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All Journal Abjadia, International Journal of Education Indo-MathEdu Intellectuals Journal Khidmatul Ummah: Jurnal Pengabdian Kepada Masyarakat Tsaqofah: Jurnal Penelitian Guru Indonesia Al'Ulum Jurnal Pendidikan Islam AL HAZIQ: Journal of Community Service Pawarta: Journal of Communication and Da'wah Proceeding of International Conference of Islamic Education Jurnal Ilmiah Guru Madrasah (JIGM)
Khoir, Mulyanto Abdullah
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Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Implementasi Pemikiran Ki Hajar Dewantara pada Dunia Pendidikan: Literatur Review Khoir, Mulyanto Abdullah; Widyaningsih, Erna; Muharromah, Fityatul
TSAQOFAH Vol 5 No 1 (2025): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i1.4649

Abstract

Education plays a crucial role in shaping human thought and behavior, as well as determining the future of civilization. The Merdeka Curriculum emerges as an educational policy that grants freedom to schools, teachers, and students to innovate and learn independently. This study aims to analyze the relevance of the Merdeka Curriculum to Ki Hajar Dewantara's educational concept from a philosophical-pedagogical perspective. Through a literature review employing a hermeneutic-philosophical approach, it was found that the Merdeka Curriculum aligns with Ki Hajar Dewantara's views, emphasizing education as an effort to nurture students' natural potential. The concept of "learning is guiding" resonates with the principle of student autonomy, where students are active and independent, while teachers act as guides, facilitators, and motivators. This study concludes that the Merdeka Curriculum is relevant to Ki Hajar Dewantara's educational concept, prioritizing individual uniqueness and the independent development of potential under the supervision of teachers and parents.
Pemikiran Pendidikan Islam Perspektif KH. Hasyim Asy’ari Khoir, Mulyanto Abdullah; Aziz, Nur; Al Faizi, Ahmad Akbar
TSAQOFAH Vol 5 No 1 (2025): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i1.4682

Abstract

This research aims to explore thoughts on Islamic education from the perspective of KH. Hasyim Asy'ari, a major figure in the history of Islam in Indonesia and founder of Nahdlatul Ulama (NU). His thoughts have had a great influence on the development of Islamic education in the country, both in theoretical and practical contexts. Through a qualitative approach with literature study, this research analyzes the works of KH. Hasyim Asy'ari and the educational insights he brought forward, such as the importance of balance between intellectual and spiritual aspects in education. KH. Hasyim Asy'ari emphasizes education that is oriented towards the formation of noble morals and mastery of in-depth religious knowledge, taking into account the needs of society in a social and cultural context. The findings of this research show that his thoughts are very relevant in developing a holistic Islamic education system, which not only prioritizes academic aspects, but also moral and spiritual aspects. Therefore, KH.'s educational thinking. Hasyim Asy'ari can be used as a reference in formulating Islamic education policies that are more inclusive and in line with the needs of the times.
Konsep Pendidikan Anak dalam Islam Menurut Ibnu Qayyim Al-Jauziyah Khoir, Mulyanto Abdullah; Luthfi, Moh; Azis, Muhamad Abdul
TSAQOFAH Vol 5 No 1 (2025): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i1.4723

Abstract

This study aims to explore the concept of child education in Islam according to the perspective of Ibn Qayyim Al-Jauziyyah. The research method employed is descriptive qualitative with a library research approach. Data were collected through an analysis of Ibn Qayyim's primary works, such as Tuhfatul Maudud bi Ahkam al-Maulud, as well as relevant secondary literature. The study found that child education according to Ibn Qayyim Al-Jauziyyah involves several methods: the Habit Formation Method, the Exemplary Method, the Advisory Method, the Punishment Method, and the Learning by Doing Method. The results of this study provide a theoretical contribution to understanding the concept of child education from an Islamic perspective, particularly classical views, which are relevant for application in a modern context.
Analisis Peran Kepala Sekolah dalam Upaya Meningkatkan Mutu Pendidikan Manajemen Sekolah di SD Rumpun Muslim Jatisrono Ghoffar, Muhammad Fathin Abdul; Murtadho, Imam; Khoir, Mulyanto Abdullah
TSAQOFAH Vol 5 No 2 (2025): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i2.4823

Abstract

This research analyzes the role of the principal in improving the quality of school management at the Rumpun Muslim Jatisrono Islamic Elementary School, Wonogiri Regency. Through qualitative descriptive methods, the research results show that school principals have a central role in aspects of leadership, decision making, supervision and development of teaching staff. The school principal functions as a director, motivator and supervisor, and ensures that the policies implemented are in line with the school's vision and mission. Challenges such as limited resources and dynamics of relationships between parties in schools can be overcome through a systematic approach that involves all school components. In addition, teacher professional development is an important element in improving the quality of learning. With effective leadership, the quality of school management can be improved, thereby having a positive impact on the overall quality of education.
Pemikiran Pendidikan Buya Hamka dan Relevansinya dengan Pendidikan Islam Kontemporer Khoir, Mulyanto Abdullah; Yulqowin, Ilma; Sangadah, Siti; Sutrisno, Agus
TSAQOFAH Vol 5 No 2 (2025): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i2.4824

Abstract

Based on the Qur’an as the main guideline, Islamic education experts basically agree that the purpose of Islamic education is to form a human being with the personality of “Insan Kamil”. Insan Kamil is a pious individual, spiritually and physically intact, and able to live and develop naturally in accordance with his obedience to Allah SWT. Based on this background, the researcher formulates the problems that become the focus of research, namely: First, What are the main thoughts of Buya Hamka about Islamic education, second, How is the relevance of these thoughts to contemporary Islamic education. This research aims to explore Buya Hamka’s thoughts related to Islamic education and explain its application and relevance to Islamic education in the modern era. Researchers used descriptive methods with a library research approach, which is the process of collecting data or information from various sources of literature to analyze the issues discussed. The results of this study concluded several important points related to the concept of Islamic education according to Buya Hamka. First, the concept of Islamic education in Buya Hamka’s view includes three main meanings: the distribution of knowledge (ta’lim), nurturing (tarbiyah), as well as the formation of adab and potential development (ta’dib). Second, the foundation of Islamic education is the Qur’an and As-Sunnah, with educational goals that include two dimensions, namely ukhrawi (seeking the pleasure of Allah SWT) and worldly (building character and provision for social life). Third, the curriculum of Islamic education according to Buya Hamka includes religious science, rational science, social science, and skills. Fourth, educators in Buya Hamka’s view include parents, teachers, and society. Fifth, ideal learners according to Buya Hamka are individuals who have noble morals, are able to develop their potential, are humble, understand and practice learning manners, and respect and obey others. Looking at the basis and objectives of Islamic education, the concept of Islamic education according to Buya Hamka in his time remains relevant to be applied in the context of contemporary Islamic education.
Transformasi MIM Bolon menjadi MIM Digdaya Bolon: Langkah Strategis dalam Meningkatkan Kualitas Pendidikan Khoir, Mulyanto Abdullah; Dewi, Rachma Rusdiana; Sayidah, Aminatus
TSAQOFAH Vol 5 No 2 (2025): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i2.4825

Abstract

The transformation of MIM Bolon into MIM Digdaya Bolon is a strategic step to improve the quality of education at the basic level through comprehensive changes, not only in the name aspect, but also the curriculum, management and teaching methods. This article examines this transformation process using a qualitative approach and case studies to analyze the steps taken and their impact on the quality of education. This research found that the name change to "Digdaya", which means strength to rise, serves as a symbol of the institution's efforts to improve the quality of education, introduce technology, and increase teacher competency. Apart from that, this transformation also involves developing relevant curricula, better educational facilities, and increasing collaboration with parents and the community. Even though it is faced with challenges such as limited human resources and facilities, MIM Digdaya Bolon has succeeded in creating a learning environment that is innovative and relevant to current developments. The positive impact of this transformation is reflected in the increasing number of students, learning motivation, academic achievement, as well as a more active role of parents in supporting children's education. In this way, MIM Digdaya Bolon has succeeded in improving the quality of education provided for future generations.
Dinamika Dakwah di Surakarta Pascagestapu (Gerakan September Tiga Puluh) Anshory, Muhammad Isa; Khoir, Mulyanto Abdullah
Pawarta: Journal of Communication and Da'wah Vol. 1 No. 1 (2023): February
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/pawarta.144

Abstract

Surakarta as a small city, is a very busy market city to offer various beliefs and ideologies. Competition among adherents of these beliefs and ideologies is something that cannot be avoided. After the 1965 PKI rebellion, also known as Gestapu (September Thirty Movement), Muslims faced two challenges to da'wah. First, the latent danger of communism. Second, competition with Christian missions. This paper aims to describe how Islamic leaders respond to these two challenges. The method used the historical method consisted of four stages, namely heuristics, source criticism, interpretation, and historiography. Based on this research, Islamic leaders in Surakarta respond to the challenges of post-gestapu da'wah by collaborating in carrying out various activities, such as activating tabligh, holding Zuhur lectures at the Surakarta Grand Mosque, conveying da'wah messages via radio broadcasts, and carrying out regeneration of da'wah interpreters through madrasah diniyah and Al-Mukmin Islamic Boarding School.
Toleransi dan Prinsip-prinsip Hubungan Antarumat Beragama dalam Perspektif Dakwah Islam Khoir, Mulyanto Abdullah; Anshory, Muhammad Isa
Pawarta: Journal of Communication and Da'wah Vol. 1 No. 2 (2023): August
Publisher : Institut Islam Mamba'ul 'Ulum Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54090/pawarta.302

Abstract

Hidup berdampingan meski berbeda agama bukan hal baru dalam perjalanan bangsa Indonesia. Para pendahulu republikpun telah memberikan contoh nyata toleransi dalam kehidupan berbangsa dan bernegara. Namun demikian, problem-problem toleransi masih sering kita jumpai dalam kehidupan sehari-hari. Termasuk kesalahpahaman dalam memahami makna toleransi yang berakibat kesalahan dalam interaksi dan hubungan antar umat beragama. Dengan latar belakang inilah penelitian ini dibuat. Penelitian ini mencoba melihat berbagai fenomena sosial yang terjadi terkait hubungan antar umat beragama dengan dinamikanya serta mendeskripsikannya berdasarkan data-data yang diperoleh, baik data terkait subyek secara individu, kelompok, lembaga maupun masyarakat. Dari penelitian tersebut dapat disimpulkan bahwa Islam sangat menjaga toleransi, menghormati hak-hak manusia dan menempatkan dalamderajat yang tinggi dan mulia. Karena itu, perlu adanya kesepahaman bersama dengan asas saling menghormati dan menghargai satu dengan lainnya. Juga perlu langkah-langkah praktis untukmembangun toleransi yang bermartabat agar hubungan antar umat beragama terjalin harmonis tidak saling curiga dan penuh dengan kebersamaan. Beberapa langkah tersebut adalah: 1). Saling menghormati dan menghargai keyakinan orang lain tanpa harus mencampuradukkan keyakinan tersebut. 2). Membangun saling menghormati dan menghargai dengan menghilangkan sikap saling curiga. 3). Membangun masyarakat dengan keyakinan bahwa keragaman adalah kekayaan bangsa Indonesia. 4). Bersama-sama menatap masa depan untuk kemajuan dan kemakmuran masyarakat Indonesia. 5). Banyak melakukan dialog karena banyak-titik-titik persamaan untuk kemaslahatan berbangsa dan bernegara, bukan untuk mencari titik perbedaan apalagi mempertentangkannya.
Konsep Pendidikan Berbasis Adab Menurut Buya Hamka Khoir, Mulyanto Abdullah; Hartanto, Rudy; Priyanto, Catur; Mustamik, Khoirul
TSAQOFAH Vol 5 No 2 (2025): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i2.4917

Abstract

The concept of adab-based education according to Buya Hamka emphasizes the integration of knowledge, reason, and morals in forming individuals with noble character. Education is not only oriented towards the transfer of knowledge, but also towards the formation of character based on Islamic values. Hamka emphasized that reason as a gift from God must be utilized properly in seeking knowledge, while knowledge must be directed towards the right goals according to Islamic teachings. In addition, adab-based education includes respect for Allah, the Messenger of Allah, oneself, and fellow human beings as part of the formation of a complete personality. In social life, adab is the foundation for maintaining trust, building relationships, and obeying applicable rules. Therefore, this concept remains relevant in forming a generation that is not only intellectually superior, but also has strong morals and spirituality in facing the challenges of the times.
Pemikiran Imam Nawawi terhadap Pendidikan Indonesia Khoir, Mulyanto Abdullah; Hadiwijaya, Lalu Firman
TSAQOFAH Vol 5 No 2 (2025): MARET
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v5i2.5072

Abstract

This research examines the relevance of Imam Nawawi's educational thoughts in the context of contemporary Indonesian education. Through a qualitative approach with library research methods, this study analyzes Imam Nawawi's holistic educational concept that integrates intellectual, spiritual, and social dimensions. The results indicate that Imam Nawawi's thoughts have significant relevance in developing the national education system, particularly in character formation and integrating traditional values with modern demands. The implementation of Imam Nawawi's educational principles in contemporary learning has proven to enhance not only academic achievement but also students' spiritual maturity. Digital transformation in education can be effectively integrated with the fundamental values of Imam Nawawi's thoughts, creating a comprehensive learning model that adapts to contemporary developments. This research provides theoretical and practical contributions to developing an educational system that combines traditional values with modern educational needs.
Co-Authors Abdur Rahman Al Faizi, Ahmad Akbar Alfian Eko Rochmawan Amrullah, Riyad Anshory, Muhammad Isa Assalam, Gholib Aula, Fitria Faradina Kafa Azis, Muhamad Abdul Aziz, Nur Azzam, Zaki Mizanul Bahij, Muhammad Alfan Baidan, Nashruddin Bayu Prasetyo, Bayu Dewi, Rachma Rusdiana Fahmi, Putri Firdaus Firdosi, Akh. Fad Ghoffar, Muhammad Fathin Abdul Hadiwijaya, Lalu Firman Halmianto, Halmianto Handayani, Yekti Kafa Aula, Fitria Faradina Kafa Aula Khafidoh, Khafidoh Kholil, A. Munawar Kusumawardani, Intan Luthfi, Moh Mabruroh, Nurul Meti Fatimah Muharromah, Fityatul Munadiyan, Luluk Murtadho, Imam Mustamik, Khoirul Nawaffani, Muhammad Mahsya Ngatmin Nur Hidayah Prasetyo, Dony Agus Priyanto, Catur Rofik, Hanifah Nur Rosyidah, Fahmi Rudy Hartanto S Sugiyanto Sarwanto Sarwanto Sayidah, Aminatus Setyariza, Nur Ayu Sholihah, Ervin Jamilatus Siti Fatimah Siti Rokhimah, Siti Siti Sangadah Suryanto, Lilis Sutrisno, Agus Ummah, Kholifatul Widayati, Sri Erna Widhowati, Anita Widoyo, Agus Fatuh Widyaningsih, Erna Yulqowin, Ilma Zarkasyi, Muhammad Badruddin Zulkarnain, Yudo