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Pola Pendidikan Nabi Muhammad Saw dalam Hadist Setiawati, Ika; Yuliharti, Yuliharti
At-Tajdid : Journal of Islamic Studies Vol 3, No 3 (2023): Juli 2023
Publisher : Pacsasarjana UIN Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/at-tajdid.v3i3.28687

Pola pendidikan Islam Rasulullah SAW sejalan dengan tahapan-tahapan dakwah yang disampaikan kepada kaum Quraisy melalui tiga tahapan, yaitu pendidikan secara rahasia dan perorangan, pendidikan secara terbuka dan terang-terangan serta pendidikan yang dilakukan secara meluas. Pendidikan fase Mekkah dan Madinah memiliki persamaan dan perbedaan, fase Mekkah ada dua lembaga pendidikan yakni rumah Arqam dan Kuttab, sedangkan Madinah lembaga pendidikan rumah para sahabat dan masjid yang multifungsi. Tujuan dari kajian ini adalah membahas tentang pola pendidikan Nabi Muhammad SAW dalam Hadist. Kajian ini merupakan studi pustaka dengan data yang diperoleh melalui dokumen buku dan artikel yang relevan. Data yang telah diambil kemudian dianalisis menggunakan pendekatan kualitatif yang terdiri dari reduksi data, penyajian data dan kesimpulan.

Implementasi Kurikulum Berbasis Cinta Melalui Pendekatan Konsep Dan Teori Kurikulum Pendidikan Agama Islam Pada Mata Pelajaran Sejarah Kebudayaan Islam Di Madrasah Aliyah Negeri 3 Kota Pekanbaru Agustin, Siti Maulidiya; Murhayati, Sri; Yuliharti, Yuliharti
Indonesian Research Journal on Education Vol. 5 No. 6 (2025): Irje 2025
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/irje.v5i6.3981

Tujuan penulisan ini untuk mengetahui tentang Implementasi Kurikulum Berbasis Cinta Melalui Pendekatan Konsep dan Teori Kurikulum Pendidikan Agama Islam Pada Mata Pelajaran Sejarah Kebudayaan Islam di Madrasah Aliyah Negeri 3 Kota Pekanbaru. Metode yang digunakan yaitu metode pendekatan kualitatif. Teknik pengumpulan data dilakukan dengan teknik observasi, wawancara dan dokumentasi. Berdasarkan hasil penelitian dapat disimpulkan bahwa Implementasi Kurikulum Berbasis Cinta Melalui Pendekatan Konsep dan Teori Kurikulum Pendidikan Agama Islam Pada Mata Pelajaran Sejarah Kebudayaan Islam di Madrasah Aliyah Negeri 3 Kota Pekanbaru dilakukan secara 3 tahap yaitu Pertama tahap perencanaan kurikulum yaitu Guru mata pelajaran Sejarah Kebudayaan Islam Menyusun perangkat pembelajaran, Kedua tahap pelaksanaan kurikulum, adapun dalam pelaksanaannya Konsep yang diterapkan oleh Guru Sejarah Kebudayaan Islam yaitu kurikulum sebagai pengalaman belajar, Kurikulum sebagai nilai Kurikulum sebagai rekonstruksi pengetahuan. Sedangkan teori yang diterapkan yaitu: Teori kurikulum transformatif, Teori Konstruktivisme, dan Teori Pendidikan Holistik. Penelitian ini menekankan pada Cinta kepada Allah dan Rasul-Nya, Cinta terhadap ilmu dan peradaban Islam, dan Cinta kepada sesama manusia, Cinta kepada Lingkungan, dan Cinta kepada Bangsa dan Negara. Ketiga tahap evaluasi kurikulum, adapun evaluasi kurikulum yang dilaksanaakan yaitu Supervisi proses pembelajaran, Pelatihan dan pendampingan guru, Pengembangan modul dan media pembelajaran, dan Penerapan kolaboratif dengan pendekatan saintifik dan berbasis proyek.

Analisis Implementasi Kurikulum Terintegrasi Pada Sekolah Menengah Kejuruan Berbasis Pesantren Di Riau Faqihuddin, Ahmad; Murhayati, Sri; Yuliharti, Yuliharti; Abrar, M. Dliyaul
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 1 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i1.1914

Penelitian ini mengkaji implementasi kurikulum terintegrasi pada Sekolah Menengah Kejuruan berbasis pesantren di Provinsi Riau, yang mengombinasikan kurikulum nasional kejuruan dengan kurikulum kepesantrenan. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi, wawancara mendalam, dan analisis dokumen. Hasil penelitian menunjukkan bahwa keberhasilan integrasi kurikulum didukung oleh kepemimpinan sekolah yang visioner, kultur religius pesantren, serta kolaborasi efektif antarguru. Adapun kendala utama yang dihadapi meliputi keterbatasan tenaga pendidik berkompetensi ganda, tantangan sinkronisasi jadwal pembelajaran, dan keterbatasan sarana prasarana. Dampak implementasi kurikulum terintegrasi tercermin pada peningkatan kompetensi vokasional siswa dengan kenaikan rata-rata sebesar 12 persen, penguatan karakter religius, serta peningkatan kesiapan kerja di dunia industri. Temuan ini menegaskan urgensi pengembangan model kurikulum terintegrasi dalam pendidikan vokasional Islam sebagai upaya melahirkan lulusan yang unggul secara teknis sekaligus berkarakter Islami.

Analysis of New Order Government Policies and Their Implications for Islamic Education in the Republic of Indonesia Yuliana, Evi; Yuliharti, Yuliharti; Hasyim, Hariza
Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Vol. 23 No. 1 (2026): Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan (AJAIP)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ajaip.2026.vol23(1).25510

This study seeks to examine the educational policies of the New Order regime, particularly in Islamic religious education, and their impact on the advancement of Islamic education in Indonesia. The approach used is qualitative, using a library research method. Data sources are derived from secondary literature, including books, academic journals, and related scientific publications. Data were collected through a systematic search of documents analyzed descriptively and qualitatively through the following stages: source selection, theme categorization, content analysis, and conclusion drawing. The findings of this study indicate that the New Order's educational strategy prioritized the continuous and in-depth instillation of the ideals of Pancasila throughout society, primarily through education and training. The P4 improvement program and standardized curriculum facilitated the advancement of Islamic educational institutions, such as Islamic madrasas and universities, by integrating the national and religious curricula. This study concludes that the New Order era marked the beginning of the modernization and advancement of Islamic education within the national education system. This period saw a growing awareness of the challenges facing Islamic religious education, prompting the Ministry of Religious Affairs to formulate new policies that implemented various forms of Islamic education, including classical Indonesian Islamic boarding schools (pesantren), Islamic religious institutions (Diniyah), private Islamic schools, public Islamic elementary schools (SDIslamic elementary schools), and state Islamic religious institutions (LPIs). Consequently, the New Order period emerged as a significant chapter in the historical evolution of the modernization of Islamic education in Indonesia.

Implementation of Teacher Certification and Teacher Professional Education (PPG) and Challenges in Developing the Quality of Islamic Education Sabrina, Ainah; Yuliharti, Yuliharti; Hasyim, Hariza
Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Vol. 23 No. 1 (2026): Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan (AJAIP)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ajaip.2026.vol23(1).27128

To ensure the quality of education, the Indonesian government has taken various measures through a range of programs, both educational and non-educational. However, the strategies implemented have not been fully integrated, so special programs are considered necessary to strengthen teacher professionalism. This study aims to analyze regulations, government policies, and literature related to teacher certification and PPG to explain their role in improving teachers' professional competence, especially in developing the quality of Islamic education. This study applies a qualitative literature review approach in examining various laws and regulations as well as relevant academic literature. It analyzes regulations, academic literature, and government policies related to teacher certification and PPG. The results of the study explain that the certification and PPG programs have an important role in increasing the professional competencies that teachers should have. This can be done through strengthening the curriculum, competent human resources, teaching and learning facilities and infrastructure, and field experience. The implementation of PPG has proven to be able to produce competent, certified, and competitive teachers, thereby contributing significantly to the development of education quality, especially Islamic education in Indonesia.

Analysis of New Order Government Policies and Their Implications for Islamic Education in the Republic of Indonesia Yuliana, Evi; Yuliharti, Yuliharti; Hasyim, Hariza
Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan Vol. 23 No. 1 (2026): Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan (AJAIP)
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/ajaip.2026.vol23(1).25510

This study seeks to examine the educational policies of the New Order regime, particularly in Islamic religious education, and their impact on the advancement of Islamic education in Indonesia. The approach used is qualitative, using a library research method. Data sources are derived from secondary literature, including books, academic journals, and related scientific publications. Data were collected through a systematic search of documents analyzed descriptively and qualitatively through the following stages: source selection, theme categorization, content analysis, and conclusion drawing. The findings of this study indicate that the New Order's educational strategy prioritized the continuous and in-depth instillation of the ideals of Pancasila throughout society, primarily through education and training. The P4 improvement program and standardized curriculum facilitated the advancement of Islamic educational institutions, such as Islamic madrasas and universities, by integrating the national and religious curricula. This study concludes that the New Order era marked the beginning of the modernization and advancement of Islamic education within the national education system. This period saw a growing awareness of the challenges facing Islamic religious education, prompting the Ministry of Religious Affairs to formulate new policies that implemented various forms of Islamic education, including classical Indonesian Islamic boarding schools (pesantren), Islamic religious institutions (Diniyah), private Islamic schools, public Islamic elementary schools (SDIslamic elementary schools), and state Islamic religious institutions (LPIs). Consequently, the New Order period emerged as a significant chapter in the historical evolution of the modernization of Islamic education in Indonesia.

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