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All Journal El Tarbawi Jurnal Pendidikan Agama Islam Al-Thariqah JURNAL PENDIDIKAN TAMBUSAI Journal on Education Jurnal Review Pendidikan dan Pengajaran (JRPP) Journal On Teacher Education (Jote) Jurnal Scientia Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Journal of Comprehensive Science ADIBA: Journal of Education Journal of Educational and Cultural Studies Journal of Student Research Global Education Journal BULLET : Jurnal Multidisiplin Ilmu Jurnal Pengabdian Kepada Masyarakat Radisi FENOMENA: Journal of Social Science AT-TAKLIM: Jurnal Pendidikan Multidisiplin Education Curiosity Ulil Albab Journal of Elementary Education Research AL-BURHAN
Kusmawati, Heny
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Pendidikan yang Bercorak Islam di Indonesia II (Abad 21) Rohman, Ahmad Minanur; Rois, Siti; Kusmawati, Heny
Educationist: Journal of Educational and Cultural Studies Vol. 2 No. 1 (2023): Journal of Educational and Cultural Studies
Publisher : PT Literasi Nusantara Publisher

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Abstract

This paper discusses the characteristics of Islamic education and the problems of the future of Islamic education. The purpose is to describe the characteristics of Islamic education in Indonesia in the 21st century. This writing is the result of a literature study sourced from books, articles, and journals. The result of this writing is that the book of the Qur'an has provided rich knowledge of the scientific world and science, this has been proven scientific, and many scientists want to study it. With this proof, it can create an impetus for technology to be involved in the world of science and science. The rapidly growing influence of technology makes it easier for the Islamic education system to be future-orientated. Inadequate Islamic education makes technology must be involved to encourage more advanced education. The world of education really needs technology to be able to develop its existence as a concept, method, model in the learning process. Further results of Islamic education are still found in various problems such as inadequate facilities for educational institutions, the tendency of Islamic education to focus more on social sciences, not on the exact sciences where the exact sciences are a reference for technological progress. Furthermore, education is prioritised in public and private schools, resulting in lower exam pass rates in madrasah schools. The problems faced give the reality that the higher the demand for the master of science and technology and the necessary strengthening of religious teachings.
Perkembangan Pendidikan di Cina dan India Kusmawati, Heny; Mubarokah, Siti Lailatul; Abidin, Mochamad Zaenal
Educationist: Journal of Educational and Cultural Studies Vol. 2 No. 1 (2023): Journal of Educational and Cultural Studies
Publisher : PT Literasi Nusantara Publisher

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Education is very influential for life. Education can develop an advanced society and nation. Each country has characteristics in its education system. As in China and India, the formation of the education system was influenced by figures who brought major changes to their countries. Starting from the education system in China, which was influenced by the Kung Fu Tze system which is a philosopher who brought change, not only in education but in the political, social and cultural world. The beginning of ancient Chinese education reached its peak starting in the Han Dynasty, where the teachings of Tse Kung Fu were again raised and applied in the life of Chinese society. Meanwhile, the education system in India during the classical system was dominated by the caste system. In its implementation, it is the Brahmin caste that plays a role. But around the 20th century, Rabindranath Tagore was a pioneer of enlightenment in Santiniketan. In the field of education, Tagore has brought in a class base in nature.
Karakter Pendidikan Pada Masa Peradaban Islam di Luar Indonesia Kusmawati, Heny; Kasanah, Nela Rofa’atul; Fasanah, Siti Nur
Educationist: Journal of Educational and Cultural Studies Vol. 2 No. 1 (2023): Journal of Educational and Cultural Studies
Publisher : PT Literasi Nusantara Publisher

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Abstract

The periodization of Islamic harmony is marked by the pubic era, decline and renewal. The existence of renewal in Islam also influences the characteristics and thinking of education. One of them is the Middle East as a model of renewal from the time of Islamic civilization. Educational reform was also influenced by several figures who spread Islam during the civilization at that time. Educational renewal in the Middle East, one of which is in Egypt, begins with the arrival of Napoleo Bonaparte. The existence of the Napoleon Bonaparte expedition brought changes in various fields, one of which was in the field of education, namely the establishment of scientific institutions. Apart from Napoleon Bonaparte, there were also Muhammad Rasyid Ridha and Sultan Mahmud II who were also influential in reforming education during the period of Islamic civilization in the Middle East.
Perkembangan Pendidikan Indonesia Pada Zaman Penjajahan II (Abad 20 Termasuk Masa Pendudukan Jepang) Kusmawati , Heny; Najib, Misbah Khoirun; Rahmawati , Tina; Shofa, Dimas Ainus
Educationist: Journal of Educational and Cultural Studies Vol. 2 No. 1 (2023): Journal of Educational and Cultural Studies
Publisher : PT Literasi Nusantara Publisher

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Ethical politics focuses on building irrigation systems, organizing emigration and providing education to the Indonesian people. Ethical politics demands that the Indonesian people move towards progress, but remain under Dutch colonialism. Even though in reality ethical political policies do not necessarily bring prosperity to the Indonesian people, they are able to change the order of life of the nation, where irrigation systems are everywhere, people are familiar with modern agricultural and plantation systems. Emigration or transmigration, where people are sent outside Java, Indonesian people get to know each other and build good relationships. Education during the Dutch colonial period was initially only used to meet the needs of the Dutch in Indonesia. The education system of the Dutch colonial era was a complicated system because there were quite a lot of variations as a realization of the discrimination in the education system. The goals and educational political policies created and implemented by the Netherlands were solely for the benefit of the Dutch colonial government. Education during the Japanese colonial era, Indonesia experienced a decline in the field of education. When viewed from the side of education at that time, it was indeed very bad, while when viewed from the other side, the Japanese education system had a positive impact on Indonesia. This can be seen from the abolition of the class system (caste) which allows people from the lower middle class to go to school.
Problematisasi Madrasah dalam Menerapkan Kurikulum Merdeka Pada Pembelajaran Pendidikan Agama Islam Kusmawati, Heny; Fajri, Lutfi Noor; Fauzan, Muhammad; Asyhari, Muhamad
Educationist: Journal of Educational and Cultural Studies Vol. 2 No. 1 (2023): Journal of Educational and Cultural Studies
Publisher : PT Literasi Nusantara Publisher

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Merdeka Curriculum is a new initiative introduced by the government to give freedom and autonomy to schools in developing their own curriculum. However, in the context of Islamic elementary schools, the implementation of the Independent Curriculum in PAI learning still faces several challenges. This study aims to identify and analyze the problems faced by Madrasah Ibtidaiyah Integrated Al Madani Kaliampo in implementing the Independent Curriculum in learning Islamic Religious Education (PAI). The research method used is descriptive qualitative. Data was collected by distributing questionnaires and interviews. The research subjects were PAI teachers, madrasah heads and student guardians. The results of this study mapped the stages of integrated madrasah ibtidaiyah al madani in facing several problems in implementing the Independent Curriculum in PAI learning.
Perkembangan Pendidikan di Eropa Pada Masa Abad Pencerahan Kusmawati, Heny; Munawaroh, Ainatul; Hana, Muhammad Yusrul
Educationist: Journal of Educational and Cultural Studies Vol. 2 No. 1 (2023): Journal of Educational and Cultural Studies
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Education comes from the Latin "Ducare" which means to guide, direct, and lead, the prefix "e" which means out. Education is a process of transforming knowledge both in natural science and intellectual knowledge from the earlier generation to the next. This process lasted from prehistoric times to modern times. Not only happening in Indonesia, this process also takes place throughout the world. Western philosophy in the Middle Ages (479-1492M) can also be said to be the "Dark Ages", this opinion is based on an approach to church history. If there is a thought that is contrary to the teachings of the church will get a severe punishment. By collecting data through literature study and then conducting content analysis, this research found that this can be achieved by a critical process of normal science. Reflecting on the success of the West over several centuries, the strategy adopted is to place the sacredness of knowledge not on content but on function and purpose, present it in the form of scientific truth in front of the public, and change the orientation of education which then gives birth to inventors (discoveries) and creators (inventors).
Perkembangan Pendidikan Indonesia Pada Zaman Penjajahan II Alfarizi, Raffi Dian; Sholekhah, Kurnia Alfi; Kusmawati, Heny Kusmawati
Educationist: Journal of Educational and Cultural Studies Vol. 2 No. 1 (2023): Journal of Educational and Cultural Studies
Publisher : PT Literasi Nusantara Publisher

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Education as one of the precepts in Ethical Politics, enabling the Indonesian people to experience formal education, like other nations. This paper aims to explain how the development of education in Indonesia during the colonial era II. This study uses historical research methods. In the early 20th century Indonesia used an ethical political system in education. Ethical politics for the Indonesian nation has a very important influence in the effort to win independence. Then in the period before the entry of Japan, the Dutch Colonial first entered Indonesia at the end of the 16th century, the first school in Ambon was founded by the VOC in 1607. The lessons provided were reading, writing and praying. In 1617 the first school was founded in Jakarta. Then the development of national education in the early 20th century Ki Hajar Dewantara founded Taman Siswa as a concrete manifestation of his words that education is a tool to fight for culture. Since its inception, Taman Siswa has carried the vision of educating the nation's life, departing from criticism of the schools established by the Dutch colonialists which only facilitated the sons and daughters of aristocrats. Then, the existence of education organized by the government in the form of state schools made several people's education foundations also organize educational programs in the form of private schools. Private schools are recorded as colonial education in Indonesia. Then in 1912 Kyai Haji Ahmad Dahlan founded the Muhammadiyah Organization, but before the official establishment of Muhammadiyah, the Madrasah Ibtidaiyah Diniyah Islamiyah school had already been established. In 1942 the pacific war began; Japan dominated the course of the war. The Dutch government in power in Indonesia (Dutch East Indies) surrendered unconditionally to the Japanese in 1942. To gain the sympathy of the Indonesian people, the Japanese leveled education in Indonesia. On the other hand, the Japanese government also increased physical training and shortened school study time to form an accumulation of volunteers. natives needed by the Japanese to gain victory in Greater East Asia.
Perkembangan Pendidikan Indonesia Setelah Tahun 1965 Sampai Runtuhnya Orde Baru Heny Kusmawati; Atmim Lana Nurona; Ilham Maulana; Robiatun Khasanah; Riana Andam Dewi
ULIL ALBAB : Jurnal Ilmiah Multidisiplin Vol. 2 No. 9: Agustus 2023
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jim.v2i9.2098

Abstract

Sekolah merupakan pilar utama berdirinya suatu negara. Sebagai sarana memajukan suatu bangsa, pendidikan merupakan upaya untuk merancang masa depan generasi. Dalam jangka panjang gagasan pengajaran tidak dapat dipisahkan dari strategi pemerintah. Perubahan kadang-kadang terjadi dan bahkan ekspansi sejauh kualitas, namun dalam perkembangannya ada juga kekurangan yang harus dipertahankan. Permintaan baru dimulai pada tahun 1968-1998 pada masa pemerintahan Soeharto sebagai presiden yang dipersatukan. Pada masa Orde Baru, kebijakan pendidikan bersifat sentralistik, atau terpusat. Pada masa Orde Baru, pendidikan dijadikan alat untuk pembangunan ekonomi nasional. Pendidikan dilaksanakan di bawah kekuasaan administrasi birokrasi yang berwibawa. Konsistensi rencana pendidikan diikuti oleh strategi dan kerangka penilaian yang seragam. Ciri-ciri ciri perkembangan pendidikan Indonesia tahun 1965 sampai jatuhnya Orde Baru, undang-undang pembentukan sistem pendidikan nasional sejak tahun 1965 dan pelaksanaannya, perkembangan pendidikan guru Indonesia tahun 1965 sampai jatuhnya Orde Baru, dan dampak historis globalisasi terhadap pendidikan Indonesia menjadi topik utama kajian ini. Metode penelitian sejarah dipadukan dengan pendekatan kualitatif dalam penelitian ini. Selama periode Permintaan Baru, kerangka kerja tersebut mulai berkembang, khususnya di sekolah dasar. Tenaga pengajarnya memiliki kualitas yang sangat rendah, namun jumlah pengajarnya terus bertambah dan selalu lulus, sehingga kualitasnya tidak sebaik yang diharapkan.
Pendidikan Islam di Abad 21 Heny Kusmawati; Abdul Jalil Nurus Shobah; Erfina Diah Kusumawati; Widya Fatmawati
ULIL ALBAB : Jurnal Ilmiah Multidisiplin Vol. 2 No. 9: Agustus 2023
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jim.v2i9.2145

Abstract

Pendidikan Islam di Abad 21 telah mengalami banyak perkembangan dan perubahan. Dalam era digitalisasi dan globalisasi, pendidikan Islam perlu mengikuti perkembangan zaman agar dapat memberikan kontribusi yang signifikan dalam pembangunan umat Islam. Pendidikan abad 21 memegang peran yang sangat penting dalam mempersiapkan siswa untuk menghadapi tantangan dan kesempatan di era digital dan globalisasi saat ini. Pendidikan abad 21 berfokus pada pengembangan keterampilan generik yang dibutuhkan oleh siswa seperti kreativitas, kritis, kolaboratif, komunikatif, dan berpikir tingkat tinggi. Metode pengajaran yang digunakan juga berbeda dengan pendidikan tradisional, di mana teknologi menjadi alat yang sangat penting dalam pembelajaran. Pendidikan abad 21 menekankan pada pembelajaran seumur hidup dan mempersiapkan siswa untuk memecahkan masalah nyata dan terlibat dalam proyek kolaboratif yang lebih luas. Selain itu, pendidikan abad 21 juga menekankan pada pengembangan kemampuan beradaptasi dan pemecahan masalah dalam lingkungan yang cepat berubah. Oleh karena itu, pendidikan abad 21 harus mengikuti perkembangan teknologi dan memberikan pelatihan yang diperlukan untuk siswa agar dapat bersaing di era global saat ini.
Perkembangan Pendidikan Indonesia Abad 16-19 Heny Kusmawati; Aji Zulfa Kummala; Fadhila Khoirun Ni’mah; Siti Nur Sa’idah
ULIL ALBAB : Jurnal Ilmiah Multidisiplin Vol. 2 No. 9: Agustus 2023
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jim.v2i9.2182

Abstract

Education is an effort and process to gain one's knowledge, skills and expertise through learning activities in schools or madrasas. Even outside the school can be held learning activities. With education we can give birth to intelligent and skilled nation's children. In addition, education is also one of the drivers of the progress of a country. The more the quality of education in Indonesia increases, the more Human Resources in Indonesia will also increase. The history of education in Indonesia has taken place before Indonesia's independence. In the 16th century, the Portuguese came to colonize Indonesia and the first Europeans to come to Indonesia were then followed by the Spanish. When Portuguese came to Indonesia, the education system in Indonesia was heavily influenced by world religions such as Christianity. In addition, Portuguese also provides learning to read, write and even count. Education in Indonesia can be independent because of the efforts of the heroes who have fought to liberate Indonesia. One of the heroes like R.A Kartini who fought for the position and education of her people, especially women. And don't forget, Ki Hadjar Dewantara, who we call none other than the Father of National Education, who has struggled to advance education in Indonesia. Apart from these two figures, there are many other heroes who have struggled to advance education in Indonesia.
Co-Authors A, Vivin Ulfa Abdul Jalil Nurus Shobah Abdul Mu’iz, Muhammad Abidin, Mochamad Zaenal Achmad Dicky Santoso Achmad Dicky Santoso Achmad Mishbakh Setia Ajii Achmad Solichin Ade Erma Fitria Ahmad Afif Fuddin Ahmad Ali Nurdin Aini, Nafissatul Aji Zulfa Kummala Alfarizi, Raffi Dian Ali Mahmudi Ali Mahmudi Anif Khoiril Umam Anif Khoiril Umam Anjanis, Ifta Aprillia Eka Saptaningrum Asfiah, Ragil Umilatul Asshofa, Fahmi Asshofarul Munafi’ah Asshofarul Munafi’ah Asyhari, Muhamad Atmim Lana Nurona Aufa Fadla A’yunina Aufa Fadla A’yunina Aziz, Zilqi Wahyu Fatkhurrohman Belia Citra Anjani Desti Rahmadani Djazuli, Muhammad Idris Elmi Masfufah Elmi Masfufah Erfina Diah Kusumawati Erma Fitria, Ade Erna Sari Erna Sari Fadhila Khoirun Ni’mah Fajri, Lutfi Noor Fasanah, Siti Nur Hana, Muhammad Yusrul Hanik Mutma'inah Hanik Mutma'inah Harumain, Ahmad Ifta Anjanis Ilham Maulana Irvan Maulana, Muh Joko Prasetiyo Julita Rika Amelia K, Nor Lailatul Kasanah, Nela Rofa’atul Khilyatun nurun Nadhiroh Komarudin Komarudin Lilik Malihatin Lilik Malihatin Lilis Shofiatun Lutfi, Cholid Lu’luil Maknun Lu’luil Maknun M. Rois Huda Hidayatullah M. Rois Huda Hidayatullah M. Zaenal Abidin Mardliyya, Siti Rodliatam Marzuki, Mahmud Alam Marzuqi indra maulana Marzuqi indra maulana Masdarto Masdarto Mauludiyah, Laila Millah Mu’allifah Millah Mu’allifah Mina Syafaati Mina Syafaati Mishbahuddin Abbas Moh Fachruddin Assidiqi Moh Rizal Muttaqin Mubarokah, Siti Lailatul Muhammad Ainun Najib Muhammad Ainun Najib Muhammad Azmi Khoirullah Muhammad Difa Taufiqurrahman Muhammad fauzan Muhammad Idris Djazuli Muhammad Imam Khoirul Anam Muhammad Khoirun Ni'am Muhammad Lukmanul Khakim Muhammad Muhajirin Muhammad Nur Aminuddin Najib Muhammad Nur Irvanul Akbar Muhammad Rifki Mustofa Muhammad Rifki Mustofa Muhammad Taufikurrohim Mujib Mustofa Mujib Zuhdi Mujtaba, Habib El Munawaroh, Ainatul Mustiatul Khasanah Nadhiroh, Khilyatun nurun Najib, Misbah Khoirun Ni'matul Maghfiroh Ni'matul Maghfiroh Nisa’, Nurun Novita Fitri Nurul Aini Pransiska Pransiska Purnayanti, Hanik Putri Rizkia Fadhila Putri, Yusriana Rofiqoh Rahmawati , Tina Ramadhani , Bintang Aura Riana Andam Dewi Robiatun Khasanah Rohman, Ahmad Minanur Rois, Siti Romadhoni, Desi Putri Rulita, Alifa Priwidya Sahara, Khanisa Ningtyas Nurul Salwa, Zakya Ma’rifatus Sa’diyah, Alifatus Shofa, Dimas Ainus Shofiatun, Lilis Sholekhah, Kurnia Alfi Sholikah Sholikah Sinta Wulandari Siti Asiatun Siti Mutti’ah Siti Mutti’ah Siti Nur Sa’idah Solehudin Ma'ruf Sri Aji Pamungkas Suprihatin Suprihatin Surachman, Anista Ika Syahrul Rihmaul Hikam Syahrul Rihmaul Hikam Syaiful Ma'arif Syakira Deliilah Ulfaatul Afidah Ulya, Ailia Niswatul Ulya Ummi Fadlilah Widya Fatmawati Yafiatuzabrina, Ainiyyah Zahrok, Siti Fatimatusz Zunan Firmannur, Maulana