REKOGNISI KEBIJAKAN PEMERINTAH TERHADAP PESANTREN SEBAGAI LEMBAGA PENDIDIKAN DI INDONESIA

2021 ◽  
Vol 3 (2) ◽  
pp. 28-41
Author(s):  
Muh Mustakim
Keyword(s):  
Religious Education ◽  
Education System ◽  
Education Institution ◽  
Government Policies ◽  
Educational Institutions ◽  
Indonesian Government ◽  
Independent Existence

Pesantren is the oldest Islamic religious education institution in Indonesia. However, the regulations and recognition of the Indonesian government are not the same as the recognition of schools, why? The results of this study show that government policies and pesantren recognition are divided into five periods, namely recognition of the existence of pesantren; recognition of pesantren as religious educational institutions in Indonesia; pesantren are equivalent to school and madrasah; pesantren as part of the Indonesia education system; and the period of independent existence of pesantren as educational institutions.

scholarly journals DISTRIBUSI GURU PENDIDIKAN AGAMA (ANALISIS KEBUTUHAN GURU PENDIDIKAN AGAMA DI SEKOLAH)

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Suprapto Suprapto
Keyword(s):  
High Schools ◽  
Religious Education ◽  
Education System ◽  
Junior High Schools ◽  
Educational Institutions ◽  
Religious Activities ◽  
National Education ◽  
National Education System ◽  
Unequal Number ◽  
Religion Teachers

Law Number 20/2003 regarding National Education System illustrates that every student in every educational unit is entitled to accept religious education according to the belief/faith they follow that will be given by those teachers with the same belief/ faith. Therefore, religious education is one compulsory component of so many curriculum components taught to the students in order to achieve the objective of national education. Hence, any of religious educational institutions, both state and private, are obliged to make available religion teachers as per the religion followed by the respective students. The results of 2006 research indicates that: a) distribution of religion teachers in SMPs was distributed relatively evenly in both state andptivate junior high schools (SMPs); b) coordination between schools/ foun­dations, and City/Regency Educational Affairs Offices and Religious Affairs Offices, in fulfilling the need of religious education in both state and private SMPs, was not maximal; c) of SMP schools, if there were less than 10 students of any religion existed in any classroom, they would participate in their religious activities outside the school; d) there were still lacks of religious educational teachers both in state and private SMPs; e) insufficient finances to pay honorarium of the teachers; and J) unequal number of appointed teachers compared to real requirement.

scholarly journals Selected Problems of Education in Europe at the Turn of XX and XXI Century in the Case Law of European Tribunals

2019 ◽  
Vol 3 (1) ◽  
pp. 20-24
Author(s):  
Joanna Górska-Szymczak
Keyword(s):  
Member State ◽  
Religious Education ◽  
Education Institution ◽  
Case Law ◽  
Migrant Children ◽  
Educational Institutions ◽  
The European Union ◽  
European Court ◽  
Entire Society ◽  
The Right

Abstract The aim of this article is to analyze which issues, and why, influenced the systems of education at the turn of XX and XXI century to the extent that led to the need of resolving them at the level of international tribunals in Europe - the Court of Justice of the European Union (CJEU) and the European Court of Human Rights (ECtHR). Within the case law of the CJEU, the analysis was based on the cases concerning the right to education of migrant children and the right of the holder of a secondary education diploma awarded in a Member State to access the higher education institution in another Member State. As far as the case law of the ECtHR is concerned, the author considers the cases dealing with the issue of wearing headscarves and displaying crucifixes in educational institutions in the context of the freedom of religion, the case with a problem of an alternative for religious education in public school and the cases on the discrimination in education. The conclusion is that the systems of education are vulnerable to challenges faced by the entire society and reflect the changes undergoing within it.

scholarly journals The Influence of Media on the State Supervision System

2021 ◽  
Vol 3 (1) ◽  
pp. 285-290
Author(s):  
Muhammad Abrar Azizi
Keyword(s):  
General Education ◽  
Religious Education ◽  
Distinctive Feature ◽  
Education System ◽  
Future Generations ◽  
Educational Institutions ◽  
Supervision System ◽  
State Supervision ◽  
Religious Learning ◽  
Development Institution

Dayah is the oldest dakwah development institution in the archipelago, which emphasizes the formation of community morals to be civilized and polite. At first the dayah was not only a place for community religious learning, but also as a school institution to study general education, but when colonialism took place in this country, education was divided into two categories, namely religion and general. From then on, the effect of the decline in dayah education occurred, so that the interest of the community to study in the dayah was reduced and the function of the dayah began to change from its existence. Dayah institutions exist in society, and are community-owned educational institutions, which are built and developed by the community themselves independently. Dayah institutions are still consistent with religious education, so that this becomes a distinctive feature for dayah which is different from other educational institutions. Dayah has a special education system and pattern that is arranged in the form of a curriculum that is taught to its students. This learning pattern aims to be able to give birth to future generations who have strong faith and have broad insight.

scholarly journals The problematic and challenge of fiqh learning in school and madrasah in the covid-19 pandemic era

2020 ◽  
Vol 12 (2) ◽  
pp. 169-184
Author(s):  
Firrman Mansir
Keyword(s):  
Public Schools ◽  
General Education ◽  
Religious Education ◽  
Time Allocation ◽  
Education Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Current Time ◽  
Challenges And Opportunities

This research reveals that problematic and challenge occurred in fiqh learning in the covid-19 pandemic era are experienced by Islamic Education Institutions, especially madrasah. General education institutions, such as schools, experience the same thing. The two educational institutions face the same object in learning fiqh or Islamic religious education in public schools. In this Islamic education institution, the dominant subjects are those with religious elements. One of the subjects taught and as compulsory subjects in Islamic educational institutions is fiqh. Learning fiqh can come from the teaching staff, students, material, time allocation, material implementation, and infrastructure. Fiqh learning opportunities can be seen and adapted to the circumstances at the current time. The challenge of fiqh comes from many aspects, such as educators, students, and time allocation. With problems, challenges, and opportunities, fiqh learning will be more advanced following the times, especially in the covid-19 pandemic era.

scholarly journals PRODUCTIVE WAQF DEVELOPMENT THROUGH IJARAH CONTRACTS IN RELIGIOUS EDUCATION INSTITUTIONS IN JOMBANG, EAST JAVA

2021 ◽  
Vol 8 (6) ◽  
pp. 757
Author(s):  
Imam Azizuddin ◽  
Ilyas Nurul Azam
Keyword(s):  
Qualitative Research ◽  
Economic Development ◽  
Religious Education ◽  
Qualitative Data ◽  
Education Institution ◽  
Educational Institutions ◽  
Islamic Studies ◽  
International Conference

ABSTRAKPenelitian ini membahas secara mendalam terkait penerapan wakaf produktif di lembaga pendidikan agama TPQ dari perspektif madzhab Syafi'i. Penelitian ini diklasifikasikan sebagai penelitian kualitatif karena data yang digunakan bersifat kualitatif. Yakni, informasi yang diperoleh dari Kepala TPQ, nadzir, dan penyewa yang menjadi pemikiran atau pemahaman mereka tentang objek atau topik tertentu, dalam hal ini, adalah pengembangan kontrak ijarah di tanah wakaf. Penelitian ini menunjukkan perkembangan wakaf produktif melalui perjanjian ijarah di lembaga pendidikan agama dalam bentuk TPQ yang sudah memenuhi syarat dan rukun ijarah menurut madzhab Imam Syafi'i. Hal ini dibuktikan karena, dari transaksi atau perjanjian tersebut, nazir telah menggunakan tenggat waktu per tahun. Selain itu, sudah ada juga kesepakatan dari awal bahwa tanah wakaf yang disewa digunakan untuk melakukan bisnis perdagangan. Dan sewa tempat itu hanya sementara, bukan untuk selamanya. Penelitian ini dapat menjadi masukan bagi praktisi ekonomi syariah untuk dapat mengembangkan wakaf produktif secara optimal dengan model ijarah serta menjadikan wakaf produktif di TPQ sebagai model pengembangan wakaf produktif yang sangat potensial di Indonesia.Kata Kunci: Wakaf produktif, ijarah, Pendidikan keagamaan, madzhab Syafi’i. ABSTRACTThis research discussed the application of productive waqf in the TPQ (Al-Qur’an Learning Centre) religious education institution from the perspective of the Syafi'i school of thought. This research was classified as qualitative research because it used qualitative data, namely the information obtained from the Head of TPQ, nadzir, and tenants that became their thoughts or understanding of a particular object or topic, in this case, was the development of an ijarah contract on waqf land. This research showed the productive waqf development through ijarah agreements in religious educational institutions in the form of TPQ that had fulfilled the requirements and pillars of ijarah according to the Imam Syafi'i school of thought. It was proven that Nazir had used the deadline per year from the transaction or agreement. In addition, there was also an agreement from the beginning that the leased waqf land was used to conduct trading business. Furthermore, the lease of the place was only temporary, not forever. This research can be an input for practitioners of Islamic economics to develop productive waqf optimally with the ijarah model and make productive waqf in TPQ as a model for developing productive waqf with great potential in Indonesia.Keywords: Productive Waqf, Ijarah, Religious Education, Shafi'i madhhab. REFERENCESAl-Syarbaini, S. M. I. M., & al-Khatib, E. (2009). Mughni al-muhtaj ilâ maʻrifah maʻânî alfadz al-minhaj, juz 2. Beirut: Dar Al-Khatab Al-Ilmiyah.Al Jaziri, A. R. (1994). Al fiqh a’la al Mazahib al Arbaa’h. Maroko: Dar Alhadis.Amiruddin. (2008). Pengantar metode penelitian hukum. Jakarta: PT. RajaGrafindo.Az-Zuhaili, W. (2011). Al-fiqh al-islam wa‟ dillatuhu jilid x terjemahan Abdul al-Hayyi Qotani, dkk. Jakarta: Gema Insani & Darul Fikir.Bin Borham, A. S. (2011). Pelaksanaan pembangunan wakaf korporat Johor Corporation Berhad (JCorp): Satu tinjauan. In International Conference on Humanities, 1-13Departemen Agama R. I. (2005). al-Qur’an dan terjemahnya. Jakarta: J-Art.Emzir, A. D. (2011). Metodologi penelitian kualitatif. Jakarta: Rajawali Pers.Fahri, M. B., & Zaki, I. (2018). Strategi manajemen pengelolaan wakaf produktif di pesantren yayasan arwaniyyah Kudus. Jurnal Ekonomi Syariah Teori dan Terapan, 5(8), 699–712. http://dx.doi.org/10.20473/vol5iss20188pp699-712Ghazaly, A. R. (2010). Fiqh muamalat. Jakarta: Kencana.Hafidhuddin, D., & Antonio, M. S. (2004). Hukum wakaf. Jakarta: Iman dan Dompet Duafa Republika.Huda, Q. (2011). Fiqh muamalah. Yogyakarta: Teras.Kementerian Agama RI. (2021). Data Tanah Wakaf. Diakses dari http://siwak.kemenag.go.id/Lubis, S. K. (2010). Wakaf dan pemberdayaan umat. Jakarta: Sinar Grafika.Manan, D. (2016). Wakaf produktif dalam perspektif imam madhab. Jurnal Mahkamah: Kajian Ilmu Hukum Dan Hukum Islam, 1(2), 363–382.Mohamad Akhir, N. S., Abdullah, S. R., Mohammed Ghazali, A., Mohd Yusof, A. S., & Hussin, R. (2019). Integrasi wakaf dan ijarah: Alternatif dalam kelestarian sekolah tahfiz swasta di Malaysia. In International Conference on Zakat, Tax, Waqf And Economic Development (ZAWED), 1st – 2nd December 2019, Malaysia.Mughniyah, M. J. (2015). Fiqih lima mazhab: Ja ‘fari, Hanafi, Maliki, Syafi ‘i, Hambali (Gold Edition). Jakarta: Shaf e-publishing.Nashih Nashrullah. (2020). Alasan Indonesia bermazhab syafii menurut petualang Maroko. Diaksed dari https://www.republika.co.id/berita/q5m8o9320/alasan-indonesia-bermazhab-syafii-menurut-petualang-marokoNizar, M. A. (2017). Development of productive waqf in Indonesia: Potential and problems. https://mpra.ub.uni-muenchen.de/97967/Oktarina, A., & Asnaini, A. (2018). Developing models of productive waqf masjid agung syuhada Yogyakarta. QIJIS (Qudus International Journal of Islamic Studies), 6(1), 103–126. DOI: http://dx.doi.org/10.21043/qijis.v6i1.3719Poerwandari, E. K. (2007). Pendekatan kualitatif untuk penelitian perilaku manusia. Depok: LPSP3 Fakultas Psikologi Universitas Indonesia.Sabiq, S. (2021). Fikih sunnah, jilid 2 volume 5. Jakarta: Cakrawala Publishing.Sahroni, S., & Abdullah, R. (2011). Fikih muamalah. Surabaya: Ghalia Indonesia.Salim, A.-S. (2008). Sahih fiqh as-sunnah wa adillatuhu wa taudih mazahib al-a’immah, Beirut: Dar Al-Khatab Al-Ilmiyah.Sudarwan, D. (2002). Menjadi peneliti kualitatif. Bandung: Pustaka Setia.Sugiyono. (2011). metode penelitian kuantatif, kualitatif, dan R&D. Bandung: CV. Alfabeta.Sugiyono, P. (2005). Memahami penelitian kualitatif. Bandung: CV. Alfabeta.Suhendi, H. (2002). Fiqih muamalah. Jakarta: PT. Raja Grafindo Persada.Syafi’i, I. (2005). Mukhtashar kitab al umm fi al-fiqh. Jakarta: Pusata Azzam.Syalthut, M. (2000). Muqaranatul madzaahib fil fiqhi, terj abdullah zakiy al-kaaf. Bandung: Pustaka Setia.Wadjdy, F. (2007). Mursyid, wakaf dan kesejahteraan umat. Yogyakarta: Pustaka Pelajar.Yazid, A. M. (2009). Fiqih muamalah dan implementasinya dalam lembaga keuangan syari’ah. Yogyakarta: Logung Pustaka.

STUDI INTEGRASI ISLAM, SAINS DAN BUDAYA NUSANTARA DI MADRASAH IBTIDAIYAH

2018 ◽  
Vol 7 (2) ◽  
pp. 229-234
Author(s):  
Putri Nazma Maharani
Keyword(s):  
Elementary Schools ◽  
Religious Education ◽  
Teaching And Learning ◽  
Education Institution ◽  
Islamic Education ◽  
Educational Institutions ◽  
The Past ◽  
Key Word ◽  
Science And Culture ◽  
Muslim Intellectuals

Integration or Islamization of knowledge are now beginning to develop among Muslim intellectuals. They also hold religious awareness, and that science is in harmony with God's revelation. Science needs to be transformed to believe in the grace that He has given. In an effort as a science development, it is necessary to improve the activities of the teaching and learning process so that the Madrasah Ibtidaiyah arises. Islamic elementary schools have an important role to balance between science and general science. Madrasas as educational institutions that grow and develop from the tradition of religious education in society. In the past the first Islamic Education Institution was established in Indonesia in the form of pesantren. Pesantren has become a tradition or culture that is attached to society as the foundations for laying out Islamic education. Starting and developing from pesantren education, Madrasah Ibtidiyah is the initial foundation for putting knowledge on children. Islamic elementary schools also play a role in developing a process of learning activities that integrate Islamic education, national science and culture Key word:.Integration of Islamization, Science, and Culture

scholarly journals IMPLEMENTASI SISTEM PENDIDIKAN NASIONAL DI PONDOK PESANTREN DARUL QURAN BANDUNG

2020 ◽  
Vol 3 (2) ◽  
pp. 231-242
Author(s):  
Heti Aisah ◽  
Nurwadjah Ahmad ◽  
Andewi Suhartini
Keyword(s):  
Qualitative Research ◽  
Religious Education ◽  
Education System ◽  
Education Institution ◽  
Boarding School ◽  
Knowledge And Skills ◽  
National Education ◽  
National Education System ◽  
The World

Pesantren is an Islamic religious education institution that has Kyai, students, boarding schools and mosques. Pesantren education institutions have made a major contribution in their role in advancing the world of education in Indonesia. This article aims to examine the role of the Darul Quran Islamic boarding school in implementing the national education system. This research uses descriptive qualitative research methods, with data collection techniques through interviews, documentation study and observation. The results showed that the Darul Quran Islamic boarding school in Bandung was able to demonstrate its role in the national education system, through the Daqu method, and the Daili Activity which led the students to have attitudes, knowledge and skills to meet 21st century competencies.

scholarly journals Problematics of Pai Teachers and Their Solutions

2019 ◽  
Vol 6 (2) ◽  
pp. 371-384
Author(s):  
Untung Khoiruddin
Keyword(s):  
Religious Education ◽  
Education System ◽  
Education Institution ◽  
Moral Character ◽  
Personality Characteristic ◽  
Teacher Professionalism ◽  
National Education ◽  
National Education System

This article discusses the obstacles found by educators who always face problems in education institution. The problem is related to religious education in schools that have not been maximized, so the competence of professional PAI teachers is needed. Teacher professionalism is very important, when the teacher has a profession as a qualified and accommodating educator. The teacher is having a very big responsibility to educate the nation's children. This is based on Law Number 3 of 2004 concerning the National Education System. One of its functions is to produce nationals who are moral, authoritative and have a personality characteristic of akhlaqul karimah. To achieve this, PAI teachers must be able to have high ideas and commitments so that this nation truly embodies a nation that has good moral character. تناقش هذه المقالة العقبات التي يواجهها العاملون في مجال التعليم الذين يصرون دائمًا يجدونها في مؤسسة التعليم. ترتبط المشكلة بالتعليم الديني الموجود في المدارس التي لم يتم تعظيمها . وفي هذه الحالة ، هناك حاجة إلى كفاءة معلمي التربية الدينية الإسلامية المحترفين. تُعد مهنة المعلم مهمة جدًا عندما يكون المعلم مهنة كمعلمة مؤهلة وملائمة. المدرس له مسؤولية كبيرة جداً في تثقيف أبناء الأمة ، وهذا يعتمد على القانون رقم 3 لسنة 2004 بشأن نظام التعليم الوطني ، حيث تتمثل إحدى مهامه في طباعة أبناء الأمة الذين يتخلقون بخلق حسن ولهم خصائص شخصية بخلقهم الكريمة. لتحقيق هذا الهدف ، يجب أن يكون لدى المعلمين أفكار والتزامات عالية حتى يتمكنوا من تحقيق الجيل القادم للأمة والدولة ذات الشخصية الأخلاقية الجيدة. Artikel ini akan mengupas tentang kendala-kendala yang dihadapi oleh pelaku-pelaku pendidikan yang selalu menghadapi masalah-masalah di lembaga pendidikan. Masalah tersebut terkait dengan pendidikan agama yang ada disekolah-sekolah yang belum maksimal. Dalam hal ini diperlukan kompetensi Guru PAI yang professional. Profesionalisme Guru sangat penting manakala guru mempunyai profesi sebagai seorang pendidik yang mumpuni dan memadai. Guru mempunyai tanggung jawab yang sangat besar untuk mencerdaskan anak-anak bangsa. Hal ini berlandaskan pada Undang-undang Nomor 3 Tahun 2004 tentang Sistem Pendidikan Nasional, dimana salah satu fungsinya adalah mencetak anak-anak bangsa yang berakhlaq, berwibawa dan berkarakter yang kepribadian akhlaqul karimah. Untuk mencapai tujuan tersebut, Guru PAI harus mempunyai gagasan, ide dan komitmen yang tinggi agar betul-betul dapat mewujudkan generasi penerus bangsa dan Negara yang berakhlaqul karimah.

scholarly journals SISI LAIN PENDIDIKAN ISLAM

At-Turats ◽  
2014 ◽  
Vol 8 (2) ◽  
Author(s):  
Nur Hamzah
Keyword(s):  
Public Education ◽  
Human Resources ◽  
Religious Education ◽  
Teaching Method ◽  
Education Institution ◽  
Boarding School ◽  
Government Policies ◽  
Scientific Development ◽  
The Public ◽  
Global Era

In Indonesian education system, the madrasah is one of the most important institutions. This is because of the madrasah serves as the bridge connecting the purely religious education --such as the boarding school, mosque and surau-- and modern public education such as schools. Regarding the aspect of scientific development, the madrasah develops and teaches sciences commonly taught in the public school as well as teaching religious education normally instructed in the boarding school. In the domain of teaching method and system, the madrasah education is also an innovation and development of the methods implemented in the boarding school. Therefore, the madrasah an education institution that teaches both general and religious-based sciences. However, some madrasahs are facing complicated issues such as the problem of human resources, facilities, sources of funds, incompetent management, government policies that are not in favor of the madrasah, and the graduates that are not prepared to compete in the global era.

scholarly journals Development of Orthodox education in modern Ukraine

2005 ◽  
pp. 242-255
Author(s):  
Liudmyla O. Fylypovych ◽  
N. Gavrilova
Keyword(s):  
Vocational Education ◽  
Religious Education ◽  
Education System ◽  
State Committee ◽  
The State ◽  
Educational Institutions ◽  
Special Study ◽  
Sunday Schools ◽  
New Situation ◽  
Intensive Development

The intensive development of the religious and ecclesiastical sphere, which was called to life by the democratic changes in Ukraine in the early 1990s, contributed to the rapid quantitative growth of educational institutions. According to statistics of the State Committee of Ukraine for Religious Affairs, as of 2005, there were nearly 10 thousand Sunday schools and 173 religious educational institutions of different religious affiliations and structures (from primary to vocational education institutions), a quarter of which belong to the Orthodox branch of Christianity. This has created a new situation in the religious education system that needs special study and research.

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