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All Journal Jurnal Indo-Islamika Psikis : Jurnal Psikologi Islami Jurnal Pendidikan Agama Islam Jurnal Kedokteran dan Kesehatan AL-ATHFAL : JURNAL PENDIDIKAN ANAK Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam JURNAL EDUCATION AND DEVELOPMENT JURNAL PENDIDIKAN TAMBUSAI Instructional Development Journal Al-Muaddib : Jurnal Kajian Ilmu Kependidikan IJGIE (International Journal of Graduate of Islamic Education) Jurnal Tinta: Jurnal Ilmu Keguruan dan Pendidikan Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Thawalib: Jurnal Kependidikan Islam Sosio-Didaktika: Social Science Education Journal Indonesian Journal of Islam and Public Health Proceeding Muhammadiyah International Public Health and Medicine Conference YASIN: Jurnal Pendidikan dan Sosial Budaya International Journal of Islamic Thought and Humanities Journal of Islamic Education Studies Kartika: Jurnal Studi Keislaman RESLAJ: Religion Education Social Laa Roiba Journal EduInovasi: Journal of Basic Educational Studies JOUSIP EDUKASI IJHABS Educompassion: Jurnal Integrasi Pendidikan Islam Dan Global Jurnal Tarbiyatuna Referensi Islamika: Jurnal Studi Islam GAPAI: Jurnal Pendidikan Agama Islam
Dede Rosyada
Jakarta Islamic University
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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PEMBELAJARAN PAI DI SEKOLAH DAN MADRASAH: ANTARA CITA DAN REALITA Nasution, Sri Mulyani; Rosyada, Dede
Journal of Islamic Education Studies Vol. 1 No. 1 (2022)
Publisher : Pascasarjana Universitas Islam Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58569/jies.v1i1.425

Abstract

Islamic religious education is basically education that aims to form a complete Muslim person, develop all human potential both physically and spiritually, and foster a harmonious relationship between each person and Allah SWT. The implementation of religious education that takes place in schools today can be said to still experience many weaknesses. The reality that occurs in the field is still not able to meet the ideal conditions aspired to. Innovations that are able to bridge the barriers that block reality towards ideal conditions certainly need to be created, especially in the face of today's rapid changes. This type of research is library research, library research is research carried out using literature (library), either in the form of books, notes, or reports on research results from previous studies. Flexibility, adaptability, optimism, and teamwork determine the teacher's approach to change. Efforts to improve the quality of teachers can be done by increasing discipline, and knowledge and providing training. In addition, education leaders must support and encourage teachers to implement appropriate changes; 2) Ensure that changes made by teachers are sustainable over time; 3) Ensure that changes can be transmitted to other teachers.
Analisis Perbandingan Konsep Pendidikan Islam dan Barat Hidayat, Amirul; Dede Rosyada
Reslaj: Religion Education Social Laa Roiba Journal Vol. 6 No. 9 (2024): RESLAJ: Religion Education Social Laa Roiba Journal 
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v6i9.2529

Abstract

This paper presents a comparative analysis of Islamic and Western concepts, focusing on their philosophical, cultural, and social dimensions. The study examines the underlying principles and values that shape each conceptual framework, highlighting similarities, differences, and areas of convergence. Through a comprehensive review of literature and historical perspectives, the paper explores key themes such as ethics, governance, justice, and human rights within both Islamic and Western traditions. Additionally, the analysis delves into the influence of historical events, religious beliefs, and cultural norms on the development and interpretation of these concepts in each tradition. By critically examining the similarities and differences between Islamic and Western concepts, this study aims to contribute to a deeper understanding of the diverse philosophical and cultural perspectives that shape global discourse and facilitate dialogue between different civilizations.
Praktek Terbaik dalam Model Kurikulum dan Pembelajaran Pendidikan Islam Tradisional Kokom Komariah; Dede Rosyada; Iswan; Ahmad Suryadi
Reslaj: Religion Education Social Laa Roiba Journal Vol. 6 No. 10 (2024): RESLAJ: Religion Education Social Laa Roiba Journal 
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v6i10.2886

Abstract

Traditional Islamic education, particularly through pesantren, has a rich and important history in the development of Islam in Indonesia since the 7th century AD. Its role is significant in preserving religious identity, advancing knowledge, maintaining the Arabic language, strengthening morality, and perpetuating Islamic culture. The main principles of traditional Islamic education curriculum include monotheism (tauhid), the Quran and Sunnah, religious knowledge, character formation, practical skills, contextualization, and personality development. This research employs literature method and qualitative approach by gathering data from various sources such as books, journals, and digital sources. This allows for a deeper understanding of effective teaching methods including student-centered approaches, experiential learning, technology utilization, and collaboration. The integration of spiritual and intellectual development creates balanced and conscious individuals. Adapting traditional practices into modern education combines cultural values with relevant technology. Preserving the essence of traditional Islamic education in the present era requires deep understanding, integration with modern science, engaged learning, character education, cultural preservation, and teacher development. Thus, traditional Islamic education remains relevant and beneficial for the development of better individuals and society.
Hubungan Antara Ilmu Pengetahuan dan Teknologi (IPTEK) dengan Pendidikan Islam : Tantangan dan Peluang Kokom Komariah; Andriyani; Dede Rosyada; Nurmalia Lusida
Reslaj: Religion Education Social Laa Roiba Journal Vol. 6 No. 10 (2024): RESLAJ: Religion Education Social Laa Roiba Journal 
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v6i10.2889

Abstract

The aim of the research is to find out how Islamic education is related to science and technology (IPTEK). Science and Technology provides a strong knowledge base for understanding the universe and developing technology that is beneficial to humans. In contrast, Islamic education instills moral, ethical and spiritual principles that shape an individual's personality. Apart from that, schools teach the use of science and technology in accordance with religious beliefs. The aim of this research is to show how these two fields work together and benefit each other. The integration of science and technology (IPTEK) with Islamic education offers various significant opportunities to improve the quality of education, research, as well as creating sustainable solutions and building strong character. The use of modern technology in the learning process can enrich learning material, make it more interactive, and provide access to a wider range of educational resources. In addition, research based on Islamic ethical principles ensures that technological innovation is not only oriented towards economic benefits but also takes into account human and moral values. Therefore, the integration of science and technology and Islamic education allows for a balanced education system where technological and scientific progress can be balanced with the application of moral and ethical values. This will produce students who can make positive contributions to society and their environment.
Pendidikan Islam pada Zaman Klasik: Masa Rasulullah Saw dan Khulafaur Rasyidin Siti Hadiyanti Dini Islamiati; Andriyani; Dede Rosyada; Nurmalia Lusida
Reslaj: Religion Education Social Laa Roiba Journal Vol. 6 No. 11 (2024): RESLAJ: Religion Education Social Laa Roiba Journal 
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v6i11.4030

Abstract

Islamic education was crucial in fostering a robust Islamic culture during the Khulafaur Rashidin era (11-40 AH/632-661 AD). The caliphs, including Abu Bakr Ash-Shiddiq, Umar bin Khattab, Uthman bin Affan, and Ali bin Abi Talib, continued the Prophet's purpose of spreading Islam, strengthening faith, and building a just and civilised society. The Hadith and the Quran are the main sources of knowledge, covering topics like as religion, ethics, legal concepts, and the Arabic language. Mosques often incorporate teaching methods like as examples, discussions, lectures, and question and answer sessions. This study employs a qualitative methodology that focuses on historical and descriptive analysis. The data were gathered by conducting a comprehensive review of primary and secondary sources pertaining to the Khulafaur Rashidin era. The historical documents underwent interpretation and critical evaluation, while the perspectives of historians were compared. The caliphs systematised the Quran, implemented a structured administrative framework, and facilitated the spread of education to additional regions such as Persia, Egypt, and Sham. The institutionalisation of education commenced with the advent of madrasas and kuttabs. Education not only emphasised religion but also incorporated diverse fields to cultivate an enlightened and virtuous society. The education system established during the period of the Khulafaur Rashidin played a crucial role in the future advancement of Islamic education. It produced a generation of Muslims who were well-equipped to confront the problems of their era and make valuable contributions to human civilization. The current state of Islamic education demonstrates that the integration of religious principles and scientific knowledge may cultivate persons with robust moral character and exceptional abilities.
Perkembangan Kebijakan Kurikulum Pendidikan Diniyah Formal Voullin Hamzah; Dede Rosyada
Reslaj: Religion Education Social Laa Roiba Journal Vol. 6 No. 12 (2024): RESLAJ: Religion Education Social Laa Roiba Journal 
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v6i12.4077

Abstract

Formal Diniyah Education (PDF) is a subsystem of the national education system and represents a religious education pathway in the form of madrasah within the scope of Islamic boarding school education (pesantren). Formal Diniyah Education (PDF) is an Islamic religious education program offered at pesantren and operates in a tiered formal education pathway. This education is officially conducted under a tiered structure consisting of elementary, secondary, and higher education levels. This writing employs a literature study method by collecting data from various sources such as books, articles, journals, and relevant archives. PDF policies ensure that students in formal institutions receive the same services as students in other institutions. Formal diniyah education offers educational programs that include general education as well as Islamic education based on the classical Islamic texts (kutub al-turats). To achieve the desired goals, an evaluation of the PDF curriculum is necessary. This evaluation includes the Balance of Religious and General Education, Teaching Quality and Teachers, Curriculum Implementation, Evaluation and Assessment Standards, Life Skills Development, Government Support and Budget Allocation, and Curriculum Innovation.
Penjaminan Mutu Pendidikan Islam: Studi Sekolah MAN Insan Cendekia Serpong Dwi Kartika Susanti; Dede Rosyada; Iswan; Ahmad Suryadi
Reslaj: Religion Education Social Laa Roiba Journal Vol. 6 No. 12 (2024): RESLAJ: Religion Education Social Laa Roiba Journal 
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v6i12.4113

Abstract

The aim of this research is to determine and evaluate the current quality assurance system for Islamic education at MAN Insan Cendikia Serpong. MAN Insan Cendikia Serpong, one of the leading educational institutions in Indonesia, is famous for its curriculum which combines Islamic principles with science and technology. To determine the elements that support the quality assurance of teaching at this institution, this research uses a qualitative methodology combined with library techniques. Data was collected using document analysis and observation. Research findings show that the success of quality assurance at MAN Insan Cendikia Serpong is supported by several key factors, including an integrated curriculum, school management, professionality, and active participation of students and parents. These findings provide important insights for the development of qualityy and sustainable islamic education policy.
The Pemikiran Pendidikan Akhlak Tasawuf dalam Ajaran Tarekat Qadiriyyah wa Naqsyabandiyyah Suryalaya: Pendidikan Akhlak Tasawuf Syukur, Agus; Rosyada, Dede
Journal of Sufism and Psychotherapy Vol 3 No 2 (2023): JOUSIP: Journal of Sufism and Psychotherapy, Vol. 3 No. 2, November 2023
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jousip.v3i2.1978

Abstract

The Qadariyah Naqsabandiyah Suryalaya Order also teaches about Sufism moral education which has an important role in human life. Even with Sufism morals, humans will be aware of the existence of a dhahir relationship between themselves and God, which previously was only considered to have an inner relationship. The type of research in this article is qualitative research. The aim of this research is to reveal the values of Sufism moral education thought in the teachings of the Qadiriyyah wa Naqsyabandiyyah Suryalaya order. The data collection method is by literature study. The results of this research reveal several points of thought in the teachings of the Tarekat Qadiriyyah wa Naqsyabandiyyah Suryalaya regarding the formation of noble morals: 1). The essence of implementing the Prophet's sunnah is the actualization of dhikr. By realizing the desire to carry out worship, it is proof that there is dhikr in his heart, because anyone whose heart is negligent will forget to carry out worship; 2). The main key to cleansing the heart is dhikr. Whoever has a clean heart, his soul will feel calm and peaceful, and will automatically become a person with noble character. If the teachings of moral and Sufism education are implemented, it can minimize negative incidents in the form of social deviations that may occur in society, whether at home, village or school. In order to shape students' morals, educators need a process that can be carried out consistently so that students can easily apply moral education.
Diskursus Regulasi dan Kebijakan Pendidikan Islam di Indonesia Ritonga, Matnur; Dede Rosyada
EduInovasi:  Journal of Basic Educational Studies Vol. 4 No. 3 (2024): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v4i3.3543

Abstract

An Islamic educational institution is a place where education within the scope of Islam carries out its duties in order to achieve the ideals of Muslims. Family, mosque, majelis taklim, diniyah, madrasa, and Islamic boarding schools are Islamic educational institutions that are absolutely necessary in Indonesia in general or in a city and village area in particular. Comprehensive religious education is needed to instill appropriate moral values for the legal community in order to understand the implementation of religious rules correctly and precisely. The method used is descriptive qualitative through literature review. The results of the study show that; 1. There is a clear history and red thread of regulation regarding Islamic education in Indonesia, the development of Islamic education, and the implications of Islamic education policy for the existence of Islamic boarding schools and religious education in Indonesia. 2. Islamic education policy in Indonesia has undergone changes since the Old Order to the New Order, with an increase in the status of religious education in public schools and universities. 3. Islamic education in Indonesia has experienced significant changes and developments since the 2000s. Islamic boarding schools have adopted the formal education system, and some boarding schools have opened universities. However, the increase in the number of Islamic boarding schools has not been accompanied by an increase in quality. Law No. 18/2019 on Pesantren is expected to recognize and facilitate the development of pesantren and religious education.
Multikultural dan Pendikan Islam Saptorini, Endang; Andriyani; Dede Rosyada; Nurmalia Lusida
EduInovasi:  Journal of Basic Educational Studies Vol. 4 No. 3 (2024): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v4i3.3878

Abstract

Multiculturalism is the acknowledgment and admiration of the variety of cultures present in a society. Islamic education that embraces multiculturalism imparts Islamic principles while also fostering respect and admiration for diverse cultures and religions. Multiculturalism is crucial for fostering cohesion and concord among religious groupings. The primary objective of multicultural education in Islam is to establish an all-encompassing educational setting where each student is esteemed and embraced, irrespective of their religion or cultural heritage. The multicultural method in Islamic education integrates global concepts, such as tolerance, justice, and peace, into the curriculum. This is accomplished by comprehending and valuing disparities through explicit teaching, collective deliberations, and engaging exercises. Furthermore, Islamic intercultural education places significant emphasis on the value of interfaith discourse as a means to enhance interfaith relations and eradicate preconceptions and prejudices. The implementation of multicultural education within the context of Islam encounters numerous obstacles. One of the criticisms comes from individuals who contend that education should be limited to a select group and uniform in nature. Proper implementation and dedication from all stakeholders can significantly contribute to the development of a more inclusive and harmonious society through multicultural Islamic education. Hence, implementing multicultural education in Islam is a prudent approach to foster cultural comprehension and foster tranquilly and concord in an ever more heterogeneous community.
Co-Authors Abdul Hakim ABDUL MUJIB Abdulbosit R. Rafikjon Ugli Abdus Salam, Abdus Abrar, Khairul Abuddin Nata, Abuddin Agus Syukur Ahmad Fikri Ahmad Mujib, Ahmad ahmad sujai Ahmad Sujai Ahmad Suryadi, Ahmad Al Anziy, Misyal S Al-Maududi, Abul Ala Alip Nuryanto Andriyani Andriyani Andriyani Anuraga Jayanegara Anuraga Jayanegara Armai Arief Aslamiyah, Syaibatul Badruddin Binti Salleh, Nur Fatihah Wahidah Burhan Burhan, Burhan Bustari Bustari Dahri, Harapandi Darin Brenda Iskarina Dedi Muliadi Delvia, Melda Dewi Ratnasari Didin Saefuddin Dina Rahma Fadllilah Dwi Kartika Susanti Effendi, Heri Elijonnahdi Erba Rozalina Yulianti Erba Rozalina Yuliyanti Erma Suryani Ernyasih, Ernyasih Fadlilah, Dina Rahma Fadlilah, Dina Rahma Faeruz, Ratna Filhaq, Raghib Fitri Meliani, Fitri Fitri Mintarsih Gusmaweti Gusmaweti Hapsari, Tri Asihati Ratna Harun, Hanifah Musa Fathullah Hendrizal Hendrizal Herwina Bahar Hidayat, Amirul Husni Rahim Irna Hasanah Iswan Jaksa, Suherman karmawan karmawan Khairani, Dewi Kirin, Arwansyah Bin Kokom Komariah Kurnia, Asraf Lusida, Nurmalia Luthfi, Atabik Marliani, Lina Masrur Anhar Matanari, Thamara Putriani Br Meinarini Catur Utami Muammar Zulfiqri Mufti, Zaki Aulia Muhamad Faizin Muhammad Farid Hamzens Muhammad Iqbal Muhammad Zalnur Muhammad Zuhdi N. Oneng Nurul Bariyah Nahuda Nahuda Nahuda, Nahuda Nashrul Hakiem Nasution, Sri Mulyani Nasution, Sumiah Nini, Nini Nurkaidah Nurkulla, Muhammad Mashuri Nurmalia Lusida Özalp, Hasan Puadah, Popi Putri, Nikite Rahiem, Maila D.H. Rahiem, Maila Dinia Husni Rahman, Hasan Basri Rahmat Romadhon, Dzikri Rahmatullah Rahmatullah Rahmawan, Fery Raihan Raihan Raihan Raihan, Raihan Reksiana Reksiana Rena, Syahidah Resmi, Mega Mesra Ritonga, Matnur Rumiyatun S, R.Kukun Agung Sa'adah, Umi Sanusi, Ihsan Sapiudin Saptorini, Endang Sari Dewi, Ratna Saridudin Saridudin Sartini, Titi Siti Hadiyanti Dini Islamiati Sri Mulyani Nasution Suhaili, Hidayati Suhardi Suparto Suralaga, Fadhilah Surayyah Madhubala Abdullah, Nur Syahrullah Syahrullah Syahrullah Syahrullah Syukur, Agus Titi Sartini Vegia Oviensy Vikri Aflaha Qomari Voullin Hamzah Wahdi Sayuti Wandrianto, Wandrianto Zulkifli Zulkifli