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All Journal Al Iman: Jurnal Keislaman dan Kemasyarakatan JURNAL ILMIAH GEMA PERENCANA NUMADURA: Journal of Islamic Studies, Social and Humanities Ghulamuna
Ach. Syaiful
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Religion Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Politik Pendidikan Islam Masa Reformasi Ach. Syaiful
Al Iman: Jurnal Keislaman dan Kemasyarakatan Vol. 2 No. 1 (2018): Maret: Al-Iman Jurnal keislaman dan kemasyarakatan
Publisher : STID Raudlatul Iman Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (707.873 KB)

Abstract

Makalah ini akan menyajikan pembahasan politik pendidikan (bukan pendidikan politik) yang secara spesifik mengurai tentang pendidikan Islam dalam sistem perpolitikan di Indonesia. Melakukan analisis terhadap posisi dan peluang terhadap lembaga pendidikan Islam dalam undang-undang sistem pendidikan nasional. Bahasan akan dimulai dari hantara definisi, pendidikan Islam dalam sisdiknas, perkembangan pendidikan Islam pada era reformasi serta melakukan analisis bagaimana masa reformasi sebagai peluang emas bagi lembaga pendidikan, seperti lembaga pendidikan Islam yang berciri khas NU. Selain itu, makalah ini juga akan mengalisis bagaiman dampak (effect) dari adanya kebijakan pendidikan Nasional terhadap lembaga pendidikan Islam yang ada.
Modernisasi Pendidikan Islam dan Pendidkan Islam Humanis dalam Pandangan Azyumardi Azra dan Tolhah Hasan Ach. Syaiful; Hafid
NUMADURA: Journal of Islamic Studies, Social, and Humanities Vol. 2 No. 2 (2023): Journal of Islamic Studies, Social and Humanities
Publisher : LPTNU Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58790/jissh.v2i2.24

Abstract

The strengthening of educational patterns that deviate from the great goals of Islamic religious education means that the thinking of two figures, Azyumardi Azra and Tholhah, needs to be reviewed. This article examines the modernist thoughts of PAI and Humanist PAI from the views of these two figures using a library research approach. The results of this research show that the modernization of PAI starts from Islamic educational institutions such as madrasas and Islamic boarding schools, how Islamic boarding schools can create human resources (HR) for the younger generation who are superior not only cognitively but also affectively and psychomotorically but in accordance with the characteristics and subculture of the Islamic boarding school, namely mastery of religious knowledge. The modernity of Islamic boarding schools also discusses religious knowledge and technological science. Azra places Islamic boarding schools as Islamic educational institutions that remain sub-cultural, but also the knowledge taught at Islamic boarding schools is integrative with the advances of the times, namely science and technology. In Tholhah's view, the weakness of Islamic education, which tends to be dichotomous regarding the issue of humanism, is that it is weak economically and in terms of solidarity, which means that human morals are weak to have integrity in maintaining the values ​​of humanism, which should be a concern. For Tholhah, the big goal of education is to save nature, develop nature's potential, and harmonize nature's journey. Humanity or humanism for Tholhah is nature itself and everything related to humanism is part of what must be considered in Islamic education, including thoughts about modernism in Islamic education.
Menghidupkan Pemikiran Gusdur dalam Pendidikan Nasional Ach. Syaiful; Ahmad Hanif Fahruddin
NUMADURA: Journal of Islamic Studies, Social, and Humanities Vol. 3 No. 1 (2024): Journal of Islamic Studies, Social and Humanities
Publisher : LPTNU Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58790/jissh.v3i1.41

Abstract

National education must be strengthened with the spirit of Gusdur's thoughts on peace, local wisdom and pluralism. As Gusdur's three thoughts that must live in the national education process. This study uses a literature review with three journals as primary sources. The results of this study are that there are three Gusdur's thoughts that must be alive today, especially in national education, Gusdur's thoughts about peace in the aspect of national education. That the cultural components of the archipelago can become a core part of national education. Both said that Gus Dur took a socio-cultural approach that national education must be built with an insight into Indonesian culture. Second, the idea of ​​indigenization of Islam is a breakthrough in the thinking of Islamic figures who provide solutions in dealing with the social problems of Islamic society in Indonesia. Local wisdom is precisely Gusdur's thought which has the dimension of educational modernism. Third, Gusdur's thinking about pluralism, pluralist thinking must be included in school learning, strengthening it in the form of attitudes and real work through extra activities at school. There are moral knowing, moral feeling and also moral action, these three stages in building character are also relevant to Gusdur's views on the three dimensions of pluralism that can be applied in national education.
Pendidikan Berbasis Manajemen Bisnis Ach. Syaiful; Hafid; Musayyidi
NUMADURA: Journal of Islamic Studies, Social, and Humanities Vol. 3 No. 2 (2024): Journal of Islamic Studies, Social and Humanities
Publisher : LPTNU Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58790/jissh.v3i2.42

Abstract

The reformulation of Indonesia’s education system is essential to enable it to respond to global challenges, particularly within the context of a technology-based economy. Education can no longer merely address social and individual needs; it must also adapt to the demands of the global market. The concept of Management Business Education (MBE) is proposed as a strategic approach to align education with global needs without abandoning local values. In this model, education is directed toward systematically developing students’ potential, equipping them with business and management insights, and strengthening collaboration among educational institutions, parents, and the market environment. In this way, education can serve as a vital instrument in shaping a generation that is adaptive, innovative, and highly competitive in the era of globalization.
KOMODIFIKASI PENDIDIKAN ANAK USIA DINI: KRITIK TERHADAP KOMERSIALISASI MASA KANAK-KANAK DAN KESENJANGAN AKSES PAUD Ach. Syaiful; Hafid; Faizatul Fitriyah
GHULAMUNA: JOURNAL OF EARLY CHILDHOOD EDUCATION Vol. 3 No. 1 (2025): GHULAMUNA : Journal of Early Childhood Education
Publisher : Lembaga Penelitian dan Pengabdian Institut Kariman Wirayudha Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52185/ghulamuna.v3i1.845

Abstract

Artikel ini mengkaji secara kritis fenomena komodifikasi dalam pendidikan anak usia dini (PAUD) dalam konteks modernitas yang mengubah esensi PAUD dari praktik yang sesuai perkembangan anak (developmentally appropriate practice) menjadi komoditas yang dapat dipasarkan. Melalui pendekatan kritik sosial dan analisis teoretis, penelitian ini mengungkapkan bagaimana logika kapitalisme telah merasuki sistem PAUD, mengubah lembaga prasekolah menjadi entitas yang berorientasi pasar dengan praktik branding dan marketing yang intensif. Transformasi ini menimbulkan ironi fundamental: pendidikan anak usia dini yang seharusnya mengutamakan perkembangan anak dan pembelajaran berbasis bermain justru terkungkung dalam logika transaksional yang menekankan akselerasi akademik dan persiapan sekolah formal. Komodifikasi PAUD menciptakan akses eksklusif berdasarkan kemampuan ekonomi, menghasilkan stratifikasi pendidikan yang tajam sejak tahap paling awal perkembangan anak. Artikel ini menganalisis fenomena branding PAUD dalam kerangka teori modernitas refleksif Giddens dan mengkaji dilema antara pragmatisme pasar dan praktik yang sesuai perkembangan anak dalam pendidikan usia dini. Temuan penelitian menunjukkan bahwa PAUD modern menghadapi ketegangan antara kecemasan orang tua akan “kesiapan sekolah,” tekanan komersial untuk pencapaian akademik, dan prinsip-prinsip fundamental pedagogi yang berpusat pada anak dan berbasis bermain. Artikel ini menyimpulkan perlunya reorientasi pendidikan anak usia dini yang mampu menyeimbangkan pengembangan keterampilan dengan perkembangan anak holistik yang mencakup dimensi kognitif, sosio-emosional, fisik, dan spiritual untuk mewujudkan PAUD yang berkeadilan dan membebaskan.
Habituasi dan Internalisasi Nilai-Nilai Pendidikan Islam dalam Pengembangan Karakter: Studi Fenomenologi di Madrasah Ibtidaiyah Nasy’atul Muta’allimin Candi Sumenep Ach. Syaiful; Amiruddin; Hafid; Fitriyah, Faizatul
JURNAL ILMIAH GEMA PERENCANA Vol 4 No 2 (2025): Jurnal Ilmiah Gema Perencana
Publisher : POKJANAS Bekerja Sama Biro Perencanaan dan Penganggaran, Sekretariat Jenderal Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61860/jigp.v4i2.324

Abstract

Madrasah as an Islamic educational institution faces challenges in implementing Islamic values for student character building. Although religious activities have been carried out routinely, they have not effectively touched the core of students’ spirituality as reflected in their daily behavior. The gap between the ideality of madrasah as a producer of noble character and the reality of value shifts highlights the urgency of structured and sustainable Islamic value implementation studies. This study employs a qualitative approach with ethnographic-phenomenological methods at Madrasah Ibtidaiyah Nasy’atul Muta’allimin Candi, Sumenep, Madura. Research subjects include the madrasah principal, vice principals, teachers, school committees, parents/guardians, and surrounding community. Data were collected through in-depth interviews, participatory observation, and documentation, then analyzed through data reduction, data presentation, conclusion drawing, and verification stages. Data validity was ensured through credibility, transferability, dependability, and confirmability. The findings reveal that Islamic values implementation is based on three main foundations: faith, sharia, and ihsan, manifested through habituation of greeting-smiling-salutation values, honesty, trustworthiness, and responsibility. Implementation strategies include teacher exemplary behavior, madrasah culture, project-based learning, and cross-curricular integration, reinforced with specific practices such as teachers welcoming students, reciting Asmaul Husna, congregational dhuha prayer, and intensive parental cooperation. This study concludes that Islamic character building requires continuous habituation through real behavioral examples from teachers and parents. Recommendations are directed to madrasah education practitioners to develop structured, organized, and dynamic value implementation concepts according to each institution’s factual context, and to future researchers to explore the long-term impacts of habituation strategies on madrasah students’ character.
Co-Authors Ahmad Hanif Fahruddin Amiruddin Faizatul Fitriyah Faizatul Fitriyah, Faizatul Hafid musayyidi