Khalifa Journal of Islamic Education
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The Existence of Pesantren, Kiai and Kitab Kuning learning as the Main Element of Islamic Education in Indonesia
Full text linkThe aim of  this article was to discuss the existence of pesantren, kiai and kitab kuningis the main element of Islamic education in Indonesia. In pesantren carried out process to understand, live and practice the teachings of Islam, which emphasizes the importance of Islamic moral morality as a guide of daily life. Pesantren is led by a kiai. Kiai domiciled as a central figure in the lifestyle of pesantren, as well as owner and teacher. In addition, kiai is also a role model and a holder of absolute wisdom in the value of pesantren. Kiai teaches the science of Islam by using Yellow book. The Kitab kuning is an Arabic-speaking religious book, Malay, Javanese or any other language in Indonesia. Originally a kitab kuning written by Middle Eastern scholars such as Minhaj al-Thalibin by Abu Zakaria al-Nawawi (d667 H/1277 AD), the book of Kanz al-Raghibin by Jalal al-Din al-Mahalli (864 H/1460 M), the book Minhaj al-Thullab and Fath al-Wahhab by Zakariyya al-Ansari (w 926 H/1520 AD) and others. But there are also only titles using Arabic, but in Malay, like the Book of Jurisprudence or Fiqh Sirat al-Mustaqim by al-Raniri (d.1068 AH/1658 AD), the book of tasawuf akhlaqi Siyar alSalikin by Abd Shamad al-Falimbani (d.1832AD), the book of fiqh of Sabil alMuhtadin by Muhammad Arsyad al-Banjari (1812 AD). The three main components of Islamic education (pesantren, kiai and kitab kuning) to this day still exist and very meritorious in the development of Islamic education in all corners of Indonesia
The Importance of Integrating ICT Into Islamic Study Teaching and Learning Process
Full text linkTeachers of Islamic Study bear a great responsibility to help students have a balanced personality; physics, emotions, and intelligence consistent with the philosophy of Islamic Study and the goal of national Education. The courses of Islamic Study, aqidah, observance, akhlak, fiqih, alquran and history require various strategies, methods, and teaching media. It is considered inappropriate if teachers of Islamic Study spend most of the hours explaining all materials about shalat, hajj, and the history of Islam using ‘chalk and talk’ strategy. Therefore, applying ICT in the classroom such as using computers and internet connection in a teaching and learning process is likely to be an alternative. Some other previous research showed that many Islamic Study teachers were seldom applying ICT during the teaching and learning process. It might be due to the lack of facilities and training, and teachers’ low esteem. This article explains how integrated ICT; computers and internet connections may support the teaching and learning process in the classroom. The explanation is strengthened by some theories, experts’ reviews and previous research findings related to the Islamic Study. The findings of the article are expected to provide references that may be used to integrate ICT in the teaching and learning process
The Implementation of Teaching and Learning Process of Islamic Study in Universities in Indonesia
Full text linkThe goal of national education is to develop the students’ potential to become virtuous, courteous, healthy, knowledgeable, skillful, creative, independent, democratic and responsible human beings, and be devoted to Allah S.W.T. In its implementation, Islamic Study subject has an important and strategic role in realizing the goals of national education. Generally, the teaching and learning process of this subject in university level is much better compared to the previous one, in either lecturer’s competence, curriculum or management system. Nevertheless, the fact also shows that most students take this subject only to complete the requirement of their study, not as a scientific need. This course has been designed to build the students’ charcaters and personality so that they could become knowledgeable and devoted to Allah SWT. Therefore, strategic steps based on more open and advanced paradigm and thought are needed. This article is intended to discuss strategic steps required in managing and conducting the teaching and learning process of Islamic Study in universities to achieve the specified goals maximally. The discussion is supported by related literature, expert opinions, and results of previous research relevant to the current study in term of context and issueThe goal of national education is to develop the students’ potential to become virtuous, courteous, healthy, knowledgeable, skillful, creative, independent, democratic and responsible human beings, and be devoted to Allah S.W.T. In its implementation, Islamic Study subject has an important and strategic role in realizing the goals of national education. Generally, the teaching and learning process of this subject in university level is much better compared to the previous one, in either lecturer’s competence, curriculum or management system. Nevertheless, the fact also shows that most students take this subject only to complete the requirement of their study, not as a scientific need. This course, in fact, has been designed to build the students’ charcaters and personality so that they could become knowledgeable and devoted to Allah SWT. Therefore, strategic steps taken based on more open and advanced paradigm and thought are needed. This article is intended to discuss strategic steps required in managing and conducting the teaching and learning process of Islamic Study in universities in order to achieve the specified goals maximally. The discussion is supported by related literature, expert opinions, and results of previous research relevant to the current study in term of context and issue
The Implementation of Tartil Method in Improving Elementary School Students’ Ability in Reading Alquran
Full text linkThis study is aimed at describing the implementation of Tartil method as an alternative to eliminate Alquran illiteracy among elementary school students. The study was conducted through two phases of explanatory mixed methods designs. Quantitative method was applied in the first phase (true experiment; pretest-post test one group design) involving 78 pupils of two schools who were Qur’an illiterate. Qualitative method was applied in the last phase (multi case-multi site case study design) involving 13 pupils and 2 teachers who implemented the method in their classroom. Data of the first phase was collected through oral test analyzed through descriptive statistics of SPSS (Statistical Package for Social Science) Windows 18.0. Further, the second phase data was collected through in depth interview thematically analyzed by Nvivo 8. The findings of the study indicate the improvement of students’ ability in reading Qur’an after Tartil method was implemented (57.57% Good & 42.43 % Moderate). Data of the second phase implies that the success of the method is pursuant to four prominent factors, namely; (i) the method is truly enjoyable, understandable, simple and practical, (ii) the materials are systematically and precisely presented, (iii) the materials are easy to remember as they are colorful, (iv) it is possible to teach the students how to read Qur’an in murotal way through this method
Role of Abdullah Ahmad on the Modernization of Islamic Education in Minangkabau
Full text linkThe objective of this study is to explore the role of Abdullah Ahmad on the development of Islamic education in Minangkabau. The research used qualitative method with individual life history approach. All data was collected through a biography of the character, literatures, documents and evidence of object legacy in terms of both written and physical data. Data collection was conducted through the process of collecting, reducting, and presenting the data and was followed by a conclusion. Overall, the result of the study shows that there are six methods applied by Abdullah Ahmad in developing the Islamic education in Minangkabau. The six methods are: i) religion-based education, ii) integration of classical and modern educational models, iii) educational consortium, iv) development of a scientific culture, v) receptiveness to modernization, and vi) informal education. This study also proves that the Abdullah Ahmad’s six methods of education are the prototype of the establishment of today’s various modern educational institutions in West Sumatra. It is no wonder that Minangkabau was formerly known as the land for producing Islamic scholars, intellectuals and powerful politicians such as M. Yamin, Buya Hamka, M. Nasir, and Muhammad Hatta. Based on the historical facts, this study found that Minangkabau scholars, intellectuals and politicians are influenced more or less by the thoughts of Abdullah Ahmad