽  
Musfiqon Musfiqon
Keyword(s):  
Teaching And Learning ◽  
Boarding Schools ◽  
Islamic Education ◽  
Educational Institutions ◽  
Institutional Dynamics ◽  
Open Discussion ◽  
Modern Era ◽  
Three Phases

In this article, I study Islamic education developing in undulated ways from the classic to modern era, including in Indonesia. There is dynamics in two cases: institution and methodology. In term of institutional dynamics, Islamic educational institutions are established through three phases: mosques, Khan Mosques and madrasahs. In Indonesia, madrasahs are formed from teaching and learning in Muslim leaders’ (kiyais) houses, mosques, Islamic boarding schools (pesantren) and then madrasahs. In term of methodological dynamics, Islamic education in madrasahs is started from lecture, memorization, and open discussion. In Indonesia, the developed methods are lecture given through sorogan, bandongan, and classical ways. Those institutional and methodological dynamics bring about madrasahs have special characteristics as particular Islamic educational institutions. As a result, excellent and model madrasahs have been established recently.

scholarly journals PESANTREN DALAM POLITIK DAN KEBIJAKAN PENDIDIKAN DI INDONESIA

2020 ◽  
Vol 1 (02) ◽  
Author(s):  
Kharisul Wathoni
Keyword(s):  
General Education ◽  
Religious Education ◽  
Government Policy ◽  
Basic Education ◽  
Boarding Schools ◽  
Islamic Education ◽  
Educational Institutions ◽  
Religious Activities ◽  
Political Policy ◽  
The Government

A political policy that is carried out within a certain period of time seems to encourage the development of a social system as an effort to maintain the security of the system and political policies. As the government policy given to pesantren as Islamic educational institutions in Indonesia, has had an impact on the development of Islamic education institutions in Indonesia from basic education institutions and even to the formation of higher education institutions that are able to compete with general education institutions. There are 5 characteristics inherent in Islamic boarding schools, namely: pondok, mosque, teaching of classical Islamic books, santri, and kyai. Islamic boarding schools in Indonesia have a very big role, both for the progress of Islam itself and for the Indonesian nation as a whole. Based on existing records, religious education activities in the archipelago have been started since 1596. These religious activities are later known as Islamic boarding schools. Ulama began to realize that the traditional Islamic boarding schools and education systems were no longer suited to the Indonesian climate at that time. Therefore, an idea emerged about the need to develop and renew Islamic education in Indonesia.

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