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All Journal Ulul Albab: Jurnal Studi Islam JOURNAL OF INDONESIAN ISLAM Intiqad: Jurnal Agama dan Pendidikan Islam Jurnal Manajemen Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Pendidikan Islam Indonesian Risâlah, Jurnal Pendidikan dan Studi Islam JIE (Journal of Islamic Education) Studia Religia: Jurnal Pemikiran dan Pendidikan Islam al-Afkar, Journal For Islamic Studies Edukasi Islami: Jurnal Pendidikan Islam Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Tribakti: jurnal pemikiran keIslaman Jurnal Basicedu JURNAL ANSIRU PAI : Jurnal Pengembangan Profesi Guru Pendidikan Agama Islam SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Journal of Vocational Education Studies (JOVES) Mitra PGMI: Jurnal Kependidikan MI El-Qist : Journal of Islamic Economics and Business (JIEB) Ideguru: Jurnal Karya Ilmiah Guru Ulumuna Al-Ulum: Jurnal Pendidikan Islam Jurnal Administrasi Pendidikan Islam Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Indonesian Journal of Innovation Studies Jurnal Kependidikan Islam Al-Ulum: Jurnal Pendidikan Islam Jurnal Educative: Journal of Educational Studies Jurnal Basicedu Curricula: Journal of Curriculum Development Tadris: Jurnal Pendidikan Islam Jurnal Pendidikan Islam Indonesia HISTORIA: Jurnal Program Studi Pendidikan Sejarah Jurnal Penelitian Jurnal Al-Karim : Jurnal Pendidikan, Psikologi dan Studi Islam Jurnal Al Kahfi : Jurnal Pendidikan Agama Islam Academic Journal Research Abdi Masyarakat UIKA JOIES (Journal of Islamic Education Studies) Tribakti: Jurnal Pemikiran Keislaman Jurnal Pendidikan IPA Indonesia Raudhah Proud To Be Professionals: Jurnal Tarbiyah Islamiyah Jurnal Pengabdian Nusantara Journal of Indonesian Progressive Education Jurnal Pendidikan Islam Journal of Islamic Education
Hanun Asrohah
Universitas Islam Negeri Sunan Ampel
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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WAQF AND ITS CONTRIBUTION IN EDUCATION IN HISTORICAL PERSPECTIVE Asrohah, Hanun
el-Qist : Journal of Islamic Economics and Business (JIEB) Vol. 2 No. 2 (2012): eL-Qist:
Publisher : Program Studi Ekonomi Syariah, Fakultas Ekonomi dan Bisnis Islam UIN Sunan Ampel Surabaya

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

Abstract

In classical Islamic education endowments have a close relationship with waqf institutions. Waqf institutions were financial resources for the activities of Islamic education that Islamic education could evolve rapidly. The existence of the Islamic waqf institution was caused by the Islamic economic system, which assumes that the economy was closely linked to the Muslims faith. Beside that, a balance between the economy and the welfare of Muslime people so that economic activities represented of worship and waqf became a way to closer to Allah and the common good. Therefore, when the Islamic economic progress, Muslims did not hesitate to spend money for the sake of religion and the welfare of Muslims. Driven by the teachings of Islam that respects the function of education for the advancement of religion and state, they feel compelled to spend their wealth for the implementation of education, and ultimately developing advanced Islamic education. Because of loving knowledge, raises the need to develop education by establishing institutions to teach and develop the science. With spearheaded by the Islamic rulers who love science, such as Harun al-Rashid and al-Ma'mun, stand up educational institutions for scientific activities, such as translation activities established by Harun al-Rashid, who at the time of al-Ma ' But the operation is perfect that resulted in the establishment Bait al-Hikmah. In further developments, the need to establish educational institutions create ideas about the need for charitable organizations that will be a source of financial institutions. Endowments role in supporting the implementation of education. With endowments, Muslims get the ease of study. Because of endowments, Islamic education was not too demanding a lot of cost for students so that they are either poor or rich have the opportunity to learned equally. Therefore, students and teachers were encouraged to perform a scientific journey.
EPISTEMIC RATIONALITY IN ISLAMIC EDUCATION: The Significance for Religious Moderation in Contemporary Indonesian Islam Prasetia, Senata Adi; Asrohah, Hanun; Najiyah, Siti Firqo; Arif, Syaiful
ULUL ALBAB Jurnal Studi Islam Vol 22, No 2 (2021): Islamic Education and History
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ua.v22i2.12771

Abstract

This article discusses the concept of epistemic rationality in Islamic education and its significance for strengthening religious moderation in contemporary Indonesian Islam. The questions are: (1) How is the conception of epistemic rationality? (2) To what extent is the role of epistemic rationality in Islamic education? (3) How do classical Islamic treasures view the epistemic rationality and its significance for strengthening religious moderation in Indonesian Islam? Afterwards, the theoretical assumption underlying this article is that the strengthening of religious moderation without being supported by epistemic rationality is null and void. This article finds that the passion of reading in Islam processed through epistemic rationality has provided huge contribution for Islamic civilization so that it reaches its golden age. Hence, in Indonesian Islamic education context, strengthening religious moderation must be delivered through epistemic rationality as basic reasoning in understanding religious text and digging the diversity phenomenon in order to avoid radicalism and blind fanaticism. Epistemic rationality must be considered as starting point to build curriculum structure and learning contents that emphasize more on the competency of ‘know-how’ and ‘know-why’ rather than ‘know-what’.
THE DYNAMICS OF PESANTREN: Responses toward Modernity and Mechanism in Organizing Transformation Hanun Asrohah
JOURNAL OF INDONESIAN ISLAM Vol 5, No 1 (2011)
Publisher : State Islamic University (UIN) of Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (271.664 KB) | DOI: 10.15642/JIIS.2011.5.1.66-90

Abstract

IN SEARCH FOR GENDER EQUALITY IN RURAL MADRASAS OF MALANG RAYA Hanun Asrohah; Sari Idayatni
JOURNAL OF INDONESIAN ISLAM Vol 14, No 2 (2020)
Publisher : State Islamic University (UIN) of Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/JIIS.2020.14.2.387-406

Abstract

While gender awareness in the country increasingly arises and is widely debated, few studies have examined the level of gender sensitivity of awareness in Islamic schools. Using case study, this article examines the construction of gender equity in nine rural madrasas in South Malang, Indonesia, by building the framework of social ecosystem of education in madrasas in order to construct the gender equity in rural madrasas. The findings show that in general, the educators in the madrasas already have a gender awareness because they have been familiar with feminism and gender equity in education; however, traditional and conservative gender perspective are still at large. It finds that there are still various gender differences, stereotypes, and an uncomfortable school climate which all challenge the formation of gender equality. Therefore, the social ecosystem of education in rural madrasas deserves enforcement for the embodiment of gender equality.
Interaksi di Kelas Perspektif Pendekatan Konstruktivistik Untuk Pengembangan Akhlak Hanun Asrohah
Ulumuna Vol 18 No 1 (2014): Juni
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/ujis.v18i1.154

Abstract

Morality and human behavior are created as social construction, and developed through education. This article is aimed at explaining about interactions amongst students in the classroom, based on constructivist learning theory, as source of positive atmospheres that are very important for the formation of character and morality. Morality is not simply taught or absorbed in subjects like civics or social studies. It must be developed in a variety of activities in the classroom. According to the theory, developing a good and appropriate atmosphere is necessary to introduce good values and norms in which students learn to construct their own knowledge through continuous interactions with social contexts, and develop their ideas and feelings about people and objects. They can learn about life critically and understand how people live and under what condition they live, whether in peace or violence, with affection or hostility, cooperation or fights, and satisfaction or disappointment.
WAQF AND ITS CONTRIBUTION IN EDUCATION IN HISTORICAL PERSPECTIVE Hanun Asrohah
El-Qist: Journal of Islamic Economics and Business (JIEB) Vol. 2 No. 2 (2012): eL-Qist:
Publisher : Islamic Economics Department, Faculty of Islamic Economics and Business, Sunan Ampel State Islamic University, Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/elqist.2012.2.2.279-292

Abstract

In classical Islamic education endowments have a close relationship with waqf institutions. Waqf institutions were financial resources for the activities of Islamic education that Islamic education could evolve rapidly. The existence of the Islamic waqf institution was caused by the Islamic economic system, which assumes that the economy was closely linked to the Muslims faith. Beside that, a balance between the economy and the welfare of Muslime people so that economic activities represented of worship and waqf became a way to closer to Allah and the common good. Therefore, when the Islamic economic progress, Muslims did not hesitate to spend money for the sake of religion and the welfare of Muslims. Driven by the teachings of Islam that respects the function of education for the advancement of religion and state, they feel compelled to spend their wealth for the implementation of education, and ultimately developing advanced Islamic education. Because of loving knowledge, raises the need to develop education by establishing institutions to teach and develop the science. With spearheaded by the Islamic rulers who love science, such as Harun al-Rashid and al-Ma'mun, stand up educational institutions for scientific activities, such as translation activities established by Harun al-Rashid, who at the time of al-Ma ' But the operation is perfect that resulted in the establishment Bait al-Hikmah. In further developments, the need to establish educational institutions create ideas about the need for charitable organizations that will be a source of financial institutions. Endowments role in supporting the implementation of education. With endowments, Muslims get the ease of study. Because of endowments, Islamic education was not too demanding a lot of cost for students so that they are either poor or rich have the opportunity to learned equally. Therefore, students and teachers were encouraged to perform a scientific journey.
Virtual Pesantren: Pesantren Sustainability in Facing the Challenges of 4.0 Era Moh. Rifqi Rahman; Hanun Asrohah
Jurnal Pendidikan Islam Indonesia Vol 6 No 2 (2022)
Publisher : Program Pascasarjana Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/jpii.v6i2.403

Abstract

Pesantren is proven to have high resilience and adaptability. This is evidenced by its development which is so dynamic that it can exist to this day. Pesantren has to deal with the challenges of this 4.0 era which is so synonymous with automation due to the birth of technology, digitization, intelligent technology, the speed of information flow, and so on. However, pesantren is still able to adapt until finally, new variants of pesantren appear, such as virtual pesantren. The birth of this virtual pesantren is really clear evidence that pesantren can maintain its sustainability amid this sophisticated era, although on the one hand it must be admitted that virtual pesantren is not fully capable of displaying the character of pesantren as a whole, including in terms of learning. Thus, pesantren continuously tries to adapt themselves to the times and seeks to utilize technology as a tool to support the goals of the pesantren itself. Virtual pesantren is an example of the phenomenon of how pesantren survive and adapt to this 4.0 era.
Pesantren dalam Dialog dan Integrasi: (Sejarah Pesantren dalam Pengembangan Pendidikan Islam) Hanun Asrohah
Jurnal Kependidikan Islam Vol. 1 No. 2 (2011): Agustus
Publisher : Program Studi Manajemen Pendidikan Islam UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1186.097 KB) | DOI: 10.15642/jkpi.2011.1.2.36-52

Abstract

esantren merupakan lembaga pendidikan Islam yang identik dengan ke-hlam-an juga merupakan fenomena indegerwus atau identik dengan kcaslian budaya Indonesia. Sistem pendidikanpesantren merupakan pembauran dita sistem pendidikan, yaitu Islam di Timur Tengah dan Hindu-Buda di Indonesia. Interaksi antara Muslim Timur Tengah dan masyarakat Hindu-Buda di Indonesia melalui jalur perdagangan, berlanjut dengan terjadinya kontak budaya secara intern yang berakibat pada penyerapan budaya asing ke dalam budaya setempat dan dapat melahirkan budaya baru. Kehadiran pesantren sebagai lembaga pendidikan dan sosialkeagamaan di Jawa merupakan hasil penyerapan tradisi pendidikan Islam di Timur Tengah yang berpadu dengan troilisi pendidikan Hirtdu-Budha. Ferbedaan budaya antara Islam dan Hindu-Budha sedikit demi sedikit memudar dan masing-masing berubah sifatnya yang khas menjadi unsur-unsur kebudayaan campuran yang terwujud dalam sistem pendidikan pesantren.
Strategi peningkatan Kompetensl Guru dan Sertifikasi dalam Mewujudkan Guru yang Profesional, Amanah, dan Bermartabat Hanun Asrohah
Jurnal Kependidikan Islam Vol. 2 No. 1 (2012): Pebruari
Publisher : Program Studi Manajemen Pendidikan Islam UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (775.168 KB) | DOI: 10.15642/jkpi.2012.2.1.1-12

Abstract

Sertifikasi guru teiah dijadikan sehagai acuan untuk meningkatkan mutu pendidikan sekaligus meningkatkan mutu dan kesejahteraan guru. Mutu ptndidikan ditentukan oleh heberapa faktor penting, yaitu proses, dukungan lingkungan, sarana dan prasarana. Berkaitan denga faktor proses, guru menjadi faktorutama dalam penciptaan suasana pemheiajaran. Guru dituntut dalam menjalankan tugasnya secara profesional Upayapeningkatan kualicas pendidikan tidak mungkin terlaksana dengan baik apabila tidak diharengi dengan upaya peningkatan standar kompetensi guru. Dalam hal mi, yang harus mendapatkan perhatian adalah bagaimana pelaksanaan sertifikasi. Pelaksanaan sertifikasi canpa diimbangi kompetisi akan berubah menjadi lembaga formalisasi profesi guru. Jika guru sudah mendapatkan "sertifikat pendidik" dan mendapatkan tunjangan profesionalitas, bagaimana menyiapkan mekanisme untuk mendorong "kinerja profesional" guru. Tanpa mekanisme ini, "sertifikat pendidik" hanya akan menjadi formalitas bagi profesinalisme guru.
Pembelajaran Tematik Terpadu: Membimbing Anak Mengintegrasikan Pengetahuan dan Pandangan tentang Kehidupan dan Dunia Nyata Hanun Asrohah
Jurnal Kependidikan Islam Vol. 3 No. 2 (2013): Agustus
Publisher : Program Studi Manajemen Pendidikan Islam UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1130.216 KB) | DOI: 10.15642/jkpi.2013.3.2.233-252

Abstract

Sama halnya dengan kurikulum, proses pembelajaran merupakan aspek esensial dalam pendidikan. Proses pembelajaran sangat menentukan karakteristik outcome peserta didik. Saat ini, pemerintah, melalui Kemendikbud, mencanangkan kurikulum dan sistem pembelajaran yang tematik terpadu. Sebuah konsep yang dapat mengantarkan peserta didik memahami psengetahuan dan mendalami peranannya dalam kehidupan nyata. Tulisan ini, sebenartrya, hanya merupakan kajian rejlektif penults tentang pembelajaran tematik-terpadu. Tulisan ini pula, hatya ingin mendeskripsikan ungensitas model pembejaran tersebut, berdasarkan paradigma teoritik.. In the end, parapendidik mampu memahami subtansi pembelajaran tematik terpadu secara umum, dan mampu mengimplementasikannya.
Co-Authors Adibah, Dawi Farah Agus Setiawan Agustina Tarik, Atika Ahmad Sahilul Albaab Ahsantudhonni, Ahsantudhonni Akh. Syaiful Rijal, Akh. Syaiful Albaab, Ahmad Sahilul Ali Mustofa Almas Sharfina ‘Alaniah Amin Putri, Rokhmatul Khoiro Awaluddin, Rizky Ayu, Qomariya Rahma ‘Alaniah, Almas Sharfina Bina Prima Panggayuh Cynthia Llanes Dawi Farah Adibah Desi Ariyani, Desi Diana, Alfi Elma Eka Dewi, Febianita Evi Fatimatur Rusydiyah Fitriani, Ely Hamidah . Haq, Nadya Isabel Husniyatus Salamah Husniyatus Salamah Zainiyati Iksan Iksan Ilma, Labibah Sayaka Ilya Musfiah Iskandar Ritonga Ismaniyah, Farihatul Jamilatus Zahroh JUNAEDI Junaedi Junaedi Khoiriyah, Niswatin Kholis, Nur Kunawi Basyir Lilik Huriyah Lutfiyah, Siti Khumairotul M.Ahmad Jamaluddin zamzami Ma'Fazah, Hikmatul Machfud Bachtiyar Makhsun, Toha Malyuna, Sita Isna Maulidia, Martarosa Maziyah, Nailatus Sa’adah Moh. Rifqi Rahman Muhammad Thohir Nabila Qathrunnada Naja, Anang Darun Najiyah, Siti Firqo Nashrullah, Nashrullah Nata, Balqisa Ratu Nisa, Zakiyatul Nissa, Kharisma Alfun Noor Shania Qurratina Nur Kholis Nuruddaroini, M. Ahim Sulthan Prasetia, Senata Adi Puspita Handayani Putri Habibillah Putri, Rokhmatul Khoiro Amin Qurratina, Noor Shania Rahayu, Indah Rahmania Azis, Annisa Rahmania, Erfin Walida Rahmawati, Kiki Anita Rahmi Afdinillah , Nur Marliza Ramadhan, Ahmad Dimas Rini Saputri Riyazati, Shushmittha Rizky Awaluddin Rokhmatul Khoiro Amin Putri Rubaidi Saidah, Anis Salamah, Husniyatus Sari Idayatni Shalahudin Nasyor , Hilmy Shushmittha Riyazati Siti Amaliati, Siti Syaiful Arif Tatag Satria Praja Tsuyoshi Usagawa, Tsuyoshi Ulul Azmi Nur Rohmatulloh Umi Sarah Nafi’ah Darojat Vachruddin, Vrisko Putra Widadi, Ahmad Setyo Yunita, Ita Zakiyatul Nisa Zaniyati, Husniyatus Salamah