scholarly journals Tokoh Pendidikan Islam Perempuan Rahmah El-Yunusiah

2019 ◽  
Vol 10 (2) ◽  
pp. 20-28
Author(s):  
Asni Furoidah
Keyword(s):  
Religious Education ◽  
Education System ◽  
School Environment ◽  
Learning Systems ◽  
Islamic Education ◽  
Modern Learning ◽  
Close Cooperation ◽  
The Right

One way to improve the lot and raise the dignity of women is through education. The first female Islamic education figure in Indonesia was Rahmah el-Yunusiyah, she was a figure of women's struggle during the physical revolution. He was born from a family with a strong religious education background. During childhood Rahmah el-Yunusiyah started school at the Diniyah School led by her brother, Zainuddin Labay, which was founded in 1915 for sons and daughters using modern learning systems and lessons.             The role of Islamic education as one of the right ways to raise the degree of women has had since he was a teenager. Rahmah's belief in the role of education was realized with the establishment of the school under the name AL-Madrasah AL-Diniyyah Li Al-Banat in 1923 to attract the attention of the community especially mothers, intellectuals and groups who were very strong in holding old traditions, this newly founded school was also called Diniyyah School Poetri. Trinity education system, which is close cooperation between the school environment, dormitories, and households or the community.

scholarly journals Islamic Education System in Singapore: Current Issues and Challenges

2020 ◽  
Vol 8 (2) ◽  
pp. 197-222
Author(s):  
Abdul Rahman ◽  
Idi Warsah ◽  
Ali Murfi
Keyword(s):  
Education System ◽  
Islamic Education ◽  
Full Time ◽  
Study Program ◽  
Library Research ◽  
Part Time ◽  
The Right ◽  
Management Curriculum ◽  
Constant Comparative Analysis

Although Singapore cannot be used as a model for global Islamic education, this country has quite several madrasahs. The Singapore government is also quite responsive in providing support for the continuation of Islamic education activities. This study aims to analyze the Islamic education system—madrasah management and curriculum in Singapore. Most importantly, this study identifies how the role of madrasahs in the Singapore education system is. The study in this paper is qualitative. This study uses library research, and the method of content analysis and constant comparative analysis becomes the first option of the writer. The results show that Singapore's Islamic Ugama Majlis (MUIS) plays a significant role in monitoring and managing the development of Islamic education in Singapore, which performs three types of Islamic education, Part-Time Education, Full Time Education, and Islamic Study Program for the Community. MUIS created a special curriculum by proposing the Singapore Islamic Education System (SIES) by introducing the ALIVE curriculum. The role and relevance of madrasahs cannot be underestimated or dismissed because the growing Muslim community and society will always need the right channels for real Islamic education regardless of how progressive or modern it is. This paper provides a broad view of madrasah in Singapore and looks at management, curriculum, and the role of madrasahs.

scholarly journals PERAN GURU PENDIDIKAN AGAM ISLAM DALAM PEMBINAAN AHLAK SISWA DI SEKOLAH MENENGAH PERTAMA AL – AZHAR PAGELARAN

2019 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Alif Achadah
Keyword(s):  
Moral Development ◽  
Qualitative Methods ◽  
Religious Education ◽  
School Environment ◽  
Human Life ◽  
Islamic Education ◽  
Important Thing ◽  
Education Personnel ◽  
Role Of Teachers

AbstractEducation is a very important thing in human life. When talking about education, it is inseparable about education personnel called teachers. Therefore in this study discussed about the role of teachers of Islamic religious education which is basically a forum for fostering student morals when the students are in the school environment. This study uses qualitative methods that basically collect data from interviews, observations, and observations. With this method it is considered very good for this research so that it can answer the problem. The teacher at this school is very cooperative in improving student morals both at school and outside school. Keyword: Role, Teacher Islamic Education, Moral Development AbstrakPendidikan merupakan hal yang sangat penting dalam kehidupan manusia. Ketika bicara tentang pendidikan, tak dapat dipisahkan tentang tenaga pendidikan yang disebut dengan guru. Oleh sebab itu dalam penlitian ini dibahas tentang peran guru pendidikan agama islam yang dasarnya adalah untuk wadah membina akhlak siswa ketika siswa tersebut dalam lingkungan sekolah.  Penelitian ini menggunakan metode kualitatif  yang pada dasarnya mengumpulkan data dari wawancara, pengamatan, dan observasi.  Dengan metode tersebut dirasa sangat baik untuk penelitian ini sehingga dapat menjawab permasalahan. Guru disekolah ini sangat kooperatif dalam meningkatkan akhlak siswa baik ketika di sekolah amupun diluar sekolah. Kata Kunci: Peran, Guru PAI, Pembinaan Akhlak 

scholarly journals Sejarah Kurikulum Pendidikan Islam di Brunei Darussalam

JURNAL IQRA ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 113-127
Author(s):  
Aslan Aslan ◽  
Suhari Suhari
Keyword(s):  
Religious Education ◽  
Education System ◽  
Islamic Education ◽  
Education Curriculum ◽  
Field Of Study ◽  
Educational Curriculum ◽  
Brunei Darussalam ◽  
Historical Education

This artilce aimed to analyze of hisotorical Islamic education curriculum in Brunei. This method used field of study or literature. The result showed that  Firstly, after Islam came to Brunei, the education system was more in the direction of printing scholars. Secondly, after the arrival of invaders in Brunei, Islamic religious education has experienced dualism, but the curriculum from the Britain has not received a warm welcome. Thirdly, Brunei's independence was inseparable from the role of Britain, so education in Brunei was inseparable from the influence of the educational curriculum of the British nation. Keywords: Islaimic Education Curriculum, Historical Education of Brunnei  Darussalam

scholarly journals RELIGIOUS EDUCATION AND COMMUNITY DEVELOPMENT: A STUDY ON THE PONDOK AND ITS EFFORTS TO REALIZE THE PHILOSOPHY OF ISLAMIC EDUCATION 

Al-Albab ◽  
2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Abdul Razak  @  Abdulroya Panaemalae
Keyword(s):  
Community Development ◽  
Religious Education ◽  
Education System ◽  
Islamic Education ◽  
Water Flows ◽  
Water Wells ◽  
Effective Role

The work is trying to show how relevant the pondok education is with the philosophy of Islamic education itself. The research recognize that there are still many weaknesses that need to be changed in the education system of the pondok, so that they continue to stand and live to provide the religious spirit to every Muslim as has been proved before. Yet these benefits outweigh the weaknesses. It should not be repealed. It is important to find new formulas to empower this institution in line with the changes in time. It is something which has been proven to be good and useful to mankind, so there is no need to bother to change it. Although there are wooden frames and a roof that need to be replaced, and water wells that should be constructed to ensure the water flows, but again there is no need to destroy what has been strongly built. The good values of each item are fixed. It is also the role of pondok education in religious education that has played an effective role in order to form a noble personality and civilized humans in accordance with the Islamic principles.

Kajian pelu dan tidaknya penambahan term Budi Pekerti dalam konten buku Pendidikan Agama Islam dan Budi Pekerti untuk siswa SMU

1969 ◽  
Vol 7 (2) ◽  
pp. 61
Author(s):  
Salim Ashar
Keyword(s):  
Religious Education ◽  
Secondary Data ◽  
Holistic Education ◽  
Islamic Education ◽  
Ethical Values ◽  
Library Research ◽  
Split Personality ◽  
Objective View ◽  
The Right ◽  
Scientific Value

Character is a complicated issue, even considered an abstract problem. It is said to be abstract because the concept of manners is not yet operational. While good and bad standards for morals are in the objective view of God the Creator of man. If the character is ethics, it is very dangerous, because some of its value will be contrary to the moral lessons that exist in religious subjects. When both are taught (ethics and morals) then the threat is the students will later experience what is called a split personality, that is split personality. Students become confused because there are conflicting values, such as good values ​​in the sense of morals and good value in manners (call: ethics). There is no honest terminology of Arabic versions, honest English versions, false witnesses of Arabic and French versions, as there is no terminology about Arab or Turkish morality. This applies to humans when there is a pattern of intersection between ethical values ​​and customs: ethical values ​​derive from the "right" way (revelation), whereas customs are derived from the habits The purpose of this study are: 1) Describing whether or not the addition manners in the lessons of Islamic Religious Education. 2) Describe the material (content) in the lesson of Islamic Education and the intersection of Budi Pekerti based on traditional perspectives. This study uses "Library Research". The research data used is secondary data. Data collection techniques used are documentation. Data processing is done by conducting the activity of review, verification and reduction, grouping and systematization, and interpretation or interpretation so that a phenomenon has social, academic, and scientific value. From the results of the discussion concluded: 1) Based on the perspective of Islam, the lessons of Islamic Religious Education need not be added with the character, because in fact holistic education includes in the Islamic Religious Education. 2) The content of Islamic Religious Education should include aspects of Islam, ie Aqidah, Shari'ah and Akhlak which are taught in a balanced way, but the lesson of character can be combined as long as the adat is the custom of the Muslims.

ANALISIS YURIDIS PUTUSAN PENGADILAN NEGERI BLORA TENTANG DUALISME KEPENGURUSAN YAYASAN PENDIDIKAN ISLAM KARTAYUDA YANG AKTA PENDIRIANNYA DIBUAT OLEH DAN DIHADAPAN NOTARIS (Studi Kasus Putusan Perkara PN Blora No. 34/Pdt.G/2015/PN.Bla)

Jurnal Akta ◽  
2017 ◽  
Vol 4 (3) ◽  
pp. 463
Author(s):  
Muslim Ansori ◽  
Akhmad Khisni
Keyword(s):  
Private Schools ◽  
Education System ◽  
Crucial Role ◽  
The State ◽  
Educational Institutions ◽  
Legal Entity ◽  
Non Profit ◽  
The Right

With the enactment of the Education System Act no 20 of 2003 (better known as the Sisdiknas Act), the State has determined that educational institutions should have a legal umbrella in the form of a legal entity, or better known as the Legal Entity Education. As a non-profit organization, the Foundation is the right legal entity that becomes a place for educational institutions, especially private schools. Therefore, of course, Notary has a very crucial role in making notary deed in the form of establishment and deed of change, such as example how in making the right basic budget and not multi interpresatasi for stake holders in the foundation. Therefore, the role of function and authority of the organ of the foundation must be clearly stated in the articles of association, so as not to cause a dispute in the future.KEYWORDS: Notaries, Foundation, Organ Foundation,

Islamic Education Institutions in Singapore

2019 ◽  
Author(s):  
Laila Fariha Zein ◽  
Adib Rifqi Setiawan
Keyword(s):  
International Education ◽  
Religious Education ◽  
Education System ◽  
Tertiary Education ◽  
The Other ◽  
Islamic Education ◽  
Full Time ◽  
Positive Potential ◽  
Secular Education ◽  
Qualitative Descriptive

This qualitative descriptive work briefly examines what it has been and continues to be like for islamic education institutions to be alternative institutions in the Singapore’s education system that has the highest performance in international education and tops in global rankings. In Singapore’s education system, islamic education institutions represented by madrasah that are full-time and offer a pedagogical mix of Islamic religious education and secular education in their curricula. There are currently six madrasahs in Singapore offering primary to tertiary education, namely, Aljunied Al-Islamiah, Al-Irsyad Al-Islamiah, Al-Maarif Al-Islamiah, Alsagoff Al-Arabiah, Al-Arabiah Al-Islamiah, and Wak Tanjong Al-Islamiah. Four of them are co-educational, while the other two offer madrasah education exclusively to girls. It explores the powerful and positive potential of islamic education institutions in developing a truly humane science of the the future.

scholarly journals State and Religion in Aceh: The Competences of Religious Education Teachers (Referring to ACT 14, 2005)

Al-Albab ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 83
Author(s):  
Mujiburrahman Mujiburrahman
Keyword(s):  
Religious Education ◽  
Education System ◽  
Government Regulation ◽  
Islamic Education ◽  
Socialization Process ◽  
National Education ◽  
National Education System ◽  
The Government ◽  
State Relations ◽  
To Receive

Studies on religious education teacher’s competences in Aceh could not be separated from studies on state’s intervention toward education. State hegemony occurs in the form of regulation formalization which regulates efforts for improving qualification and competence of teachers. The research showed that the presence of Act No. 14, 2005 and the Government Regulation No. 74, 2008 had been used as legal reference to encourage the improvement of Aceh religious education teachers’ qualification and competence. This is a qualitative study in which triangulation in data collection was used. The data was then collected through documentations, observations, and deep interviews. This work emphasizes that improving teachers’ competences in Islamic education system in Aceh was in accordance to and did not contradict with national education system and moreover strengthen the content of Act No. 14, 1005 and Government Regulation No. 74, 2008. Qualification and competence of religious education teachers in Aceh underwent improvement better than previous term. However, teachers experienced that socialization process and implementation of regulation has yet to receive upmost attention. The study also suggests that religious education teachers’ qualifications and competences will significantly contribute to the development of religious education quality, thus Islamic education transforms intently in national and state relations order.

scholarly journals SIKAP TASĀMUH DALAM PENDIDIKAN MULTIKULTURAL

2013 ◽  
Vol 13 (1) ◽  
pp. 12
Author(s):  
Rahma Maulida
Keyword(s):  
Elementary School ◽  
Multicultural Education ◽  
Religious Education ◽  
Education System ◽  
Free Variable ◽  
Islamic Education ◽  
Inhibiting Factors ◽  
Mutual Care ◽  
Diversity Of Life ◽  
Banda Aceh

This research was conducted at International Elementary School Bunga Matahari,Banda Aceh for its homogeneity, both tribes, nations and religions. This diversity is interesting to have a further study in order to know the process of tolerance guiding in multicultural education. The results of the study show that there are some tasāmuh (tolerance) attitudes in multicultural education as mutual helps, mutual respects, mutual communications, mutual care, not to blame others, not to be selfish and inclusive. The tolerance attitudes which have been conducting at International Elementary School Bunga Matahari,Banda Aceh is in accord with the Islamic education system, but in the teaching of religious education for non-Muslims, not in accordance with the perspective of Islamic the education, the learning process is still discriminatory. The leading factors in supporting the tolerance implementation in multicultural education at National Elementary Bunga Matahari, Banda Aceh are dialogue, egalitarianism, impartiality, the 1945 Constitution, Article 29, 2nd paragraph, multicultural education which contains the values of pluralism and tolerance attitudes towards diversity. The inhibiting factors in developing tolerance attitudes are exclusiveness, learning model which tends to be dogmatic, religion is directed into not free variable, the solution of developing tolerance is that the educational implementation should be oriented on the value that will provide pressure point on how students see, understand, and face the diversity of life in multicultural education.

scholarly journals Mereformulasikan Area Pendekatan Sistematis dan Bijaksana dalam Pendidikan Islam untuk Anak di Sekolah Awal

2019 ◽  
Vol 3 (1) ◽  
pp. 123-128
Author(s):  
Isma'il Ismail
Keyword(s):  
Religious Education ◽  
Paradigm Shift ◽  
Learning Systems ◽  
Islamic Education ◽  
Education History ◽  
Historical Reconstruction ◽  
Islamic Philosophy ◽  
New Methods ◽  
Early School ◽  
Islamic View

The continuous development of problems in the field of education and religion demands the formulation of new paradigms, new theories, and new methods of operationalization that are able to solve new problems that are more complex, on the basis of which it is necessary to update thinking, study and research on Islamic education to reconstruct aspects of theological, philosophical, substantive, methodological, and learning systems in the hope that the implementation of religious education will be effective effectively. This paper is based on the aim of formulating an area of ??systematic and prudent approach in Islamic education for children in early school. From the results of the discussion concluded: 1) According to the Islamic view, education must prioritize faith education. History proves that education will produce education who lack moral character; 2) The historical reconstruction of Islamic philosophy as wisdom certainly indicates a thorough integration of modes of thinking and speaking which is the philosophy of philosophy into larger and speaking mode of thinking which is constitutive of historical Muslim society; 3) the critical area of ??Islamic education for children is the transmission of facts and information about Islam to the personality and character of Kaaffah, the curriculum must be relevant paradigm shift must be effective and relevant to the communities in which they live.

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