scholarly journals Dakwah Tarekat Pada Lembaga Pendidikan

2018 ◽  
Author(s):  
Abrar M.Dawud Faza
Keyword(s):  
Informal Education ◽  
Formal Education ◽  
Direct Interaction ◽  
Islamic Education ◽  
Muslim Community ◽  
Way Of Life ◽  
Daily Lives ◽  
Nahdlatul Ulama ◽  
Informal Approach ◽  
Over Time

Rekognisi: Jurnal Pendidikan dan Kependidikan Volume 1, No.1, 2016 PGSD, Universitas Nahdlatul Ulama Sumatera Utara Preaching congregation in Indonesia initially occurs through informal approach, which continues to formal education. Islamic education informally implemented by adjusting the feelings and the way of life of people at that time. Informal education delivered by oral or oral propoganda and behaviour through direct interaction beetween the giver and the receiver. Over time, informal education through by local people formed the muslim community who have the same desire to practice the teacings of Islam in their daily lives, which is characterized by the construction of a mosque in the area. Formal education was held in institutionalized. Preaching congregation through formal education implemented in the mosque, langgar, boarding, meunasah, rangkang, dayah, and surau. In education institutions, preaching congregation in Indonesia carried out by teachers and clerics.

scholarly journals PENDIDIKAN ISLAM DI KOTA PALU:(Perspektif Historisitas, Kelembagaan dan Peranan)

2019 ◽  
Vol 7 (2) ◽  
pp. 87-102
Author(s):  
Arifuddin M Arif
Keyword(s):  
Simple Form ◽  
Formal Education ◽  
Community Organizations ◽  
Islamic Education ◽  
Muslim Community ◽  
Xvii Century ◽  
The People ◽  
The Government ◽  
The City

Islamic education in the Palu valley grew and developed along with the entry and development of Islam in the city of Palu since 1650 (XVII century). Institutionally, Islamic education grows and develops through informal, semi-formal, formal, and formal education channels organized by Islamic community organizations, foundations, and the government. Islamic education which was born along with the coming of Islam itself in the valley of Palu, even though at first it was in a very simple form, until institutionalization was enough to color the diversity of the people of Palu City while respecting the culture and wisdom of the community. Islamic education in the city of Palu, has played its function and role in accordance with the demands of the community and its era, especially in fostering community fervor especially the Muslim community in the city of Palu.

scholarly journals Getting Used To Sins: Looking At the Conditions of Customer Problems in the Context of Habit and Sin

2021 ◽  
Vol 7 (1) ◽  
pp. 173-206
Author(s):  
İsmail Çevik
Keyword(s):  
Daily Life ◽  
Moral Behavior ◽  
Study Habits ◽  
Muslim Community ◽  
Way Of Life ◽  
Religious Thought ◽  
Time Consciousness ◽  
Over Time ◽  
As If ◽  
The Way

There are experiences and accumulations that people have, consciously or unconsciously, throughout their life. These achievements are generally defined by names such as habit, moderation, temperament, and angel. While behaviors that are liked and praised by other members of the society are accepted, behaviors that are not approved are considered bad. Our habits are indispensable elements of daily life. Since they emerge without thinking and planning rather than being conscious, it makes life easier, practical and fluid. Although it is positive to make moral behavior and virtues a habit, when considered in the context of religious thought and worship life, over time, consciousness / consciousness disappears and can become actions taken without thought. When awareness and consciousness are disabled, religious thought and lifestyle show signs of degeneration. The way of life shaped by habit causes some behaviors that are seen as minor sins in the flow of daily life to be perceived as if there is no religious drawback in practice. Instead of shaping their lives in the light of the Qur'an and circumcision, people develop a unique perception of religion that begins to believe as they live. Verses and hadiths are understood beyond their real meaning with interpretations and compelling interpretations, where weak fatwas are accepted as sources. This situation leads the Muslim community to points that can produce dire consequences in terms of belief. In this study, habits-specific evaluations and determinations will be presented regarding these issues.

scholarly journals Imam Zarkasyi’s Modernization of Pesantren in Indonesia (A Case Study of Darussalam Gontor)

2020 ◽  
Vol 8 (1) ◽  
pp. 161
Author(s):  
Hamid Fahmy Zarkasyi
Keyword(s):  
Informal Education ◽  
Formal Education ◽  
Secondary Level ◽  
Islamic Education ◽  
Educational Thought ◽  
Public Property ◽  
Research Article ◽  
The Status ◽  
University Level

<p>This paper aimed at elaborating Imam Zarkasyi’s thought and practices in modernizing the traditional Islamic education called <em>Pesantren.</em> The method employed for this study is descriptive and explanatory research. The data is collected from documents such as books, research article and brochure, and from author observation from time to time. This paper identifies that the educational thought and experiences of Imam Zarkasyi as well as his religious inclination played an important role in his modernization of <em>pesantren</em>. The research also found that Imam Zarkasyi’s thought and practices in modernizing <em>Pesantren </em>system started from his serious observation and evaluation as well as his appreciation of traditional <em>pesantren</em> and <em>madrasah</em> system of education. The step taken by Imam Zarkasyi to modernize the education system was by integrating <em>pesantren</em> and <em>madrasah</em> system. In modernizing curriculum Imam Zarkasyi integrated the formal, non-formal and informal education utilizing <em>pesantren</em> environment. Students are taught not only subjects on religion and general sciences in the classroom, but also obtaining morality, mental and job skill education and other values in <em>pesantren</em> tradition within a well-designed informal and non-formal education.  Finally, to ensure the sustainability of <em>pesantren</em> Imam Zarkasyi changed the status of <em>Pesantren</em> institution from personal ownership into public property by way <em>Waqf. </em>The thought had been practically implemented successfully in secondary level and now the <em>Waqf</em>  Board started to implement the practice at university level.</p>

scholarly journals Prolematika Pengelolaan Pendidikan Islam Non-Formal Pada Komunitas Muslim

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Rivai Bolotio ◽  
Hadirman Hadirman ◽  
Musafar Musafar
Keyword(s):  
Formal Education ◽  
Islamic Education ◽  
Teaching Staff ◽  
Muslim Community ◽  
Education Management ◽  
Institutional Management ◽  
Inhibiting Factors ◽  
Management Problems ◽  
Muslim Communities ◽  
Management Functions

Prolematics of Non-Formal Islamic Education Management in Muslim Communities. This article aims to describe the prolematics of managing non-formal Islamic education in the Muslim community, specifically TPQ Nurul Taqwa Sea in Sea Village, Pineleng District, Minahasa Regency. Management problems in non-formal education, specifically TPQ Nurul Taqwa Sea are related to the non-optimally implementation of institutional management based on management functions (planning, organizing, monitoring and evaluating). In addition, it also illustrates the driving and inhibiting factors in the management of TPQ Nurul Taqwa Sea relating to (1) curriculum and teaching, (2) teaching staff, (3) students, (4) facilities and infrastructure, (5) finance and financing, (6) TPQ's relationship with the community

scholarly journals PENINGKATAN KEMANDIRIAN SANTRI BERBASIS NILAI RELIGIUS DI PESANTREN

Edupedia ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 71-79
Author(s):  
Junaidi Junaidi ◽  
Fildza Avisyah
Keyword(s):  
Cultural Values ◽  
Religious Education ◽  
Informal Education ◽  
Formal Education ◽  
Rapid Development ◽  
Boarding School ◽  
Religious Culture ◽  
Way Of Life ◽  
Unique System ◽  
The Times

The rapid development of the times, has implications for the implementation of education both non-formal education, formal education, and informal education is very necessary. Religious education is now known formally, not only in Islamic classes in the classroom by conveying material but Islamic religious lessons are also given in activities in Islamic boarding schools. Islamic boarding school is a unique system. Not only unique in the level of learning, but also in the values   of life, the way of life adopted, the structure of the division of authority, and all other aspects of personality and society. This paper tries to explain explicitly about (1) Internalization of religious cultural values   in increasing the independence of students of Salafiyah Syafi’iyah Sukorejo Islamic Boarding School. (2) The efforts of pesantren in enhancing religious cultural values   at the Salafiyah Syafi’iyah Sukorejo Islamic Boarding School. In order to obtain new knowledge about the internalization of religious cultural values   in increasing independence and the efforts of pesantren in improving religious culture.

scholarly journals PERKEMBANGAN MADRASAH DI INDONESIA

2019 ◽  
Vol 15 (1) ◽  
pp. 87-107
Author(s):  
P Praptiningsih
Keyword(s):  
Education System ◽  
Informal Education ◽  
Formal Education ◽  
Education Institution ◽  
Islamic Education ◽  
Long Distance ◽  
Islamic School ◽  
New Period ◽  
Three Stages ◽  
Independence Era

Before madrasah or Islamic school is built, mosque functions generally for holding education and includes every activity. The development of Islamic school firstly comes in three stages: first, mosque, second, institution of Masjid-Khan and third is Madrasah or Islamic school. Madrasah in Indonesia is Islamic education institution having long history. The trace exploration of the Islamic school is started by efforts of developing Islamic education system conducted by either Islamic figures or social-religious organizations. The development is influenced by policies through time, Dutch colonialism period, Japan colonialism period, independence era, old-period, and new period in Indonesia. The regulation of Sisdiknas No.20 in 2003 it is explained “education channel consists of formal education, non formal education and informal education completed and enriched each other. The education stated in verse 1 is held using opened system through meeting and long distance.

scholarly journals Transformational Islamic Education Ideas Abdurrahman wahid's perspective

2021 ◽  
Vol 13 (3) ◽  
pp. 2003-2010
Author(s):  
Samsudin Samsudin ◽  
Widiati Isana ◽  
Yasmin Astri
Keyword(s):  
Content Analysis ◽  
Data Analysis ◽  
Multicultural Education ◽  
Learning Strategies ◽  
Informal Education ◽  
Peace Education ◽  
Formal Education ◽  
Islamic Education ◽  
Analysis Process ◽  
Data Collection Technique

This article examines Abdurrahman Wahid's (often referred to as Gus Dur) views on transformative Islamic education. This is a qualitative study conducted in a library. This research compiled a collection of Gus Dur's writings on transformative Islamic education. The data collection technique used in this study was content analysis. In comparison, the authors used procedures for compiling, connecting, reducing, presenting, and withdrawing data during the data analysis process. According to Abdurrahman Wahid's thinking, this study discovered two concepts of transformative Islamic education: peace education and multicultural education. In informal education, Gus Dur's idea of peace education can be implemented through a sociopolitical lens through cooperative learning strategies. In contrast, in non-formal education, it can be implemented through dialogue and deliberation strategies. Multicultural education is Gus Dur's vision of education to foster heterogeneity in Indonesian society. Because, as Gus Dur points out, Indonesia is made up of numerous ethnic groups, tribes, cultures, and religions. As a result, the Indonesian people face the possibility of conflict over religion, ethnicity, and culture. 

scholarly journals Leadership in Islamic Education Institution

AL-TA LIM ◽  
2014 ◽  
Vol 21 (3) ◽  
pp. 198-205
Author(s):  
Supriadi Supriadi
Keyword(s):  
Social Environment ◽  
Social System ◽  
Informal Education ◽  
Formal Education ◽  
Education Institution ◽  
Boarding School ◽  
Islamic Education ◽  
Islamic School

Education institution may not be separated by social system. It can be formal and informal education. A formal education institution such as school, Islamic school or Islamic boarding school is in social environment and bringing a basic value and law from its institution. Meanwhile, Islamic education institution is believed as tool to reach the aim of education. The aim of education is hard to reach if there is no leadership in it. Copyright © 2014 by Al-Ta'lim All right reserved

The Social Background of Prussian Inventors and Entrepreneurs during the First Industrial Revolution

2021 ◽  
Vol 66 (1) ◽  
pp. 1-41
Author(s):  
Alexander Donges ◽  
Felix Selgert
Keyword(s):  
Social Mobility ◽  
Informal Education ◽  
Formal Education ◽  
Industrial Revolution ◽  
Social Background ◽  
Lower Class ◽  
The Social ◽  
Inventive Activity ◽  
Over Time

Abstract In this paper, we study the social background of Prussian inventors in the mid-19th century, using biographical information for over 1,500 individuals that filed a patent in Prussia. There are four major findings. First, there is evidence for broadly based inventive activity, including a large number of inventors from middle- and lower-class backgrounds. Second, concerning the role of human capital, we argue that a combination of formal and informal education was crucial for the generation of innovation, though the importance of formal education increased over time. Third, we provide evidence that inventive activity fostered social mobility. Many inventors founded companies after they had filed a patent, suggesting that they could exploit their inventions commercially. Fourth, we show that inventors were highly mobile. Inventors migrated to the commercial centers of Prussia, in particular to Berlin and to the booming cities of the Rhine Province. In this regard, migration of highly skilled individuals may provide an explanation for the strong path-dependency that we observe when studying the geography of innovation and patenting.

scholarly journals The Financial Aspects of Islamic Education (An Idea to Improve the Quality of Islamic Education in Islamic Boarding Schools)

2020 ◽  
Vol 2 (12) ◽  
Author(s):  
Abd Mukti ◽  
Yusnaili Budianti ◽  
Hamdani Hamdani
Keyword(s):  
Moral Education ◽  
Informal Education ◽  
Formal Education ◽  
Boarding Schools ◽  
Islamic Education ◽  
Cost Of Education ◽  
Education Costs ◽  
The Government ◽  
The Cost

Funding for education in Islam basically focuses on distributing education costs and burdens that must be borne by the community. Things that need to be considered in education financing are the amount of money that must be spent and where the source of the money is obtained. Thus, based on the source, the cost of education is obtained from the cost of education that comes from the government, the community, and the Baitul Mal. The main obstacle in financing Islamic education is due to limited sources of funds, low support for the community. In this case the thought about the source of education costs, at least the education providers must have planned it in detail because if the implementation process only depends on certain parties, in this case, the education providers are not serious in developing it. All these aspects are the concern of Pesantren in providing education to students, thus the educational aspect becomes part of the aspect of assessment that is very important in learning. The right attitude to respond to today's developments is expressed by the values of moral education developed through management functions to improve the quality of Islamic education in Islamic boarding schools. By implementing it in formal education, Pesantren education, informal education, and non-formal education, it will produce spiritual values, ethical honesty values, and tolerance values. Based on this view, the program implemented felt by all Pesantren residents through a good financial system.

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