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All Journal Afkaruna: Indonesian Interdisciplinary Journal of Islamic Studies Teknik dan Ilmu Komputer Tajdida Suhuf Tadrib: Jurnal Pendidikan Agama Islam Ishraqi Profetika Al-Wijdan : Journal of Islamic Education Studies Jurnal DIDIKA: Wahana Ilmiah Pendidikan Dasar ATTARBIYAH: Journal of Islamic Culture and Education Jurnal Pendidikan Islam Educan : Jurnal Pendidikan Islam Edukasi Islami: Jurnal Pendidikan Islam Iseedu: Journal of Islamic Educational Thoughts and Practices Islamic Management: Jurnal Manajemen Pendidikan Islam Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) IJoASER (International Journal on Advanced Science, Education, and Religion) Jurnal PAI Raden Fatah Jurnal Pendidikan Islam AL-ILMI Instructional Development Journal Dinasti International Journal of Education Management and Social Science RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Hikmah JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Pengabdian kepada Masyarakat Nusantara Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Jurnal Hukum Lex Generalis Didaktika: Jurnal Kependidikan Muttaqien; Indonesian Journal of Multidiciplinary Islamic Studies Jurnal Ilmiah Wahana Pendidikan Jurnal Res Justitia : Jurnal Ilmu Hukum TARBAWY: Indonesian Journal of Islamic Education Abdi Psikonomi Jurnal Al-Qiyam Jurnal Tana Mana INOVATIF: Jurnal Penelitian Pendidikan, Agama, dan Kebudayaan Tadbiruna: Jurnal Manajemen Pendidikan Islam HEUTAGOGIA: Journal of Islamic Education Proceeding ISETH (International Summit on Science, Technology, and Humanity) Tsaqofah: Jurnal Penelitian Guru Indonesia Prosiding University Research Colloquium Jurnal Pengabdian Masyarakat Waradin Jurnal Lektur Keagamaan Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Jurnal SMART (Studi Masyarakat, Religi, dan Tradisi) LECTURES: Journal of Islamic and Education Studies AL ULYA: JURNAL PENDIDIKAN ISLAM Solo Universal Journal of Islamic Education and Multiculturalism Jurnal Pengabdian Masyarakat Indonesia Sejahtera Jurnal Akselerasi Merdeka Belajar dalam Pengabdian Orientasi Masyarakat (Jurnal AMPOEN) Jurnal Pendidikan Islam Al-Bidayah : Jurnal Pendidikan Dasar Islam Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Al Hikmah: Indonesian Journal of Early Childhood Islamic Education Jurnal Pendidikan dan Sosial Humaniora

Mohamad Ali

Universitas Muhammadiyah Surakarta

Author-ID : 224655

Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Mechanical Engineering Medicine & Pharmacology Public Health Social Sciences Other

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The Discourse of Transformative-Critical Pedagogy Among Modernist Muslims Ali, Mohamad
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol.1, No.1, November 2017
Publisher : Muhammadiyah University Press

The 1980s is the starting point for the discourse of the transformative-critical pedagogy among Indonesian Muslim scholars. It is Paulo Freire, a Brazilian pedagogue and critical social thinker, who introduces the early idea of transformative-critical and attempts to understand Islam empirically, at once. Initially, this idea exclusively discussed by NGO activists and Catholic clergies. Subsequently, the struggle between transformative-critical pedagogy and transformative Islamic thought generates a new concept known as Transformative Islamic Education (TIE). From a restricted theme among the NGOs, it expands as a discourse among lecturers of higher education. This sociological-based expansion allows modernist Muslims to participate in this litigious intellectual discussion. Ahmad Syafii Maarif, Moeslim Abdurrahman, Abdul Malik Fadjar, Noeng Muhadjir, Mochtar Buchori, Amin Abdullah, Musa Asyari, Abdul Munir Mulkhan, and Said Tuhuleley, to mention some modernist Muslim pedagogues who are renowned in the discussion and implementation of critical pedagogy. Essentially, the discourse of critical pedagogy among modernist Muslims has prompted the possibility of different nuances in defining transformative Islamic education.

K.H. AHMAD DAHLAN AND CREATIVE PRODUCTIVE INSTRUCTIONAL METHOD Setyarini, Tri; Jamuin, Ma?arif; Ali, Mohamad
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Muhammadiyah University Press

This present study investigates a model of Muhammadiyah education developed by K.H. Ahmad Dahlan. In the midst of a creativity and productivity crisis in Indonesia, it is challenging to divulge the concept of creative-productive learning model since it is a potential basis to build creative and productive characters. As one of prominent Islamic scholars, K.H. Ahmad Dahlan is outstanding for his progressive view, including in the fields of education and instructional. He has shifted the former Sorogan system into the classical system and implemented it in his educational activities, as well as introduced creative-productive learning model. The concept of K.H. Ahmad Dahlan?s creative-productive learning and its relevance with the 2013 Curriculum will be discussed in this study.

EXTREMISM CONTENT IN THE TEXTBOOK HISTORY OF ISLAMIC CULTURE MADRASAH ALIYAH LEVEL Atiqoh, Sifa Lutfiyani; Ali, Mohamad
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 2 (2018): November
Publisher : Muhammadiyah University Press

Textbook is a part of the prominent study resources used by both teacher and student in the teaching and learning process. The latest research?s outcomes that held by PPIM UIN Jakarta in 2016 found that there is some extremism content in senior high school?s Islamic religious textbook. Based on that fact, this research tries to know whether if there are extremism contents in the Madrasah Aliyah?s Islamic religious textbooks published by the ministry of religion or not. In addition, this research wants to know the type of extremist content in the textbook.This research is qualitative research. Based on the way the data were collected, this research called library research. It means that to collect the information or the primer and secondary data, the researcher must examine the documents from the library.The conclusion from this research is there are about six texts that have been indicate including the extremism view in the Madrasah Aliyah Islamic civilization history textbook published by Kemenag. The type of extremist content from those texts is using violent and assassination as a part of carrying out coup d?etat. Those texts interpreted by the book writer as a ?brave? attitude and best achievement. Bravery is a positive word, but in this book, this word is used to courage coup d?etat even violent and assassination that we know those behaviour are extremist action. Those findings show that there are extremism contents and it is promoted in the Madrasah Aliyah Islamic civilization history textbook. Those contents are in contradiction with the regulation that produced by the ministry of culture and education (Permendikbud) number 8 the year 2016 about the textbook that used by education units

IMPLICATIONS OF THE UNIVERSAL HUMAN NASR IN THE FORMULATION OF ISLAMIC EDUCATIONAL GOAL Mahardika, Bima Azisza; Ali, Mohamad
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Muhammadiyah University Press

Seyyed Hossein Nasr views the development of the modern Western world critically. According to him, modern humans have alienated humans from the values of spirituality that cause humans to forget their existence on earth. Understanding human nature is very important to do when it is associated with education. Education must have a goal so that it has the direction to be achieved in an educational process. This study aims to understand the meaning of human beings according to Nasr and their implications in the formulation of the goal of Islamic education. This type of research is library research with a philosophical approach. Researchers managed to find a universal human being is a human who is able to understand the nature of himself, realizing he is a reflection of the nature and name of God. Universal human always carry out the responsibility given by God to him, managing the potential that exists in themselves to support the fulfillment of responsibility towards God. The implication of Nasr's universal human concept in the formulation of educational goals is that universal human learners (insan al-kamil). Islamic students who are able to utilize the potential of their intellect to help carry out responsibility to God.

MOHAMAD DJAZMANâ€™S RELIGIOUS-BASED PROGRESSIVE EDUCATION MOVEMENT Ristianto, Eka Andy; Ali, Mohamad
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 2 (2018): November
Publisher : Muhammadiyah University Press

Mohamad Djazman is known as one of Muhammadiyah's active figures in the field of education. His concern for cadres and his humble, inspirational and progressive personality place him as a prominent figure among the cadres. only some literature has written or discussed its achievements or biographies. As a result, he is Jazman who is only known as the founder of UMS and IMM, without special recognition of other contributions. This study tries to explain the formulation of religious progressive education thought based on John Dewey's Progressive Education Theory and the prophetic religion of Mohammad Iqbal. The purpose of this study is to describe the progressive religious education developed by Mohamad Djazman. This research is classified as qualitative research in the form of library research using a philosophical-historical approach. The primary data source is the collection of Mohammad Djazman's writings in newspapers, magazines and books written during his lifetime. Sources of supporting data are other books that are relevant to the discussion and works written by other authors. The findings show that Mohamad Djazman's Progressive Religious Education concept is laying the foundation of progressive (charity) and religion (the Qur'an and Hadith) as the principle of progress so as to produce students who have scientific principles and scientific charity to answer the challenges of the times and spread Islam throughout the world.

LEARNING FROM THE SUCCESS OF CHARACTER EDUCATION MODEL IN MUHAMMADIYAH SCHOOLS: CASE STUDY SMP MUHAMMADIYAH PK KOTTABARAT SURAKARTA AND SMP BIRUL WALIDAIN MUHAMMADIYAH SRAGEN ali, Mohamad; Retna, Ana
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Muhammadiyah University Press

The essence of education is the inculcation and reinforcement of good characters instead of merely generating professionals. Various efforts have been made to strengthen the character of the nation. A series of regulations have been issued to promote the strengthening of national character, including Permendikbud No. 23 of 2017 on School Days and Perpres No. 87 of 2018 on Strengthening Character Education, due to the concern of the infiltration of hedonism and pragmatism. Schools become the primary institution to promote character strengthening movements. Nevertheless, the character education program in schools is deemed to be less optimal due to the implementation of partial and fragmented approaches. The success of the two Muhammadiyah schools, namely SMP Muhammadiyah PK Kottabarat Surakarta and SMP Birul Walidain Muhammadiyah Sragen, in carrying out character education with a holistic approach is examined and discussed as a reference for other schools.

PENDIDIKAN KRITIS DALAM PANDANGAN MANSOUR FAKIH Ramadhansyah, Muhammad; Ali, Mohamad
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 1 (2019): MAY
Publisher : Muhammadiyah University Press

This research examines the theory of critical education in the view of Mansour Fakih. By proposing the problem formulations: What is Mansour Fakih?s view of critical education theory and how are Mansour Fakih?s critical education practices. This study is categorized as library research, where all the activities of this study are focused on the reviews of books and literature that correlate with the subject of this study. This study uses Hermeneutic Philosophy that interprets as objective as possible of a symbol in the form of text to find the correct understanding, and this study also uses philosophy to define logically and freely. This study uses a descriptive analysis method to analyze as carefully as possible of related data about the idea of critical education of Mansour Fakih through the description of its point holistically. Then it will be analyzed and interpreted based on the thought of the figures studied. The result of this study is the ideal theory of critical education that expect awareness from human, as active actors that aware of their own life as well as critical view Mansour Fakih about the purpose of education that is critical reflection toward an unfair applied system and critical education practices that which consist of 5 stages, they are started by doing, then reveal the data, study, conclude, and the last one is action or implementation.

PENGARUH ZONASI TERHADAP ARUS MASUK PESERTA DIDIK BARU DI SMA MUHAMMADIYAH SURAKARTA Punarsih, Punarsih; Ali, Mohamad
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 1 (2019): MAY
Publisher : Muhammadiyah University Press

Zoning is the process of accepting new students by considering the proximity of the house, or place of residence, to the education unit. This study seeks to understand the effect of zoning on the inflow of new students SMA Muhammadiyah Surakarta, and how the managers and organizers responded. Data collection methods in this study include the method of observation, interview methods, and documentation methods. Data analysis in this study used a quantitative and qualitative mix method. The results showed the effect of zoning policy on the inflow of new students in SMA Surakarta is variation. There was a slight decrease in new students in SMA Muhammadiyah 1. But there was an increase in SMA Muhammadiyah 2, Muhammadiyah 3, and Muhammadiyah Program Khusus Kottabarat Surakarta. The headmaster of SMA Muhammadiyah 2 and SMA Muhammadiyah Program Khusus Kottabarat Surakarta gave a positive response. Whereas the management of the SMA Muhammadiyah 1 and the Muhammadiyah 3 were less accepting because they were considered to be killing a private school. The Dikdasmen Council considers zoning policies to be unfair for private schools because it frees prospective students to choose 4 public schools at once, if not accepted in public schools, prospective new students will choose private schools

THE IMPLEMENTATION OF ISLAMIC RELIGIOUS EDUCATION AT PUBLIC SCHOOLS IN BANGKOK CITY Niyom, Wanchai; Ali, Mohamad
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 4, No 2 (2020): November
Publisher : Muhammadiyah University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v4i2.14334

The purpose of this research is to study and study the management of Islamic education in Bangkok and government schools as well as to formulate recommendations and implementation of Islamic education. The main contributors in this study consisted of 3 interviewees, school teachers Klong Nueng (Kaewnimit) and other government school teachers. Qualitative informants and sources are the head of PAI. And Islamic education teachers in many government schools in Bangkok have mixed research designs using exploratory design models. And content analysis for qualitative data. In the implementation of the Bangkok government school Islamic education curriculum, the overall picture is at a good level. And the implementation of Islamic education from the head of PAI and PAI teachers, there is no difference and work experience.Â Â Â Â Suggestions and guidelines for the implementation of Islamic education in government schools in the metropolitan area of Bangkok 1) Preparation there must be coaching for the head of the academic field and PAI teachers in the field of recruitment of teachers who have immediately completed Islamic education teaching Islamic education 2) planning for curriculum implementation and implementation of all parties involved in the management of Islamic education. The curriculum must be planned and sustainable. So that the curriculum can be adjusted to the curriculum structure, both subject matter and study time 3) Implementing the implementation of the Islamic education curriculum the teacher must provide instruction. In accordance with the course structure Teaching integrated course content And using various techniques Use interesting materials Media for the teaching and learning process. ) Supervision, monitoring, and evaluation. Within the school, a supervisory committee should be appointed. Joint planning for the supervision of Islamic education. Set of supervision to summarize and report the results of supervision to related parties and the community. And let the agencies carry out their duties in the field of Islamic education to participate in monitoring the management of Islamic education in a sustainable manner

RECONSTRUCTION OF AL-ISLAM AND KEMUHAMMADIYAHAN IN M. AMIN ABDULLAH 'S VIEW Andhim, Muk; Ali, Mohamad
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 2 (2019): NOVEMBER
Publisher : Muhammadiyah University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v3i2.12500

The process of organizing Al-Islam and Kemuhammadiyahan (AIK) in Muhammadiyah colleges still leaves many problems, so that scientific reconstruction efforts are needed to be relevant to the demands of the times. The problem posed is how the reconstruction of scientific al-Islam and kemuhammadiyahan in the view of M. Amin Abdullah, and its implications for the practice of learning AIK in Muhammadiyah colleges. This research is a library research using the hermeneutic-philosophical approach. Whereas in analyzing data using data reduction steps, data display and drawing conclusions. The results of this study indicate that, AIK's scientific reconstruction in the view of M. Amin Abdullah has a pattern of reconstruction. He made the Theoantropocentric monotheistic ethics the basis of ontology, collective scientific epistemology, rationality-collaborative and comprehensive that combines religious texts, philosophy and the development of science-technology. Axiologically, it is oriented to the common good (common good) in the form of universal principles of humanity, justice and freedom. The implication, the aim of AIK is to form strong human beings in the aspects of spirituality (muttaqin), intellect (â€˜alim), and have a high social concern (muhsin). Teaching material includes cross disciplines and integrated approaches. Andragogy learning approaches and active learning learning methods. Evaluation of learning in the form of non-test in the form of portfolio and assignments.

Co-Authors A.A. Ketut Agung Cahyawan W AA Sudharmawan, AA Abdul Nizar Aboubacar Barry Abror Dikna Anugrah Agung Wahyu Utomo Ahmad Muzaki Amir Reza Kusuma Ana Retna Andhim, Muk Anugrah, Abror Dikna Apriantoro, Muhammad Subhi Ari Anshori, Ari Ari Susanto Aris Munandar Arnawati Arnawati Arribath, Dzakiy Atiqoh, Sifa Lutfiyani Azani, Mohamad Zakki Azis Ilham Saputra Azka Musthofa Bambang Sumardjoko Bambang Sumarjoko Bayu Tiansyah Putra Bilal Ahmad Tsani Bima Azisza Mahardika Chusniatun Chusniatun Chusnul Fauziah Clara Duta Wahyu Dinata Dartim Dartim Denise Kautsar Desi Amaliyah Dewi Rohmah Diana Romdhoningsih Een Nuraeni Eka Andy Ristianto Eko Nur Wahyudi Elias Ahmed Erna Widiyastuti Estetika, Rio Fadeli Fadilah Fadilah Faizal, Ihsan Farida, Gina Fricticarani, Ade Hadi, Muhammad Wafi Hilman Luthfil Halima, Raden Ayu Handito, Rama Hanifah, Rizky Hasniar Amanah Hendrawati, Sulkiah Hera Damayanti Hifni, Mohammad Hoga Saragih Husna Nashihin Insani, Zulaiha Nurul Isa Ahlian Muttaqin Istanto Istanto Istanto Istanto Istanto Jafar Ihza Yuska Azzacky Jannah, Khonsa? Izzatul Juli Arianto Jumhana, Enjum Kamaludin, Hamzah Katla Novriyani Khanom, Jobeda Khoiril Al Amin, Rizky Khonsa’ Izzatul Jannah Komala Sari, Putri Kusuma, Ria Nata Lail Septia Aidah Larasati, Indah Lumiati, Sri Lutfi Hafid Ramadana Lutfiah, Jihan Maghfiroh, Rofi Atina Mahardika, Bima Azisza Mahasri Shobahiya, Mahasri Maradon, Permai Dwiki Mari Wulandari Maryam Hanifah Mashudi Al furqon Ma’arif Jamuin Moh Zakki Azanin Mohamad Dzikri Fiftiyansyah Mohamed Iyas Valarthodi Mohammad Zakki Azani Moordiningsih Moordiningsih Mu'minah Mualim, Rojif Muchtar, Zulfa Iftinani Muh Nur Rochim Maksum Muhamad Subhi Apriantoro Muhammad Ramadhansyah Muhammad Rasyidil Fikri Alhijri Muhammad Wildan Shohib Muk Andhim Mukhlis Royyani NS Mursiti, Tutik Muthoifin Na'imah, Ridha Niyom, Wanchai Nur Ayu Safitri Nur Lynda Febriyani, Fifi Nurfitriana Nurfitriana Nurli Nurlinda Nursaidah Ahmad Nurseha, Muchlis Nurul Latifatul Inayati Nurul Latifatul Inayati Oktaviyani, Rissa Pakpahan, Akbar Waliyuddin Pathurahman, Irfan Permata Ashfi Raihana Permatasari, Eka Wahyu Dian Pratiwi, Woro Yustia Punarsih Punarsih Punarsih, Punarsih Puput Anggreani R. Bilqis Bunga Nirwana Ramadhansyah, Muhammad Refi Mulyadi Retna, Ana Ristianto, Eka Andy Rizqianto Hermawan Rohenah Royyani NS, Mukhlis Sabar Narimo Saniati Saniati Saputra, Azis Ilham Setyarini, Tri Shohabia, Mahasri Sifa Lutfiyani Atiqoh Siti Mahfudoh Sri Lestari Sri Lestari Sri Lestari, Sri Lestari Sri Sumarti Sudarno Shobron, Sudarno Surya, Jaka Syamsudin Nawwar Hibatulloh SYAMSUL HIDAYAT Syifa' Fauziyah, Luthfi Tika Retnowati Toni Ardi Rafsanjani Tri Setyarini Utomo, Agung Wahyu Wachidah, Nur Wachidi Wachidi, Wachidi Wahyono, Sigit Wahyudi Wahyudi Wanchai Niyom Widiyarto, Angga

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