Article Per Year (5 Year)
p-Index From 2021 - 2026
2.068
P-Index
This Author published in this journals
All Journal Al-Munawwarah : Jurnal Pendidikan Islam Alfihris: Jurnal Inspirasi Pendidikan Jurnal Manajemen dan Pendidikan Agama Islam Dinamika Pembelajaran : Jurnal Pendidikan dan Bahasa MAXIMAL International Journal of Education, Vocational and Social Science
Aprizal Ahmad
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 15 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 15 Documents
Search

 1   2 
Perbandingan Pembiayaan Sekolah Tinggi di Indonesia dengan Negara Timur Tengah dan Dampaknya terhadap Keberhasilan Pendidikan Silvina, Dini; Gep Rianto; Ananda Dilonia; Aqbil Daffa Siahaan; Aprizal Ahmad
Dinamika Pembelajaran : Jurnal Pendidikan dan bahasa Vol. 2 No. 4 (2025): November : Dinamika Pembelajaran : Jurnal Pendidikan dan Bahasa
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/dilan.v2i4.2600

Abstract

This study explores the comparison of higher education financing models between Indonesia and several Middle Eastern countries, aiming to understand their impact on educational success. The research employs a qualitative approach, analyzing government budgets, funding mechanisms, and educational outcomes documented in recent reports. Findings indicate significant differences in financing structures, with Middle Eastern countries often allocating higher per-student funding and implementing more diverse financial support systems such as scholarships and public-private partnerships. In contrast, Indonesia faces challenges in equitable fund distribution despite increasing budget allocations. The study reveals that effective financing positively correlates with improved educational infrastructure, faculty quality, and student performance. The implications highlight the need for Indonesia to enhance funding strategies by adopting best practices observed in the Middle East to achieve sustainable educational development and greater academic achievement.
Perbandingan Kurikulum Merdeka di Indonesia dan Kurikulum Nasional di Jepang: Kajian Konseptual dan Praktis Muhammad Jitu; Wahyuni Fitri; Elsi Fitrianis; Aprizal Ahmad
Jurnal Manajemen dan Pendidikan Agama Islam Vol. 3 No. 6 (2025): November: Jurnal Manajemen dan Pendidikan Agama Islam
Publisher : Asosiasi Riset Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jmpai.v3i6.1579

Abstract

This study aims to compare the Merdeka Curriculum in Indonesia and the National Curriculum in Japan from both conceptual and practical perspectives. The analysis focuses on the fundamental principles, educational goals, learning approaches, and classroom implementation. Indonesia’s Merdeka Curriculum emphasizes flexibility and autonomy for teachers and students, highlighting competency development, character building, and the Profil Pelajar Pancasila (Pancasila Student Profile). Meanwhile, Japan’s National Curriculum centers on fostering a well-balanced personality through integrated moral, social, and academic education. Conceptually, both curricula share similarities in promoting holistic learning and character education, yet they differ in implementation and assessment systems. In Indonesia, project-based and differentiated learning approaches are key features, whereas Japan emphasizes collaborative learning, discipline, and hands-on experience in daily life. Practically, Indonesia faces challenges in ensuring equal access to resources and teacher readiness, while Japan has established a stable and standardized national education system. This comparative analysis reveals that Indonesia can learn from Japan in terms of consistency, learning culture, and the integration of moral and social values. Thus, the study provides valuable insights for enhancing Indonesia’s curriculum to become more globally responsive while preserving national identity and character.
Pendidikan Islam di Indonesia dan Prancis: Perbandingan kebijakan dan Perkembangan Pendidikan Islam Miftahul Hasanah; Nabila Noor Adha; Jum’atul Hasanah; Aprizal Ahmad
Maksimal Jurnal : Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya, Teknologi, Dan Pendidikan Vol 3 No 2 (2025): Desember
Publisher : Maximal Journal : Jurnal Ilmiah Bidang Sosial, Ekonomi, Budaya dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pendidikan Islam di setiap negara berkembang dalam konteks sosial, politik, budaya, dan sejarah yang berbeda, sehingga menghasilkan karakter dan pola yang tidak selalu sama. Penelitian ini bertujuan untuk mengkaji secara mendalam perkembangan pendidikan Islam di Indonesia dan Prancis, serta menganalisis perbedaan kebijakan, kurikulum, dan dinamika kelembagaan yang memengaruhi arah perkembangan pendidikan Islam di kedua negara tersebut. Dukungan regulasi, seperti Undang-Undang Sistem Pendidikan Nasional dan Undang-Undang Pesantren, memperkuat posisi pendidikan Islam sebagai bagian dari identitas bangsa dan instrumen pembentukan karakter generasi muda. Sebaliknya, Prancis memiliki sejarah yang sangat berbeda karena menganut prinsip laïcité atau sekularisme ketat yang membatasi munculnya praktik keagamaan dalam ruang publik, terutama institusi pendidikan negeri. Sejak diberlakukannya Undang-Undang Pemisahan Gereja dan Negara tahun 1905, pendidikan agama tidak dimasukkan dalam kurikulum sekolah negeri dan simbol keagamaan dilarang, termasuk jilbab bagi siswa Muslim. Akibatnya, pendidikan Islam berkembang melalui lembaga swasta Muslim, masjid, serta pusat pembelajaran non-formal. Beberapa sekolah swasta seperti Ibn Rushd, Al-Kindi, Education et Savior, dan Reussite menjadi bukti upaya komunitas Muslim dalam mempertahankan pendidikan agama di tengah regulasi yang ketat. Namun, sekolah-sekolah ini tetap harus mengikuti kurikulum nasional Prancis yang bersifat sekuler dan menghadapi tantangan administratif serta stigma sosial terkait keberadaan pendidikan berbasis agama. Metode penelitian yang digunakan adalah studi kepustakaan dengan menganalisis berbagai sumber seperti makalah, buku, jurnal ilmiah, dan dokumen kebijakan pendidikan. Hasil penelitian menunjukkan bahwa perbedaan utama antara Indonesia dan Prancis terletak pada bagaimana negara memosisikan agama dalam sistem pendidikan. Indonesia memberikan legitimasi dan dukungan struktural terhadap pendidikan Islam sehingga memungkinkan terciptanya lembaga yang kuat, inklusif, dan berkembang secara berkelanjutan. Di sisi lain, Prancis memperlakukan pendidikan Islam sebagai bagian dari ekspresi kebebasan individu yang tidak boleh mencampuri sistem pendidikan publik yang sepenuhnya sekuler. Perbandingan ini menunjukkan bahwa faktor historis, budaya, dan politik sangat memengaruhi model pendidikan Islam di suatu negara. Penelitian ini tidak hanya memberikan gambaran komparatif mengenai perkembangan pendidikan Islam di dua negara dengan karakteristik sosial yang berbeda, tetapi juga menyoroti bagaimana kebijakan negara berperan dalam memperkuat atau membatasi ruang gerak pendidikan Islam. Temuan ini penting sebagai landasan bagi pengembangan studi perbandingan pendidikan Islam serta bagi para pengambil kebijakan dalam merumuskan strategi pendidikan yang lebih inklusif, adaptif, dan responsif terhadap realitas masyarakat multikultural.
Perbandingan Sistem Pendidikan Agama Islam di Indonesia dan Malaysia: Kajian Kurikulum dan Implementasinya di Sekolah Menengah Ryanda Zuhri; Hesti Sulastri; Reva Ayunda Melki; Tiara Dwi Putri; Aprizal Ahmad
Jurnal Manajemen dan Pendidikan Agama Islam Vol. 3 No. 6 (2025): November: Jurnal Manajemen dan Pendidikan Agama Islam
Publisher : Asosiasi Riset Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jmpai.v3i6.1570

Abstract

This study compares the Islamic religious education systems in Indonesia and Malaysia with a particular focus on curriculum design and its implementation within secondary schools. Using a qualitative research approach, data were gathered through document analysis and interviews with educators and school administrators from both countries. The findings show that although Indonesia and Malaysia share similar objectives in fostering students’ understanding and practice of Islamic teachings, several significant differences remain in terms of curriculum structure, learning materials, and instructional strategies. In Indonesia, Islamic religious education is more closely integrated into the national curriculum, emphasizing a balance between religious values and general educational competencies. Meanwhile, Malaysia adopts a more specific and traditionally oriented curriculum that places stronger emphasis on classical Islamic knowledge and conventional pedagogical practices. Implementation in both countries is shaped by government policies, socio-cultural contexts, and local wisdom that influence how Islamic education is delivered in the classroom. Overall, this study is expected to contribute as a useful reference for enhancing the effectiveness, relevance, and contextualization of Islamic education systems in both nations.
Inovasi Pendidikan Islam di Jepang dan Singapura : Perbandingan Pendekatan Teknologi dan Budaya Zaini Hartika; Zumirrahilza Haq; Ahmad Agil; Aprizal Ahmad
Jurnal Manajemen dan Pendidikan Agama Islam Vol. 3 No. 6 (2025): November: Jurnal Manajemen dan Pendidikan Agama Islam
Publisher : Asosiasi Riset Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jmpai.v3i6.1616

Abstract

This research examines the comparison of Islamic education innovations in Japan and Singapore with a focus on technological approaches and local cultural integration. Japan and Singapore are two developed countries in Asia that have developed Islamic education systems with unique characteristics despite not being Muslim-majority countries. This study uses a qualitative method with a library research approach through document and literature analysis. Data were collected from scientific journals, books, and educational policy documents in both countries. The results show that Japan develops Islamic education with an adaptive approach that integrates digital technology and Japanese cultural values such as discipline and kaizen. Meanwhile, Singapore builds a structured Islamic education system integrated with the national education system through MUIS with innovations in the aL.I.V.E curriculum and SIES. The main difference lies in the level of institutionalization and government support, where Singapore has a more formal structure while Japan is more flexible and community-based. Both models provide valuable lessons for the development of Islamic education in Indonesia, particularly in terms of technology integration, local cultural adaptation, and contextual curriculum development.
Co-Authors Ahmad Agil Al- Qanit Qurba Ananda Dilonia Aqbil Daffa Siahaan Dea Permata Dimas Agustian Vieri S Elsi Fitrianis Gep Rianto Gunawan Fauzi Hamid Saleh Hendri Hendri Hesti Sulastri Irfan Syafei Siregar Jesi Norisah Julita Amalia Siregar Jum’atul Hasanah M Zakry Ramadhan M. Ainurrafiq Maria Ulfa Miftahul Hasanah Miftahun Najwa Gazali Muh. Jafar Muhammad Dzikrullah Muhammad Fadil Muhammad Jitu Nabila Noor Adha Nadea Pratiwi Nurul Izzah Yasmin Pooja Firstisya Pranata Putra, Riski Rahmatul Zikri Amalia Resva Ingriza Reva Ayunda Melki Rohi Saputri Rosy Dwi Arianti Rozan Taqi Junatama Ryanda Zuhri Selvi Yulianis Silvina, Dini Siti Badriyah Tiara Dwi Putri Wahyu Ardias Wahyuni Fitri Wanda Fitri Zahra Aprilia Sari Zahwa Fitri Zulyanti Zaini Hartika Zumirrahilza Haq