Jurnal Pendidikan Islam
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HAUGHT, GOLSHANI AND THE SCIENTIFIC VIEWPOINT OF STATE ISLAMIC UNIVERSITY IN INDONESIA
Get PDFThis article aims to examine the scientific view of the State Islamic University in Indonesia, namely, the concept of \u27integration of science and religion\u27. The theory used is based on \u27theology theory of evolution\u27 of John F. Haught and theory of Islamic Science of Mehdi Golshani. State Islamic University such as UIN Sunan Gunung Djati Jakarta, UIN Syarif Hidayatullah Jakarta and other UIN, authorized open course, both of science humanities, social, technical and religious faculty. Referring to the Haught and Golshani‟s views, there are three approaches in the development of Islamic science in UIN; First, science aims to find the meaning of Allah (ontological); second, dismantle and re-test the findings of the medieval Islamic scientists (epistemological); Third, utilizing science to build a better civilization (axiological). Thus, UIN‟s existence in the future is largely determined by the success or failure of these institutions to develop the three areas of science Islam
THE CONCEPT OF TOLERANCE IN ISLAMIC EDUCATION
Get PDFThis article aims to discuss comprehensively the concept of tolerance in Islam later thought in such a way that the concept can be applied operationally in Islamic educational institutions such as madrassas, Islamic boarding schools and colleges. Methods and approaches used to address this issue are philosophical (phenomenological) and the sociology of education, one of which is the theory of inclusivism Mircea Eliade. In Islam, different thoughts, tribes, and even religion (adherents) refer to fitrah and sunnatullÄh of God‟s will. For this reason, then, tasÄmuh (tolerance) becomes an important doctrine in every religion treatise, including in Islamic education system i.e; 1) to have responsive toward modernization which has been existed in general school institutions under Ministry of Education; 2) to develop sensitive character toward the change through apporiate learning strtategy and developing children psycho-social condition, modernizing learning facilities, environment, and other supporting factors including the involevement of parents, government, society and other education stakeholder; 3) to implement a model to strengthen inclusive Islamic education system which is opened, dialogic, and student-centered; 4) to bear a strong and tough human reseource with high tolerance who will act to occupy and create new civilization emphasizing on religion, spritual and humanism values; 5) to develop networking and corporation both national and international to expand informationn access, funding, and other international supports
THE RELATION BETWEEN ISLAMIC EDUCATION ENVIRONMENT MANAGEMENT AND STUDENT EMOTIONAL INTELLIGENCE
Get PDFThis study aims to find out the degree of the relationship between the implementation of Islamic education management of school environment and students’ emotional intelligence. The theory underlying in this study is the management of school environment (Ki Hajar Dewantara), and emotional intelligence (Shapiro and Goleman). This study used correlational study. Respondents were female students of Islamic educational institutions in Bekasi City, West Java, Indonesia. The result shows that the relation degree between the implementation of the management of Islamic education of school environment and students’ emotional intelligence is quite significant (0, 907%). This means that if the management of Islamic education of school environment enhances effectively, the implementation of one percent of students’ emotional intelligence will increase by 0, 907%. This study also finds that the management of Islamic education of school environment can be a preventive and anticipatory solution for students’ deviant behaviors
LEADERSHIP SUCCESSION IN PESANTREN
Get PDFThis paper aims to explain leadership succession in one of Indonesian Islamic educational institution, specifically in salafiyah pesantren. Scope of this paper covered a system of pesantren leadership succession. Method of analysis was literature of pesantren from Mastuhu. The discussion revealed that a tradition of pesantren leadership succession was influenced by heredity, idealism, and respect as well as fanaticism to kiai. Traditionally, other people will not be in line with the ideology of pesantren’s founders. Pesantren will being closed down to kiai. Santries as asuccessors are kiai’s struggle and will be turn in when a successor act as founder. Pesantren will be let it in order to be better than before. For pesantren, other people are not successors of kiai’s struggles. It had a serious impact on sustainability and development of Islamic educational institution in the future as communities. Pesantren as communities are factor of determinant to sustain of Indonesian Islamic educational to survive in global society. So, Indonesian government has to supported to develop pesantren. Government could establish specific director general of pesantren in national education. Comprehensively, Islamic educational institutions something like pesantrens should be accommodate and respond to global issues
PARENTS’ EXPECTATIONS OF THE TEACHING AND LEARNING ISLAMIC EDUCATION
Get PDFThe focuses of this research is on parents’ expectation of the teaching and learning Islamic Education among students of SDLB N Ungaran. The subject is Islamic Education teachers and the parents of students in SDLB N Ungaran. The methods of data collections are observation, interview and documentation. The technique of data analysis is inductive analysis. The result shows that the teaching and learning Islamic Education among students of SDLB N Ungaran is generally almost the same with the teaching and learning Islamic Education among students of general school. The difference is only in the psychological aspect. The majority of parents’ expectation of the teaching and learning Islamic Education is the same: in order the students can understand and apply the subject of Islamic Education in their everyday life so that they can become the righteous children. The factors that support the teaching and learning Islamic Education among students of SDLB N Ungaran are the Islamic Education teachers’ patients and meticulous, cooperation between parents, teachers and the school, the extracurricular subjects which are suitable with the students’ talent and ability, and teachers’ creativity in teaching and learning. The factors that hinder the teaching and learning Islamic Education are inefficient and ineffective time (not suitable with the students with physical disabilities), using the same curriculum with the curriculum in the general school, the low quality teachers, and the lack of teaching and learning facilities.Â
The Habituation of Behavior as Students’ Character Reinforcement in Global Era
Get PDFThis study aims to investigate the implementation of students’ habituation in schools and religious attitudes which are owned by them as an effort to strengthen positive behavior in globalization era. This research was conducted at Integrated Islamic Elementary School (SDIT) Insantama Bogor. The method used is descriptive qualitative method. The results showed that the school has a number of activities, with emphasis on habituation. Habituation at school refers to the value of the Islamic teachings. Since the entry gate to home school, students familiarize positive behavior. Students have a noble character or al-akhlãk al-karîmah through habituation derived from value of Islam. The students at SDIT Insantama Bogor familiarize the positive behaviour, so that they have a noble character, such as having a character to Allah (loving Allah), behaving whole hearted, behaving honest, feeling self-confident, behaving emphatic, forgiving, saying well, behaving tolerant, and having the character towards environment by loving the nature and keeping the environment clean
REDEFINISI PENDIDIKAN AGAMA ISLAM DALAM TERANG PENDIDIKAN KARAKTER
Get PDFThis paper attempts to redefine the concept of Islamic Religious Education (PAI), especially in the field of moral education, which is confronted with the problem in the present context: weak character of the nation. The study is based on these three things: 1) the material of akhlaq is being the public concern, 2) it is also the core of Islamic teachings, and 3) The term „akhlaq‟ experiences limitation in terms of meaning in PAI. The method of discussion used is the philosophical of Islamic education. The data is processed through the discourse analysis, then discussed in accordance with the context and the present needs, and synthesized with actual and universal values of Islamic teachings. The results showed that 1) the core of PAI is building character, not merely teaching rituals, 2) The materials about „akhlak‟ do not cover the contemporary issues such as how Muslims in Indonesia live better as the member of the state and the nation, 3) there is a meaningful relation between ethics, morals and characters in the context of PAI. PAI which is based on akhlak, moral principles and character should consider: 1) integration, 2) relativity, 3) environment, 4) reciprocity, and 5) the relevance or adaptation. The five principles are essentially avoiding the symbolic PAI practices which is formalist, apologetics and fanatical
PEMBELAJARAN BERBASIS KARAKTER DI MADRASAH IBTIDAIYAH
Get PDFThis study aims to determine the level of understanding, implementation and trouble Teachers MI (madrasah) se-Jabodeta (Jakarta-Bogor-Depok-Tangerang) in the character-based learning. The method used was a survey. Samples studied was 10% of the population are selected by cluster sampling technique. The research instrument used was a test and questionnaire. The results showed that 87% of teachers turned a Jabodeta MI-based learning to understand the character. In terms of character-based learning implementation that includes aspects of both the character design and the selection and preparation of assessment, 71% of teachers implement MI Jabodeta a character based learning and have the means to carry it out. The percentage of the total, was 52% of teachers Jabodeta MI as difficult to implement character-based learning, both in the exemplary aspects, monitoring, measurement of success, methods of cultivation of character, the character of the integration process, preparation of instructional design, guide books, and the identification of the value of character
MANAJEMEN MUTU PERGURUAN TINGGI AGAMA ISLAM SWASTA
Get PDFThis paper is intended to describe the Possibility to apply quality management in Private Islamic University (PTAIS) in Indonesia. The method used to analysed this is content analysis. The theory used is the theory of total quality management (TQM) which is adapted with PTAIS institutional conditions. The findings showed that The strategy to develop the quality of Private islamic Universities should be, at least: 1) directed to The development of academic quality based on internaitonal standard, so that the academic and social needs for national and regional scale is automatically able to be met, 2) supported by a good academic atmosphere so that attempts to improve the academic quality can be run more quickly and effectively; 3) the primary support to the internationalization of Islamic education which is more humane; and establish broad international academic networking to support the human resources quality which is more superior, innovative, and productive
PEMBARUAN PENDIDIKAN ISLAM MENURUT MUHAMMAD ABDUH
Get PDFThis paper is to explore Muhammad Abduh’s thought regarding Islamic education form. The approach used is discourse and figure analysis. The result of the studies towards a number of textbooks shows that education reform by Muhammad Abduh was initialized by formulating foundation the epistemology of Muslim beliefs throught Tajdid al-Fahm (Renewal Islamic Understanding). It meanas that the basic values and principles of variety in Islam are only about the essence that need to be maintained. While the aspect of institutional historicity should be maintained actual fit with the present time, context, and world dynamic. In the context of education, Abduh implemented the priciples above by omitting dualism in education. The principle is that public school should provide religion leason and religion achool asould develope the knowledge. In organizing the materials, the fulfillments to brain and should needs should be kept balanced