RETHINGKING MARKETING MADRASAH Menimbang Pola dan Strategi Pemasaran Jasa  Pendidikan Madrasah

AbstractSince the 1980’s Islamic educational institutions in Indonesia have been varied in types. At first mainstream Islamic educational institutions included school, madrasah and Islamic schools but in the last two decades new model of variant have been coming out in the forms of Integrated Islamic School (SIT), Islamic School with International Perspective (SIBI), International Islamic School (Intis School), and others with numerous variants and affiliates. This becomes an interesting phenomenon and at the same time constitutes a challenge and competitor for mainstream Islamic institutions such as madrasahs. This article describes the development of variants and new trend of Islamic educational institutions in Indonesia and offers strategies and innovation in the development of madrasah in the perspective of educational service marketing management through the strategy of rethinking madrasah marketing strategy. Abstrak Sejak tahun 1980-an lembaga pendidikan Islam di Indonesia mengalami perkembangan variasi. Pada mulanya mainstream lembaga pendidikan Islam adalah sekolah, madrasah dan sekolah Islam. Maka pada dua dekade terakhir ini Muncul varian baru model Pendidikan Islam berbentuk Sekolah Islam Terpadu (SIT), Sekolah Islam Berwawasan Internasional (SIBI), International Islamic School (Intis School), dan lain-lain dengan berbagai varian dan afiliasinya. Hal ini menjadi fenomena menarik dan sekaligus menjadi tantangan dan kompetitor bagi lembaga pendidikan Islam mainstream seperti madrasah. Artikel ini mendeskripsikan perkembangan varian dan trend baru lembaga pendidikan Islam di Indonesia dan menawarkan strategi dan inovasi pengembangan madrasah dalam perspektif manajemen pemasaran jasa pendidikan melalui strategi rethingking marketing madrasah.

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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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Sekolah Islam terpadu; Filsafat, ideologi, dan tren baru pendidikan Islam di Indonesia

Jurnal Pendidikan Islam ◽

10.14421/jpi.2013.22.355-377 ◽

1970 ◽

Vol 2 (2) ◽

pp. 355 ◽

Cited By ~ 1

Author(s):

Suyatno Suyatno

Keyword(s):

21St Century ◽

Rapid Development ◽

Moral Values ◽

Islamic Education ◽

Educational Institutions ◽

Islamic School ◽

Islamic Schools ◽

Modern Education

Toward the 21st century, there is an interesting change in the trend of education (read Islamic education) in Indonesia . The dominance of educational institutions that consists of “Pesantren”,“Madrasah”, and Schools become different. It is based on the phenomenon that there is Integrated Islamic Schools in this country. The educational institutions,whicht have been spread to all parts of Indonesia, were established by some mosque activists at the ITB and UI campuses. The very rapid development of this school indicates that the Integrated Islamic School becomes the new trend of Islamic education in Indonesia. In this school, it is emphasized on the education of religious moral values and the excellent modern education nowadays. This kind of Integrated Islamic School has also proved a new style of the middle reislamization class of Indonesian Muslims. Menjelang abad 21, ada perubahan yang menarik mengenai tren pendidikan (baca pendidikan Islam) di Indonesia. Dominasi lembaga pendidikan yang terdiri dari Pesantren, Madrasah, dan Sekolah mulai bergeser. Hal ini ditengarai oleh fenomena munculnya Sekolah Islam Terpadu di negeri ini. Lembaga pendidikan yang telah tersebar ke seluruh wilayah Indonesia ini didirikan oleh para aktivis Masjid Kampus ITB dan UI. Persebaran sekolah yang demikian pesat menunjukkan bahwa Sekolah Islam Terpadu menjadi tren baru pendidikan Islam di Indonesia. Pada Sekolah ini ditekankan pada pendidikan nilai-nilai moral keagamaan dan pendidikan modern yang excellent saat ini. Sekolah ini juga memberikan corak baru mengenaireislamisasi kelas menengah Muslim Indonesia.

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The Electability of Islamic Educational Institutions

Jurnal Pendidikan Islam ◽

10.15575/jpi.v6i1.6443 ◽

2020 ◽

Vol 6 (1) ◽

pp. 57-68

Author(s):

Bahar Agus Setiawan ◽

Hairul Huda ◽

Sofyan Rofi

Keyword(s):

High School ◽

Junior High School ◽

Junior High ◽

School Principals ◽

Principal Component ◽

Educational Institutions ◽

Islamic School ◽

Islamic Schools ◽

Eigen Value ◽

Educational Market

Islamic schools have participated in Indonesian educational market and they have shown significant developments both in their achievement and their images. Their competitiveness is reflected in the level of their electability which can be investigated from the survey. This study was aimed at investigating the principal component that influenced the electability of Islamic schools with the formulation of any variable problems that contributed significantly to the electability of Islamic schools. This research applied Principal Component Analysis (PCA) with a questionnaire instrument using nine variables with 72 measuring statements. There were 204 respondents took a part from MTsN (Madrasah Tsanawiyyah Negeri/State Islamic Junior High School) 5 Jember and SMPIT (Sekolah Menengah Pertama Islam Terpadu/Integrated Islamic Junior High School) Al-Ghazali Jember. The results of this study showed the principal component in each Islamic school amounted to one with an eigen value of 6.3081 and 6.1140. Based on the result of this study, some variables contributed significantly to the school electability and this was done by continuing the analysis until the proportion value was greater than 80 percent. The variables of principal, teachers and learning atmosphere influenced school electability at MTs Negeri 5 Jember and variables of school principals, teachers and infrastructure influenced significantly school electability at SMPIT Al-Ghazali.

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MANAJEMEN PENINGKATAN AKHLAK MULIA DI SEKOLAH BERBASIS ISLAM

Jurnal Kependidikan ◽

10.24090/jk.v2i2.552 ◽

1970 ◽

Vol 2 (2) ◽

pp. 47-65

Author(s):

Ririn Nursanti

Keyword(s):

Character Education ◽

Moral Education ◽

Descriptive Study ◽

Educational Institutions ◽

Islamic School ◽

Education Management ◽

Islamic Schools ◽

Education Financing ◽

Moral Crisis ◽

Breakthrough Innovation

Moral crisis phenomena experienced by our students are at alarming level. Educational institutions come as enlighten bodies to anticipate such situations by optimizing each part of learning environments in order to build student’s characters comprehensively. There is a need of breakthrough innovation of reliable management programs so that the students can get their ready-to-life skills to face the nowadays phenomena as well as the future ones. This article will elaborate the descriptive study of how to manage noble-character improvements particularly in Islamic School. The study shows that the management of improving noble character in the Islamic School must be performed through the following stagess: planning, organizing, mobilizing, and monitoring. The strategy that can be chosen to implement character-educations management in Islamic schools are as follows: 1) Achieve teachers' commitment to the implementation of moral education (teacher component), 2) Integrate character education into the curriculum (curriculum component), 3) Creating a financial plan in favour of the implementation of moral education (financing component), and 4) Designing and creating a school culture based on moral education (management component). Krisis akhlak yang melanda peserta didik saat ini menjadi fenomena sosial yang cukup memprihatinkan. Lembaga pendidikan sebagai pengemban fungsi konservatif/penyadaran diharapkan dapat memanfaatkan dan memberdayakan semua lingkungan belajar untuk melaksanakan proses pendidikan akhlak secara optimal. Sehingga diperlukan upaya inovatif untuk mengembangkan pendidikan akhlak tersebut agar mampu menghasilkan peserta didik yang ready for life di era globalisasi dengan manajemen yang handal. Penelitian ini bertujuan untuk menjelaskan manajemen peningkatan akhlak mulia khususnya di sekolah Islam. Hasil penelitian menunjukkan bahwa manajemen peningkatan akhlak mulia di sekolah harus melalui tahapan perencanaan, pengorganisasian, penggerakkan, dan pengawasan. Adapun strategi yang dapat dilakukan dalam mengimplementasikan manajemen pendidikan akhlak di sekolah Islam adalah dengan melalui: 1) Mewujudkan komitmen guru dalam pelaksanaan pendidikan akhlak (komponen guru), 2) Mengintegrasikan pendidikan akhlak ke dalam kurikulum (komponen kurikulum), 3) Membuat rencana pembiayaan yang berpihak pada pelaksanaan pendidikan akhlak (komponen pembiayaan), dan 4) Mendesain dan menciptakan budaya sekolah berbasis pendidikan akhlak (komponen pengelolaan.

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Perjumpaan school: a new model of character learning in plural community

ATTARBIYAH Journal of Islamic Culture and Education ◽

10.18326/attarbiyah.v5i2.153-168 ◽

2020 ◽

Vol 5 (2) ◽

pp. 153-168

Author(s):

Abdul Quddus

Keyword(s):

Social Relations ◽

Mental State ◽

Descriptive Analysis ◽

Family Education ◽

Educational Institutions ◽

Islamic School ◽

New Model ◽

State Management ◽

Plural Society ◽

Positive Feelings

Family, education school and community are strategic educational institutions in shaping the character of the nation that upholds integrity, honesty and commitment, but the fact is that these various institutions have not yet fully embodied the characters they aspire. Many character problems and abnormal social relations are experienced by learners in Indonesian educational institutions. Various models of character internalization emerged and developed to respond to this fact, including the Integrated Islamic School (SIT) education model, Living Values Education (LVE), The ESQ Way 165 and the Perjumpaan School Community. This article aims to analyze the character learning model developed by Perjumpaan School. This study uses qualitative research with descriptive analysis as a model for data analysis. This study found that Perjumpaan School has developed a new model in character learning. Perjumpaan School emphasized mental state management and languaging. Mental state is related to positive feelings or emotions while languaging is the use of norms inherent in language action. Positivity mental state and languaging in every encounter are efforts to normalize social relations that are open, tolerant and mutually acceptable to plural society.

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STUDI KOMPARATIF POLA PENGELOLAAN SEKOLAH ISLAM BERASRAMA ANTARA SMAIT IHSANUL FIKRI DAN SMAI AL AZHAR

Ta dib ◽

10.31958/jt.v23i2.2369 ◽

2020 ◽

Vol 23 (2) ◽

pp. 213

Author(s):

Amin Maghfuri ◽

Suwadi Suwadi

Keyword(s):

Curriculum Implementation ◽

Descriptive Analysis ◽

Boarding School ◽

Research Data ◽

The Other ◽

Educational Institutions ◽

Structural Position ◽

Islamic School ◽

Islamic Schools ◽

Combination System

Abstract: In recent years, many Islamic schools have started to innovate by offering a boarding component in their education system. This research intends to examine how the combination of schools and pesantren which is manifested in the form of an Islamic school with boarding system is managed and how the curriculum is implemented in this combination system. This research is a qualitative research that focuses on a comparative study between SMAIT Ihsanul Fikri Boarding School and SMAI Al Azhar Boarding School. The research data were collected using interview, observation and documentation techniques. By using descriptive analysis, the results of this study indicate that 1) The management pattern of islamic school with boarding systems in the two educational institutions shows differences, especially in the structural position of the person in charge of boarding schools as an element of boarding school institutions; 2) Curriculum implementation as a consequence of a combination of two systems in islamic school with boarding system is also different, one of which is more on systemic integration while the other is more on organic integration. Abstrak: Dalam beberapa tahun terakhir, banyak sekolah-sekolah Islam yang mulai berinovasi dengan menawarkan komponen asrama dalam sistem pendidikannya. Penelitian ini hendak mengkaji bagaimana kombinasi sekolah dan pesantren yang termanifestasikan dalam bentuk sekolah berasrasma dikelola serta bagaimana penyelenggaraan kurikulum di dalam sistem kombinasi tersebut. Penelitian ini adalah penelitian kualitatif yang berfokus pada studi komparasi antara SMAIT Ihsanul Fikri Boarding School dan SMAI Al Azhar Boarding School. Data penelitian dikumpulkan dengan teknik wawancara, observasi dan dokumentasi. Dianalisis dengan pendektan analisi deskriptif, hasil penelitian ini menunjukkan bahwa 1) pola pengelolaan kelembagaan sekolah berasrama pada dua lembaga pendidikan tersebut menunjukkan perbedaan, terutama pada posisi struktural penanggung jawab asrama sebagai unsur kelembagaan sekolah berasrama; 2) implementasi kurikulum sebagai konsekuensi kombinasi dua sistem dalam kelembagaan sekolah berasrama juga berbeda, satu diantaranya lebih pada integrasi sistemik sedangkan yang lain lebih pada integrasi organik.

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Assimilate The Qur'an's View with Science and Technology Perspectives

Aptisi Transactions On Technopreneurship (ATT) ◽

10.34306/att.v3i1.141 ◽

2021 ◽

Vol 3 (1) ◽

pp. 42-47

Author(s):

Datu Mohammed ◽

Qurotul Aini ◽

Dedeh Supriyanti ◽

Sulistiawati Sulistiawati ◽

Mey Anggraeni

Keyword(s):

Cognitive Development ◽

Science And Technology ◽

Educational Institutions ◽

Technology Curriculum ◽

Critical Stage ◽

Islamic School ◽

Secular Humanism ◽

Islamic Studies ◽

Islamic Schools ◽

Current Stage

Integration in the education of Muslims has become an agenda among Islamic intellectuals and activists. Where secular humanism and atheistic modernism leave Muslims with a legacy of educational dichotomy. Many contemporary Islamic educational institutions have been established since then, each with some distinctive integration models. Many Muslims advance the true integration of the Qur'an worldview in the Science and Technology curriculum whose students are at a critical stage of cognitive development, affective, spiritual, social, and ethical. This research presents qualitative reports that analyze several samples of integration models in a number of Islamic schools in Indonesia. In an effort to understand the Science and Technology Perspective this article assesses the worldview that has brought science and technology to its current stage. This research proposes a model for Islamic school education in which science and technology undergo thoughtful but holistic reconstruction, reinterpretation, and diversion of frameworks, and are organically infused with the Qur'an, and enrich 'Islamic studies' with good grounding and Science.

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SEKOLAH ISLAM TERPADU PRESPEKTIF MULTIDISIPLINER

Mamba'ul 'Ulum ◽

10.54090/mu.4 ◽

2020 ◽

Vol 16 (1) ◽

pp. 40-51

Author(s):

Rio Kurniawan

Keyword(s):

High School ◽

Junior High School ◽

Education System ◽

Islamic Education ◽

Educational Institutions ◽

Religious Organization ◽

Muslim Community ◽

Islamic School ◽

Islamic Schools ◽

Multidisciplinary Perspective

The Integrated Islamic School (SIT) is currently one of the educational institutions that receives broad responses from the Indonesian Muslim community. That is evidenced by the increasing number of parents who send their children to various levels of SIT, from kindergarten, elementary school, junior high school to high school. At present there are thousands of Integrated Islamic Schools gathered under the auspices of the Integrated Islamic Schools Network (JSIT) and there are also many private schools developed by social and religious organization foundations in Indonesia called IT Schools and that follows the system. Integrated Islamic Schools are essentially schools that implement the concept of Islamic education based on the Qur'an and Sunnah. This paper tries to answer some questions of the Integrated Islamic School through the perspective of History, Social and Politics and as a dissection knife from the Integrated Islamic School of Multidisciplinary Perspective and the Integrated Islamic School as a Renewal of the Islamic Education System.

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Jejak Historis Madrasah Serta Tantangannya Di Indonesia

KUTTAB ◽

10.30736/kuttab.v1i1.100 ◽

2017 ◽

Vol 1 (1) ◽

pp. 58-75

Author(s):

Achmad Faisol Haq

Keyword(s):

Education Policy ◽

Natural Resources ◽

Islamic Education ◽

Educational Institutions ◽

Islamic Schools

The birth of madrassa (Islamic schools) is a response to Islamic education in dealing with the Dutch education policy, initially arriving in Indonesia to trade following the Indonesia’s abundant natural resources. Even, it was determined to take control of the Indonesia’s territory by propagating its teachings, popularly known as 3G namely, Glory, Gold, and Gospel. On account of this phenomenon, the madrassa appeared as Islamic educational institutions used as a means of transfering knowledge in addition to considerably having strateges, especially in shaping the soul of patriotism of the nation children.

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INTEGRASI PENDIDIKAN DAN IMPLIKASINYA TERHADAP LEMBAGA PENDIDIKAN DI INDONESIA

Edupedia ◽

10.35316/edupedia.v3i1.323 ◽

2018 ◽

Vol 3 (1) ◽

pp. 89-97

Author(s):

Moh Kamilus Zaman

Keyword(s):

Social Sciences ◽

Department Of Education ◽

Educational Institutions ◽

Integrated Learning ◽

General Curriculum ◽

Islamic School ◽

Scientific Integration ◽

Culture Of Education

Integration has the meaning of merging or assimilating into one unified whole. In Indonesia, the concept of scientific integration has implications for the management of educational institutions. The release of SKB of three Ministers (Department of Education and Culture, Ministry of Home Affairs, and Ministry of Religion Affairs) which sets out the provision of curriculum in madrasah (Islamic school) which balancing between general curriculum and religious curriculum (70%: 30%) is a manifestation of this integration. SMA Nurul Jadid Probolinggo and MAN 3 Malang are able to apply an integrated learning. This is because those schools have facilitated dormitories for students with a series of Islamic-based activities outside learningtimes in kaffah. UIN Malang as the pioneer of establishment of ma’had or student’s dormitorieswhich used culture of education adapted from the culture of the university.UIN Malang and UIN Jakarta prefer to use approach of Imam Al-Ghazali which classify the sciences into fardlu ‘ain and fardlu kifayah by takwil method taken from social sciences. But UIN Jakarta used a paradigm of integration of dialogical science.

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