scholarly journals Pesantren, Tasawuf dan Hedonisme Kultural (Studi Kasus Aktualisasi Nilai-nilai Tasawuf dalam Hidup dan Kehidupan di Pondok Pesantren Modern Gontor)

Dialog ◽  
2017 ◽  
Vol 32 (2) ◽  
pp. 112-134
Author(s):  
BASUKI BASUKI
Keyword(s):  
Education System ◽  
Global Education ◽  
Personality Development ◽  
Field Research ◽  
Boarding Schools ◽  
Islamic School ◽  
Islamic Schools

Islamic School has the basic essence that can not be separated from the characteristics of the pesantren institution that always stress the importance of moral Akhlaqul Karimah as a guideline life of everyday society. Therefore pesantren education system has always been and always aim to develop the personality Muhsin, not just Muslims. Muhsin personality mentioned is Sufism. This is where the intersection between Sufism and Islamic schools. The essence of Sufism is pengejawan charity, while the essence of boarding schools located in the personality development of Muhsin. In this third millinium century boarding schools are in the mainstream of life of the paradigmatic capitalism, and the condition of society that have become jungle hedonism. This brief article is the result of field research has revealed how the actualization of the values of Sufism in the modern pesantren Gontor the era of global education and cultural hedonism. PesantrKEYWORDS:en, Mukmin, Muslim, Muhsin, Sufism, Cultural Hedonism

SEKOLAH ISLAM TERPADU DALAM PETA SISTEM PENDIDIKAN NASIONAL

ALQALAM ◽  
2015 ◽  
Vol 32 (2) ◽  
pp. 309 ◽  
Author(s):  
Suyatno Suyatno
Keyword(s):  
Education System ◽  
Formal Education ◽  
Participant Observation ◽  
Educational Institution ◽  
Examination System ◽  
Islamic School ◽  
National Education ◽  
Islamic Schools ◽  
Islamic Movement ◽  
National Education System

Integrated Islam schools emerged as a response to dissatisfaction Islamic movement activists against the national education system in Indonesia. National education system considered in the management of education perpetuates the dualism between religion and public education. Therefore, it takes a model of alternative educational institution capable of removing any educational practice dichotomous. During its development, paradox regarding the development of integrated Islamic school when they actually have to be part of the national education system. This study aims to answer the question of how the position of integrated Islamic schools in the National Education map? This study is a qualitative case study model. Data collection methods were participant observation, in-depth interviews, and documentation. Data was analyzed using inductive-qualitative analysis. The results showed that the integrated Islamic school is an integral part of the national education system. The indications are; the adoption of the curriculum of the ministry of education and culture, use of the name of the "sekolah ", adjustment of the examination system, and certification programs by teachers of integrated Islamic school. Their willingness ro be part of the national education system is one of the Islamic movement activists attempt to do lslamization of formal education institutions in Indonesia. Keywords: Integrated Islamic Schools, lslamization, National Education System.

scholarly journals SEKOLAH ISLAM TERPADU PRESPEKTIF MULTIDISIPLINER

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.

VALUE EDUCATION SYSTEM IN INDIA

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Jyoti Narayan Patra ◽  
Jayanta Mete
Keyword(s):  
Education System ◽  
Personality Development ◽  
The Family ◽  
The Individual ◽  
The Right

Values are like seeds that sprout, become saplings, grow into trees and spread their branches all around. To be able to think right, to feel the right kind of emotions and to act in the desirable manner are the prime phases of personality development. Building up of values system starts with the individual, moves on to the family and community, reorienting systems, structures and institutions, spreading throughout the land and ultimately embracing the planet as a whole. The culture of inclusivity is particularly relevant and important in the context of our society, nation and making education a right for all children.

scholarly journals Education Empowerment of Madrasah at Fisherman Society in Suku Laut Kuala Tungkal Jambi

AL-TA LIM ◽  
2020 ◽  
Vol 27 (3) ◽  
pp. 258-271
Author(s):  
M. Syahran Jailani ◽  
Makmur Haji Harun
Keyword(s):  
School Leadership ◽  
Public Awareness ◽  
Qualitative Approach ◽  
Educational Process ◽  
Islamic School ◽  
Islamic Schools ◽  
The People ◽  
Data Validity ◽  
Collection Methods ◽  
Religious Understanding

This study is aimed at revealing how is the Empowerment Education of Madrasah at  Fisherman village Suku Laut Kuala Tungkal Jambi Province. Islamic schools are generally born from the initiation of society as a form of concern for the condition of the people, especially children in understanding the special religion of Islam as a matter of doubt. This research is conducted by using qualitative approach, where the stage is based on the opinion of Spradley . Data collection methods and data validity refer to Denzin and Lincoln and Guba. Result search,  Islamic schools gait has contributed greatly to this country not only in providing a religious understanding, but also in participating to educate the children of the nation through the educational process that has lasted tens or even hundreds of years. In its journey, the empowerment of Islamic schools experienced various dynamics, commitment of Islamic school leadership, public awareness and supporting efforts became the issue that made Islamic schools hard to develop as expected.

scholarly journals Manajemen Keuangan Madrasah yang Bersumber dari Masyarakat

At-Turats ◽  
2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Khoirul Anam
Keyword(s):  
Financial Management ◽  
Educational Institution ◽  
National Development ◽  
Quality Of Education ◽  
Islamic School ◽  
Islamic Schools ◽  
School Committee ◽  
The Government ◽  
Improve Access

Indicator of Indonesian’s national development is the quality of education. Islamic school’s funding is an important instrument to improve access, quality, and competitiveness of educational institution. Islamic schools education funding source are joint responsibility of the government and the community. Community-sources funding is managed by the Islamic school committee and supervised by the internal supervisor. Moreover, the financial management was carried out with the following mechanism: submitting the proposal from the Islamic school to the committee, approving the proposal, disbursement process, and then reporting the agenda to the Islamic school committee. Therefore, the committee’s internal supervisor is controlled every 6 months. In addition, the following barriers come from the parents and student.

scholarly journals THE ROLE OF THE KYZYLORDA PERIOD IN THE DEVELOPMENT OF THE EDUCATION SYSTEM OF KAZAKHSTAN

2020 ◽  
Vol 65 (2) ◽  
Author(s):  
E.A. Jalmagambetov ◽  
◽  
E.Zh. Aziretbergenova ◽  
Keyword(s):  
Young People ◽  
Education System ◽  
Public Life ◽  
Boarding Schools ◽  
Educational Institutions ◽  
The Political ◽  
Remote Areas ◽  
The Status ◽  
The City

The Kyzylorda period in the development of the education system of Kazakhstan occupies a special place. The center's move to the city of Kyzylorda gave a new impetus to the political and public life of the region. Young people seeking education started coming to the city of Kyzylorda from other regions. After assigning the status of the capital in the city of Kyzylorda began to open up new educational institutions. The Kazakh Institute of education and medical schools moved from Orenburg. The city has opened educational schools of the first and second categories. Special boarding schools were opened for people living in remote areas. The work of boarding schools was constantly monitored by special commissions. In 1925, the famous writer Gabiden Mustafin worked and studied in the city of Kyzylorda. Also, S. Mukanov, A. Kenzhin and other representatives of the Kazakh intelligentsia worked in the education system.

scholarly journals Educative Tradition and Islamic Schools in Indonesia

1970 ◽  
Vol 14 ◽  
pp. 47-62 ◽  
Author(s):  
Charleen Tan
Keyword(s):  
Life Skills ◽  
Religious Values ◽  
Islamic School ◽  
Student Activities ◽  
Islamic Schools ◽  
Modern Knowledge

An Islamic school that subscribes to an educative tradition is essentially one that sees compatibility between the inculcation of religious values and the acquisition of ‘modern’ knowledge and dispositions. This article argues that most Islamic schools in Indonesia reside in an educative tradition as evident in three main ways. First, most Islamic schools in Indonesia are keen to obtain knowledge from both religious subjects and modern ‘secular’ subjects. Secondly, an increasing number of Islamic schools have incorporated student-centred pedagogies so that their students do not simply learn by rote or memorisation. Thirdly, many Islamic schools provide a variety of student activities to develop the students’ life skills and leadership abilities so as to encourage their students to internalise and put into practice the principles and values they have learnt. Notwithstanding its promotion of an educative tradition, many Islamic schools in Indonesia face a perennial challenge in infusing Islamic principles and values into the teaching of modern ‘secular’ subjects.Keywords: Curricula, educative tradition, Indonesia, Islam, Islamic schools, pedagogy

scholarly journals Keberadaan Badan Akreditasi Provinsi Sekolah/Madrasah (Upaya Meningkatkan Mutu Pendidikan Madrasah Di Provinsi Jambi)

MADRASAH ◽  
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

<span><em>This research is intended to look into the existence of Province Acreditation </em><span><em>for School and Islamic School in Jambi through the policies and programs </em><span><em>executed, include the result of acreditation for islamic school at Ministry </em><span><em>of Religious Affairs in Jambi. The data from Jambi Ministry of Religious </em><span><em>Affairs in 2012 showed that from 538 islamic schools which have been </em><span><em>acreditated, ie:(a) 244 Islamic Kindergarten, 169 (7,63%) kindergartens </em><span><em>were acreditated, 75 (28,37%) kindergartens were not acreditated, (b). </em><span><em>263 Islamic Elementary School, 171 (61%) schools were acreditated, 98 </em><span><em>(38,20%) schools were not acreditated, (c) 345 Islamic Junior High School, </em><span><em>158 (44,99 %) schools were acreditated, 187 (55,01%) schools were not </em><span><em>acreditated and (d) 184 Islamic Senior High School, 88 (47,01%) schools</em><br /><span><em>were acreditated and 96 (52,99%) schools were not acreditated. From 1036 </em><span><em>educational institutions, there have been 450 (43,44%) islamic schools </em><span><em>which were acreditated while there were 586 (56,56%) isclamic schools </em><span><em>which were not acreditated. The main problem which happenned was there </em><span><em>were many islamic schools got C in acreditation and even some schools were </em><span><em>not acreditated. It was caused by: (a) socialization, (b) limitted fund, (c) </em><span><em>geographical condition, (d) the low network among islamic schools and (e) </em><span><em>there were many policies which have not been accompanied by commitment </em><span><em>fully.</em><br /><span><strong>Keywords : </strong><span><em>Madrasah/School Acreditation Board, The Quality Of Madrasah Education.</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span>

scholarly journals Problematika Pendidikan Islam Sebagai Sub Sistem Pendidikan Nasional di Era Global

2011 ◽  
Vol 11 (2) ◽  
pp. 303
Author(s):  
Moch. Miftachul Choiri ◽  
Aries Fitriani
Keyword(s):  
Cultural Transformation ◽  
Transformation Process ◽  
Islamic Education ◽  
Global Culture ◽  
Islamic School ◽  
National Education ◽  
Islamic Schools ◽  
Global Era ◽  
Negative Impacts ◽  
Is Value

<em>A globalization, which looks like both sides of one coin, has both positive and negative impacts. The globalization inspired not only by capitalism but also by pragmatism has practically affected the education in Indonesia. The roles of education become practically unfamiliar and faraway from society needs. The globalization takes some issues such as competence, standardization, and commerce. To face this era, what should Islamic education do as sub-system of national education? The Islamic school (madrasah) as a sub-system of Islamic education in Indonesia, had extremely strong experienced to face the challenges at the last era of Dutch colonialism. The fact that madrasah had not only an autonomy but also an intellectual resources had proven that it could fulfill the needs of Islamic community. These are cultural potencies which should be kept and not be abandoned for the sake of globalization interest. The globalization as a cultural transformation process affects the world, especially the practice of education in Indonesia. All people using science and technology can easily access the global culture. The global culture which is value-free should be faced by transformation of values of which Islamic scholars had transformed in pesantren (Islamic boarding schools) and Islamic schools (madrasah). In other word, both pesantren and madrasah should not be entrapped in capitalism ideology and could serve all people. It is because the paradigm of Islamic education differs from that of both capitalism and pragmatism. The article tries to elaborate how Islamic education in Indonesia especially madrasah should be positioned in the global era</em>

Sign in / Sign up

Export Citation Format

Share Document