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KONSTRUKSI KEILMUAN MUHAMMADIYAH DAN NU Widodo, Sembodo Ardi
Al-Ulum Vol 11, No 2 (2011): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (214.215 KB)

Untuk memahami pengetahuan Islam di Indonesia tidak terlepas dari dua organisasi Islam terbesar, Muhammadiyah dan Nahdlatul Ulama. Kedua organisasi ini memiliki struktur keilmuan yang unik, yang masing-masing berbeda dalam keunikannya. Di satu sisi, ada kesamaan dalam sumber, referensi, dan guru dari pendiri kedua organisasi. Namun, karena faktor ideologis dalam memahami Islam dan juga faktor sosial-budaya membuat tubuh pengetahuan Muhammadiyah dan Nahdlatul Ulama begitu berbeda. Di sisi lain, ada aspek dibedakan, jika keduanya dianalisa secara kritis maka didapatkan bahwa perbedaan kedua struktur keilmuan dua organisasi ini terletak pada metodologi, bukan pada sumber primer.---------------------To understand Islamic body of knowledge in Indonesia is inseparable from the two biggest Islamic organizations, Muhammadiyah and Nahdlatul Ulama. Both organizations have their unique scientific structure; thus, in any case are different. On the one hand, there are similarities in resources, references, and teachers of the founder of both organizations. Yet, because of ideological factors in understanding Islam and also socio-cultural factors make the body of knowledge of Muhammadiyah and Nahdlatul Ulama so different. On the other hand, there have been distinguished aspects, if they are critically analyzed, that is, the difference on methodology, not on the primer resources.

Al-Tarbiyah Al-Syahshiyah fi Indonesia (Diraasah min Al-Ithaar Al-Falsafi, wa Al-Qaanuun, wa Al-Tanfiidz, wa Al-Isykaaliyaat) Widodo, Sembodo Ardi
Al-Ulum Vol 15, No 2 (2015): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

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

This article aims to describe the phenomena of character education in Indonesia. The study covers aspects of the philosophical outline about the importance of character education, the rudiments of law used as the basis, the implementation of character education at schools, and problems appeared in the field. Many cases such as corruption, juvenile delinquency, drugs miss-use, social conflict, and environmental damage occurred in Indonesia are among important factors of the implementation of character education. In this case, the government already set up the 18 character values that implanted through education, namely religiousness, honesty, tolerance, discipline, hard working, creativity, independence, democracy, curiosity, nationalism, patriotism, achievement, friendship and communication, peace-loving, reading, environmental care, social care, and accountability. Nonetheless, there are still many obstacles in the implementation of character education in the field. Those problems are analyzed comprehensively in this paper.Â -----Artikel ini dimaksudkan untuk menggambarkan fenomena pendidikan karakter di Indonesia. Kajian mencakup aspek kerangka filosofis tentang pentingnya pendidikan karakter, dasar-dasar hukum yang dijadikan landansan, implementasi pendidikan karakter di sekolah, dan problem-problem yang muncul di lapangan. Banyaknya kasus korupsi, kenakalan remaja, narkoba, konflik sosial, dan kerusakan lingkungan yang terjadi di Indonesia menjadi faktor yang penting diterapkannya pendidikan karakter. Dalam hal ini, pemerintah sudah menetapkan 18 nilai-nilai karakter yang ditanamkan melalui pendidikan, yaitureligius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat/komunikatif, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, dan tanggung jawab. Namun demikian dalam realitasnya masih banyak dijumpai kendala dalam implementasinya di lapangan. Permasalahan-permasalahan inilah yang perlu dianalisis secara lebih mendalam dalam tulisan ini.

Refirming Understanding About Arabic Curriculum Management: Concept, Characteristics, and Study Area Widodo, Sembodo Ardi; Setiyawan, Agung
LISANIA: Journal of Arabic Education and Literature Vol 5, No 1 (2021)
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v5i1.53-70

This article aims to reinforce the understanding of the concepts, characteristics, and scope of studies in Arabic language curriculum management. This type of research includes library research, which is a descriptive qualitative research. The data was collected using the documentation method. Meanwhile, data analysis was carried out through qualitative (non-statistical) analysis methods on the basis of which conclusions were drawn using an inductive frame of mind. The results show that the Arabic language curriculum management is a distinctive process consisting of planning, organizing, directing and controlling actions carried out on the implementation of the Arabic language curriculum by utilizing all existing supporting aspects in order to achieve effective, efficient and optimal goals in accordance with which have been set. The characteristic or characteristic of Arabic language curriculum management is that it contains religious values, either real or cultural values. The scope of operational problems which are the Arabic language curriculum management studies, namely: Management planning and curriculum development; Management of curriculum implementation; Supervision of curriculum implementation; Curriculum monitoring and assessment; Curriculum improvement; Decentralization and curriculum centralization; and labor issues.

Scientific Framework of Nahdlatul Ulama Education and Its Contribution to the Development of National Education Sembodo Ardi Widodo
Edukasia Islamika Vol 6 No 2 (2021): Volume 6, Number 2 2021, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v6i2.4112

The existence of Nahdlatul Ulama (NU) is inseparable from education. The birth of NU itself is also driven by the kyai who are also leaders in Pesantren (Islamic boarding schools). The growth of NU can be said to be in line with the growth and the development of pesantren educational institutions, madrasa educational institutions, and schools under the auspices of the Ma'arif institution. From year to year, the number of pesantren, madrasas, and schools managed by NU and also nahdliyin(communities who affiliate with NU organization) is increasing. This shows that NU, in terms of education, has made many scientific contributions to the Indonesian nation. This article is intended to explain the contribution of NU in education in Indonesia. The study is directed at describing the history of the development of NU as an Islamic religious organization, the scientific and ideological framework that is used as the basis for thinking and behaving, as well as the development of NU educational institutions in the context of realizing the goals of national education.

Development and Maintenance of Arabic through Education in Islamic Education Institutions in Indonesia/ Pengembangan Dan Pemertahanan Bahasa Arab Melalui Pendidikan Di Lembaga Pendidikan Islam Di Indonesia Sembodo Ardi Widodo
al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 6 No 2 (2020)
Publisher : Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/almahara.2020.062.03

Arabic grew and developed in various parts of Indonesia along with the entry of Islam into the archipelago. The entry of Islam in Indonesia brought Islam's teachings as contained in Arabic, which was integrated into Islamic law. This research is oriented to describe the development of the Arabic language, spread and maintain it in various educational institutions, both formal and non-formal in Indonesia, and map it anthropologically. This research is library research using a descriptive-qualitative approach. Sources of data in this study come from classical and contemporary books related to the development of Arabic in Indonesia. This research data analysis technique refers to Miles and Huberman's analysis model, which consists of several stages, starting from data reduction, data presentation, and verification or concluding. The results of this study indicate that the entry of Islam and scholars in Indonesia has contributed significantly to Arabic use. Besides, madrasah, pesantren, and course institutions as formal and non-formal institutions substantially contribute to the spread and maintenance of Arabic in Indonesia. Pesantren emphasizes two development functions, namely the development of a comprehensive academic aspect through various sciences related to Arabic and cultural aspects through the lives of students and kyai in the pesantren. Meanwhile, madrasas tend to play a role in developing and disseminating Arabic in an academic-communicative manner. Meanwhile, learning Arabic in a language village as implemented in Pare Kediri emphasizes the practical aspects of mastering Arabic in everyday life. The Arabic learning process is taught by including language skills, which include listening skills, speaking skills, reading skills, and writing skills. Anthropologically, it is known that the development of Arabic through cultural teaching occurs in Islamic boarding schools and madrasas, which are now included in formal education. Through cultural learning, it occurs in community-managed language villages that fall into the category of non-formal education. Keywords: Progress, development, development, maintenance, Arabic Abstrak Bahasa Arab tumbuh dan berkembang di berbagai wilayah Indonesia seiring dengan masuknya agama Islam ke Nusantara. Masuknya agama Islam di Indonesia membawa ajaran Islam di mana terkandung di dalamnya bahasa Arab yang menyatu dalam syariat Islam. Penelitian ini diorientasikan untuk mendeskripsikan perkembangan bahasa Arab, upaya penyebaran dan pemertahannya di berbagai lembaga pendidikan baik formal maupun non formal di Indonesia sekaligus memetakannya secara antropologis. Penelitian ini merupakan penelitian kepustakaan dengan menggunakan pendekatan deskriptif-kualitatif. Sumber data dalam penelitian ini bersumber pada kitab klasik dan kontemporer yang berkaitan dengan perkembangan bahasa Arab di Indonesia. Teknik analisis data yang digunakan dalam penelitian ini mengacu pada model analisis Miles dan Huberman yang terdiri dari beberapa langkah yang dimulai dengan proses reduksi data, penyajian data dan verifikasi data atau penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa masuknya agama Islam dan ulama di Indonesia turut membawa andil yang besar pada eksistensi penggunaan bahasa Arab. Selain itu, madrasah, pesantren dan lembaga kursus sebagai lembaga formal dan non formal yang memiliki kontribusi yang kuat pada penyebaran dan pemertahanan eksistensi bahasa Arab di Indonesia. Pesantren menekankan pada dua fungsi pengembangan, yaitu pengembangan pada aspek akademis secara komprehensif melalui berbagai ilmu yang terkait dengan bahasa Arab dan aspek budaya melalui kehidupan santri dan kyai di pesantren. Sedangkan madrasah cenderung berperan dalam pengembangan dan penyebaran bahasa Arab secara akademis-komunikatif. Sementara itu, pembelajaran bahasa Arab di kampung bahasa seperti yang dilaksanakan di kampung Pare Kediri lebih menekankan pada aspek penguasaan bahasa Arab secara praktis dalam kehidupan sehari-hari. Dalam proses pembelajarannya, bahasa Arab diajarkan dengan mencakup unsur keterampilan berbahasa yang meliputi keterampilan menyimak, keterampilan berbicara, keterampilan membaca dan keterampilan menulis. Adapun secara antropologis, diketahui bahwa pengembangan bahasa Arab melalui teaching cultures terjadi di pesantren dan madrasah yang sekarang ini masuk dalam kategori pendidikan formal, sedangkan lewat learning cultures terjadi di kampung bahasa yang dikelola masyarakat yng masuk dalam kategori pendidikan non-formal. Kata Kunci: Perkembangan, Pengembangan, Pemertahanan, Bahasa Arab

Konstruksi Keilmuan Muhammadiyah dan NU Sembodo Ardi Widodo
Al-Ulum Vol. 11 No. 2 (2011): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (224.093 KB)

To understand Islamic body of knowledge in Indonesia is inseparable from the two biggest Islamic organizations, Muhammadiyah and Nahdlatul Ulama. Both organizations have their unique scientific structure; thus, in any case are different. On the one hand, there are similarities in resources, references, and teachers of the founder of both organizations. Yet, because of ideological factors in understanding Islam and also socio-cultural factors make the body of knowledge of Muhammadiyah and Nahdlatul Ulama so different. On the other hand, there have been distinguished aspects, if they are critically analyzed, that is, the difference on methodology, not on the primer resources.

Al-Tarbiyah Al-Syahshiyah fi Indonesia (Diraasah min Al-Ithaar Al-Falsafi, wa Al-Qaanuun, wa Al-Tanfiidz, wa Al-Isykaaliyaat) Sembodo Ardi Widodo
Al-Ulum Vol. 15 No. 2 (2015): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

This article aims to describe the phenomena of character education in Indonesia. The study covers aspects of the philosophical outline about the importance of character education, the rudiments of law used as the basis, the implementation of character education at schools, and problems appeared in the field. Many cases such as corruption, juvenile delinquency, drugs miss-use, social conflict, and environmental damage occurred in Indonesia are among important factors of the implementation of character education. In this case, the government already set up the 18 character values that implanted through education, namely religiousness, honesty, tolerance, discipline, hard working, creativity, independence, democracy, curiosity, nationalism, patriotism, achievement, friendship and communication, peace-loving, reading, environmental care, social care, and accountability. Nonetheless, there are still many obstacles in the implementation of character education in the field. Those problems are analyzed comprehensively in this paper.

MA’ÂYIR AL-ADAWÂT AL-TAQWÎMIYAH LI AL-KITÂB AL-MADRASÎ LI AL-LUGHAH AL-‘ARABIYAH LI AL-INDÛNÎSIYÎN : DIRÂSAH BINÂIYAH TAKÂMULIYAH Toni Pransiska; Sembodo Ardi Widodo
Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban | Vol. 8 No. 1 June 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

There are several problems regarding textbooks in Indonesia, especially Arabic textbooks. First, the procurement stage, such as the process of writing, obtaining texts, evaluating, and publishing. Second, the distribution stage such as access to textbooks, and purchasing power of textbooks. Third, the stage of the use of books which covers the confusion of teachers in using textbooks and the period of use of school books. The aspects of the evaluation of textbooks will be important in the future. Therefore, this research aims to construct instrumental assessment of arabic teaching books from national and international perspectives. This is important to do as an effort to obtain quality Arabic textbooks with international insight. This research uses a Research and Development (R & D) approach and content analysis. The results of this study show that the Arabic textbook assessment instrument made by the National Education Standards Agency (BSNP) and the American Council on Teaching of Foreign Languages (ACTFL) is still lacking because it does not accommodate all the points and basic elements contained in a Arabic textbooks as a Foreign language. So, the construction of a comprehensive integrated integrative Arabic textbook assessment instrument is absolutely necessary in order to obtain good and quality Arabic textbooks.

Refirming Understanding About Arabic Curriculum Management: Concept, Characteristics, and Study Area Sembodo Ardi Widodo; Agung Setiyawan
LISANIA: Journal of Arabic Education and Literature Vol 5, No 1 (2021)
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/lisania.v5i1.53-70

This article aims to reinforce the understanding of the concepts, characteristics, and scope of studies in Arabic language curriculum management. This type of research includes library research, which is a descriptive qualitative research. The data was collected using the documentation method. Meanwhile, data analysis was carried out through qualitative (non-statistical) analysis methods on the basis of which conclusions were drawn using an inductive frame of mind. The results show that the Arabic language curriculum management is a distinctive process consisting of planning, organizing, directing and controlling actions carried out on the implementation of the Arabic language curriculum by utilizing all existing supporting aspects in order to achieve effective, efficient and optimal goals in accordance with which have been set. The characteristic or characteristic of Arabic language curriculum management is that it contains religious values, either real or cultural values. The scope of operational problems which are the Arabic language curriculum management studies, namely: Management planning and curriculum development; Management of curriculum implementation; Supervision of curriculum implementation; Curriculum monitoring and assessment; Curriculum improvement; Decentralization and curriculum centralization; and labor issues.

Scientific Framework of Nahdlatul Ulama Education and Its Contribution to the Development of National Education Sembodo Ardi Widodo
Edukasia Islamika Vol. 6 No. 2 (2021): Volume 6, Number 2 2021, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v6i2.4112

The existence of Nahdlatul Ulama (NU) is inseparable from education. The birth of NU itself is also driven by the kyai who are also leaders in Pesantren (Islamic boarding schools). The growth of NU can be said to be in line with the growth and the development of pesantren educational institutions, madrasa educational institutions, and schools under the auspices of the Ma'arif institution. From year to year, the number of pesantren, madrasas, and schools managed by NU and also nahdliyin(communities who affiliate with NU organization) is increasing. This shows that NU, in terms of education, has made many scientific contributions to the Indonesian nation. This article is intended to explain the contribution of NU in education in Indonesia. The study is directed at describing the history of the development of NU as an Islamic religious organization, the scientific and ideological framework that is used as the basis for thinking and behaving, as well as the development of NU educational institutions in the context of realizing the goals of national education.

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