JOIES: Journal of Islamic Education Studies
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Prototipe Living Qur’an Pendidikan Dasar di Madrasah Ibtidaiyah: Studi Kasus di MI Nurul Ummah Kotagede Yogyakarta
Full text linkThis article aims to study the learning activities of the tah}fi>z} and tah}si>n programs that are implemented at Nurul Ummah Islamic School. The formulation of the problem in this study is how the efforts of the madrasah in living Qur’an at MI Nurul Ummah and how the role of the tah}fi>z} and tah}si>n al-Qur'an programs in fostering the love of the Qur'an for students of MI Nurul Ummah. The research used a qualitative approach with the setting of activities, namely the application of the tah}fi>z} and the tah}si>n al- Qur'an programs at MI Nurul Ummah. The results of this research indicate that the efforts of living quran have been carried out at MI Nurul Ummah this can be seen from the madrasah’s routine, supervision activities, adequate time allocation, qualified educators, and intense communication with parents of students, Likewise, the tah}fi>z} and tah}si>n programs an important role in fostering the love of children for the Qur'an as seen from the quantity aspect in the form of increasing student memorization and quality aspects in the form of reading students according to the rules of tajweed (and makharijul huruf) and practicing worship (obligatory and sunnah)
Historisitas Tahfiz al-Qur’an: Upaya Melacak Tradisi Tahfiz di Nusantara
Full text linkThe tradition of tahfiz (reciting the Qur'an) dates from the time of the Prophet. that the Messenger of Allah had set with his companions. In Indonesia itself, the journey of how the tahfiz tradition goes through three main periods, namely pre-independence, post-independence until the Reformation era (MTQ 1981). During the pre-independence period, 5 sanads were found to have played a role in the spread of the Qur'an tahfiz and were the source of the huffazas at the tahfiz institution / boarding school, among them K.H. Muhammad Said bin Ismail Sampang, Madura, K.H. Munawaar of Sidayu, Greece, Muhammad Mahfudz al-Tarmasi. Termas Pacitan, K.H. Muhammad Munawwir Krapyak, Yogyakarta and K.H. M. Dahlan Khalil of Rejoso, J Wave. Post-independence came the rise of a new tahfiz institution led by K.H. Muntaha (1912-2004 AD) Percentries of Al 'Asy'ariyah Wonosobo-Central Java and K.H. Joseph Junaidi (1921-1987) Bogor. Over time, the post-Musafqah Hifz al-Qur'an (MHQ) tahfiz institution was developed on the islands of Java and Sulawesi, from 1981 to almost every region in the archipelago
Professional Learning Community sebagai Upaya Mengembangkan Profesionalisme Guru PAI di Madrasah
Full text linkThis article uses content analysis to analyze the problems in it. This paper aims to: 1) Explain the definition and function of the Professional Learning Community (PLC). 2) Explain the PLC model. 3) explain the dimensions of the PLC in developing teacher professionalism. The results of the analysis of this paper conclude that to develop teacher professionalism, Professional Learning Community (PLC) is considered to be the most appropriate alternative solution. There are several reasons underlying this conclusion, including; 1) PLC implementation does not require large costs, and 2) In some models, especially those based on electronics, PLCs are very efficient in terms of power, place and time. Through this PLC it is hoped that it can improve the technical abilities of teachers in managing material that is their responsibility, skilled and wise in adapting any dynamics of community change or educational policy changes so that they truly become professional teachers
Pendidikan Islam dan Tantangan Globalisasi
Full text linkGlobalization is a historical phase that wants to eliminate the limits of space and time in human life, covering the aspects of economy, communication, politics, and social. Globalization has positive and negative effects. The positive impacts among other things are opening up a wide range of convenience and comfort both in the economic environment, information, technology, social, and psychology; while the negative impactsarethe occurrence of dislocation, dehumanization, secularization, and so forth. Therefore, we should be able to optimize the positive impacts and minimize the negative impacts on the life. The right attitude in facing globalization is the proportional attitude, that isneither reject absolutely nor accept absolutely; taking the good one and developing it, while those which are not good are rejected and removed. Whereas for Islamic educational institutions, there is a strategic role in facing the challenges of globalization. Islamic educational institutions play a role as the heir to the culture through the education of valuessystem, beliefs, knowledge, norms, customs, and behaviors that have been entrenched and passed on one generation to the next
Pengembangan Alat Evaluasi Hasil Belajar Mata Pelajaran Pendidikan Agama Islam Berbasis Taksonomi Bloom Dua Dimensi
Full text linkThe assessment tools of the subject of Islamic Religious Education (PAI) used in SMPIT At-Taqwa Surabaya refer to textbooks provided by the school. The teachers do not pay attention to the level of two dimensions: namely, cognitive processes and knowledge that are summarized in the word “Bloom operational taxonomic revisionâ€. The development process of this assessmentis based on the model of development according to Bloom which is modified into five phases: namely, initial investigation, design, realization, testing, and implementation. The results of this assessment development state that theassessment tools fulfill the valid, reliable and practical aspects. The assessment of learning result of PAI by using Bloom`s Two Dimension Taxonomy got a score 3.29 which is categorized very valid. The validity coefficient of item1 to 6 is categorized as high. The reliability coefficient of the test question description developed is 1.019524 with the category of very high
Implementasi Kebijakan Program Akselerasi di Madrasah Aliyah Unggulan Amanatul Ummah Pacet Mojokerto
Full text linkThe focus of this study is the policy of accelerated programs in Madrasah Aliyah (MA) Amanatul Ummah Mojokerto that facilitates very smart children or talented children. The results of the study are as follows: (1) the program is conducted through socialization, coordination and consultation, while the models of policy plans are deliberative and strategic models; (2) the policy of accelerated programs in MA Amanatul Ummah Mojokerto are implemented by appointing an implementation team and applying a strict recruitment system for acceleration class. The pattern of building an institution brand image through the accelerated program is performed by the kiai and headmaster as a public figure; (3) evaluation of the policy is carried out externally by the Ministry of Religious Affairs at provincial and district levels, whose duty is to supervise and facilitate the implementation of the program, while internal evaluation is performed by the staffs and coordinators who directly conduct evaluation in the field. The types of evaluation of the accelerated program consist of result evaluation and process evaluatio
Kajian Deskriptif-Komparatif Epistemologi Pendidikan Ibnu Khaldun dan Fazlur Rahman
Full text linkIslamic education is potential in the formation of civil society and community-citizenship. Islamic education can be a critical educational vehicle for the people and relieve the lowest layers of society of ignorance, backwardness, helplessness and poverty. Here, Islamic education can become an important educational institution in foster of democratic values continuously through the process of democratization of education or democratic education. In some countries (Indonesia, Egypt, Iran, China, Brazil, United States) make great efforts to democratize education to strive continuously for implementation of democratic education. It is indeed a need for each country to reach a better situation for every citizen. The efforts of Synergize Islamic education, democratization and citizenship, should be done by making Islam as the source of values to build the character of the nation that creat Islamic education based on nationality
Mengkaji Implementasi Kurikulum 2013 Mata Pelajaran Pendidikan Agama Islam di SMAN 1 Dander dan SMAN 1 Bojonegoro
Full text linkThe result of this research shows that the implementation of 2013 Curriculum of Islamic Religious Education in SMAN 1 Dander and SMAN 1 Bojonegoro has been started since 2013. The principals’ efforts to succeed the 2013 Curriculum can be seen from their encouragement for teachers to join teacher associations, workshops or teacher trainings. The teachers also adjust teaching materials with the 2013 curriculum, make the students accustomed to perform worship, guide those who cannot read the Qur’an yet, and follow the principal’s recommendation. Supporting factors of implementing the 2013 Curriculum in these two schools consist of the availability of adequate facilities and competent teachers. However, there are some obstacles found in these two schools in implementing the 2013 curriculum, such as the lack of students’ discipline to attend either inside or outside classroom activities and the lack of some parents’ attention to their childre
Pembentukan Karakter Lulusan Melalui Pembelajaran Bahasa Arab di Pondok Modern Gontor Ponorogo dan Pondok Pesantren Lirboyo Kediri
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Learning Arabic in Indonesia has been starting from the entry of Islam into the country. Learning starts from Arabic as the language of worship, where Muslims worship with readings in Arabic, the Arabic language learning begins with learning to read the Qur'an. From then thrive on learning Arabic to understand religious texts and then the language as a medium of communication that are taught at various educational institutions from the classic to the modern. Two boarding schools, namely: Pondok Modern Darussalam Gontor and Pondok Pesantren Lirboyo, is an example of the boarding school in different models of Arabic learning, in terms of learning materials, methods and learning strategies which would also affect the formation of the character of graduates that is constructed by each boarding schools, and different in the level of use of the Arabic language in the context of life. In general, learning Arabic Pondok Modern Gontor located on the cluster model of integrative and shape that are learning Arabic as a whole, and spawned four language skills (competencies), namely: Al-Qira 'ah, As-Sima'ah, Al-Muhadathah and Al-Kitabah. While learning Arabic in Pondok Pesantren Lirboyo located on the cluster model of instrumental and shape are learning a language for understanding the content of the books turath, and creates two skills, namely: Al-Qira'ah, and As-Sima'ah
Analisis Kebijakan Kurikulum Pendidikan Islam di Lembaga Pendidikan Islam
Full text linkCurriculum of Islamic education in Indonesia, especially in an environment absolutely unique educational institution that is popular with characteristic of traditionality.Predicate Islam, automatically and logically consequence, that the educational curriculum as intended must have characteristics that set it apart than other types or categories. Islamic education curriculum must be in harmony with the basic principles of Islamic education and the basic principles of Islam. The diversity of Islamic education institutions, led to divergent curricula in Islamic educational institutions, such as schools, madrassas, Islamic schools, and universities tingggi Islam. The diversity of the curriculum of Islamic education institutions, which is caused differences in educational objectives, principles of curriculum development and curriculum and selection. Islamic education curriculum in terms of Islamic education policy analysis, can be seen from the three models, the model of a prospective, retrospective and model of integrative models. Curriculum pesantren and madrasah curriculum should at least use the integrative models where the model is able to combine the two previous models, so that education Islamic schools remain a role model for public education by promoting Islamic education