scholarly journals Model Komunikasi di Lembaga Pendidikan Islam

2019 ◽  
Vol 3 (2) ◽  
pp. 334-346
Author(s):  
Abdul Malik Karim Amrullah ◽  
Zainuddin Fanani
Keyword(s):  
Social Change ◽  
Human Nature ◽  
The Body ◽  
Islamic Education ◽  
Value Systems ◽  
Educational Institutions ◽  
Communication Model ◽  
Human Relations ◽  
Communication Models ◽  
Basic Concepts

Communication is a need that is very fundamental for someone in living in a community. Communication and society are two twin words that cannot be separated from each other. Islamic education has meaning as a process of developing and saving human nature. Islamic education does not only develop the body, spirituality, soul and even reason, but how can the four potentials develop and survive. Islamic education institutions are a place, or the place where the process of Islamic education takes place. Islamic education institutions include families, mosques, Islamic boarding schools and madrasas. Institutions that are attached to the soul of Muslims are of two forms, the first form is an institution that cannot be changed and the second form is an institution that can be changed. Islamic education institutions have challenges that must be faced, namely in the fields of politics, culture, science and technology, economics, society and social change, and value systems, and all of them must be neutralized in order to go hand in hand and support each other. Islamic communication models, including human relations with God, human relations with humans, and human relations with themselves. While the communication model in Islamic educational institutions, combines forms of Islamic communication, Islamic communication sources, and basic concepts of Islamic communication.

scholarly journals Changes of Learning Communication Models in New Normal Adaptation: From Classroom Learning to Distance Learning Environment

2021 ◽  
Vol 2 (4) ◽  
pp. 309-318
Author(s):  
Joko S. Dwi Raharjo ◽  
Dony Hendartho ◽  
Endang Susanti ◽  
Retno Ekasari
Keyword(s):  
Educational Institutions ◽  
Communication Model ◽  
New Normal ◽  
Work From Home ◽  
Learning Patterns ◽  
Communication Models ◽  
Policy Work ◽  
The Government ◽  
Home And School ◽  
Depth Interviews

Covid-19 pandemic has a significant impact on various aspects of life, both individually, organizationally and nationally. The decision of various countries in the world to do a "lockdown" in order to limit the transmission of the plague has an impact on continuity of economic wheels to education. Educational institutions began to close because of scarcity of students and difficulties in covering operational costs so that many teachers and management were laid off. For educational institutions that still survive must play a strategy to stay afloat and maintain their students able to learn, with the policy ‘Work from Home’ and ‘School from Home’. The pandemic to this day is not over yet and it is predicted that it will last long until the antivirus is found. However, in anticipation of bankruptcy, the government adopted adaptation of new habits (New Normal), habits that emphasize the implementation of health protocols in every activity. To carry out health protocols, educational institutions change the learning patterns from learning in classrooms to online learning. This has an impact on lecturers with demands to adapt quickly to existing changes. This study tries to analyze and examine the ability of lecturers to adapt learning communication models from classroom-based learning to online-based learning. With hope that this research will become a reference for the developed communication model and its application in adaptation of new habits (New Normal). The study was conducted by examining the results of previous study and in-depth interviews with lecturers to get a diverse picture so that generic conclusions can be drawn.

scholarly journals Analisis Pendidikan Islam

2021 ◽  
Vol 17 (1) ◽  
pp. 51-70
Author(s):  
Sepma Pulthinka Nur Hanip
Keyword(s):  
Research Method ◽  
The Body ◽  
Islamic Education ◽  
Educational Institutions ◽  
Literature Study ◽  
Philosophical Approach ◽  
Religious Ideology ◽  
Library Research ◽  
Nahdlatul Ulama ◽  
Islamic Organizations

In recent decades, Islamic educational institutions have been widely established in Indonesia. More importantly, these Islamic educational institutions have affiliations with Islamic organizations such as Muhammadiyah, Nahdlatul Ulama, Nahdlatul Wathan in Lombok and even transnational Islamic organizations such as salafis. This study is focused on searching and analyzing to find a balance between the development of creativity and the ideological doctrine that exists in the body of Islamic education affiliated with Islamic organizations. The research method used is library research or literature study with a philosophical approach. This research proves that: (1) creativity finds its form in the ijtihad space as an effort to produce new perspectives; (2) embedded religious ideology contained in the curriculum taught in Aswaja and NU's Education, Al-Islam and Kemuhammadiyahan, NW's, and salafi management; (3) Islamic education is not only limited to the doctrination of religious idoelogi alone.

scholarly journals Tarekat Da’wah through the Islamic Educational Institutions at Pesantren Suryalaya

2020 ◽  
Vol 14 (2) ◽  
pp. 363-388
Author(s):  
Jujun Junaedi
Keyword(s):  
Data Analysis ◽  
Qualitative Approach ◽  
Phenomenological Reduction ◽  
Islamic Education ◽  
Educational Institutions ◽  
Human Beings ◽  
Transcendental Reduction ◽  
Study Results ◽  
Research Implication ◽  
Basic Concepts

This study seeks to analyze the objectives and methods of da'wah tarekat through Islamic educational institutions at pesantren Suryalaya. The research was conducted by exploring the basic concepts, objectives, principles, ethics, and tarekat-based education methods applied in Islamic education institutions MTs-MA Serbia Bakti. This research uses a qualitative approach with descriptive-analytic methods. The data were collected through observation, interviews, and literature studies, while data analysis was carried out through phenomenological reduction, eidetic reduction, and transcendental reduction. The study results concluded that the basic concepts, principles, and ethics of tarekat da'wah applied in Islamic educational institutions were based on the teachings of TQN, Tanbih manuscripts, Pearl strands, and the exemplary figure of Abah Anom. The tarekat da'wah aims to form human beings who are Cageur-Bageur and Serba-Bakti. This goal is implemented into the vision, mission, and profile of the institution's graduates. Dzikir becomes the epicenter of the tarekat da'wah method as an effort of Tazkiyat al-Nafs. The research implication shows that the commitment and consistency of the teachings of TQN Suryalaya to form a perfect human (insan kamil) in various spheres of life.Penelitian ini berupaya untuk menganalisis tujuan dan metode dakwah tarekat melalui lembaga pendidikan Islam di Pesantren Suryalaya. Penelitian dilakukan dengan menggali konsep dasar, tujuan, prinsip, etika dan metode pendidikan berbasis tarekat yang diterapkan di lembaga pendidikan Islam MTs-MA Serba Bakti. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif-analitik. Pengumpulan data dilakukan melalui observasi, wawancara dan studi pustaka, sedangkan analisis data dilakukan melalui reduksi fenomenologis, reduksi eiditis dan reduksi transcendental. Hasil penelitian menyimpulkan bahwa konsep dasar, prinsip dan etika dakwah tarekat yang diterapkan di lembaga pendidikan Islam bersumberkan pada ajaran TQN, naskah Tanbih, Untaian Mutiara dan keteladanan dari sosok Abah Anom. Tujuan dakwah tarekat adalah membentuk manusia yang Cageur-Bageur dan Serba Bakti. Tujuan ini dimplementasikan ke dalam visi, misi dan profil lulusan lembaga. Dzikir menjadi episentrum metode dakwah tarekat sebagai upaya Tazkiyat al-Nafs yang pada prakteknya dilakukan untuk mengoreksi tindakan agar tilik pamilih dina nyiar jalan kahadean lahir batin, dunia akhirat, sangkan ngeunah nyawa betah jasad, memperhatikan tindakan dan niat tindakan agar sesuai dengan kebaikan sehingga mencapai kebahagiaan lahir batin, dunia dan akhirat. Implikasi penelitian menunjukkan bahwa komitmen dan konsistensi ajaran TQN Suryalaya dalam upaya membentuk manusia sempurna (insan kamil) dalam berbagai ruang lingkup kehidupan.

scholarly journals SITUATIONAL LEADERSHIP ON ISLAMIC EDUCATION

2020 ◽  
Author(s):  
Oskar Hutagaluh ◽  
Aslan ◽  
Purniadi Putra ◽  
Abdul Wahab Syakhrani ◽  
Sri Mulyono
Keyword(s):  
Social Change ◽  
Leadership Style ◽  
Educational Institution ◽  
Situational Leadership ◽  
Islamic Education ◽  
Educational Institutions ◽  
Human Being ◽  
Rapid Social Change ◽  
The People ◽  
The Government

Every human being should be a leader both for himself and his family. In reality, not all of human can become leader who are leading the people they lead. This swriting is going to describe the situational leaders who have a leadership style in accordance with the prevailing circumstances of the current rapid social change in the context of islamic education. To explain the situational leadership in islamic education, this paper reviewed various islamic literatures both national and internation cotext. Therefore, the findings of this resaerch were the leadership in islamic intitution is not able to adjust the situation with the current changes. Morever, the Islamic educational institution a leader leads will not be able to compete with the general and Islamic educational institutions that have modernized using the curriculum desired by the government and outside community.

scholarly journals Prinsip Dasar Falsafah Akhlak Omar Mohammad Al-Toumy Al-Syaibany dan Implikasinya dalam Pendidikan di Indonesia

2019 ◽  
Vol 2 (1) ◽  
pp. 10-17
Author(s):  
Tatang Hidayat Bin Tata Rosita ◽  
Syahidin Syahidin ◽  
Ahmad Syamsu Rizal
Keyword(s):  
Qualitative Methods ◽  
Human Nature ◽  
Educational Institutions ◽  
Basic Principles ◽  
The World ◽  
Basic Concepts ◽  
Main Instrument

Tulisan ini bertujuan membahas prinsip-prinsip dasar falsafah akhlak Omar Mohammad Al-Toumy Al-Syaibany dan implikasinya dalam pendidikan di Indonesia. Pendekatan pembahasan menggunakan metode kualitatif dan studi literatur. Berdasarkan hasil pembahasan, prinsip dasar akhlak Omar Mohammad Al-Toumy Al-Syaibany terdiri dari 6 prinsip. Pertama, percaya  pentingnya akhlak dalam hidup. Kedua, percaya bahwa akhlak itu sikap yang mendalam dalam jiwa. Ketiga, percaya bahwa akhlak ialah mencapai kebahagiaan dunia dan akhirat bagi individu dan masyarakat. Keempat, percaya tujuan akhlak ialah mencapai kebahagiaan dunia dan akhirat bagi individu dan masyarakat. Kelima, percaya akhlak itu sesuai dengan fitrah manusia. Keenam, percaya teori akhlak tidak sempurna kecuali ditentukan sebagian konsep-konsep asas seperti akhlak hati nurani, paksaan akhlak, hukum akhlak, tanggung jawab akhlak, dan ganjaran akhlak. Implikasinya, pendidikan akhlak sangat penting untuk dijadikan instrumen pokok dalam menentukan kebijakan pada semua jenjang pendidikan di berbagai institusi pendidikan. This paper aims to discuss the basic principles of akhlaq philosophy of Omar Mohammad Al-Toumy Al-Syaibany and its implications in education in Indonesia. The discussion approach uses qualitative methods and literature studies. Based on the results of the discussion, Omar Mohammad Al-Toumy Al-Syaibany’s basic prinsiples of akhlaq consist of 6 principles. First, believe in the importance of akhlaq in life. Second, believe that akhlaq is a deep attitude in the soul. Third, believe that akhlaq are to achieve world and the hereafter happiness for individuals and society. Fourth, believe the goal of akhlaq is to achieve happiness of the world and the hereafter for individuals and society. Fifth, believe akhlaq is accordance with human nature. Sixth, believe akhlaq theory is imperfect unless it is determined in part by basic concepts such as akhlaq conscience, akhlaq coercion, akhlaq law, akhlaq responsibility, and akhlaq rewards. The implication is that akhlaq education is very important to be used as the main instrument in determining policy at all levels of education in various educational institutions.

scholarly journals Education System of Modern Islamic Boarding School in The Postmodern Era

2020 ◽  
Vol 3 (3) ◽  
pp. 311-323
Author(s):  
Kamaluddin MH Pasi ◽  
Rasyidin Rasyidin ◽  
Radinal Mukhtar Harahap
Keyword(s):  
Education System ◽  
Boarding School ◽  
The Body ◽  
Islamic Education ◽  
Educational Institutions ◽  
Lexical Meaning ◽  
Islamic Tradition ◽  
The World ◽  
Fundamental Values ◽  
New Item

This article aims to explore information about Islamic Boarding School (Pesantren) incredibly Modern related to Postmodernism. The traditionalism of Pesantren in the early days is considered to have changed with modernism. The answer to the influence of Postmodernism to be found by the method of description-comparison-interpretation of the data obtained. The discussion shows that the effect of the movement of thought is only the lexical meaning of renewal. As for Pesantren's principles, characteristics, or fundamental values remains valid and become an institution that becomes a tradition in the body of Islamic Education thinking. It can also be said that the better (al-ashlah) taken by him and keeping the good (al-shâlih), means is his traditions. A tradition that is considered similar to other thought movements is Pesantren's dynamic attitude. Similarly, Waqf is the basis of ownership in Pesantren which replaces the Foundation system. It is not a new item, so its value remains in the Islamic tradition.  Thus it can be understood that Pesantren continues to return to the rule of existing Islamic educational institutions, which aims to give the life of the world and the hereafter to everyone related to it.

Can we get human nature right?

2021 ◽  
Vol 118 (39) ◽  
pp. e2108274118
Author(s):  
Iris Berent
Keyword(s):  
Human Nature ◽  
Human Mind ◽  
The Body ◽  
Experimental Results ◽  
Scientific Evaluation ◽  
Psychological Science ◽  
Core Concepts ◽  
Basic Concepts ◽  
The Mind

Few questions in science are as controversial as human nature. At stake is whether our basic concepts and emotions are all learned from experience, or whether some are innate. Here, I demonstrate that reasoning about innateness is biased by the basic workings of the human mind. Psychological science suggests that newborns possess core concepts of “object” and “number.” Laypeople, however, believe that newborns are devoid of such notions but that they can recognize emotions. Moreover, people presume that concepts are learned, whereas emotions (along with sensations and actions) are innate. I trace these beliefs to two tacit psychological principles: intuitive dualism and essentialism. Essentialism guides tacit reasoning about biological inheritance and suggests that innate traits reside in the body; per intuitive dualism, however, the mind seems ethereal, distinct from the body. It thus follows that, in our intuitive psychology, concepts (which people falsely consider as disembodied) must be learned, whereas emotions, sensations, and emotions (which are considered embodied) are likely innate; these predictions are in line with the experimental results. These conclusions do not speak to the question of whether concepts and emotions are innate, but they suggest caution in its scientific evaluation.

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).

KONTRIBUSI PENDIDIKAN ISLAM DALAM REPORDUKSI IDENTITAS SOSIAL MUSLIM INDONESIA

2020 ◽  
pp. 13-22
Author(s):  
Saifudin Asrori ◽  
Ahmad Syauqi
Keyword(s):  
Social Reform ◽  
Significant Contribution ◽  
Political Identity ◽  
Islamic Education ◽  
Educational Institutions ◽  
New Order ◽  
Religious Institutions ◽  
Muslim Community ◽  
The World ◽  
Main Figure

Abstract. The Islamic education, Islamic boarding schools and madrasas, have made a very significant contribution to the implementation of education and social reform. Through the teaching process, in which the kyai as the main figure and the use of the ‘yellow book’, traditional Islamic ideas colored the early days of growing awareness as a nation and a State. When the New Order government carried out the development and modernization of society, there was a revival of a Muslim group called the “new middle class santri”, which took place in line with the modernization that occurred in the traditional Islamic educational institutions of the pesantren. Then in the era of democratization, the world of Islamic education experienced growth and development in various religious institutions and styles. Most of the pesantren are still committed to maintaining a moderate religious style, recognized as the foundation for the development of civil society and the formation of a ‘distinctive’, friendly, moderate, and tolerant social-political identity of Indonesian society. The Muslim character is different from other regions, especially the Middle East which is the axis of the Islamic world. However, a small proportion of pesantren are thought to promote the growth of religious chauvinism, teach a ‘narrow’ interpretation of Islam and provide a framework of thought and action in responding to socio-political change which often takes the form of a ‘jihad’. This article tries to explore the contribution of Islamic education to social change in the Indonesian Muslim community. Abstark. Dunia pendidikan Islam, pesantren dan madrasah, memberikan kontribusi sangat berarti dalam penyelenggaraan pendidikan dan reformasi kemasyarakatan. Melalui proses pengajaran, di mana kyai sebagai figur utama dan penggunaan ‘kitab kuning’, gagasan Islam tradisional mewarnai masa-masa awal tumbuhnya kesadaran sebagai bangsa dan Negara. Ketika pemerintah Orde Baru melakukan pembangunan dan modernisasi masyarakat, terjadi kebangkitan kelompok Muslim yang di sebut “kelas menengah santri baru”, berlangsung sejalan dengan modernisasi yang terjadi dalam lembaga pendidikan Islam tradisional pesantren. Kemudian pada era demokratisasi, dunia pendidikan Islam mengalami pertumbuhan dan perkembangan dalam beragam kelembagaan dan corak keagamaan. Sebagian besar pesantren masih tetap istiqomah dalam mempertahankan corak keagamaan yang moderat, diakui sebagai pondasi berkembangnya masyarakat sipil dan pembentukan identitas sosial-politik masyarakat Indonesia yang ‘khas’, ramah, moderat, dan toleran. Karakter Muslim yang berbeda dengan kawasan lainnya, khususnya Timur-Tengah yang merupakan poros dunia Islam. Namun ada sebagian kecil pesantren dianggap mendorong tumbuhnya chauvinisme keagamaan, mengajarkan penafsiran Islam yang ‘sempit’ dan memberikan kerangka pemikiran dan aksi dalam merespons perubahan sosial-politik yang seringkali berbentuk panggilan ‘jihad’. Artikel ini mencoba mengeksplorasi kontribusi pendidikan Islam dalam perubahan sosial masyarakat Muslim Indonesia.

Pondok Pesantren Sebagai Lembaga Pendidikan Alternatif

KUTTAB ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 50-57
Author(s):  
Salman Zahidi
Keyword(s):  
Cultural Identity ◽  
Boarding Schools ◽  
Islamic Education ◽  
Educational Institutions ◽  
Learning Models ◽  
Literature Study ◽  
Exploratory Approach ◽  
The Times ◽  
Modern Era

Ali Bin Abi Talib once said that children should be educated in accordance with the  development of the times. The Ali bin Abi Talib’s statement could be considered as his attention more to the development of human civilization. For that reason, there should be studies focused on the role of educational institutions in facing the challenges of the times. On this stand, the writer raises the existence of pesantren (Islamic boarding schools) for being considered to have been able to survive amid the onslaught of civilization increasingly obscuring cultural identity. In addition, this study also aims to identify and discuss the role of pesantren in the modern era. This is a literature study using a descriptive and exploratory approach. It can be concluded that pesantren are non-formal Islamic educational institutions. Pesantren have permanent and distictive methods and learning models. The purpose of pesantren education is the same as Islamic education in general, instilling a sense of virtue, familiarizing themselves with courtesy, preparing for a holy, sincere and honest life entirely. Pesantren could be seen from three aspects: (a) pesantren that are seen from facilities and infrastructures, (b) pesantren that are seen from disciplines taught, and (c) pesantren that are seen from the fields of knowledge.

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