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All Journal Jurnal Pendidikan Agama Islam Al Tarbawi Al Haditsah JALIE: Journal of Applied Linguistics and Islamic Education FENOMENA At-Ta'dib: Jurnal Ilmiah Prodi Pendidikan Agama Islam JPPI | Jurnal Penelitian Pendidikan Islam Mudir : Jurnal Manajemen Pendidikan Bantenese Jurnal Pengabdian Masyarakat Abdimas Galuh : Jurnal Pengabdian Kepada Masyarakat Jumat Keagamaan: Jurnal Pengabdian Masyarakat Al-Rabwah : Jurnal Ilmu Pendidikan Thawalib: Jurnal Kependidikan Islam Journal Research in Islamic Education Jurnal Pendidikan dan Pembelajaran Fikruna : Jurnal Ilmiah Kependidikan dan Kemasyarakatan FENOMENA: Jurnal Penelitian PANDU: Jurnal Pendidikan Anak dan Pendidikan Umum Setyaki : Jurnal Studi Keagamaan Islam An-Nadzir : Jurnal Manajemen Pendidikan Islam Reflection: Islamic Education Journal El-Madaniyah: Jurnal Pengabdian Masyarakat Jurnal Ilmu Pendidikan & Sosial (SINOVA) Al-amiyah : Jurnal Ilmiah Multidisiplin Jurnal Pengabdian Kepada Masyarakat Islamic Education Journal (ISEDU) Man-Ana As-Sulthan Journal of Education
Mahfud Ifendi
STAI Sangatta Kutai Timur
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Social Sciences Other

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Dinasti Abbasiyah: Studi Analisis Lembaga Pendidikan Islam Ifendi, Mahfud
FENOMENA FENOMENA VOL 12 NO. 2, 2020
Publisher : LP2M IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/fj.v12i2.2269

Abstract

In various sources of historical books it is said that the Abbasiyah dynasty was the peak of the heyday of Islamic civilization. This article, it aims to describe the Islamic educational institutions at that time which indirectly supported the progress of the Abbasiyah dynasty to reach its peak. This type of research is qualitative research, and is included in the category of library research. The data collection technique uses discourse analysis from books, journal articles, magazines, or other information related to the study of Islamic educational institutions during the Abbasiyah dynasty. Than, the writing of this article was analyzed using the Milles and Huberman analysis model, with the flow of data reduction, data preparation and conclusion drawing. The results of the research in this article can be seen from the form and nature of education. Islamic educational institutions that existed during the Abbasiyah dynasty can be categorized into 3 types. Which consists of informal educational institutions; such as the houses of the scholars', non-formal educational institutions; such as Kutab, mosque, qurhur, bookstore, observatory, literary salun, library, ribath and zawiyah and formal educational institutions, for example, madrasas. A lot of educational institutions that exist shows that this is in accordance with the belief in Islam which requires studying and is considered a form of worship. Therefore the place to study is very diverse, not only focused on a particular place.
Madrasah Nizamiyah: Telaah Historis Sebagai Lembaga Pendidikan dan Perang Politik-Ideologi Ifendi, Mahfud
Jurnal Penelitian Pendidikan Islam Vol 8 No 2 (2020): Islamic Educational Studies
Publisher : Graduate Program, Universitas Islam Darussalam (UID) | Islamic University of Darussalam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36667/jppi.v8i2.449

Abstract

As we know, Nidhamiyah madrasas have played an important role in the history of Islamic civilization to sustain the pace of development of Islamic education. This article aims to describe the history of the establishment of the Nidhamiyah madrasah as an educational institution and the chaotic establishment of this madrasa because it has rubbed off against political-ideological elements. This type of research is a qualitative research. In accordance with the object of the study of this article, this type of research is included in the category of library research. The result in this article is that the Nidhomiyah madrasa was founded in 447 H / 1055 M under the leadership of Tughril Bek from the Snowq dynasty. However, the main figure in the establishment of this madrasa was its vizier named Nizam al-Mulk. As an educational institution, of course this madrasah is the same as other madrasas in terms of management, educators, students, and learning methods. However, in terms of curriculum, this madrasah is a bit different because it contains Ashariyah theology material which is the main objective to defend the Sunni ideology of the Shia-Mu'tazilah ideology. After all, apart from having a role as an educational institution, this Nidhamiyah madrasah cannot be separated from the realm of the politics-ideology that underlies its birth.
Menilik Historitas Pembaruan Pendidikan Pesantren Mahfud Ifendi
JP : JURNAL PENDIDIKAN Vol 1, No 1 (2017): MARET
Publisher : Institut Keislaman Abdullah Faqih (INKAFA) Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (94.208 KB) | DOI: 10.33754/jalie.v1i1.85

Abstract

In accordance with the incessant sound of renewal of Islamic thought reformers waged by Muslims from various countries of Egypt, India, Turkey to also echo the update to Indonesia. One of the effects of the "voice updates," it is the appearance of reform in the field of Islamic education. Boarding school as a base of Islamic education is the oldest educational centers in Indonesia because it is in line with the spread of Islam in Indonesia trip. Along with the dynamic development of science, the boarding school had to undergo changes towards modernity. The idea and the core of this update is to attempt to leave the old thought patterns that are not in accordance with the progress of the times and strive for sustaining aspects to adjust to the progress of time. Based on the two thrust that; so began to emerge the idea to include general subjects to Islamic educational institutions as well as change the old teaching methods to methods more adaptive to the times.Keywords; Modernity, Islamic Boarding School
MADRASAH SEBAGAI PENDIDIKAN ISLAM UNGGUL Mahfud Ifendi
JP : JURNAL PENDIDIKAN Vol 1, No 2 (2017): September
Publisher : Institut Keislaman Abdullah Faqih (INKAFA) Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (575.61 KB) | DOI: 10.33754/jalie.v1i2.111

Abstract

This article describe madrasah which becomes kind of Islamic educational institution in Indonesia, and it’s existence is an alternative answer in today’s modern era, the idea of modernization and giving religious value become the hallmark of madrasah  as a superior education in Indonesia. In additional curriculum modification which developed by madrasah are able to balance between world affairs with the matter of after-life. A worthy effort which should always be appreciated for madrasah is the spirit to educate the nations, especially Muslim community which has limited cost. The expectation that never be lost in this madrasah mission is to be a superior educational institution and gain the trust of the wider community.Keywords: Madrasah, Islamic educational, Excellence.
Metode Pembelajaran Kitab Kuning Di Pondok Pesantren Sunan Drajad Banjarwati Lamongan Mahfud Ifendi
Al-Tarbawi Al-Haditsah: Jurnal Pendidikan Islam Vol 6, No 2 (2021): Pendidikan Islam
Publisher : Pendidikan Agama Islam, Fakultas Ilmu Tarbiyah dan Keguruann, IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/tarbawi.v6i2.8898

Abstract

AbstrackThe learning method is an important thing that must be considered, in addition to the curriculum content or material to be delivered. Because considering the importance of learning methods, an educator must use several methods in each learning process. Both in general or religious subject matter such as the yellow book. This article aims to describe some of the learning methods used in the yellow book learning process at the Sunan Drajad Islamic boarding school Lamongan. By using a qualitative approach and is a type of field research, this research was conducted. Data collection techniques using interviews, observation, and documentation as well as using data analysis, Milles and Huberman. The results show that in the Sunan Drajat Lamongan Islamic boarding school there is a yellow book learning method. There are several yellow book learning methods that are commonly used, including the bandongan, sorogan, memorization, deliberation and collaboration methods. Far from that, in fact, if the use of yellow book learning methods in Islamic boarding schools throughout Indonesia in general and in the Sunan Drajat Lamongan Islamic boarding school, if you can combine some of the above learning methods that we are familiar with, combined with general learning methods such as the role-playing method, demonstrations, recitations, field trips, sociodrama, and so on will certainly make it easier for students to learn the contents of the yellow book. Why should you combine several methods in a learning process, because one method with another has its own character, advantages, and disadvantages. As a result, by using various existing learning methods, the hope is to make it easier for educators (kyai / ustadz / ah) to convey the material and make it easier for students (santri) to learn and understand the material so that the objectives of learning can be achieved.Keywords: learning method, yellow bookAbstrakMetode pembelajaran merupakan hal penting yang harus diperhatikan, selain konten kurikulum atau materi yang akan disampaikan. Karena mengingat pentingnya metode pembelajaran, seorang pendidik harus menggunakan beberapa metode dalam setiap proses pembelajarannya. Baik dalam materi pelajaran umum ataupun keagamaan seperti halnya kitab kuning. Dalam artikel ini bertujuan untuk mendeskripsikan beberapa metode pembelajaran yang dipakai dalam proses pembelajaran kitab kuning di pondok pesantren Sunan Drajad Lamongan. Dengan menggunakan pendekatan kualitatif dan merupakan jenis penelitian lapangan, penelitian ini dilakukan. Teknik pengambilan data menggunkan wawancara, observasi dan dokumentasi serta menggunakan analisis data Milles dan Huberman. Adapun hasilnya menunjukkan bahwa di pesantren Sunan Drajat Lamongan terdapat metode pembelajaran kitab kuning. Ada beberapa metode pembelajaran kitab kuning yang lazim digunakan, diantaranya adalah metode bandongan, sorogan, hafalan, musyawarah dan kolaborasi. Jauh dari itu sebenarnya jika penggunaan metode-metode pembalajaran kitab kuning di pondok pesantren di seluruh Indonesia pada umumnya dan di pondok pesantren Sunan Drajat Lamongan jika dapat memadukan beberapa metode pembelajaran di atas yang sudah lazim kita ketahui, dipadukan dengan metode pembelajaran umum seperti metode role palying, demonstrasi, resitasi, karyawisata, sosiodrama dan lain sebagainya tentu akan semakin menambah kemudahan bagi para santri untuk mempelajari isi dari kitab kuning. Mengapa harus memadukan beberapa metode dalam sebuah proses pembelajaran, karena memang satu metode dengan metode lainnya itu memiliki karakter, kelebihan dan kekurangan masing-masing. Walhasil dengan menggunakan berbagai metode pembelajaran yang ada, harapannya adalah untuk memudahkan pendidik (kyai/ustadz/ah) menyampaikan materi dan memudahkan bagi peserta didik (santri) untuk mempelajari dan memahami materinya sehingga tujuan dari pembelajaran dapat tercapai.Kata kunci: metode pembelajaran, kitab kuning
Masa Pembinaan Pendidikan Islam: Telaah Kritis Pendidikan Rasulullah SAW Pada Periode Makkah Mahfud Ifendi
Al-Rabwah Vol. 14 No. 01 (2020): May
Publisher : STAI Sangatta Kutai Timur

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

Abstract

Abstract Since Islam was born, when the Prophet Muhammad SAW was appointed as an Apostle, then from that moment the Prophet taught Islamic education to his followers. In his journey, of course there were many things that hindered him because indeed what the Prophet Muhammad was doing was very contrary to what most people had done at that time. This article aims to describe and analyze the stages of education Carrie out by the Prophet Muhammad, educational materials and educational institutions that existed during the period during the Prophet in Mecca. Through a qualitative descriptive study approach (library research), the results that can be concluded are: First, there were 3 stages of education Carrie out by the Prophet Muhammad in the Mecca period, namely secretly, openly and publicly. Second, the Islamic education material taught is related to the teachings of tauhid, al-Qur'an and morals. The teaching sofa tawhid became the target of the Prophet for the first time at that time because the Prophet was on a mission for the first time so that he wanted to foster and clean the belief of the Arabs from ignorance that had long worshiped statues oridols (paganism), changed and turned to worship only Allah SWT. In addition to the teachings of tauhid, the Prophet also taught the Qur'an as a guide for life in navigating thelives of mankind both in this world and in the hereafter. The Prophet also taught how to have good morals to Allah SWT, humans and the universe to his friends. Third, the educational institutions used by theProphet Muhammad are the homes of friends of Arqam bin Abi Arqam and around the Grand Mosque in Aqabah to carry out the process of education and preaching to his followers. Of course what is meant by educational institutions here is not like educational institutions today which have experienced changes and advancements in them. What the Apostledidat Dar al-Arqam was very simple because it was indeed a small house of a friend who was suddenly used as an educational institution and for the first time the Prophet delivered Islamic education material to his friends. In general, the Islamic education carried out by theProphet Muhammad in Mecca is a prototype that aimstofoster Muslim personalities to become cadres who are faithful and devoted to Allah SWT, are strong, persistent, patient, intelligent, have noble character to be prepared to be good Muslims. Abstrak Sejak Islam lahir, ketika Nabi Muhammad SAW diangkat menjadi seorang Rasul, maka mulai saat itulah Nabi mengajarkan pendidikan Islam kepada para pengikutnya. Dalam perjalanannya tentu banyak hal yang merintanginya karena memang apa yang dilakukan oleh Rasulullah SAW ini sangat bertentangan dengan apa yang telah dilakukan kebanyakan orang pada saat itu. Dalam artikel ini bertujuan untuk mendeskripsikan serta menganalisis tentang tahapan pendidikan yang dilakukan oleh Rasulullah SAW, materi pendidikan serta lembaga pendidikan yang ada pada periode selama Rasul di Makkah. Melalui pendekatan studi deskriptif kualitatif (libraryresearch), hasil yang dapat disimpulkan adalah Pertama, ada 3 tahapan pendidikan yang dilakukan oleh Rasulullah SAW periode Makkah ini yakni secara sembunyi-sembunyi, terang-terangan dan seruan umum. Kedua, materi pendidikan Islam yang diajarkan adalah berkaitan dengan ajaran tauhid, al-Qur’an dan akhlak. Ajaran tauhid menjadi sasaran Rasul pertama kalinya saat itu karena memang Rasul dalam misi dakwah yang pertama kalinya sehingga beliau ingin membina dan membersihkan keyakinan bangsa Arab dari kejahilan yang telah lama menyembah patung atau berhala (paganisme), berubah dan beralih untuk menyembah hanya kepada Allah SWT. Selaian ajaran tauhid, Rasul juga mengajarkan al-Qur’an sebagai pedoman hidup dalam mengarungi kehidupan umat manusia baik di dunia maupun di akhirat kelak. Rasul juga mengajarkan bagaimana cara berakhlak yang baik kepada Allah SWT, manusia dan alam semesta kepada para sahabat. Ketiga, lembaga pendidikan yang digunakan oleh Rasulullah SAW adalah rumah sahabat Arqam bin Abi Arqam dan di sekitar Masjidil Haram, di Aqabah untuk melaksanakan proses pendidikan dan dakwah kepada para pengikutnya.Tentu yang dimaksud lembaga pendidikan di sini tidaklah seperti lembaga pendidikan dewasa ini yang telah mengalami perubahan dan kemajuan di dalamnya. Apa yang dilakukan oleh Rasul di Dar al-Arqam ini sangat sederhana sekali karena memang merupakan sebuah rumah kecil dari seorang sahabat yang kemudian dijadikan sebagai lembaga pendidikan secara mendadak dan untuk pertama kalinya Rasul dalam menyampaikan materi pendidikan Islam kepada para sahabat. Secara umum, Pendidikan Islam yang dilakukan Rasulullah SAW di Makkah merupakan prototype yang bertujuan untuk membina pribadi muslim agar menjadi kader yang beriman dan bertaqwa kepada Allah SWT, berjiwa kuat, gigih, sabar, cerdas, berakhlak mulia untuk dipersiapkan menjadi muslim yang baik.
PENDIDIKAN ISLAM RASULULLAH SAW PERIODE MADINAH: STRATEGI, MATERI DAN LEMBAGA PENDIDIKAN Mahfud Ifendi
Al-Rabwah Vol. 15 No. 01 (2021): May
Publisher : STAI Sangatta Kutai Timur

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

Abstract

What Rasulullah SAW did during the Medina period was a continuous effort from what he had previously taught while still in Mecca. However, all the policies and strategies carried out by the Prophet in Medina are a development and a step forward to form a civil society that is faithful, polite, clever, tolerant, upholds differences, and has extensive knowledge. Through a qualitative descriptive approach, this article describes the strategy, materials and educational institutions of the Prophet in the Medina period through scientific articles and reference books. Building mosques, resolving conflicts and establishing the state of Medina were the strategies carried out by the Prophet Muhammad in Medina to build a new civilization and power under the banner of Islam. And by being taught some educational material in the form of monotheism, al-Qur'an, economics, social, politics, and brotherhood. And the emergence of several Islamic educational institutions in the form of mosques, suffah and kuttab, have become evidence that what the Prophet Muhammad did was an effort to make humans more civilized and knowledgeable compared to previous times, when Islam had not yet arrived in the Arabian peninsula.
Pendidikan Islam Klasik : Model Dan Karakteristik Surono Surono; Mahfud Ifendi Mahfud Ifendi
Thawalib: Jurnal Kependidikan Islam Vol. 2 No. 2 (2021): Thawalib: Jurnal Kependidikan Islam
Publisher : Sekolah Tinggi Agama Islam Publisistik Thawalib Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54150/thawalib.v2i2.23

Abstract

Talking about classical Islamic education basically cannot be separated from the historical background of the birth and development of Islamic education itself. This is because Islamic education which is now developing is the result of the metamorphosis of previous education. When Islamic education during the time of the Prophet and Khulafa al-Rasyidin emphasized more on the cultivation of faith, sharia, and morals as the basis for fostering the people, classical Islamic education reached its peak during the reign of the Abbasid's which was marked by an openness to foreign cultures and thoughts. Therefore, during the Abbasid era, the scientific tradition developed rapidly and gave birth to many Muslim intellectuals, both concerned with philosophy, religious knowledge (tafsir, fiqh, language), and the realm of education. This period by historians called the golden period (The Golden Age), in which, philosophy, religion, and other sciences, especially education developed rapidly with its unique models and characteristics that distinguish it from previous models and characteristics of education.
KUTTAB DALAM LINTASAN SEJARAH : DARI MASA PEMBINAAN HINGGA KEJAYAAN PENDIDIKAN ISLAM (570 M-1258 M) Mahfud Ifendi
AT-TA'DIB: JURNAL ILMIAH PRODI PENDIDIKAN AGAMA ISLAM Vol. 13, No. 1 (Juni 2021)
Publisher : Program Studi Pendidikan Agama Islam Sekolah Tinggi Agama Islam Negeri (STAIN) Teungku Dirundeng Meulaboh Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47498/tadib.v13i01.511

Abstract

Kuttab is an Islamic educational institution that appeared at the beginning of Islamic civilization. Actually, its existence has been known since pre-Islamic time, but its development it has not gone well. In order to describe the kuttab in some time, in this article data were collected from various works of literature such as scientific articles, historical books, and research results. The data analysis used data analysis by Miles and Hubberman. In conclusion, this article shows that kuttab in the trajectory of Islamic history has undergone several reforms, both in terms of management, financing, and curriculum. From the curriculum content, there are several striking updates that we can observe in each period. Starting from the simplest teaching about reading and writing to Muslim children to the middle and high levels there are lessons on balaghah, nahwu, sharaf, mantiq, tafsir, fiqih, ushul fiqh, medicine, chemistry, zoology, and others. Regarding financing, some are voluntary, from land taxes and officially taken from the state budget
Pesantren dan Kepemimpinan Kiai Studi Kasus di Pondok Pesantren Mambaus Sholihin Gresik (1980-2020) Mahfud Ifendi
Mudir : Jurnal Manajemen Pendidikan Vol 2 No 2 (2020): July : Mudir: Jurnal Manajemen Pendidikan 
Publisher : Program Studi Manajemen Pendidikan Islam, Fakultas Tarbiyah, Institut Pesantren Sunan Drajat Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (388.937 KB) | DOI: 10.55352/mudir.v2i2.99

Abstract

Pesantren merupakan sebuah lembaga pendidikan Islam yang mampu bertahan dari terpaan badai perubahan dan era globalisasi yang telah terjadi, sehingga sampai saat ini dapat survive, masih konsisten bertahan dengan segala disiplin keilmuannya dan ciri khas lainnya. Eksistensi pesantren yang dari kemunculannya hingga dewasa ini tentulah ada hubungannya dengan kepemimpinan di dalamnya. Dalam pengelolaan pesantren membutuhkan sebuah pola atau gaya kepemimpinan dari seorang tokoh sentral kiai itu sendiri untuk mengembangkan pesantrennya. Bagaimana sebuah pesantren akan selalu berdiri kokoh di tengah pergumulan persaingan dunia yang semakin kompetitif ini, maka di dalam kepemimpinannyalah semua dapat dikelola dan ditentukan. Artikel ini bertujuan menganalisis gaya kepemimpinan KH. Masbuhin Faqih di pondok pesantren Mambaus Sholihin Gresik. Penelitian ini menggunakan pendekatan kualitatif, teknik pengumpulan data menggunakan teknik wawancara, observasi dan dokumentasi. Hasil penelitian menunjukkan bahwa KH. Masbuhin Faqih merupakan salah seorang pemimpin yang kharismatik, demokratis dan dalam keadaan tertentu dapat menjadi seorang yang otoriter. Tiap-tiap kiai, penulis meyakini bahwa di dalam kepemimpinannya pasti berbeda satu sama lain. Hal ini bisa dipengaruhi oleh faktor genealogi, kepribadian, pendidikan, lingkungan, geografi dan lain sebagainya.
Co-Authors Abdi Ridhotullah, Nurrona Al Jahra, Fatimah Alawiyah Nabila Amina, Fitriah Anisa Nur Azizah, Anisa Nur Aulia Sari, Febby Dedi Arman Dewi Sinta Diva Dhiyaul Auliyah Dzumila Minsar, Fira Farida Catur Anggriyani Firdaus Firdaus Hawa, Ewiniarti Heri Hermanto Herlina Herlina Imron Ghozali Jarya, Haenul Khairani, Salsabila Luthvia, Aulia Maharani, Sekar Puan Mirnawati Mirnawati Muhammad Abdul Basir Munziah, Munziah Nafsiyah, Faizatun Nagara, Leksa Putri Naila, Syafiatu Nuri Hafidha Sari, Mei Nurmina Nurmina, Nurmina Patimah, Siti Nur Rahayu, Selvi Dewi Rahayu, Sylla Indah Ning Ramadhan, Muhammad Fadhil Ramdanil Mubarok Ramdhani, Ratna Dwi Razak, Andi Muhammad Fauzan Rosaliana Rosaliana Sevia Rahayu Nur Habibah Siti Asiah Siti Nur Hasanah, Siti Nur Sulaiman Sulaiman Surono Surono Surono Surono Suryadi Suryadi Syahrir, Thiesya Futri Amanda Thayyibatul Islamiyah Tiara Saraswati Velyna, Tri Wulandari, Puput