The Implementation of Waqf as ‘Urf  in Indonesia

As a tradition that has been practised for a long time, waqf or endowment is clear evidence that Muslims in Indonesia are developing through this worship. However, what if the waqf is in the form of a mosque, Islamic school, and grave (3M’s waqf). It is an unusual thing in the contemporary Islamic tradition, but its existence persists. Meanwhile, 'Urf as one of the legal propositions in establishing Islamic law has known the concept and has been practised for generations in suburban areas where most of the population is Muslim. This tradition is then accommodated in Law Number 41 of 2004 concerning endowment, which contains land endowment and endowment organiser (nazhir). This paper examines the tradition of endowment in Indonesian society to benefit mosques, Islamic schools, and graves. By using the historical and analytical-conceptual approaches, this paper will analyse waqf in these three forms. The results of this study can be taken into consideration by stakeholders in developing strategies for strengthening and empowering 3M's donated land to create benefits for the Indonesian since 3M’s endowment is commonly found in Indonesian society.

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

AL-TA LIM ◽

10.15548/jt.v27i3.635 ◽

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.

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Manajemen Keuangan Madrasah yang Bersumber dari Masyarakat

At-Turats ◽

10.24260/at-turats.v13i1.1296 ◽

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.

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Educative Tradition and Islamic Schools in Indonesia

Journal of Arabic and Islamic Studies ◽

10.5617/jais.4638 ◽

1970 ◽

Vol 14 ◽

pp. 47-62 ◽

Cited By ~ 1

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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Pesantren, Tasawuf dan Hedonisme Kultural (Studi Kasus Aktualisasi Nilai-nilai Tasawuf dalam Hidup dan Kehidupan di Pondok Pesantren Modern Gontor)

Dialog ◽

10.47655/dialog.v32i2.145 ◽

2017 ◽

Vol 32 (2) ◽

pp. 112-134

Author(s):

BASUKI BASUKI

Keyword(s):

Education System ◽

Global Education ◽

Personality Development ◽

Field Research ◽

Boarding Schools ◽

Islamic School ◽

Islamic Schools

Islamic School has the basic essence that can not be separated from the characteristics of the pesantren institution that always stress the importance of moral Akhlaqul Karimah as a guideline life of everyday society. Therefore pesantren education system has always been and always aim to develop the personality Muhsin, not just Muslims. Muhsin personality mentioned is Sufism. This is where the intersection between Sufism and Islamic schools. The essence of Sufism is pengejawan charity, while the essence of boarding schools located in the personality development of Muhsin. In this third millinium century boarding schools are in the mainstream of life of the paradigmatic capitalism, and the condition of society that have become jungle hedonism. This brief article is the result of field research has revealed how the actualization of the values of Sufism in the modern pesantren Gontor the era of global education and cultural hedonism. PesantrKEYWORDS:en, Mukmin, Muslim, Muhsin, Sufism, Cultural Hedonism

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Keberadaan Badan Akreditasi Provinsi Sekolah/Madrasah (Upaya Meningkatkan Mutu Pendidikan Madrasah Di Provinsi Jambi)

MADRASAH ◽

10.18860/jt.v7i2.3320 ◽

2016 ◽

Vol 7 (2) ◽

pp. 22

Author(s):

M. Syahran Jailani

Keyword(s):

High School ◽

Elementary School ◽

Junior High School ◽

Junior High ◽

Senior High School ◽

Educational Institutions ◽

Islamic School ◽

Islamic Schools ◽

Policies And Programs

This research is intended to look into the existence of Province Acreditation for School and Islamic School in Jambi through the policies and programs executed, include the result of acreditation for islamic school at Ministry of Religious Affairs in Jambi. The data from Jambi Ministry of Religious Affairs in 2012 showed that from 538 islamic schools which have been acreditated, ie:(a) 244 Islamic Kindergarten, 169 (7,63%) kindergartens were acreditated, 75 (28,37%) kindergartens were not acreditated, (b). 263 Islamic Elementary School, 171 (61%) schools were acreditated, 98 (38,20%) schools were not acreditated, (c) 345 Islamic Junior High School, 158 (44,99 %) schools were acreditated, 187 (55,01%) schools were not acreditated and (d) 184 Islamic Senior High School, 88 (47,01%) schools were acreditated and 96 (52,99%) schools were not acreditated. From 1036 educational institutions, there have been 450 (43,44%) islamic schools which were acreditated while there were 586 (56,56%) isclamic schools which were not acreditated. The main problem which happenned was there were many islamic schools got C in acreditation and even some schools were not acreditated. It was caused by: (a) socialization, (b) limitted fund, (c) geographical condition, (d) the low network among islamic schools and (e) there were many policies which have not been accompanied by commitment fully. Keywords : Madrasah/School Acreditation Board, The Quality Of Madrasah Education.

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Problematika Pendidikan Islam Sebagai Sub Sistem Pendidikan Nasional di Era Global

Al-Tahrir Jurnal Pemikiran Islam ◽

10.21154/al-tahrir.v11i2.37 ◽

2011 ◽

Vol 11 (2) ◽

pp. 303

Author(s):

Moch. Miftachul Choiri ◽

Aries Fitriani

Keyword(s):

Cultural Transformation ◽

Transformation Process ◽

Islamic Education ◽

Global Culture ◽

Islamic School ◽

National Education ◽

Islamic Schools ◽

Global Era ◽

Negative Impacts ◽

Is Value

A globalization, which looks like both sides of one coin, has both positive and negative impacts. The globalization inspired not only by capitalism but also by pragmatism has practically affected the education in Indonesia. The roles of education become practically unfamiliar and faraway from society needs. The globalization takes some issues such as competence, standardization, and commerce. To face this era, what should Islamic education do as sub-system of national education? The Islamic school (madrasah) as a sub-system of Islamic education in Indonesia, had extremely strong experienced to face the challenges at the last era of Dutch colonialism. The fact that madrasah had not only an autonomy but also an intellectual resources had proven that it could fulfill the needs of Islamic community. These are cultural potencies which should be kept and not be abandoned for the sake of globalization interest. The globalization as a cultural transformation process affects the world, especially the practice of education in Indonesia. All people using science and technology can easily access the global culture. The global culture which is value-free should be faced by transformation of values of which Islamic scholars had transformed in pesantren (Islamic boarding schools) and Islamic schools (madrasah). In other word, both pesantren and madrasah should not be entrapped in capitalism ideology and could serve all people. It is because the paradigm of Islamic education differs from that of both capitalism and pragmatism. The article tries to elaborate how Islamic education in Indonesia especially madrasah should be positioned in the global era

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Pesantren

Tasamuh Jurnal Studi Islam ◽

10.47945/tasamuh.v10i1.68 ◽

2018 ◽

Vol 10 (1) ◽

pp. 125-148

Author(s):

Abdul Jabbar

Keyword(s):

School Environment ◽

Boarding School ◽

Islamic School ◽

Islamic Tradition ◽

Five Elements ◽

Holy Book

Islamic school is an education institutional of Islam that functions as center of education and transmission of Islam (preaching). There are five elements of Islamic school, among one and another cannot be separated. The five of this element include an Islamic religious teacher, religious pupil, Islamic boarding school, mosque, and teaching of classical holy book, or it can be mentioned as yellow’s holy book. The process of inherent preaching in education is conducted in Islamic school environment. The problematic of preaching is the challenge and the preaching’s future for the Islamic boarding school that is required to be an institutional of preaching and Islam education but also following as the development. Thus, Islamic school is not only recognized as traditional, but it is able to be institutional modern of preaching and education that has three transmission functions of Islamic knowledge, maintenance of Islamic tradition and development of Islamic Teacher.

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“Mother of the Faithful” and “Lion of Allah” in the Prophetic Tradition and Early History of the Caliphate or Why the Islamic Jama at Disintegrated?

Islam in the modern world ◽

10.22311/2074-1529-2020-16-2-47-56 ◽

2020 ◽

Vol 16 (2) ◽

pp. 47-56

Author(s):

F. A. Asadullin

Keyword(s):

Point Of View ◽

Islamic Period ◽

Islamic Schools ◽

Regional Conflicts ◽

Long Time ◽

History Of ◽

The Russian Federation ◽

The One ◽

Early Islamic Period ◽

Early Islamic

The problem of disintegration of the Islamic Ummah a long time ago became the one of the most important for the Islamic world and worldview. The wave of violence in the Near and Middle East sharpened some regional conflicts, which have already taken place before. The paper deals with the roots of this conflict atmosphere in the Early Islamic period. As the tradition affirms, the Prophet Muhammad predicted the Ummah to split in 73 sects. Today there exist in any case not less than 73 different Islamic schools, movements and organizations, which mutually and constantly contest their doctrinal authenticity. Moreover, the activity of quasi- Islamic extremist organisations like the ISIS, which is forbidden inside as well as outside the Russian Federation, is quite remarkable. All these factors demonstrate, that from the academic point of view it is actual to critically research the nature of fragmentation and disintegration of Islamic communities through the prism of prophetic legends. This paper is to consider as an attempt to resolve this multidimensional problem.

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Pemberdayaan Pendidikan di Madrasah (Studi Kasus Pada Madrasah Ibtidaiyah Nelayan Suku Laut Kuala Tungkal)

MADRASAH ◽

10.18860/mad.v12i2.9599 ◽

2020 ◽

Vol 12 (2) ◽

pp. 154-167

Author(s):

Muhammad Syahran Jailani

Keyword(s):

School Leadership ◽

Public Awareness ◽

Research Result ◽

Qualitative Approach ◽

Educational Process ◽

Islamic School ◽

Islamic Schools ◽

The People ◽

Religious Understanding

This study is aimed at revealing how is the empowerment of education at Madrasah Ibtidaiyah in Fisherman village Suku Laut Kuala Tungkal. Madrasah 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. Research result, 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

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Pengembangan Kurikulum Bahasa Arab di Sekolah Islam Terpadu SMP Luqmanul Hakim Aceh

Al Mahāra Jurnal Pendidikan Bahasa Arab ◽

10.14421/almahara.2020.061.04 ◽

2020 ◽

Vol 6 (1) ◽

pp. 59-76

Author(s):

Aisyam Mardliyyah ◽

Tulus Musthofa

Keyword(s):

Integrated Curriculum ◽

Descriptive Analysis ◽

Literature Study ◽

Islamic School ◽

National Education ◽

Islamic Schools ◽

Library Research ◽

National Education System ◽

High Level ◽

Curriculum Organization

Sekolah Islam Terpadu (SIT) or Integrated Islamic Schools are essentially schools that implement concepts. Islamic education is based on the Qur'an and Sunnah and is based on the National Education System Law. This article aims to describe and find out the curriculum components and curriculum organization in the Integrated Islamic School, especially in Arabic subjects at Luqmanul Hakim Aceh Integrated Islamic Middle School. The research method used was literature study (library research) with documentation and interview collection techniques and for its analysis using descriptive analysis. The results showed that the curriculum components in SIT are Objectives, Content, Process and Evaluation of Curricula that have TERPADU characteristics (Telaah/Study, Eksplorasi/Explore, Rumuskan/Formulate, Presentasikan/Present, Aplikasikan/Apply, Duniawi/Worldly, Ukhrowi/Divinity). Overall curriculum organization under the auspices of the JSIT institute of Arabic subjects at all levels and general subjects at elementary through junior high level can be classified in the curriculum organization of broad field curriculum, while general subjects at the level of senior high school belong to the curriculum organization of separated-subject. In its implication the SIT curriculum can be categorized into Integrated Curriculum. Keywords: Curriculum Development, Arabic Curriculum, Integrated Islamic School.

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