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All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Tarbiyah Al Ishlah Jurnal Pendidikan Khazanah: Jurnal Studi Islam dan Humaniora Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Al-Falah: Jurnal Ilmiah Keislaman dan Kemasyarakatan Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam el-Buhuth: Borneo Journal of Islamic Studies Takuana: Jurnal Pendidikan, Sains, dan Humaniora Jurnal Pendidikan Islam Al Manba Jurnal Riset Multidisiplin Edukasi AT-TAKLIM: Jurnal Pendidikan Multidisiplin Education Curiosity JIS: Journal ISLAMIC STUDIES Jurnal Pendidikan dan Pengajaran Sinergi : Jurnal Ilmiah Multidisiplin At-Ta'lim : Media Informasi Pendidikan Islam International Journal of Social and Education (INJOSEDU) Tarbiyatul Ilmu (Jurnal Kajian Pendidikan) Ar-Rasyid: Jurnal Publikasi Penelitian Ilmiah
Hilmi Mizani
Universitas Islam Negeri Antasari Banjarmasin
Religion Aerospace Engineering Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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MODEL-MODEL PEMBELAJARAN BRUCE JOYCE DAN MARSHA WEIL DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM Siti Rahmah; Hilmi Mizani; M. Ramli, M. Ramli
Al-Manba Vol. 10 No. 1 (2025): Al Manba
Publisher : Sekolah Tinggi Agama Islam (STAI) Al-Ma'rif Buntok

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69782/almanba.v10i1.46

Abstract

Bruce Joyce dan Marsha Weil telah mengembangkan berbagai model pembelajaran yang dirancang untuk menjawab kebutuhan peserta didik dalam berbagai situasi. Model-model ini meliputi pendekatan yang menekankan pada pesan, interaksi informasi sosial, pengembangan personal, dan modifikasi perilaku, dengan fokus pada strategi keberagaman untuk mengoptimalkan hasil belajar. Tulisan ini membahas empat model pembelajaran Bruce Joyce dan Marsha Weil, yaitu pemrosesan informasi, interaksi sosial, personal, dan modifikasi perilaku serta penerapannya dalam Pendidikan Agama Islam (PAI). Tujuannya adalah untuk menganalisis bagaimana model-model ini diterapkan dalam pembelajaran PAI. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi pustaka, Merujuk pada buku, jurnal, dan artikel yang relevan. Model-model Joyce dan Weil menawarkan kerangka kerja yang komprehensif untuk pembelajaran PAI, yang meliputi aspek kognitif, afektif, dan psikomotorik. Setiap model memiliki strategi dan teknik yang dapat disesuaikan dengan material dan kebutuhan peserta didik. Model-model pembelajaran Joyce dan Weil memberikan panduan yang berharga bagi guru PAI dalam merancang dan melaksanakan pembelajaran yang efektif dan holistik, sejalan dengan prinsip-prinsip pendidikan Islam.
Developing an Islamic Educational Environment for Elementary School/Madrasah Ibtidaiyah - Age Children Mizani, Hilmi; Ramli, M.
Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Vol. 11 No. 2 (2021): Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Departemen Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/aladzkapgmi.v11i2.4990

Abstract

The educational environment can be in the form of physical or psychological, which is related to the life of the child, including the family, school and community environment, which must be fostered in a conducively, to make noble educational goals. This study aims to show the development of an educational environment with Islāmic nuances for common or Islāmic elementary school children. For this reason, this research a type library research, whose data sources are taken from the texts of the Qur’an and al-Hadith, books, and journals about Islamic education. While the data analysis used descriptive qualitative analysis. The results of this study illustrate that fostering an Islāmic educational environment for common or Islāmic elementary school children in the family environment must cultivate an Islāmic life, starting from eating, drinking, talking, dressing, decorating the house, using social media and others. At school, an Islāmic atmosphere is created, there is a prayer room, congregational prayers, Ramadan Islāmic boarding schools, reading Qur'an, congregational Zuhr prayers, donations for orphans, Friday alms, and commemoration of Islāmic holidays. In the community, mosques were built with congregational prayers, Friday prayers, tarawih prayers, eclipse prayers, Qur'an education, learning together with Shaikh, receiving and distributing Zakat, and commemorating major Islāmic holidays, and the community also maintained morals of children, thus causing disobedience
PENDIDIKAN MADRASAH (Kebijakan dan Sistem Madrasah di Indonesia) Mizani, Hilmi
Tarbiyah Islamiyah: Jurnal Ilmiah Pendidikan Agama Islam Vol. 3 No. 2 (2013): December
Publisher : UIN Antasari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/jtipai.v3i2.1856

Abstract

Keberadaan madrasah di Indonesia dilatar belakangi oleh respon pendidikan Islam terhadap sistem persekolahan yang diterapkan pemerintahan Hindia Belanda dalam rangka politik etisnya dan merupakan bagian dari gerakan pembaharuan Islam di Indonesia. Madrasah di Indonesia sudah ada di awal abad ke 20 ditandai dengan berdirinya Madrasah Adabiyah di Padang, yang didirikan Syekh Abdullah Akhmad tahun 1909. Sejak itu bermunculanlah madrasah yang didirikan tokoh-tokoh Islam dan Organisiasi Islam. Madrasah mengalami masa pasang surut terutama dalam hal pengakuan pemerintah.Pada masa penjajahan Belanda, Madrasah mendapat tekanan, sedangkan pada masa pemerintahan penjajahan Jepang, madrasah mendapat bantuan dana.Setelah Indonesia merdeka, walaupun madrasah merupakan sistem pendidikan yang sudah berjalan dimasyarakat tapi belum menjadi bagian dari sistem pendidikan nasional. Madrasah baru mendapatkan status disamakan setingkat dengan sekolah umum diawali dengan terbitnya SKB tiga menteri tanggal 24 Maret 1979. Pengakuan madrasah sebagai bagian dari sistem pendidikan nasionaldengan dikeluarkannya UU. Sisdiknas No. 2 tahun 1989. Kata Kunci:  Madrasah, Dinamika, Pengakuan Formal
How Do Value Conflicts In Islamic Religious Education Arise Among Muhammadiyah School Students From Nahdatul Ulama Families? Ramli, Muhammad; Mizani, Hilmi; Ida, Aida
Tarbiyah : Jurnal Ilmiah Kependidikan Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v14i1.16108

Abstract

The phenomenon of many Nahdlatul Ulama (NU) parents who send their children to Muhammadiyah high schools and vocational high schools raises the potential for religious value conflicts. This study aims to reveal the dynamics of the value conflict in Islamic Religious Education among students. The method employed is a mixed-methods approach with concurrent triangulation, where qualitative and quantitative data are collected simultaneously through questionnaires, interviews, and documentation from students, principals, Islamic Education and Cultivation teachers, and Al-Islam and Muhammadiyah teachers. This research was conducted in six Muhammadiyah schools in Banjarmasin. The results showed that most students experienced conflict between the religious teachings at school and their family traditions, so they tended to be ambivalent about following Muhammadiyah worship practices at school and reverting to NU practices when at home. A small number of students chose to consistently follow Muhammadiyah's teachings even though it caused tension with their parents. The conclusion of this study reveals that the value of Islamic Religious Education in Muhammadiyah schools influences the religious identity of students from NU backgrounds. The implications of this research include input and suggestions related to the concept of inter-religious harmony.
LANDASAN PENDIDIKAN ISLAM (Dalam Perspektif Tanggung Jawab Orang Tua, Masyarakat dan Negara) Mizani, Hilmi; Mof, Yahya; Riyadh Maulidi, Ahmad
Al-Manba Vol. 8 No. 2 (2023): Al Manba
Publisher : Sekolah Tinggi Agama Islam (STAI) Al-Ma'rif Buntok

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69782/almanba.v8i2.16

Abstract

This study aims to reveal Islamic concepts about the foundation of Islamic education in terms of the responsibilities of parents, society and the state. The research method used is library research. The data to be extracted comes from the verses of the Qur'an, hadith texts, books, journals and magazines that contain Islamic concepts about the foundations of Islamic education in terms of the responsibilities of parents, society and the state. Analysis is used to analyze the data. content. This research resulted in findings that parents as institutions are first and foremost responsible for instilling religious values and social values so that children can carry out their functions as servants of God in the world. The community is responsible for participating in educating children so that the community is responsible for providing educational facilities in the form of physical facilities, as well as the values that apply in society. Meanwhile, the role of the state is to make various regulations to be used as a reference for the implementation of Islamic educational institutions. In addition, the role of the state is as a facilitator, as a companion, as a partner, and as a funder and supervisor of Islamic educational institutions.
Guru PAI Dalam Implementasi Pendidikan Inklusi Pada SMPN Di Kabupaten Tabalong Mof, Yahya; Mizani, Hilmi; Ramli, M.; Fauzinor, Akhmad
el Buhuth: Borneo Journal of Islamic Studies el Buhuth: Borneo Journal of Islamic Studies, 3(2), 2021
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat (Center for Research and Community Services), Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/el-buhuth.v3i2.7546

Abstract

Inclusion education has been implemented in Tabalong Regency since 2011. PAI teachers as the spearhead of the implementation of education in schools, are very decisive in implementing an inclusive education system in schools. This study aims to reveal the role of Islamic Religious Education teachers in the implementation of inclusive education in junior high schools in Tabalong Regency. For this type of research using qualitative descriptive research, the subjects in this study are PAI teachers and students. Data collection techniques use observation, interview and documentation instruments. The results of the data collection are then analyzed in a qualitative descriptive manner. The research found that the role of PAI teachers in the implementation of inclusive education in junior high schools in Tabalong Regency is still minimal. PAI teachers still use the regular curriculum, namely the 2013 curriculum and do not make special RPP in the form of PPI. Adjustment to ABK by modifying learning methods and evaluating learning. Because since the implementation of the inclusion education system in SMPN in Tabalong Regency has not been equipped with guidance teachers Special (GBK) and teachers at SMPN have not received special training on mentoring for children with special needs. therefore, the implementation of inclusion education in Tabalong Regency is still not optimal
Norma, Kode Etik dan Sanksi Akreditasi Sistem Persekolahan Muhammad Naufal Baehaki; Ardian; Husnul Yaqin; Hilmi Mizani
AT-TAKLIM: Jurnal Pendidikan Multidisiplin Vol. 3 No. 6 (2026): At-Taklim: Jurnal Pendidikan Multidisiplin (Juni 2026)
Publisher : PT. Hasba Edukasi Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71282/at-taklim.v3i6.2093

Abstract

This literature review examines the role of norms, codes of ethics, and sanctions within the school accreditation system. Using a qualitative literature review approach, the study analyzes journals, books, regulations, and accreditation guidelines. The findings show that accreditation norms guide institutional behavior, codes of ethics ensure professionalism and transparency, and sanctions function as corrective measures for non-compliance. The integration of these elements strengthens the credibility, effectiveness, and sustainability of educational quality assurance. Strengthening ethical awareness and regulatory compliance remains essential for improving educational quality.
Urgensi Akreditasi dalam Sistem Persekolahan: Telaah Konseptual tentang Tujuan, Manfaat, dan Fungsi Ulya Ulfah; Raihanah; Husnul Yaqin; Hilmi Mizani
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 2 No. 5 (2026): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66914/0wbf1t09

Abstract

Accreditation is a strategic instrument in the school system that serves to guarantee and control the quality of education nationally. This article aims to conceptually examine the urgency of accreditation in the school system by examining its basic concepts, objectives, benefits, and functions. The research employed a library research approach with qualitative-descriptive methods. Data were obtained from laws and regulations, specifically Law Number 20 of 2003 concerning the National Education System, accreditation policies and guidelines issued by the National Accreditation Board for Schools/Madrasahs (BAN-S/M), and scientific literature related to education quality assurance systems. The analysis was conducted using content analysis techniques to synthesize various relevant concepts and regulations. The study results indicate that accreditation is a systematic and comprehensive assessment process of the eligibility and performance of educational units, resulting in a ranking (A, B, C, or not accredited). Conceptually, accreditation aims to provide an overview of school performance and ensure the eligibility of educational services. Its benefits are felt by various stakeholders, from schools, principals, teachers, the community, and the government, serving as a basis for guidance, development, and policymaking. Functionally, accreditation serves as a means of knowledge, public accountability, and continuous quality development and improvement. The implementation of the performance-based Educational Unit Accreditation Instrument (IASP 2020) emphasizes a paradigm shift from compliance-based to performance-based, thus increasingly orienting accreditation toward the quality of learning processes and outcomes. Thus,accreditation is a strategic instrument in strengthening the national education quality assurance system.
Analisis Norma, Kode Etik, dan Sanksi dalam Pelaksanaan Akreditasi Sekolah/Madrasah Nur Sobah; Norwinda; Husnul Yaqin; Hilmi Mizani
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 2 No. 5 (2026): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66914/n839j548

Abstract

Penelitian ini bertujuan untuk menganalisis norma, kode etik, dan sanksi dalam pelaksanaan akreditasi sekolah/madrasah. Akreditasi tidak hanya merupakan mekanisme penilaian eksternal untuk menentukan kelayakan satuan pendidikan berdasarkan standar nasional pendidikan, tetapi juga menjadi instrumen penjaminan mutu pendidikan. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi pustaka. Data diperoleh dari sumber sekunder berupa buku, jurnal ilmiah, regulasi, dan dokumen akademik yang relevan dengan akreditasi serta penjaminan mutu pendidikan. Teknik pengumpulan data dilakukan melalui penelusuran literatur, seleksi sumber, dan pengkajian dokumen, sedangkan analisis data menggunakan pendekatan deskriptif-analitis kualitatif. Hasil penelitian menunjukkan bahwa norma dalam akreditasi berfungsi sebagai landasan etis yang mengatur perilaku seluruh pihak yang terlibat, meliputi kejujuran, kemandirian, profesionalisme, keadilan, kesejajaran, keterbukaan, tanggung jawab, dan menjaga kerahasiaan. Kode etik berfungsi sebagai pedoman moral dan profesional bagi lembaga akreditasi, asesor, dan sekolah/madrasah dalam menjaga objektivitas serta menghindari konflik kepentingan. Sanksi berfungsi sebagai mekanisme pengendalian untuk menegakkan norma dan kode etik, sekaligus menjaga integritas, kredibilitas, dan akuntabilitas sistem akreditasi. Hasil analisis menunjukkan bahwa norma, kode etik, dan sanksi merupakan tiga unsur yang saling berkaitan dan saling menguatkan dalam pelaksanaan akreditasi sebagai instrumen penjaminan mutu pendidikan yang kredibel dan berkelanjutan.
ACCREDITATION AS A QUALITY ASSURANCE INSTRUMENT IN EDUCATIONAL INSTITUTIONS Rochmatunnisa; Evarianty Masfini; Husnul Yaqin; Hilmi Mizani
INJOSEDU: International Journal of Social and Education Vol. 3 No. 3 (2026): International Journal of Social and Education (INJOSEDU)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20519359

Abstract

School/madrasah accreditation is one of the key instruments in Indonesia’s education quality assurance system. This study aims to analyze school/madrasah accreditation policies within the national education quality assurance system, identify the principles underlying their implementation, and describe the role of educational institutions in the accreditation process. This research employs a literature review method by examining various regulations, scientific journals, and relevant policy documents. The findings indicate that accreditation policies in Indonesia have a strong legal foundation, ranging from Law No. 20 of 2003 to the latest IASP 2020 instrument. The implementation of accreditation is based on the principles of objectivity, comprehensiveness, fairness, transparency, accountability, professionalism, as well as meaningfulness, inclusivity, and contextuality. Educational institutions play an active and strategic role in the accreditation process, ranging from self-preparation and the conduct of site visits to follow-up on accreditation results as part of continuous quality improvement efforts. Accreditation is not merely an administrative process but serves as a means for reflection and comprehensive improvement of educational quality.
Co-Authors Abdillah Agung Himayanta Abdurrazak Aida Ida Ardian Dhiya Aulia Ervina Evarianty Masfini fathur rabbany Fatimah Az-Zahra Fauzinor, Akhmad Hayatun Nufus Husnul Yakin Husnul Yaqin Husnul Yaqin Husnul Yaqin Ida, Aida Indah Rahmawati Istiqomah Jumrani Jumrani Junaidi M Masruni M. Ramli M. Ramli M. Ramli, M. Ramli Mariana Muhammad Agussalim Muhammad Alfi Hidayat Muhammad Naufal Baehaki Muhammad Ramli Muhammad Ramli Muhammad Rizqo Qolbiy Muhammad Saupiyani Muhdi Muhdi Muhniansyah Arasyid Mahani Munawarah Mutmainah Norwinda Nur Melinda Nur Sobah Raihanah raudatul jannah Reza Rachman Reza Setya Rachman Riduan Iksan Riyadh Maulidi, Ahmad Rochmatunnisa Sheila Rosalia Sheila Rosalia Siti Lufniyah siti rahmah Syaiful Bahri Syaiful Bahri Djamarah Syaiful Bahri Djamarah Ulya Ulfah Yahya Mof Zaskia