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Pemikiran Pendidikan Islam Perspektif KH. Ahmad Dahlan (1869-1923 M) dan KH. Hasyim Asy'ari 1871-1947) M): Study Komparatif dalam Konsep Pembaruan Pendidikan Islam di Indonesia Ni'mah, Zetty Azizatun
Didaktika Religia Vol. 2 No. 1 (2014): June
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

This article aims at analyzing and comparing thoughts of KH. Ahmad Dahlan andKH. Hasyim Asyari on the reform of Islamic education as well as their correlationwith the current education system. This issue will be examined by using libraryresearch. The analysis uses historical, sociological and anthropological approaches.The results of the research suggest that the concept of Islamic education reformof KH. Ahmad Dahlan and KH. Hasyim Asyâ€™ari are similar, namely: the aim ofIslamic education is to form insan kÄmil, educational materials in Islam is anintegral material between religion and science, educational methods were varied,and the development of educational institutions in the form of Islamic Senior HighSchool. The difference in the concept of Islamic education reform between the twois the direction and orientation of education. For KH. Ahmad Dahlan, the aimof Islamic education leads to increas economic and political life, and to enhancesocial welfare through modernism in education. For KH. Hasyim Ashâ€™ari, the goalof education is to improve the moral quality of the people through maintainingtraditionalist Islamic culture, by using classical books as an important materialto be studied in developing religious knowledge.

Formulasi Model Pengembangan Pendidikan Islam: Kajian Integrasi Madrasah, Sekolah dan Perguruan Tinggi dengan Pesantren Ni'mah, Zetty Azizatun
Didaktika Religia Vol. 4 No. 1 (2016): June
Publisher : Postgraduate Program, State Islamic Institute (IAIN) Kediri, Indonesia

Pesantren is an educational institution after the recitation of the Qur'an in the entire territory of Indonesia. Pesantren distinctive shape and varied makes its presence continues to grow, but a significant development came after an intercourse with the school system or also known as the madrasa system. The growth of Islamic madrasah education is a response to the school system that has been the policy of the Dutch government within the framework of ethical politics. Growth and development of madrasas in the early 20th century is part of the Islamic reform movement in Indonesia, which has a fairly intensive contacts with the reform movement in the Middle East. One form of the dynamics and development of the earliest schools is the mixing between the boarding school system with madrasa system. Both institutions, initially stood alone. Model of teaching at a boarding school in the classical delivered in the mosque or surau with sorogan method, while teaching models delivered modern madrassa in the class room with a varied methods. Marriages between boarding school with this madrasah, has brought a lot ofÂ progress in the world of boarding schools. Model Integration madrasah/boarding school is divided into four, namely: Full Integration, Integration Selective, Instrumental Integration, and Integration Minimal. The meeting point of the integration of schools with madrassas, Islamic schools and Islamic Universities with Pesantren or vice versa is equally Aiming internalization of Islamic values, independence, sincerity and simplicity and personality formation holistic: an individual can find the identity, purpose and meaning in life through relation to society, spiritual values that can address the challenges and needs of the times.

Internalisasi Nilai-nilai Religi pada Usia Dini dalam Menyongsong Generasi Emas yang Islami Ni'mah, Zetty Azizatun
Ta'allum: Jurnal Pendidikan Islam Vol 5 No 2 (2017)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/taalum.2017.5.2.243-262

The successful of a religious personality is through the child's learning needs to be supported by the exemplary elements from both teachers and parents. For the purpose of the implementation can be done in a gradual learning strategies and develop habituation program or daily activities. To implement the program of religious values, teachers must be constantly creative and innovating to use a variety of approaches in accordance with the level of development and students' needs, a comprehensive curriculum, and the continuity between the development program with other programs. The presence of the curriculum in 2013 with a science characteristic (observe, ask, explore, associate, communicate) and authentic assessment have to be understood early childhood teachers so that the internalization of religious values can be absorbed in the learning process. Each children must has expected to be a good boy who obey the religious values. Early Childhood Education as an institution that expectedly nurturing children in a golden age.

Pemikiran Pendidikan Islam Perspektif KH. Ahmad Dahlan (1869-1923 M) dan KH. Hasyim Asy'ari 1871-1947) M): Study Komparatif dalam Konsep Pembaruan Pendidikan Islam di Indonesia Ni'mah, Zetty Azizatun
Didaktika Religia Vol. 2 No. 1 (2014): June
Publisher : Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v2i1.136

This article aims at analyzing and comparing thoughts of KH. Ahmad Dahlan andKH. Hasyim Asyari on the reform of Islamic education as well as their correlationwith the current education system. This issue will be examined by using libraryresearch. The analysis uses historical, sociological and anthropological approaches.The results of the research suggest that the concept of Islamic education reformof KH. Ahmad Dahlan and KH. Hasyim Asyâ€™ari are similar, namely: the aim ofIslamic education is to form insan kÄmil, educational materials in Islam is anintegral material between religion and science, educational methods were varied,and the development of educational institutions in the form of Islamic Senior HighSchool. The difference in the concept of Islamic education reform between the twois the direction and orientation of education. For KH. Ahmad Dahlan, the aimof Islamic education leads to increas economic and political life, and to enhancesocial welfare through modernism in education. For KH. Hasyim Ashâ€™ari, the goalof education is to improve the moral quality of the people through maintainingtraditionalist Islamic culture, by using classical books as an important materialto be studied in developing religious knowledge.

Formulasi Model Pengembangan Pendidikan Islam: Kajian Integrasi Madrasah, Sekolah dan Perguruan Tinggi dengan Pesantren Ni'mah, Zetty Azizatun
Didaktika Religia Vol. 4 No. 1 (2016): June
Publisher : Postgraduate Program, Institut Agama Islam Negeri (IAIN) Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/didaktika.v4.i1.p209-240.2016

Pesantren is an educational institution after the recitation of the Qur'an in the entire territory of Indonesia. Pesantren distinctive shape and varied makes its presence continues to grow, but a significant development came after an intercourse with the school system or also known as the madrasa system. The growth of Islamic madrasah education is a response to the school system that has been the policy of the Dutch government within the framework of ethical politics. Growth and development of madrasas in the early 20th century is part of the Islamic reform movement in Indonesia, which has a fairly intensive contacts with the reform movement in the Middle East. One form of the dynamics and development of the earliest schools is the mixing between the boarding school system with madrasa system. Both institutions, initially stood alone. Model of teaching at a boarding school in the classical delivered in the mosque or surau with sorogan method, while teaching models delivered modern madrassa in the class room with a varied methods. Marriages between boarding school with this madrasah, has brought a lot ofÂ progress in the world of boarding schools. Model Integration madrasah/boarding school is divided into four, namely: Full Integration, Integration Selective, Instrumental Integration, and Integration Minimal. The meeting point of the integration of schools with madrassas, Islamic schools and Islamic Universities with Pesantren or vice versa is equally Aiming internalization of Islamic values, independence, sincerity and simplicity and personality formation holistic: an individual can find the identity, purpose and meaning in life through relation to society, spiritual values that can address the challenges and needs of the times.

Telaah Argumentasi Kajian Integrasi Ilmu dan Agama Ni'mah, Zetty Azizatun
Revorma: Jurnal Pendidikan dan Pemikiran Vol. 3 No. 1 (2023): REVORMA: Jurnal Pendidikan dan Pemikiran (Edisi Mei 2023)
Publisher : MAN 1 Kota Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62825/revorma.v3i1.51

Muslims who perceive that Islamic teachings only include fiqh, monotheism, tasawaf morals, interpretations, etc., whether they realize it or not, make Muslims left behind by other communities. The progress of human civilization is not produced by the advancement of religious knowledge but by technology and science. The thought struggle between religion and science then raises questions about solving concepts, namely the integration of science and religion which must be immediately applied in the world of education. Efforts to integrate the dichotomy of knowledge in Islamic education can be carried out using the approach of integrating knowledge in Islamic education. One of them is changing the orientation of Islamic education from a tendency only towards ritual worship towards carrying out ritual and social worship together, changing the orientation of Islamic education from just educating to understand religious sciences to understanding religious sciences as well as social sciences, humanities. and natural sciences. These sciences must be understood convergently by taking an interdisciplinary approach so that students understand and can understand the solutions to the complexity of the problems faced by society. Keywords: Integration, Knowledge, Religion…

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