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All Journal Nadwa : Jurnal Pendidikan Islam Al-Ulum Al-Tahrir: Jurnal Pemikiran Islam Cendekia EDUKASIA PALASTREN ISLAMICA: Jurnal Studi Keislaman MUSLIM HERITAGE: JURNAL DIALOG ISLAM DENGAN REALITAS KARSA: Jurnal Sosial dan Budaya Keislaman (Journal of Social and Islamic Culture) AL ISHLAH Jurnal Pendidikan QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Pemberdayaan Masyarakat Madani (JPMM) Dinamika Ilmu SOSIOHUMANIKA Tawarikh : Journal of Historical Studies Ijaz Arabi Journal of Arabic Learning Harmoni Literasi : Jurnal Ilmu Pendidikan DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Forum Tarbiyah InEJ: Indonesian Engagement Journal Didaktika Religia DINAMIKA ILMU: Jurnal Pendidikan Edukasia: Jurnal Pendidikan dan Pembelajaran Cendekia: Jurnal Kependidikan dan Kemasyarakatan Jurnal Pendidikan Islam Jurnal Ilmiah Ilmu Pengetahuan Sosial Indonesia (JIIPSI) Muslim Heritage Excelencia : Journal Of Islamic Education & Management
Mukhibat Mukhibat
Institut Agam Islam Negeri Ponorogo
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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SPRITUALISASI DAN KONFIGURASI PENDIDIKAN KARAKTER BERPARADIGMA KEBANGSAAN DALAM KURIKULUM 2013 Mukhibat, Mukhibat
Al-Ulum Vol 14, No 1 (2014): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

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Abstract

Orientasi pendidikan yang menekankan IQ menjadikan manusia dilanda krisis kemanusiaan. Keadaan demikian manusia semakin membutuhkan spiritualitas sebagai solusi terhadap krisis kehidupan tersebut. Kajian ini dengan analitis kritis ingin mengungkap bagaimana kedudukan moral spiritual yang mendasari semua Kompetensi Inti (KI) Kurikulum 2013 untuk semua Mapel di semua jenjang pendidikan. Spiritualisasi sebagai upaya membangun karakter bangsa dalam Kurikulum 2013 dapat dilihat dalam KI yang saling terkait yaitu spiritual (KI 1), sosial (KI 2), pengetahuan (KI 3), dan keterampilan (KI 4). Adapun sumber nilai moral spiritual dalam pendidikan karakter adalah dari semua agama yang ada di Indonesia, yakni nilai-nilai universal yang secara eksplisit merujuk pada konsep kesatuan penciptaan. -------------------The orientation of education that over-relies on IQ makes human encountered by humanitarian crises. Such circumstance requires human to have adequate spirituality as a solution to overcome the crisis. With a critical analysis, this study aims to uncovering how the spiritual moral underlay all “Core Competencies” (Kompetensi Inti) in the 2013 Curriculum for all subjects at all levels of education. Spirituality as an effort to build the national character in the 2013 Curriculum can be seen at KI which interrelated each other including: spiritual (KI 1), social (KI 2), knowledge (KI 3), and skills (KI 4). Ultimately, the source of spiritual and moral values in education is the character from all of religions in Indonesia, which is the universal value that explicitly refers to the concept of the unity of human creation.
Islamisasi Pengetahuan dan Model Pengembangannya pada Madrasah Mukhibat, Mukhibat
Nadwa Vol 7, No 2 (2013)
Publisher : Nadwa

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Abstract

Madrasah in Indonesia have exciting development because of its integration with modernity and political support of the state that aligned with the public schools. However, it is recognized that the model of madrasah education in the countrys legislation, led to dualism education system in Indonesia, which has not been resolved until now. The problem is a challenge in realizing the ideal madrasah. Through a historical-philosophical approach, this study examines the redefinition of the Islamization of knowledge by tracing historically the initial idea of Islamization of knowledge in responding to the challenges facing the madrasah. Through critical analysis examines the implications of the redefinition of the Islamization of knowledge and development models at the madrasah. There are at least three models of Islamization of knowledge that can be developed in the development and empowerment of the madrasah, the purification of the model, the model of modernization, and the model of Islamic neo-modernism.
Islamisasi Pengetahuan dan Model Pengembangannya pada Madrasah Mukhibat, Mukhibat
Nadwa Vol 7, No 2 (2013): Inovasi Pendidikan
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2013.7.2.561

Abstract

Madrasah in Indonesia have exciting development because of its integration with modernity and political support of the state that aligned with the public schools. However, it is recognized that the model of madrasah education in the country's legislation, led to dualism education system in Indonesia, which has not been resolved until now. The problem is a challenge in realizing the ideal madrasah. Through a historical-philosophical approach, this study examines the redefinition of the Islamization of knowledge by tracing historically the initial idea of Islamization of knowledge in responding to the challenges facing the madrasah. Through critical analysis examines the implications of the redefinition of the Islamization of knowledge and development models at themadrasah. There are at least three models of Islamization of knowledge that can be developed in the development and empowerment of the madrasah, the purification of the model, the model of modernization, and the model of Islamic neo-modernism. AbstrakMadrasah di Indonesia mengalami perkembangan menarik karena integrasinya dengan modernitas serta dukungan politik negara sehingga sejajar dengan sekolah umum. Namun  demikian, diakui bahwa model pendidikan madrasah di dalam perundang-undangan negara, memunculkan dualisme sistem pendidikan di Indonesia yang belum dapat diselesaikan hingga sekarang. Problem tersebut menjadi tantangan tersendiri dalam mewujudkan madrasah yang ideal. Melalui pendekatan historis-filosofis, penelitian ini mengkaji tentang redefinisi Islamisasipengetahuan dengan melakukan penelusuran historis terhadap gagasan awal Islamisasi, dalam merespons tantangan yang dihadapi madrasah. Melalui analisis kritis tersebut dikaji implikasi redefinisi Islamisasi pengetahuan dan modelpengembangannya pada madrasah. Setidaknya ada tiga model Islamisasi pengetahuan  yang  dapat  dikembangkan  dalam  pengembangan  dan pemberdayaan madrasah, yaitu model purifikasi, model modernisasi, dan model neo-modernisme Islam.
ANALISIS SEMI-HISTORIS UNSUR-UNSUR BAHASA ARAB DALAM BAHASA INDONESIA Mukhibat, Mukhibat
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 13 NO 2 TAHUN 2015
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v13i2.252

Abstract

Abstract: The history recorded that the Arab traders went to Indonesia not only to spread the religion, but also to enrichthe Indonesian words. Arabic has a large impact and high integration in Indonesian. As a result, there are many Arabic words/ terms that lost their original forms. Thus, it is not easy to determine whether the words/ terms come from the Arabic or Indonesian original elements, unless in-depth research has been conducted. Hence, with a semi-historical and grammatical approach, this current research attempted to investigate that the language changed at all levels of linguistics features, both phonology, morphology, syntax, semantics and lexicon was due to historical factors which were closely related with the development of language. The absorption of Arabic elements in Indonesian wasbasing on material deprivation, as a variation, enhancing diversity, grandeur, and religious reasons. The process of absorption was through the direct and indirect method. The direct absorption process meant that Indonesian absorbed words from Arabic without going through an arbiter language. Meanwhile, the indirect absorption dealt with the process in which Indonesian absorbed the Arabic words through other languages, i.e., regional languages. The absorption process resulted in huge changing fromArabicwordsinto Indonesian, andthesehave become essential sources for educators in teaching Arabic. One of methods that can be developed is a Kognat (cognate method), because this method utilizes Indonesian words which are similar to Arabic.
DUKUNGAN KELUARGA, PERAN GENDER, EFIKASI DIRI PENGAMBILAN KEPUTUSAN KARIR, DAN PENGHARAPAN AKAN HASIL TERHADAP CAREER INDECISION SISWA SEKOLAH MENENGAH ATAS NEGERI KOTA MADIUN Ali, Muhammad; Mukhibat, Mukhibat
PALASTREN Jurnal Studi Gender Vol 9, No 2 (2016): PALASTREN
Publisher : STAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/palastren.v9i2.2054

Abstract

Tujuan dari penelitian ini adalah untuk mengetahui pengaruh langsung dan tidak langsung antara peran gender, dukungan keluarga, efikasi diri pengambilan keputusan karir, dan harapan hasil  terhadap career indecision siswa SMA. Data dikumpulkan dengan kuesioner yang disebarkan kepada 280 siswa dan dianalisis dengan SEM (Structural Equation Modeling). Hasil penelitian menunjukkan bahwa dukungan keluarga, efikasi diri pengambilan keputusan karir, dan harapan hasil berpengaru langsung yang signifikan dan negatif terhadap career indecision, sementara peran gender berpengaruh signifikan dan positif terhadap carer indecision. Dukungan keluarga melalui efikasi diri pengambilan keputusan karir dan harapan hasil, peran gender melalui efikasi diri pengambilan keputusan karir dan harapan hasil, dan efikasi diri pengambilan keputusan karir melalui harapan hasil berpengaruh signifikan dan negatif terhadap career indecision. Peran gender ditemukan tidak berpengaruh pada harapan hasil dan career indecision melalui harapan hasil. Direkomendasikan bagi konselor untuk melakukan layanan konsultasi bagi orang tua dalam rangka mengurangi tingkat career indecision siswa.
Re-Edukasi dan Re-Motivasi terhadap Pelaku Radikalisme dan Terorisme: Membangun Kesadaran Keagamaan yang Inklusif dan Humanis di Indonesia Mukhibat, Mukhibat
SOSIOHUMANIKA Vol 7, No 1 (2014)
Publisher : ASPENSI in Bandung, Indonesia

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Abstract

RESUME: Penanganan radikalisme dan terorisme yang terlalu bertumpu pada pendekatan legal-formal dan bersifat represif perlu ditinjau ulang, karena logika pendekatan melalui mekanisme hukum seperti itu berlawanan dengan logika yang dianut oleh para teroris. Sanksi pidana fisik tidak membuat pelaku berhenti, tetapi para teroris bertindak jauh melampaui rasa takut terhadap ancaman hukuman tersebut. Re-edukasi dan re-motivasi perlu dipertimbangkan sebagai bentuk de-radikalisasi dalam rangka menetralisir faham-faham radikal melalui pendekatan interdisipliner, seperti pendidikan, hukum, psikologi, agama, dan sosial-budaya. Kontekstualisasi ajaran agama menjadi cara efektif bagi re-edukasi dan re-motivasi dalam menanggulangi radikalisme di Indonesia. Proses ini mensyaratkan keberanian untuk mengniterpretasikan Islam dengan budaya lokal, yang tidak harus berkaitan dengan zaman Nabi. Dalam konteks Indonesia, proses ini juga seharusnya dilakukan melalui integrasi nilai-nilai pluralitas terhadap kurikulum pesantren yang memiliki hubungan dengan radikalisme. Politik kesalehan eksklusif harus di de-produksi menjadi politik kesalehan berbasis sosial yang responsif terhadap masalah kemanusiaan. Re-edukasi dan re-motivasi akan menciptakan generasi baru Muslim di Indonesia yang inklusif dan humanis, serta mampu melakukan reka-cipta kearifan lokal baru yang sejalan dengan nilai-nilai ajaran Islam.KATA KUNCI: Re-edukasi, re-motivasi, pelaku radikalisme, pesantren, dakwah, Muslim Indonesia, inklusif, dan humanis. ABSTRACT: “Re-Education and Re-Motivation towards the Radicalism and Terrorism Actors: Building Awareness on Inclusive Religious and Humanist in Indonesia”. Handling terorrism and radicalism that too based on the repressive and formal-legal approachs need to be reviewed, because the logic of approach through the law mechanisms like that is contrary to the logic espoused by the terrorists. Physically criminal sanction is not make the perpetrator to stop, but the terrorist act far beyond the fear of the threat of punishment. Re-education and re-motivation should be considered as a form of de-radicalization in order to neutralize the radical ideologies through an interdisciplinary approach, such as education, law, psychology, religion, and socio-cultural. Contextualization of religion teachings will become an effective way to re-educate and re-motivation in tackling the radicalism in Indonesia. This process requires the courage to interprete Islam with the local culture, which is not necessarily related to the time of the Prophet. In the Indonesian context, this process should be done through the integration of a plurality of values into the Islamic boarding school’s curriculum with ties to radicalism. Politics of exclusive piety should be de-producted become the political piety based on social responsibility to the problems of humanity. Re-education and re-motivation will create a new generation of Muslims in Indonesia who are inclusive and humane, and able to perform the new copyright of local wisdom that aligns with the values of Islam.KEY WORD: Re-education, re-motivation, actors of radicalism, Islamic boarding schools, preaching, Indonesian Muslims, inclusive, and humane.About the Author: Dr. Mukhibat adalah Dosen di Program Studi PAI (Pendidikan Agama Islam), Jurusan Tarbiyah STAIN (Sekolah Tinggi Agama Islam Negeri) Ponorogo, Jalan Pramuka No.156 Ponorogo, Jawa Timur, Indonesia. Untuk kepentingan akademik, penulis bisa dihubungi dengan alamat e-mail: mukhibat@yahoo.co.idHow to cite this article? Mukhibat. (2014). “Re-Edukasi dan Re-Motivasi terhadap Pelaku Radikalisme dan Terorisme: Membangun Kesadaran Keagamaan yang Inklusif dan Humanis di Indonesia” in SOSIOHUMANIKA: Jurnal Pendidikan Sains Sosial dan Kemanusiaan, Vol.7, No.1 [Mei], pp.19-32. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, UNHAS Makassar, and UNIPA Surabaya, ISSN 1979-0112. Chronicle of article: Accepted (March 2, 2014); Revised (April 5, 2014); and Published (May 20, 2014).    
Affirming the Historical Vision of Madrasah in the Global Context: Religious, Popular, Centers of Excellence, Core of Learning Society, and Diversity Mukhibat, Mukhibat
TAWARIKH Vol 7, No 2 (2016)
Publisher : ASPENSI in Bandung, Indonesia

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Abstract

ABSTRACT: Madrasah is still interesting to talk over. Madrasah, as an Islamic education institution in Indonesia, has emerged and developed as Islam came to Indonesia. The madrasah has developed into some levels and types as the Indonesia developed. So that madrasah, as an Islamic education, has been a part of national education system. With the emergence of Law Number 20 Year 2003 on the National Education System in Reform era in Indonesia, madrasah exactly equate with public schools. This equalisation creates types of madrasah, such as madrasah “skill”, madrasah “excellence”, madrasah “model”, and religious madrasah. Until now, madrasah is at the crossroad, pulled between the maintenance of historical tradition and the adopting a new developing phase. Madrasah is supposed to be built on the foundation of Islamic values, the essential characters of Islamic education history, and the formula of future’s challenge. The Islamic characters and the popularity of madrasah is the identity of history reflected on its education curriculum. Madrasah is obliged to apply the bottom vision and mission of “pesantren” (Islamic boarding school), namely “tafaqquh fi al-din” (fully understanding on religious affairs), by increasing society participation in the empowerment of madrasah by implementing accountable management and quality oriented, which will encourage madrasah to be centers of excellence; and increasing participation, so that madrasah will be the core of learning society, capable, and integrated with society.KEY WORDS: Madrasah, globalization, vision, accountable management, and quality oriented.About the Author: Dr. Mukhibat is a Lecturer of Islamic Education Management at the Department of Tarbiyah (Education) in STAIN (Sekolah Tinggi Agama Islam Negeri or State Islamic Religious College) Ponorogo, Jalan Pramuka No.156 Ponorogo, East Java, Indonesia. Corresponding author is: mukhibat@yahoo.co.idHow to cite this article? Mukhibat. (2016). “Affirming the Historical Vision of Madrasah in the Global Context:  Religious, Popular, Centers of Excellence, Core of Learning Society, and Diversity” in TAWARIKH: International Journal for Historical Studies, Vol.7(2) April, pp.263-274. Bandung, Indonesia: Minda Masagi Press and UIN SGD Bandung, ISSN 2085-0980. Chronicle of the article: Accepted (November 27, 2015); Revised (January 20, 2016); and Published (April 28, 2016).
PENDIDIKAN ANAK DALAM SERAT WULANG SUNU KARYA SUNAN PAKUBUWONO IV: Sebuah Analisis Isi Chasanah, Iflahathul; Munip, Abdul; Mukhibat, Mukhibat
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 16 NO 2 TAHUN 2018
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v16i2.1278

Abstract

The paper aims to describe the child education in Serat Wulang Sunu written by Sunan Pakubuwono IV. The writer focuses on content, purpose, subject matter, a method of education and also the relevance of educational values of Serat Wulang Sunu currently. The result is Serat Wulang Sunu teach the children behavioral ethics to parent and the other. The education purpose is creating the child dutiful to the parents as a child ideal profile. Subject matter thought by Serat Wulang Sunu involved politeness, respect to parents, command, and prohibition with parents. The method that used in Serat Wulang Sunu thought through the advice, prohibition, threat, and an appointment. The thought and education values in Serat Wulang Sunu still relevance when used in the education system today. Serat Wulang Sunu has universal thought and values that must be preserved for human life.هذه الكتابة لتصريح تربية الطّللّاب في " Serat Wulang Sunu" لسنن فاكوبووانا. اما تركين هذا البحث هو التضمين, والهدف, والمادة, ومنهج الدراسة, ومنهج التربية في "سورة وولاع سونو" ثم صلح القيم التربوية في " Serat Wulang Sunu " مع تعليم الحالي. هذا النوع من البحوث هو دراسة الأدب. تم تحليل البيانات باستخدام تحليل المحتوى. نتائج هذه الدراسة هي محتويات التعاليم  في " Serat Wulang Sunu " هو زراعة القيم التعبدية للأطفال ليكون لديهم موقف طاعة الوالدين. الغرض من التعليم هو تكوين أطفال مطيعين لأولياء الأمور كالملف المثالي للطفل. المادة التي يتم تدريسها في" Serat Wulang Sunu " هو تعليم القيم العالمية. الطريقة المستخدمة في التعليم "سورة وولاع سونو" هو من خلال الطريقة الشفهية. التعليم و القيم التعليمية الواردة في " Serat Wulang Sunu " ذات الصلة إذا استخدمت في التعليم اليوم. " Serat Wulang Sunu " لديه التعاليم والقيم العالمية التي يتم الحفاظ عليها في حياة الإنسان.
INTERNALISASI NILAI-NILAI SOSIO-KULTURAL BERBASIS ETNO-RELIGI DI MAN YOGYAKARTA III Rohman, Miftahur; Mukhibat, Mukhibat
EDUKASIA Vol 12, No 1 (2017): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v12i1.1771

Abstract

INTERNALIZATION OF SOCIO-CULTURAL VALUE BASED ON ETHNO-RELIGIOUS IN MAN YOGYAKARTA III. The phenomenon of violence in the name of religion, ethnicity, and culture has shown that humans have failed to understand heterogeneity, diversity, and plurality as main characteristics of the Islamic educational institutions, such as Madrasa. For responding that phenomenon, MAN Yogyakarta III (Mayoga) believes that they will create the humanist and inclusive education. This research with phenomenological approach and qualitative descriptive method was focused on best practice done by Mayoga, humanist and inclusive education. The results showed that the values of diversity in Mayoga were internalized in learning activities by integrating the values of religion, culture, and diversity. The integration generates socio-cultural values, such as appreciating ‘mazhab’ differences in religious practices, cultural assimilation and regional languages, tolerance and human rights, and social coherence among the school communities. Thus, the social values that grow in Mayoga can keep the values of social cohesion among people in Madrasa.
Manajemen Sumber Daya Manusia dalam Pondok Pesantren _, Mukhibat
Forum Tarbiyah Vol 10 No 2: Desember 2012
Publisher : IAIN Pekalongan

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Abstract

As an institution that accompanies the propagation of Islam in Indonesia, Islamic boarding school has four folds of perceptions. It can be viewed as the institution of ritual, moral development, proselytizing and popularly functioned as Islamic education. In line with the shift of educational management paradigm, recently some Islamic boarding schools are also experiencing growth in the aspects of management, organization, and administration. Islamic boarding schools can no longer be managed with the traditional model or approach so as to be able to compete with other kinds of institution. In accord to this, they should always reform them selves to improve the quality of managementand its educational system. In regard to the rapid change of Islamic boarding schools, the strategic efforts of human resources development should be paid greater attention. Human resource development can be done through personal training programs (in instance, organization). These development programs include upgrading work, dedication, moral, discipline, peer skill enhancement and training. In addition, the development can also be done by: (1) institutional development, (2) enhancing the internal-external networking with other institutions, and (3) reorientation of meaning towards Islam by Islamic barding  school.
Co-Authors Abdul Munip Abdul Munip Afiatun Sri Hartati, Afiatun Sri Ahmad Ansor Ridwani Ahmad Salim Ahmad Salim, Ahmad Ainul Nurhayati Istiqomah Amala Inas Firdaus Assalihee, Muhammadafeefee Astin Nur Afiani Bambang Wahrudin Bambang Wahrudin, Bambang Bukhori, Evi Muzaiyidah Chasanah, Iflahathul Fitri, Noor Faizatul Halma Zanaratul Ria Hayani, Aida Hestu Wilujeng Iflahathul Chasanah Istiqomah, Ainul Nurhayati Latifah Kurnia Utami M. Syafiq Humaisi Muh Shulthon Rachmandhani Muhammad Akmansyah MUHAMMAD ALI Muhammad Ali Muhammad Fahim Tharaba Muhammad Ghafar Munair Yusaf Abdalhafiz Salah Nur Kolis Pryla Rochmahwati Rachmandhani, Muh Shulthon Ria, Halma Zanaratul Rully Rina Widyasari Sefriyono Sefriyono Umar Sidiq Wafa’, Muhammad Wasik Nur Mahmudah Widyasari, Rully Rina Yanti, Yuni Widya