It is a requirement for Islamic boarding schools-based Islamic educational institutions to improve themselves and carry out more contemporary reforms. This step must be conducted without ignoring the spirit of pesantren as the place of people who understand and implement religious knowledge in everyday life. These reforms can be related to institutional management in transformative leadership, educational curriculum combining religious and general knowledge, also learning processes in the terms of approaches, models, and learning methods. It can be achieved by developing effective communication among educators, students, and parents. In this study, the authors focus on the problem of reforming learning methods by using the development of effective communication at the Islamic boarding school of Al-Wustho Foundation in Pabuaran Subang which is considered successful. This study aims to provide correct knowledge and information about the important changes in Islamic boarding schools. By using case study and descriptive qualitative approach, the authors try to uncover the occurring phenomena by conducting interviews, observations, and processing documents by interpretating the data to become a unified results. This study revealed that the intended modern learning methods are the refinement and adjustment of classical methods, muhafadzah, riyadhah, and scientific rihlah. The four methods are developed through effective communication to lead to the goals of habituating discipline, healthy living, and worship so that Islamic boarding schools do not lose their spirit to meet the needs of education, development, and society in the religious field.
{"title":"Modern Learning Methods in Islamic Boarding School of Al-Wustho Foundation Pabuaran Subang","authors":"I. Hermawan, Andewi Suhartini, Nurwadjah Ahmad","doi":"10.28918/jei.v6i1.4258","DOIUrl":"https://doi.org/10.28918/jei.v6i1.4258","url":null,"abstract":"It is a requirement for Islamic boarding schools-based Islamic educational institutions to improve themselves and carry out more contemporary reforms. This step must be conducted without ignoring the spirit of pesantren as the place of people who understand and implement religious knowledge in everyday life. These reforms can be related to institutional management in transformative leadership, educational curriculum combining religious and general knowledge, also learning processes in the terms of approaches, models, and learning methods. It can be achieved by developing effective communication among educators, students, and parents. In this study, the authors focus on the problem of reforming learning methods by using the development of effective communication at the Islamic boarding school of Al-Wustho Foundation in Pabuaran Subang which is considered successful. This study aims to provide correct knowledge and information about the important changes in Islamic boarding schools. By using case study and descriptive qualitative approach, the authors try to uncover the occurring phenomena by conducting interviews, observations, and processing documents by interpretating the data to become a unified results. This study revealed that the intended modern learning methods are the refinement and adjustment of classical methods, muhafadzah, riyadhah, and scientific rihlah. The four methods are developed through effective communication to lead to the goals of habituating discipline, healthy living, and worship so that Islamic boarding schools do not lose their spirit to meet the needs of education, development, and society in the religious field.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"30 9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83578490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Raharjo, Lutfiyah Lutfiyah, Sofa Mutohar, A. Muthohar
Terrorism as a manifestation of radicalism seems to arise and sink. Its existence is silent, but one day it can appear targeting all segments. The segment of radicalism thinking is the teenagers at the high school level. This because they are the transition from childhood to adulthood. The positive thinking mindset is seen with clarity of thought and brings the pandemic phenomenon as resilience to counteract radical thought patterns. The purpose of this study is to make the pandemic period a momentum for strengthening students' religious understanding as a counter to radicalism. This study is qualitative research with a content analysis approach to social media content. The results show that there are 5 (five) ways to strengthen religious understanding as an effort to de-radicalize high school students, namely: (1) Fostering logical thinking patterns wrapped in religion (science spiritualism), (2) Presentation of neutral readings so that their direction of reasoning is organized, balanced between thoughts state and religion, (3) Cultivating tawazzun and moderate attitudes, (4) Modeling attitudes and behaviors that are easy to imitate from teachers and education leaders, (5) optimizing the role of parents to assist students in distance learning patterns, learning from home, or online learning.
{"title":"A Reinforcement of Religious Understanding of High School Students on Radicalism During Pandemic","authors":"R. Raharjo, Lutfiyah Lutfiyah, Sofa Mutohar, A. Muthohar","doi":"10.28918/jei.v6i1.3638","DOIUrl":"https://doi.org/10.28918/jei.v6i1.3638","url":null,"abstract":"Terrorism as a manifestation of radicalism seems to arise and sink. Its existence is silent, but one day it can appear targeting all segments. The segment of radicalism thinking is the teenagers at the high school level. This because they are the transition from childhood to adulthood. The positive thinking mindset is seen with clarity of thought and brings the pandemic phenomenon as resilience to counteract radical thought patterns. The purpose of this study is to make the pandemic period a momentum for strengthening students' religious understanding as a counter to radicalism. This study is qualitative research with a content analysis approach to social media content. The results show that there are 5 (five) ways to strengthen religious understanding as an effort to de-radicalize high school students, namely: (1) Fostering logical thinking patterns wrapped in religion (science spiritualism), (2) Presentation of neutral readings so that their direction of reasoning is organized, balanced between thoughts state and religion, (3) Cultivating tawazzun and moderate attitudes, (4) Modeling attitudes and behaviors that are easy to imitate from teachers and education leaders, (5) optimizing the role of parents to assist students in distance learning patterns, learning from home, or online learning.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80104048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to describe the results of the critical analysis regarding some strategies that can be adopted in building character education values in Islamic education, especially in the time of distance learning. These strategies are deemed to be crucial parameters in the learning process so that the learning process will not merely on cognitive achievement. Grounded in library research, study findings promote four strategies to be employed in building character education values in Islamic education in the age of distance learning. First, teacher-parent communication was optimized via online media, e.g. social media, digital mutaba’ah books (communication book: a teacher-parent daily communication book) based on Google form applications, or offline media, e.g. printed Mutaba’ah books. Second, the character education value-based learning module was designed to highlight several materials related to character education in the form of motivational videos, inspirational stories, and so forth. Third, various innovative learning methods, including problem-solving, positive habituation, and reflection methods were undertaken to emphasize the affective and psychomotor indicators. Forth, a comprehensive learning evaluation was developed to leverage not only cognitive skills but also the affective and psychomotor domains.
{"title":"Reinforcing Character Education Values on Islamic Education in the Time of Distance Learning","authors":"Sopi Sopiah","doi":"10.28918/jei.v5i2.3189","DOIUrl":"https://doi.org/10.28918/jei.v5i2.3189","url":null,"abstract":"This study aims to describe the results of the critical analysis regarding some strategies that can be adopted in building character education values in Islamic education, especially in the time of distance learning. These strategies are deemed to be crucial parameters in the learning process so that the learning process will not merely on cognitive achievement. Grounded in library research, study findings promote four strategies to be employed in building character education values in Islamic education in the age of distance learning. First, teacher-parent communication was optimized via online media, e.g. social media, digital mutaba’ah books (communication book: a teacher-parent daily communication book) based on Google form applications, or offline media, e.g. printed Mutaba’ah books. Second, the character education value-based learning module was designed to highlight several materials related to character education in the form of motivational videos, inspirational stories, and so forth. Third, various innovative learning methods, including problem-solving, positive habituation, and reflection methods were undertaken to emphasize the affective and psychomotor indicators. Forth, a comprehensive learning evaluation was developed to leverage not only cognitive skills but also the affective and psychomotor domains.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82482798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to map and analyze students’ interests before and after study program accreditation, the effect of accreditation grade, and attempt to increase the value of accreditation. This study employed a mixed-methods approach with a sample of 218 participants for quantitative data and ten informants for qualitative data. The data were collected by using interviews, focus group discussion, observation, and questionnaires. To analyze the data, triangulation is performed to display the frequency distribution, and simple regression analysis is also carried out to find the data related to the effect of the accreditation. Study results expose that firstly, there was a significant improvement in the students’ interest after study program accreditation with an average of 87.5%. Secondly, the accreditation grade gave a positive and significant effect on students’ interest in choosing study programs at a public Islamic university in West Papua, Indonesia. Lastly, there were several endeavors taken into account to increase accreditation score, i.e. synergizing an integrated internal quality assurance system, having an acceleration program for students’ length of study, digitizing students’ admission system, enhancing digital-based learning models, and increasing lecturers’ competence in academic writing, community service, and publication. The present study suggests that the quality of study program accreditation should be a pivotal concern in organizing Islamic higher education.
{"title":"Exploring Impact of Quality Accreditation on Students’ Interests in Islamic Higher Education","authors":"Agus Yudiawan","doi":"10.28918/jei.v5i2.2805","DOIUrl":"https://doi.org/10.28918/jei.v5i2.2805","url":null,"abstract":"This study aims to map and analyze students’ interests before and after study program accreditation, the effect of accreditation grade, and attempt to increase the value of accreditation. This study employed a mixed-methods approach with a sample of 218 participants for quantitative data and ten informants for qualitative data. The data were collected by using interviews, focus group discussion, observation, and questionnaires. To analyze the data, triangulation is performed to display the frequency distribution, and simple regression analysis is also carried out to find the data related to the effect of the accreditation. Study results expose that firstly, there was a significant improvement in the students’ interest after study program accreditation with an average of 87.5%. Secondly, the accreditation grade gave a positive and significant effect on students’ interest in choosing study programs at a public Islamic university in West Papua, Indonesia. Lastly, there were several endeavors taken into account to increase accreditation score, i.e. synergizing an integrated internal quality assurance system, having an acceleration program for students’ length of study, digitizing students’ admission system, enhancing digital-based learning models, and increasing lecturers’ competence in academic writing, community service, and publication. The present study suggests that the quality of study program accreditation should be a pivotal concern in organizing Islamic higher education.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82352267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study aims to describe the process of development, quality, assessment, and students’ learning behavior toward Powtoon-mediated interactive multimedia for the Qur’an and Hadith. Grounded in R&D (Research and Development), data were garnered through validation, questionnaire, as well as observation. The collected data then were analyzed by using content analysis and descriptive analysis. Study findings expose that first, the stages of interactive multimedia design included identifying the potential and problems of learning the Qur’an and Hadith, collecting the lesson material of the Qur’an and Hadith for seventh graders of junior secondary school, designing products based on learning objectives, having the design validated by experts, revising the design on expert recommendations, managing a product trial on a small group, revising products, and carrying out a product trial on a large group. Second, the first assessment of the teaching media expert was considered good (82%), and the second one was considered very good (92%). Meanwhile, the first assessment of the teaching material expert was considered good enough (70%), and the second one was considered very good (90%). Lastly, the assessment of both small and large group was considered good. The study contributes to novel practical insights on the design of Powtoon-featured interactive multimedia as an endeavor to foster the students’ learning behavior in the material. This study also demonstrates that the student learning behavior was leveraged, particularly in the aspects of attitudes, habits, as well as learning interest.
{"title":"Designing Powtoon-Mediated Interactive Multimedia to Leverage Students’ Learning Behavior in the Qur’an and Hadith","authors":"A. Nurdin","doi":"10.28918/jei.v5i2.2345","DOIUrl":"https://doi.org/10.28918/jei.v5i2.2345","url":null,"abstract":"The present study aims to describe the process of development, quality, assessment, and students’ learning behavior toward Powtoon-mediated interactive multimedia for the Qur’an and Hadith. Grounded in R&D (Research and Development), data were garnered through validation, questionnaire, as well as observation. The collected data then were analyzed by using content analysis and descriptive analysis. Study findings expose that first, the stages of interactive multimedia design included identifying the potential and problems of learning the Qur’an and Hadith, collecting the lesson material of the Qur’an and Hadith for seventh graders of junior secondary school, designing products based on learning objectives, having the design validated by experts, revising the design on expert recommendations, managing a product trial on a small group, revising products, and carrying out a product trial on a large group. Second, the first assessment of the teaching media expert was considered good (82%), and the second one was considered very good (92%). Meanwhile, the first assessment of the teaching material expert was considered good enough (70%), and the second one was considered very good (90%). Lastly, the assessment of both small and large group was considered good. The study contributes to novel practical insights on the design of Powtoon-featured interactive multimedia as an endeavor to foster the students’ learning behavior in the material. This study also demonstrates that the student learning behavior was leveraged, particularly in the aspects of attitudes, habits, as well as learning interest.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80892194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study reports student activities of tahfidz al-Qur’an at a public university in East Java, Indonesia, explores obstacles in enacting tahfidz programs, and examines the relationship between tahfidz activities and academic achievement. Grounded in mixed-methods, a qualitative approach was undertaken to describe patterns of tahfidz activities and problems, whereas the quantitative one was employed to measure the relationship between tahfidz activities and academic achievement. 25 students of tahfidz programs in four faculties volunteered to participate in the study. Data were collected through interviews and academic achievement documents. Study findings expose that there were three types of tahfidz students with numerous activity patterns, i.e. giving additional memorization, muraja’ah, and memorizing fluency using talaqqi-musyafahah and tasmi’-muraja’ah methods. Another result portrays that tahfidz students’ problems relied on time management, the lack of meeting intensity between students and their ustadz/teachers, the unsupported atmosphere, and the memorization method that did not optimize multiple intelligence. This study also reveals the fact that the tahfidz activities and academic achievement had a significant correlation (p < .01). It indicates that if the activities of tahfidz al-Qur’an encouraged, the student’s learning achievement would leverage as well.
{"title":"Predicting Students’ Academic Achievement on the Patterns of Tahfidz al-Qur’an Programs in Public Universities","authors":"","doi":"10.28918/jei.v5i2.2682","DOIUrl":"https://doi.org/10.28918/jei.v5i2.2682","url":null,"abstract":"The present study reports student activities of tahfidz al-Qur’an at a public university in East Java, Indonesia, explores obstacles in enacting tahfidz programs, and examines the relationship between tahfidz activities and academic achievement. Grounded in mixed-methods, a qualitative approach was undertaken to describe patterns of tahfidz activities and problems, whereas the quantitative one was employed to measure the relationship between tahfidz activities and academic achievement. 25 students of tahfidz programs in four faculties volunteered to participate in the study. Data were collected through interviews and academic achievement documents. Study findings expose that there were three types of tahfidz students with numerous activity patterns, i.e. giving additional memorization, muraja’ah, and memorizing fluency using talaqqi-musyafahah and tasmi’-muraja’ah methods. Another result portrays that tahfidz students’ problems relied on time management, the lack of meeting intensity between students and their ustadz/teachers, the unsupported atmosphere, and the memorization method that did not optimize multiple intelligence. This study also reveals the fact that the tahfidz activities and academic achievement had a significant correlation (p < .01). It indicates that if the activities of tahfidz al-Qur’an encouraged, the student’s learning achievement would leverage as well.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90667953","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The current study aims to investigate the participation rate of people in Central Java, Indonesia to public Islamic universities in the period of 2015-2017, i.e. perceptions, factor analysis, and public interest. Grounded in mixed methods, data were collected through questionnaires, interviews, and documentation. A total of 24,903 parents of prospective students situated in the areas of three public Islamic universities in Central Java became the research population. Proportionate random sampling was undertaken to yield 268 research participants. Study findings promote that firstly, the participation rate of people in Central Java to the government-funded Islamic universities reached 16.9 in 2016, 66.6 in 2017, and 67.3 in 2018 for percentages. Secondly, the average public perception rate to the public universities under the supervision of the Ministry of Religious Affairs was reported at the good criterion well with a score of 22.9. The majority of people demonstrated a positive view of the harmony of science and religious studies. Afterward, the average internal and external factors influence interest in the admission of the Islamic universities with an average score of 69.7 at the good enough level. Lastly, the public interest of Central Java in the universities achieved a score of 35.5 at the quite high criterion. This study also demonstrates that the public Islamic university's services have provided excellent infrastructure, teaching staff, and student academic services. Nonetheless, various improvements are required, e.g. information technology and improvement of quality graduates to compete with other public universities.
{"title":"The Response of the Participation Rate to Public Islamic Universities: Empirical Evidence from Central Java, Indonesia","authors":"M. Sholehuddin, M. Huda, Miftah Mucharomah","doi":"10.28918/jei.v5i2.2445","DOIUrl":"https://doi.org/10.28918/jei.v5i2.2445","url":null,"abstract":"The current study aims to investigate the participation rate of people in Central Java, Indonesia to public Islamic universities in the period of 2015-2017, i.e. perceptions, factor analysis, and public interest. Grounded in mixed methods, data were collected through questionnaires, interviews, and documentation. A total of 24,903 parents of prospective students situated in the areas of three public Islamic universities in Central Java became the research population. Proportionate random sampling was undertaken to yield 268 research participants. Study findings promote that firstly, the participation rate of people in Central Java to the government-funded Islamic universities reached 16.9 in 2016, 66.6 in 2017, and 67.3 in 2018 for percentages. Secondly, the average public perception rate to the public universities under the supervision of the Ministry of Religious Affairs was reported at the good criterion well with a score of 22.9. The majority of people demonstrated a positive view of the harmony of science and religious studies. Afterward, the average internal and external factors influence interest in the admission of the Islamic universities with an average score of 69.7 at the good enough level. Lastly, the public interest of Central Java in the universities achieved a score of 35.5 at the quite high criterion. This study also demonstrates that the public Islamic university's services have provided excellent infrastructure, teaching staff, and student academic services. Nonetheless, various improvements are required, e.g. information technology and improvement of quality graduates to compete with other public universities.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76290630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study aims to elucidate the construction of the values of the Qur’an ​​as the basis for the Islamic education development based on Abdullah Saeed’s thought. The concept of a hierarchy of values initiated by Abdullah Saeed is a continuation of Rahman’s general principles, proposing a new way of looking at the ethico-legal verses in the Qur’an, so that this concept is very pivotal in contemporary Qur’anic studies. Framed in a library research with a content analysis, this study constructed a basic framework from the values ​​of the Qur’an. Abdullah Saeed’s book entitled “Interpreting the Qur’an: Towards a Contemporary Approach†became the primary source in obtaining the data. Study findings reveal that the construction of the Qur’anic values comprises obligatory, fundamental, protective, implementation, and instructional values. The construction ​​can be adopted as the basis for Islamic education development regarding the institution, courses, values ​​and culture. This study also demonstrates that Qur’anic values-based Islamic education is completely projected to produce qualified and competitive human resources in the globalized age.
{"title":"Construction of the Qur’anic Values as the Basis for Islamic Education Development: A Study of Abdullah Saeed’s Thought","authors":"M. Muslih","doi":"10.28918/jei.v5i2.2534","DOIUrl":"https://doi.org/10.28918/jei.v5i2.2534","url":null,"abstract":"The present study aims to elucidate the construction of the values of the Qur’an ​​as the basis for the Islamic education development based on Abdullah Saeed’s thought. The concept of a hierarchy of values initiated by Abdullah Saeed is a continuation of Rahman’s general principles, proposing a new way of looking at the ethico-legal verses in the Qur’an, so that this concept is very pivotal in contemporary Qur’anic studies. Framed in a library research with a content analysis, this study constructed a basic framework from the values ​​of the Qur’an. Abdullah Saeed’s book entitled “Interpreting the Qur’an: Towards a Contemporary Approach†became the primary source in obtaining the data. Study findings reveal that the construction of the Qur’anic values comprises obligatory, fundamental, protective, implementation, and instructional values. The construction ​​can be adopted as the basis for Islamic education development regarding the institution, courses, values ​​and culture. This study also demonstrates that Qur’anic values-based Islamic education is completely projected to produce qualified and competitive human resources in the globalized age. \u0000 ","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75595377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study aims to elucidate the struggles of Islamic education teachers for the enactment of the 2013 Curriculum, the national curriculum, in Aceh, Indonesia adopting Michael Fullan’s framework. Grounded in a case study approach, data were garnered through in-depth interviews situated in senior secondary schools. Twelve urban and rural Islamic education teachers were recruited to participate in this case study. The study was conducted in six regencies. Study findings demonstrate that urban Islamic education teachers applied the objectives, materials, methods, and learning assessments in accordance with the government-prescribed curriculum. Rural Islamic education teachers did not receive sufficient facilities to enact the national curriculum. This study exposes that Fullan’s framework could be adapted to illuminate the best practice and understanding of Islamic education teachers in implementing the national curriculum, i.e.: building leadership communication, creating a conducive atmosphere and overcoming emerging problems, organizing teacher discussion forums, determining professional goals, building the capacity of educators, strengthening positive evaluation, and strengthening financial management. The study also indicates that support from the school and government is pivotal to require for Islamic education teachers to guarantee the quality of education in supporting the enactment of the government-mandated curriculum. Curriculum development, therefore, needs to be communicated to Islamic education teachers regarding the sustainable development of teacher competencies, e.g. organizing seminars, workshops, and developing learning materials.
{"title":"Adopting Michael Fullan’s Framework to Illuminate Islamic Education Teachers’ Struggles for the Enactment of Government-Prescribed Curriculum","authors":"Z. Abidin, Nani Endri Santi, L. Hanum","doi":"10.28918/jei.v5i2.3164","DOIUrl":"https://doi.org/10.28918/jei.v5i2.3164","url":null,"abstract":"The present study aims to elucidate the struggles of Islamic education teachers for the enactment of the 2013 Curriculum, the national curriculum, in Aceh, Indonesia adopting Michael Fullan’s framework. Grounded in a case study approach, data were garnered through in-depth interviews situated in senior secondary schools. Twelve urban and rural Islamic education teachers were recruited to participate in this case study. The study was conducted in six regencies. Study findings demonstrate that urban Islamic education teachers applied the objectives, materials, methods, and learning assessments in accordance with the government-prescribed curriculum. Rural Islamic education teachers did not receive sufficient facilities to enact the national curriculum. This study exposes that Fullan’s framework could be adapted to illuminate the best practice and understanding of Islamic education teachers in implementing the national curriculum, i.e.: building leadership communication, creating a conducive atmosphere and overcoming emerging problems, organizing teacher discussion forums, determining professional goals, building the capacity of educators, strengthening positive evaluation, and strengthening financial management. The study also indicates that support from the school and government is pivotal to require for Islamic education teachers to guarantee the quality of education in supporting the enactment of the government-mandated curriculum. Curriculum development, therefore, needs to be communicated to Islamic education teachers regarding the sustainable development of teacher competencies, e.g. organizing seminars, workshops, and developing learning materials.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85262473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study focuses on the construction of the negative concept of divinity (theology) developed in the educational system such as madrasas or pesantren. Therefore, the aim of this study is to analyze the construction of negative theology in the Islamic education system developed in madrasas or pesantren in Malang, East Java, Indonesia. To critically discuss the issue, this study used a qualitative approach with phenomenological research design and Miles and Huberman’s framework in analyzing the data. Study findings expose that negative theological discourse denoted an arena for the prophetization of divine values ​​whose style of expression was apophatic. Apparently, it constructs its theological knowledge as well as “rejects†the knowledge construction with the logic of negation and paradox. The implications for the Islamic education system are the framework of educational objectives is oriented to aspects of humanity and divinity; or the profane and transcendental dimension. It indicates that negative theology contributes to novel insights into the axiology of Islamic education.
{"title":"Negative Theology Construction in Islamic Education System: An Analytical Study","authors":"Umiarso Umiarso","doi":"10.28918/jei.v5i2.2991","DOIUrl":"https://doi.org/10.28918/jei.v5i2.2991","url":null,"abstract":"This study focuses on the construction of the negative concept of divinity (theology) developed in the educational system such as madrasas or pesantren. Therefore, the aim of this study is to analyze the construction of negative theology in the Islamic education system developed in madrasas or pesantren in Malang, East Java, Indonesia. To critically discuss the issue, this study used a qualitative approach with phenomenological research design and Miles and Huberman’s framework in analyzing the data. Study findings expose that negative theological discourse denoted an arena for the prophetization of divine values ​​whose style of expression was apophatic. Apparently, it constructs its theological knowledge as well as “rejects†the knowledge construction with the logic of negation and paradox. The implications for the Islamic education system are the framework of educational objectives is oriented to aspects of humanity and divinity; or the profane and transcendental dimension. It indicates that negative theology contributes to novel insights into the axiology of Islamic education.","PeriodicalId":52905,"journal":{"name":"Edukasia Islamika Jurnal Pendidikan Islam","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81370846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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