Article Per Year (5 Year)
p-Index From 2020 - 2025
4.987
P-Index
This Author published in this journals
All Journal Ulul Albab: Jurnal Studi Islam Al-Tahrir: Jurnal Pemikiran Islam Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Risâlah, Jurnal Pendidikan dan Studi Islam Kuttab: Jurnal Ilmu Pendidikan Islam Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Alignment: Journal of Administration and Educational Management Jurnal Ilmiah Pendidikan dan Pembelajaran J-MPI (Jurnal Manajemen Pendidikan Islam) AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan MANAGERE : Indonesian Journal of Educational Management Mitra PGMI: Jurnal Kependidikan MI Tafkir: Interdisciplinary Journal of Islamic Education Munaddhomah: Jurnal Manajemen Pendidikan Islam An-natiq Jurnal Kajian Islam Interdisipliner Journal of Instructional and Development Researches Journal of Education Research Ar-Rosikhun: Jurnal Manajemen Pendidikan Islam Cendekia: Jurnal Kependidikan dan Kemasyarakatan Managere: Indonesian Journal of Educational Management Jurnal Manajemen Pendidikan Islam El-Mal: Jurnal Kajian Ekonomi & Bisnis Islam EduInovasi: Journal of Basic Educational Studies Muta'allim: Jurnal Pendidikan Agama Islam Ulul Amri Journal of Ekonomics, Finance, and Management Studies
Muhammad Fahim Tharaba
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 38 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 38 Documents
Search

 1   2   3   4 
Kampus Islam Sebagai Agent Of Change Tharaba, M. Fahim
ULUL ALBAB Jurnal Studi Islam Vol 12, No 1 (2011): Islamic Studies
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (158.034 KB) | DOI: 10.18860/ua.v0i0.2397

Abstract

A man is Abdullah and Khalifatullah, he must understand, internalize, apply, and adopt Islamic values in his believe. Therefore, it requires two comitment, firstly, a comitment to Allah (habl min Allah) and comitment to other human (habl min an-nas and habl min al-alam). The Islamic campus not only has a role as an “agent of concervation” but also producer of an “agent of change”. These agents should be equipped by the universal and objective values (nilai Ilahiyah) which live in our tradition. These values should be configured and adapted through the time, condition, and place. Similarly, local values and subjectif values (nilai insaniyah) should be modified and dynimicaly changed to meet the present needs of the sosiety. The campus (education) gives should preserve and sustain values in the right position and place. 
MEMBANGUN PERADABAN DENGAN KONSEP MUTTAQIN DAN IMAMA Tharaba, M Fahim
J-MPI (Jurnal Manajemen Pendidikan Islam) J-MPI Vol. 2, No. 2, Juli - Desember 2017
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (743.598 KB) | DOI: 10.18860/jmpi.v2i2.5474

Abstract

Civilization is built not only in the form of idofact, it needs to be felt in the real form in sociofact, even manifested in artifact. In bringing about an independent civilization, Islam has a very remarkable concept in the form of the concept of muttaqin and imama. This article discusses the competencies exemplified by Rasulullah saw in building civilization through education and the concept of muttaqin and imam in building a generation with civilization
Manajemen Pendidikan Islam Prespektif Pedadogik dan Andragogik Tharaba, M. Fahim
J-MPI (Jurnal Manajemen Pendidikan Islam) J-MPI Vol. 4, No. 1, Juni 2019
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (140.902 KB) | DOI: 10.18860/jmpi.v4i1.7326

Abstract

Management of Islamic Education analysis of Pedadogic and andragogic theory departs from How Islam sees, teaches, instills and embodies his people's education in order to build independent generations through the concept of preparation and travel processes Pedagogic school, to be a total self-reliant with the concept of Perkepribadian conscious and self-reliant andragogy. From the results of the analysis, Islam, build civilization started from choosing a match (education). Subsequently, the education was directed and Dimanaj in order to print (???? ??? ????), in this case, was pre, primary and secondary education. To be subsequently directed in achieving degrees (?????), and this was achieved perfectly through undergraduate education (S-1/Bachelor's degree), even the Derjat (?????) was further enhanced through graduate education of strata Two (S-2/Magister) and the peak was (????) achieved with the education in strata Three (S-3/doctoral). And the highest degree (????) is perfected with the degree of Professor in any field/profession.
Mencari Model Pendidikan Karakter Di Sekolah Tharaba, M. Fahim
J-MPI (Jurnal Manajemen Pendidikan Islam) J-MPI Vol. 5, No. 1, Juni 2020
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (323.436 KB) | DOI: 10.18860/jmpi.v5i1.8750

Abstract

The focus of this research is looking for a character education model that was developed on the research site (MAN 3 Malang, SMAN 1 Malang and MA Pondok Pesantren An-Nur Malang Regency). The study used a qualitative approach or in the field of education is often called the naturalistic approach with purposif sampling techniques and snowball sampling techniques as well as sampling time (time sampling). The results of this research are as follows: (1) prioritized values in character education i.e. religious character, honest, discipline, hard work, tolerance, independent, love of homeland, democracy, cooperation, creative, taste of Inging Tau, appreciating achievement; (2) Character education models are conducted through integration into the learning activities of each subject; (3) Character Education Model is done through habituation in daily life in school/Madrasah and integration into school management activities/Madrasah; (4) Character education models are conducted through integration with extra-curricular activities on all three research sites; and (5) constraints encountered in the implementation of character education and solution of its resolution on the three research sites, namely in MA An-Nur Bululawang. The position of the attend which is at one Pesantren Foundation, which makes the policy making should always seek approval from the Pesantren. In addition, the time division of activities is also a constraint. While the character education in the MAN 3 Malang is considered as less effective because it can not be converted in real time in the book Raport and lack of monitoring and evaluation, so that the character education is still limited to normative. While the obstacles faced at SMAN 1 Malang in the form of lack of control and support from the student family, so that each child at home back "loose" can not be monitored as done in the Madrasah.
REORIENTASI MAKNA MADRASAH DALAM PENDIDIKAN ISLAM Tharaba, M. Fahim
Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar Vol 3, No 1 (2010): Madrasah: Jurnal Pendidikan dan Pembelajaran Dasar
Publisher : Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jt.v0i0.1311

Abstract

Madrasah is the part of islamic education institution needs to up date myself for excise and isn’t part of history only. Madrasah needs to reorientation myself, it is role myself to agent of change and agent of concervation, it bisics for (1) values orientation, (2) social demand orientation, (3) work orientation, (4) child oreintation, dan (5) future and science and technology.
The Islamic Education Reform Early 20th Century M. Fahim Tharaba; Mukhibat Mukhibat
AL-TAHRIR Vol 20, No 1 (2020): Islam and Social Change
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/altahrir.v20i1.2008

Abstract

Abstract: The Islamic education reform comprises a change that affects people’s choice of education as an agent of change and human and capital investment. Thus, it is a need to modernize the thought of renewing Islamic education according to the time’s advances. The study of the Islamic education reform in early 20th century has become relevant in the context of valuable lessons for reform and or modernization of Islamic education in subsequent developments. This research employed a philosophical and implemental approach. It was bibliographic research with the content analysis of the meaning and substance contained in the whole thought about the reform of the Islamic education in early 20th century. This study found that there were three patterns of renewal of Islamic education; (1) modern orientation in Europe, (2) the refinement of Islamic teachings, and (3) nationalism reform. The concept of Islamic education reform encompasses all ideas that are guided by the Qur’an and Sunnah, and continues to follow the times consciously and systematically and directed towards the interests that refer to the progress of science and technology, and based on faith and devotion (IMTAQ). The reform of the Islamic education system has included both the conceptual-theoretical and operational-practical levels, as well as the fundamental aspects that underlie the students’ lives; it is monotheistic faith which has a monolatry dimension of piety to God. It encourages and ignites to play a real role in all aspects of life.الملخص: إصلاح التعليم الإسلامي هو شكل من أشكال التغيير الذي يؤثر على اختيار الناس للتعليم كعامل للتغيير والاستثمار البشري ورأس المال. فلذلك, يجب تحديث فكرة مجددي التعليم الإسلامي دائما وقفا بالزمان الواقع أومما هو أبعد وأجدد منه. أصبحت دراسة إصلاح التعليم الإسلامي في أوائل القرن العشرين مناسبا وأكثر اهتماما من أجل استكشاف التجارب القيمة أو المعلومات أو الإمكانات المتعلقة بتطوير التعليم الإسلامي في المستفبل. استخدم الباحث المنهج الفلسفي والمنهج التنفيذي على أنواع ببليوغرافية مع تحليل محتوى المعنى والمضمون المتضمن في جميع التفكير حول إصلاح التعليم الإسلامي في أوائل القرن العشرين. وجد الباحث في هذا البحث على الأقل ثلاثة انماط لتجديد التربية الإسلامية. الأول كمنحى التحديث في أوروبا, والثاني للتخليص التعاليم الإسلامية, والثالث كالتحديث الوطنية. يشمل مفهوم إصلاح التعليم الإسلامي جميع المفاهيم التي يسترشد بها القرآن والسنة ويثبت في متابعة الزمان وتشير إلى تقدم العلم والتكنولوجيا على أساس الإيمان والتقوى بالله. يشمل تحديث نظام التعليم الإسلامي كلا من المستويات المفاهيمية النظرية والعملية الواقعية بالإضافة إلى المفاصل الأساسية التي تؤسس حياة الطلاب وهو الإيمان والتوحيد بالله تعالى من أجل تشجيع وتحفيز الطلاب ليلعب دورا حقيقيا في جميع مجال الحياة.Abstrak: Reformasi pendidikan Islam merupakan bentuk perubahan yang mempengaruhi pilihan masyarakat terhadap pendidikan sebagai agent of change dan human and capital investmen. Maka, pemikiran pembaharuan pendidikan Islam harus selalu dimodernisasi sesuai bahkan melampaui perkembangan zaman. Kajian reformasi pendidikan Islam awal abad-20 ini menjadi sangat relevan dalam rangka pelajaran berharga untuk reformasi dan atau modernisasi pendidikan Islam dalam perkembangan selanjutnya. Penelitian dengan pendekatan filosofis dan implementatif ini bersifat penelitian bibliografic resarch dengan content analysis terhadap makna dan substansi yang terkandung dalam keseluruhan pemikiran tentang reformasi pendidikan Islam awal abad-20. Kajian ini menemukan setidaknya ada tiga pola pembaharuan pendidikan Islam; (1) oreintasi modern di Eropa, (2) untuk pemurnian kembali ajaran Islam, (3) pembaharuan bersifat nasionalisme. Konsep reformasi pendidikan Islam meliputi segala konsep yang berpatok kepada al-Qur’an dan Sunnah, dan tetap mengikuti perkembangan zaman yang secara sadar dan sistematis serta terarah pada kepentingan yang mengacu pada kemajuan ilmu pengetahuan dan teknologi (IPTEK), dan dilandasi dengan keimanan dan ketaqwaan  (IMTAQ). Pembaharuan sistem Pendidikan Islam  telah mencangkup baik pada tataran konseptual-teoritis maupun operasional-praktis,  serta sendi-sendi fundamental yang mendasari kehidupan peserta didik, yaitu iman tauhid yang berdimensi ketakwaan yang monoloyal kepada Allah, dalam rangka mendorong dan memacu untuk berperan nyata dalam semua lini kehidupan.
PENDIDIKAN PLURALIS-TOLERAN DI LINGKUNGAN KELUARGA NGADAS PONCOKUSUMO MALANG Aunia Ulfah; Mohammad Asrori; M. Fahim Tharaba Tharaba
Kuttab : Jurnal Ilmu Pendidikan Islam Vol 6, No 1 (2022): Kuttab : Jurnal Ilmu Pendidikan Islam
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ktb.v6i1.775

Abstract

Ngadas is one of the villages that are strong in maintaining the customs of the Tengger Tribe. This village has followers of various religions, Buddhism, Islam, and Hinduism. The reality of this village's religious differences can become a source of conflict for the community if it is not appropriately managed. This study aims to describe the concept and form of pluralist-tolerant education in the Ngadas family. The qualitative approach and the type of case study research are used in this research. The research found that the concept of pluralist-tolerant education in the family environment in Ngadas is education that opens a vision to a broader horizon regardless of group, ethnicity, or cultural and religious traditions to realize universal brotherhood in line with Islamic teachings. This pluralist-tolerant education is carried out in an informal and early form. Meanwhile, the implications of the practice of Islamic education in the Ngadas village family are respecting the beliefs of others and acknowledging the existing religious reality.
PESANTREN DAN MADRASAH DALAM LINTASAN POLITIK PENDIDIKAN DI INDONESIA M. Fahim Tharaba
MANAGERE : Indonesian Journal of Educational Management Vol 2, No 2 (2020): Mei - Agustus
Publisher : Perkumpulan Manajer Pendidikan Islam (PERMAPENDIS) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/ijeam.v2i2.25

Abstract

This research aims to excavate the meaning and substance contained in the entire thought of Islamic boarding school and madrasah in the politic of educational in Indonesia. The method of research use bibliografic research with content analysis. The results of study revealed that Islamic boarding school and madrasah in politic of education in Indonesia experienced tremendous dynamics, especially starting from the colonial period, namely the pioneering stages of the establishment of madrasah; the old order. Islamic boarding school and madrasah are not only recognized, but also in the form of coaching and guidance; the new order, madrasah is aimed to build an intact national education system completely. Therefore, madrasah has extra burden of considerable weight, because it must provide curriculum of level public school completely, he also had to provide the essential materials of Islam that had been taught; the reformation period. Islamic boarding school and madrasah diniyah received recognition juridically; and the period after reform. Islamic boarding school and madrasah are faced with a touch of technology.
Metodologi Pengembangan Ilmu Pendidikan Islam Prespektif Al-Qur’an Surat Fushilat ayat 53 Fahim Tharaba
Cendekia: Kependidikan dan Kemasyarakatan Vol 17, No 1 (2019)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (284.564 KB) | DOI: 10.21154/cendekia.v17i1.1432

Abstract

Abstrak: Islamic Education as an important scientific building to always be developed so that there is improvement in the concept and practical level. In this paper the science of Islamic education will be seen from the perspective of the letter Fushilat 53 to develop its theoretical concepts. For this reason, the contents of the Islamic education curriculum can be seen in three orientations, namely the development of science oriented on: (1) The concept of divinity (Divine). (2) The concept of humanity (anfusion) (3) The concept of experience (afaqi). Furthermore, the approach to presenting an Islamic education curriculum can be formulated as follows: (1) the level of basic education is based on a psychological-religious approach; (2) secondary education levels (first and top) are based on scientific psychological approaches; and (3) higher education levels are based on religious-scientific and philosophical approaches. So that all the development of knowledge in Islamic Education based on and based on the main and main sources of the Qur’an and as-Sunnah, and in its implementation always cannot be separated from its history. In this discussion, the main objective was to find the methodology of the development of the Islamic education in the perspective of the Al-Qur’an Surat Fushilatayat 53. ملخّص: التربية الإسلامية كمبنى علمي هام يتم تطويره باستمرار حتى يكون هناك تحسن في المفهوم والمستوى العملي. في هذا البحث سيتم النظر إلى علم التربية الإسلامية من منظور الحرف فصلت : 53 تطوير مفاهيمه النظرية. لهذا) السبب ، يمكن رؤية محتويات منهج التربية الإسلامية في ثلاثة اتجاهات ، وهي تطوير العلوم الموجهة نحو: ) 1مفهوم الألوهية ) 2( مفهوم الإنسانية ) 3( مفهوم الخبرة . علاوة على ذلك ، يمكن صياغة نهج تقديم منهج التربية الإسلامية على النحو التالي: ) 1( يعتمد مستوى التعليم الأساسي على النهج النفسي الديني ؛ ) 2( تستند مستويات التعليم الثانوي )الأول والأعلى( إلى المقاربات النفسية العلمية ؛ و ) 3( تستند مستويات التعليم العالي على المناهج الدينية والعلمية والفلسفية. بحيث لا يمكن فصل كل تطور المعرفة في التربية الإسلامية المبني على أساس المصادر الرئيسية والرائدة للقرآن والسنة ، وعلى تنفيذه على الدوام عن تاريخه. في هذه المناقشة ، كان الهدف الرئيسي هو العثور على منهجية تطوير التربية الإسلامية في منظور القرآن الكريم سورة فصلت :53
The Management of IAIN Ponorogo-Assisted Madrasas: Religious, Populist, Center of Excellence, Diversity Mukhibat Mukhibat; Muhammad Fahim Tharaba; Munair Yusaf Abdalhafiz Salah
Cendekia: Kependidikan dan Kemasyarakatan Vol 18, No 2 (2020)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (130.508 KB) | DOI: 10.21154/cendekia.v18i2.2083

Abstract

The current various madrasa innovations remain various problems, namely being at a crossroads between maintaining the original character and modernization. MAPK faces problems with formal legal aspects, MA Skills and Models have funding problems, and Madrasa Diniyah is experiencing problems in certificate recognition. Qualitative research on the vision of madrasa development is very important so that the various models of madrasacontinue to develop according to their historical character and vision. Madrasamust be built based on Islamic values, the essential character of the history of Islamic education, and the formulation of future challenges. Islamic and populist characters in madrasas are identities that must color the curriculum. Madrasas are obliged to carry out the basic vision and mission of pesantren, namely tafaqquh fi al-din by 1) increasing community participation in empowering accountable, quality-oriented management, which will encourage madrasato be the centerof excellence. 2) increasing participation so that madrasas remain the core of a learning society, capable, functional, integrated.Berbagai inovasi madrasah yang ada sekarang ini,ternyata masih menyisakan berbagai persoalan, yakni berada dalam persimpangan jalan antara mempertahankan karakter asli dan melakukan modernisasi. MAPK mengadapi problem aspek legal formal, MA Keterampilan dan Model mengalami problem pendanaan, dan Madrasah Diniyah mengalami problem pengakuan ijazah. Penelitian kualitatif tentang visi pengembangan madrasah menjadi sangat penting dilakukan agar berbagai model madrasah tersebut tetap berkembang sesuai karakter dan visi historisnya. Madrasah harus dibangun berdasarkan nilai-nilai Islam, karakter esensial dari sejarah pendidikan Islam, dan rumusan tantangan masa depan. Karakter Islami dan populis pada madrasah merupakan identitas yang harus mewarnai kurikulumnya. Madrasah berkewajiban mengemban visi misi asasi pesantren, yaitu tafaqquh fi al-din dengan melakukan 1) peningkatan partisipasi masyarakat dalam pemberdayaan manajemen yang accountable, quality oriented, yang akan mendorong madrasah menjadi centers of excellence. 2) peningkatan partisipasi agar madrasah tetap menjadi core dari learning society, capable, fungsional, integrated.
Co-Authors Alam, Abdal Malik Fajar Asy'arie, Bima Fandi Atana Ahmil Nahdhiyah Aunia Ulfah Bima Fandi Asy’arie Bunayar Chabibi, Chamim Eko Budi Minarno Fadhil Akbar Fathih, Muhammad Amin Fitriya, Evi Imam Suprayogo Indah Aminatuz Zuhriyah Indana Rizki Kamilia Kamilia, Indana Rizki Khoirun Nisa Khudori Soleh, Achmad Lailah Mawaddah Lailatul Rifqoh Izzati Latif, Muhammad Sabri Linda Kurniawati, Linda M. Aqil Fahmi Sanjani Mariyana, Weni Marno Marno Mohammad Asrori Mohammad Asrori Mohammad Asrori Mohammad Padil Mubaroq, Zulfi Muhammad Amin Nur, Muhammad Amin Muhammad, Suaib Mukhibat Mukhibat Mukhlisin Mukhlisin Munair Yusaf Abdalhafiz Salah Munawaroh, Aminatul Muniry, Samsul Mutniati, Vebri Putri Mu’in, Mohammad Lutfi Alil Naufal Achmad Fauzan Noviyanti, Shobihatul Fitroh Nur Fadhilatul Fitria Rico Supriyadi Romadhon, Muhammad Syahru Salam, Muhammad Fahri Samsul Susilawati Suci Hidayati Sutiah Sutiah Tazkiyah, I’anatut Triyo Supriyatno Valensia, Clara Wahab, Abdul Fattah Wahidmurni Wahyudin, Aji Wiratama, Rivaldi