scholarly journals Sejarah Peradaban Islam; Madrasah Nidzam Al-Mulk

2019 ◽  
Vol 5 (1) ◽  
pp. 41-56
Author(s):  
M. Fikri Amrullah
Keyword(s):  
High Education ◽  
Boarding School ◽  
School Curriculum ◽  
Technology System ◽  
High Knowledge

This paper takes into account the first boarding school have been expanding in Baghdad and being sample to other boarding school in curriculum and system has purposed. That is Nidzamul Mulk boarding school. curriculum and system used refer in modern curriculum , same in technology system or the teach of lesson but al-Qur’an first of orientation. Name of this Nidzamul Mulk boarding school is takes from the leader Nidzam al-Mulk. He is master of dinasti salajikah child ali bin ishaq at-tusi. His father educated Nidzam al-Mulk be hard. Being Nidzam al-Mulk some have high education and be popular about the knowledge. So that’s Nidzam al-Mulk is very popular in that’s countries and high knowledge until he have wanted to building the boarding school.

scholarly journals BUKU TERJEMAH KITAB TA’LIMU AL-MUTA’LIM; ANALISIS TEKS TERJEMAHAN ARAB-INDONESIA

2021 ◽  
Vol 10 (2) ◽  
pp. 365
Author(s):  
Umi Choirun Nisak ◽  
Mirwan Akhmad Taufiq
Keyword(s):  
Secondary Data ◽  
Boarding School ◽  
School Curriculum ◽  
Target Language ◽  
Primary Data ◽  
Primary Data Source ◽  
Data Source ◽  
Translation Errors ◽  
Linguistic Approach ◽  
Support Students

This study discusses the analysis of the book translation of the book Ta'lim Muta'allim published by al-Hidayah. The book is one of the santri (moslem student) reference books to support students' understanding of the pesantren (Islamic boarding school) curriculum which uses the yellow book in their learning. The yellow book uses Arabic, so the translation of the book becomes very important. The focus of this research lies in the pattern of translation errors and justification of translations in accordance with the rules of Arabic and Indonesian dealing with lexicon, syntax and semantics. This qualitative research method uses an applied linguistic approach that focuses on error analysis. The primary data source in this research is the book translation of Ta'lim Muta'allim published by al-Hidayah, while the secondary data used in the study is a documentation technique by studying books and literacy that discusses the technique of translating properly and correctly according to structural , semantic and precise in terms of terminology. The results showed, including: Errors in the preparation of sentences in the target language, errors in the use of sentence effectiveness, errors in translating vocabulary, errors in aspects of omission or not translating aspects of vocabulary, phrases and sentences and errors in translating foreign terms.

scholarly journals Implementasi Kurikulum 2013 di Sekolah Pesantren dengan Sistem Boarding School

2018 ◽  
Vol 6 (1) ◽  
pp. 41-52
Author(s):  
Joko Paminto ◽  
Tina Rosiana ◽  
Budiyono Budiyono ◽  
Heri Triluqman Budisantoso
Keyword(s):  
Integrated Curriculum ◽  
Curriculum Implementation ◽  
National Curriculum ◽  
Research Result ◽  
Curriculum Evaluation ◽  
Boarding School ◽  
School Curriculum ◽  
School Based ◽  
Character Building ◽  
Plan National

The existence of formal schools under Pesantren (traditional Islamic education) foundation is interesting, because they have unique characters comparing to other schools in general, whereas each Pesantren has its own peculiarity. One of them is Senior High School of Selamat Modern Pesantren, Kendal. This article describes the implementation of Curriculum 2013 in that school based on qualitative research in 2017. The research result indicated that the implementation of Curriculum 2013 established an integrated curriculum from national Curriculum 2013, learning materials from Ministry of Religious affair and unique vision of the modern Selamat Pesantren itself. So there was a combination between the Curriculum 2013, the materials form Ministry of Religious affair which is more Islamic in nature and the programs from boarding system that enrich the student character building and knowledge. Moreover, in this research teachers are central regarding to their position as student’s facilitator and companion, particularly those who actively accompany the dormitory activities. Abstrak Keberadaan sekolah-sekolah formal di bawah naungan yayasan pesantren menarik untuk dikaji, karena pasti memiliki kekhasan tersendiri dibanding sekolahsekolah lain pada umumnya. Terlebih tiap pesantren memiliki kekhasan masingmasing. Salah satu modelnya adalah di Sekolah Menengah Atas Pondok Modern Selamat, Kendal. Artikel ini menggambarkan implementasi Kurikulum 2013 di sekolah tersebut didasarkan pada penelitian berpendekatan kualitatif yang telah dilaksanakan pada 2017. Hasilnya menunjukkan bahwa implementasi Kurikulum 2013 di SMA Unggulan Pondok Modern Selamat, Kendal, menunjukkan karakteristik unik berupa kurikulum yang terpadu antara kurikulum nasional, muatan materi dari Kementerian Agama (Kemenag), dan visi khas dari yayasan pondok pesantren Selamat. Dengan demikian terdapat kombinasi antara orientasi Kurikulum 2013 yang bersifat umum, materi dari Kemenag yang berorientasi memberi bekal ilmu-ilmu keislaman, dan ditunjang oleh program di asrama yang memperkaya pembentukan karakter siswa dan pengayaan penguasaan pengetahuan siswa. Lebih lanjut, guru perannya sangat sentral dalam implementasi kurikulum yang terpadu di sekolah ini karena diposisikan sebagai pendamping siswa, terutama guru-guru yang juga aktif mendampingi kegiatan asrama. Keywords:  Boarding school; curriculum implementation; curriculum evaluation; curriculum plan; national curriculum

scholarly journals MODEL KURIKULUM PENDIDIKAN ISLAM MULTIKULTURAL DI PONDOK PESANTREN MODERN ISLAM ASSALAM SURAKARTA

2015 ◽  
Vol 24 (4) ◽  
Author(s):  
Abdullah Aly
Keyword(s):  
Learning Strategies ◽  
Curriculum Evaluation ◽  
Boarding School ◽  
School Curriculum ◽  
Curriculum Planning ◽  
School Environments ◽  
Service Program ◽  
Special Service ◽  
Multicultural Perspectives ◽  
Interesting Learning

This research aims to: (1) investigate the curriculum planning of Assalaam Modern Islamic Boarding School Surakarta (henceforth MIBS) and its multicultural values; (2) understand the implementation of Assalaam MIBS curriculum and its multicultural values; (3) reveal the curriculum evaluation of  Assalaam MIBS and its multicultural values; and (4) search a model of curriculum development for multicultural Islamic Boarding Schools. This research produces 4 find- ings. First, closely investigated from multicultural perspectives, the curriculum planning of Assalaam  MIBS  includes  both  multicultural  values  (democratic  and  justice  values)  and  antimulticultural values (discrimination and injustice values). Second, in the curriculum implementation, both multicultural and antimulticultural values are exposed to students. While the values of democracy, solidarity, togetherness, love, forgiveness, peace and tolerance are embedded in the learning materials, activities, and evaluation, the values of discrimination and injustice are found in the learning references, available only for special service program as opposed to regular programs. Third, the curriculum evaluation contains multicultural values such as democracy, peace, tolerance, and togetherness particularly embedded in the processes and product of curriculum evaluation. On the other hand, conflict, hegemony and domination values are found in the interac- tion among students in daily school environments. Fourth, the model curriculum of multicultural Islamic Boarding School needs to consider three aspects: (1) the planning of the multicultural Islamic boarding school curriculum is determined by its process and product; (2) the implementation of the multicultural Islamic Boarding school curriculum is determined by the textbooks that contain multicultural values; learning strategies that stimulate students’ active participation in democratic and interesting learning activities; and evaluation of contextual and comprehensive learning results by making use of oral and written tests, portfolios, and assignments; and (3) the evaluation of the multicultural Islamic Boarding School curriculum is determined by its process and product.

scholarly journals Transformasi Pondok Pesantren dalam Menanggulangi Radikalisme Agama Pada Pondok Pesantren Daerah Penyangga Ibu Kota Jakarta

2018 ◽  
Vol 14 (1) ◽  
pp. 1
Author(s):  
Mundzier Suparta ◽  
Suhada Suhada ◽  
Taufik Abdillah Syukur
Keyword(s):  
Adult Students ◽  
Teaching Methods ◽  
Boarding School ◽  
Boarding Schools ◽  
School Curriculum ◽  
Capital City ◽  
Unit Of Analysis ◽  
Group Cooperation ◽  
Teachers And Students ◽  
Religious Radicalism

This article is about the transformation of Islamic boarding schools in tackling religious radicalism in Islamic boarding schools in the capital city of Jakarta. This article uses descriptive methods to obtain the whole picture of the problems found in the field. The unit of analysis used is The Leader or Pak Kyai, Teachers and Students, Santri. The findings in this article are: First, Transforming the purpose of Islamic boarding schools in overcoming religious radicalism in Islamic boarding schools in the capital city of Jakarta by trying to create and develop Muslim personalities who believe and worship unto Allah, good behavior & character and being useful for society. Islamic boarding schools guide students to become adult students, act and think critically and responsibly, also foster an attitude of mutual respect and appreciate for distinctive cultural, customs, race and every other person’s abilities. Second, the transformation of the Islamic boarding school curriculum in overcoming religious radicalism in Islamic boarding schools in the capital city of Jakarta by using a curriculum that teaches the science of comparative Mazhab, so not to give the impression of exclusivity from other thoughts. Third, Transformation of teaching methods in Islamic ~ HIKMAH, Vol. XIV, No. 1, 2018 boarding schools to overcoming religious radicalism in Islamic boarding schools in Jakarta’s capital city by increasing the use of cooperative learning or teaching methods designed to educate group cooperation. Besides being developed to achieve academic learning achievements, the method is also effective in developing social skills and encourages respect for the opinions of others so that it becomes a way to overcome religious radicalism towards Santri. Keywords: Islamic Boarding School, Religius Radicalism Artikel ini mengenai transformasi pondok pesantren dalam menanggulangi radikalisme agama pada pondok pesantren daerah penyangga ibu kota Jakarta. Artikel ini menggunakan metode deskriptif untuk memperoleh gambaran secara keseluruhan permasalahan yang ditemukan di lapangan. Unit analisis yang digunakan adalah Pengasuh atau Kyai Pondok Pesantren, Guru dan Santri. Temuan dalam artikel ini adalah: Pertama, Transformasi tujuan pondok pesantren dalam menganggulangi radikalisme agama di pondok pesantren daerah penyangga ibu kota Jakarta yaitu dengan berusaha untuk menciptakan dan mengembangkan kepribadian muslim yang beriman dan bertaqwa kepada Allah Swt, berakhlak mulia dan bermanfaat bagi masyarakat. Pesantren membimbing santri agar menjadi santri dewasa, bertindak dan berpikir secara kritis dan bertanggung jawab, juga menumbuhkan sikap saling menghargai dan menghormati setiap perbedaan budaya, adat istiadat, ras dan setiap kemampuan orang lain. Kedua, Transformasi kurikulum pondok pesantren dalam menganggulangi radikalisme agama di pondok pesantren daerah penyangga ibu kota Jakarta dengan memasukkan kurikulum yang mengajarkan kepada ilmu perbandingan mazhab, sehingga tidak memberi kesan eksklusifisme dari pemikiran lain. Ketiga, Transformasi metode pengajaran pondok pesantren dalam menganggulangi radikalisme agama di pondok pesantren daerah penyangga ibu kota Jakarta dengan memperbanyak penggunaan pembelajaran kooperatif atau metode pengajaran yang dirancang untuk mendidik kerja sama kelompok. Di samping dikembangkan untuk mencapai prestasi hasil belajar akademik, metode itu juga efektif untuk mengembangkan keterampilan sosial serta mendorong untuk menghormati pendapat orang lain sehingga menjadi cara untuk menanggulangi radikalisme agama pada santri. Kata Kunci: Pondok Pesantren, Radikalisme Agama

scholarly journals Peran Kepala Madrasah dalam Pengembangan integrasi Kultur dan karakter Akhlak Mulia berbasis Pesantren di Madrasah Tsanawiyah Miftahul Qulub Tawar Gondang Mojokerto

2017 ◽  
Vol 7 (1) ◽  
pp. 97
Author(s):  
Misluhah Misluhah
Keyword(s):  
Character Education ◽  
Everyday Life ◽  
Extracurricular Activities ◽  
Learning Experience ◽  
Monitoring And Evaluation ◽  
Boarding School ◽  
School Curriculum ◽  
School Rules ◽  
Primary Years Program ◽  
Diploma Program

The low quality of Indonesian education was also shown Data Research and Development (2003) in Panjaitan (2014) that of 146 052 elementary schools in Indonesia was only 8 schools who gained worldwide recognition in the category of The Primary Years Program (PYP). Of the 20,918 junior high schools in Indonesia, there are only 8 schools that received world recognition in the category of The Middle Years Program (MYP), and from 8,036 SMA, only 7 schools received world recognition under The Diploma Program (DP). The purpose of this research is to describe the role of Principals in the Integration Development of Culture and Moral character-based Noble Boarding School in Fresh Qulub MTs Miftahul Gondang Mojokerto, Based on the discussion can be summarized as follows: 1) The model of character education in adolescents aims to develop personality traits. Character education is done by acting speech directive (advice, orders, suggestions, etc.). Character education models in adolescents are integrated into various learning activities, school rules, and extracurricular activities or media posters attached to school walls. 2) The implementation of character education in MTs Miftahul Qulub Fresh Gondang Mojokerto maximum run boarding school because the curriculum is integrated with the school curriculum, in which the achievement of values ​​in schools is a prerequisite for the achievement of values ​​in schools. In addition, students in MTs Miftahul Qulub Fresh Gondang Mojokerto are students in boarding Miftahul Qulub Fresh Gondang Mojokerto, so the location is in one place, then facilitate monitoring and evaluation. 3) Implementation of character education in Madrasah Tsanawiyah Miftahul Qulub Tawar Gondang Mojokerto can be grouped into three domains namely: (l) affective. character education planting resulted in a change of attitude, through habituation on an ongoing basis both in schools and at schools to make students have certain characters such as steadfastness, good morals, self, and others; (2) cognitive linking character education into subjects give students an understanding of the values ​​of character and the importance of character in everyday life, so as to stimulate awareness of the students to practice the values ​​of characters in everyday life; And (3) psychomotor: through the learning experiences that students receive both in the pesantren and at school, they have the most embodied abilities into behavioral forms in everyday life. This practice is a continuation of the affective and cognitive spheres in the form of behavioral trends. Behavior is influenced by his learning experience through habituation that form the character inherent in him

scholarly journals STUDI KASUS PENERAPAN KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP) INTEGRATIF DI SMP IBRAHIMY 2 SUKOREJO SITUBONDO

2019 ◽  
Vol 13 (1) ◽  
pp. 197-218
Author(s):  
Rahwan Rahwan
Keyword(s):  
Curriculum Development ◽  
Student Development ◽  
Scientific Knowledge ◽  
Learning Experiences ◽  
Boarding School ◽  
School Curriculum ◽  
National Standard ◽  
Curriculum Content ◽  
National Education ◽  
Standard Curriculum

The curriculum is the intention and hope as outlined in the form of an education plan or program to be carried out by the teacher in the school. Curriculum content is scientific knowledge, including activities and learning experiences arranged according to the level of student development. One of the efforts of curriculum development is by integrating integrative KTSP curriculum. Recently, the integrated integrative KTSP curriculum has become the excellent in each education unit. One of the educational units that applied was SMP 2 Ibrahimy, Sukorejo Situbondo. As an educational unit structurally under the auspices of the National Education Board and culturally under the auspices of the Salafiyah Syafi'iyah Sukorejo Situbondo Islamic Boarding School, SMP 2 Ibrahimy is required to be able to implement KTSP which is integrated between the pesantren curriculum and the national standard curriculum. From this background, SMP Ibrahimy 2 integrated KTSP (general and pesantren) since (2003) until now (2012). To find out the three main points, this research was arranged in 3 (three) formulation of the problem; how is the preparation, implementation, and indication in the success of integrating integrative KTSP in SMP 2 Ibrahimy?

scholarly journals FOREIGN LANGUAGE BEHAVIOR OF ISLAMIC BOARDING SCHOOL STUDENTS IN WEST SULAWESI

Al-Qalam ◽  
2021 ◽  
Vol 27 (1) ◽  
pp. 51
Author(s):  
Ahmad Muaffaq ◽  
Napis Dj
Keyword(s):  
Foreign Language ◽  
Boarding School ◽  
Boarding Schools ◽  
School Curriculum ◽  
Foreign Languages ◽  
School Students ◽  
Verification Methods ◽  
Language Behavior ◽  
Active Communication

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Students of Islamic Boarding Schools in West Sulawesi come from various ethnicities. They relatively concern about their pride, loyalty, and awareness of foreign language norms as an essential part of the Islamic Boarding School curriculum. It also has an impact on the quality of its acquisition. This study aims to describe the students' behavioral patterns in using foreign languages and their factors. The data was excavated from informants on five Islamic Boarding Schools integrated with stratified random sampling models. Data collection techniques were observations, surveys, and interviews. The obtained data were carefully and critically analyzed based on data reduction, presentation, and verification methods. The results showed that the foreign languages in Islamic Boarding Schools at West Sulawesi are generally used passively because the students’ activities highly focus on improving students’ ability in reading. The emphasis is also on the ability to understand Arabic text. Regarding Islamic Boarding School that applies language development for reading and active communication, sociologically, students use foreign languages only in a small number of linguistic situations and in specific domains, namely education. Culturally, foreign language behavior breeds symptoms of multilingualism, bilingualism, code-switching and code-mixing, monolingualism, and interference in all linguistic situations. It is due to the responsibility, loyalty, and motivation of foreign affairs that are still lacking and the insufficient quality of teachers, environmental conditions, and curriculum content.</span></p></div></div></div>

scholarly journals Telaah Pemikiran KH. Abdurrahman Wahid Tentang Pondok Pesantren

2021 ◽  
Vol 6 (1) ◽  
pp. 37
Author(s):  
M Sufyan Riady ◽  
Moh. Wardi
Keyword(s):  
School Leadership ◽  
Secondary Data ◽  
Boarding School ◽  
Boarding Schools ◽  
School Curriculum ◽  
School Education ◽  
Primary Data ◽  
Human Beings ◽  
Value System ◽  
Depth Analysis

Abstrak: Penelitian ini dilakukan dengan tujuan Untuk mengetahui konsep pendidikan Pondok Pesantren, bagaimana subkultur dan tata nilai, pola kepemimpinan dan kurikulum pondok pesantren menurut K.H. Abdurrahman Wahid. Adapun metode penelitian yang dipakai dalam penulisan skripsi ini adalah penelitian kualitatif artinya penelitian yang menggunakan data informasi berbagai macam teori yang diperoleh dari kepustakaan, baik itu diperoleh dari sumber data primer maupun data skunder. Berdasarkan deskripsi atas pemikiran KH. Abdurrahman Wahid  mengenai pendidikan Pondok Pesantren di atas, setelah  penulis  lakukan  analisis lebih mendalam dapat ditarik kesimpulan bahwa Pendidikan Pondok Pesantren ialah pendidikan yang didasarkan pada keyakinan religius dan bertujuan untuk membimbing atau menghantarkan peserta didik menjadi manusia yang utuh dan mandiri. Ada tiga elemen yang mampu membentuk pondok pesantren sebagai sebuah subkultur, yaitu: (1) pola kepemimpinan pondok pesantren yang mandiri dan tidak terkoptasi oleh negara, 2) literatur-literatur kitab-kitab kuning sebagai rujukan umum yang selalu digunakan dari berbagai abad, dan 3) sistem nilai yang digunakan adalah bagian dari masyarakat luas. Pola Kepemimpinan Pondok Pesantren bersifat Khirarki dan Kurikulum di pondok pesantren ditujukan untuk “mencetak” ulama di kemudian hari. Kata Kunci: Pemikiran Abdurrahman Wahid, Pondok Pesantren Abstract: This research was conducted with the aim of knowing the concept of Islamic boarding school education, how subcultures and values, leadership patterns and Islamic boarding school curriculum according to K.H. Abdurrahman Wahid. The research method used in writing this thesis is qualitative research, meaning research that uses information data on various theories obtained from the literature, whether it is obtained from primary data sources or secondary data. Based on the description of the thoughts of KH. Abdurrahman Wahid regarding Islamic Boarding School education above, after the author conducted a more in-depth analysis, it can be concluded that Islamic Boarding School Education is education based on religious beliefs and aims to guide or deliver students to become complete and independent human beings. There are three elements that are able to form Islamic boarding schools as a subculture, namely: (1) leadership patterns of Islamic boarding schools that are independent and not co-opted by the state, 2) yellow books literature as general references that are always used from various centuries, and 3. ) the value system used is part of the wider community. The pattern of Islamic boarding school leadership is hierarchical and the curriculum in Islamic boarding schools is intended to "print" ulama in the future. Keywords : Thoughts KH. Abdurrahman Wahid, Islamic Boarding School

scholarly journals Peran Pesantren dalam Membentuk Karakter Santri

2019 ◽  
Vol 4 (2) ◽  
pp. 170
Author(s):  
Syadidul Kahar ◽  
Muhammad Irsan Barus ◽  
Candra Wijaya
Keyword(s):  
General Education ◽  
Boarding School ◽  
School Curriculum ◽  
Educational Material ◽  
Islamic Education ◽  
Education Curriculum ◽  
General Education Curriculum ◽  
Correct Understanding

The purpose of this study was to find out the role of the Darusaa'dah Islamic Boarding School in the Pangkalan Susu District of Langkat in the Form of Santri Character The approach used is case study. The object of this research is religious Islamic education institutions. Data sources are people who are directly and indirectly involved with pesantren. To collect these data, the author uses several techniques in data collection, namely documentation, observation and interviews. Data analysis in research uses interpretive patterns that aim to achieve a correct understanding of facts, data and symptoms. In this study researchers focused on two curricula, namely the pesantren curriculum and the general education curriculum. used in the Darusa'dah Islamic Boarding School which is related to character formation. The Darusaa'dah Islamic Boarding School curriculum accommodates students who focus on learning two curricula, namely the pesantren curriculum and the general education curriculum. The pesantren curriculum material taught is sourced from the yellow book which includes; religious laws, monotheism, morals and Arabic. The education curriculum of the Darusaa'dah Islamic Boarding School is focused on the teaching of the Koran, hadith and the books written by the previous ulama. Educational material is presented based on class. The pesantren curriculum and general education curriculum are taught in the Darusaa'dah Islamic Boarding School, as well as forming the character of the santri.

PENDIDIKAN ISLAM DALAM KONSTELASI ERA GLOBAL: STUDI KASUS DI MTS YAPIKA TANJUNGSARI PETANAHAN KEBUMEN

2019 ◽  
Vol 20 (1) ◽  
pp. 75-94
Author(s):  
M Slamet Yahya
Keyword(s):  
Formal Education ◽  
Boarding School ◽  
School Curriculum ◽  
Moral Formation ◽  
School Students ◽  
Night Time ◽  
National Education ◽  
Education Personnel ◽  
School Committees ◽  
Islamic Values

The results of this study are first, the development of vision and mission adapted to the development of science and technology while continuing to prioritize Islamic values; second, curriculum development becomes a multi triple curriculum (Ministry of Religion curriculum, Ministry of National Education curriculum, and Islamic boarding school curriculum); third, the development of learning activities which include; night-time activities, tahfidz activities, tahsin activities, language development, religious moral formation, development of local and global insightful education; fourth, the development of community service in the form of village collaboration participation, care of janazah, distribution of zakat fitrah, distribution of zakat mal, and distribution of qurban animals; fifth, the development of madrasa governance internally between students, teachers, principals, and education personnel, externally between schools and foundations and school committees; sixth, developing networking with parents of students, alumni, government agencies, universities, and other agencies, seventh; MTS YAPIKA is an integrated madrasa, the madrasa students besides getting formal education, they also get pesantren education or are said to be MTS YAPIKA  students and al-Istiqomah Islamic boarding school students. Keywords: Madrasa, Islamic Boarding Schools, and Globalization.

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