Articles
<![CDATA[EVOLUTION AND ORIENTATION OF ISLAMIC EDUCATION IN INDONESIA AND MALAYSIA ]]>
<![CDATA[Ali Mas'ud]]>;
<![CDATA[Ah. Zakki Fuad]]>;
<![CDATA[Achmad Zaini]]>
<![CDATA[ JOURNAL OF INDONESIAN ISLAM Vol 13, No 1 (2019) ]]>
Publisher : <![CDATA[State Islamic University (UIN) of Sunan Ampel Surabaya ]]>
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DOI: 10.15642/JIIS.2019.13.1.21-49
<![CDATA[Islamic education in Indonesia and Malaysia stemmed from the very same origin, pondok pesantren. However, they went different ways due to several drives. As madrasah transformed some forms of pondok pesantren, colonial and political context has shaped Islamic education in Indonesia and Malaysia. In Indonesia, education is administered in a separate ministry and finally formed a curriculum that enable graduates to endeavor not only in religious fields but also in all walks of life. Whereas Ministry of Malaysian Education regulate both national education and religious education all students in Indonesia and Malaysia, though, regardless of their schools, must study religion with different gradation. While Islamic instruction in Indonesian schools is supplied only to shape religious character, Malaysian schools strive to create an integration between Islamic and non-Islamic sciences. Pondok pesantrens too, have developed to a degree that differing features do occur, although they share several resemblances. Their private natures enable pondok pesantrens to improvise their education with different outcome and shape, but remain a deeply rooted in Islamic education in both countries.]]>
<![CDATA[Model Interpretasi al-Qur'ān Abdullah Saeed ]]>
<![CDATA[Achmad Zaini]]>
<![CDATA[ Islamica: Jurnal Studi Keislaman Vol. 6 No. 1 (2011): September ]]>
Publisher : <![CDATA[Postgraduate Studies of Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia ]]>
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DOI: 10.15642/islamica.2011.6.1.25-36
<![CDATA[This article tries to deliver Abdullah Saeed's idea on the new approach to interpret the Qur'ān called contextualist approach. He proposes his ideas based on his finding that there is a gap between texts which have been understood literally by majority of ulama? and socio-historical context of the Qur'ān at the time of revelation in the first/seventh century and the contemporary concerns and needs of Muslims today. Based on his expertise on hermeneutic, he proposes four stages: encounter with the world of the text, critical analysis, meaning for the first recipients and meaning for the present. The proposed idea should be appreciated even though it seems that it is a preliminary study which has to be elaborated into practical way.]]>
<![CDATA[Traditional Ulama Movement Against Invaders: Darul Uloom Deoband, India and Pesantren Tebuireng, Indonesia ]]>
<![CDATA[Achmad Zaini]]>
<![CDATA[ Islamica: Jurnal Studi Keislaman Vol. 16 No. 2 (2022): March ]]>
Publisher : <![CDATA[Postgraduate Studies of Universitas Islam Negeri Sunan Ampel Surabaya, Indonesia ]]>
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DOI: 10.15642/islamica.2022.16.2.194-221
<![CDATA[This article attempts to describe the role of ulama (Islamic Scholars) of Darul Uloom Deoband in India and those of Pesantren Tebuireng Jombang in Indonesia, who are categorized as traditionalist, in the independence movement against the invaders. The ulama of Darul Uloom Deoband opposed to the British rule, while the ulama of Tebuireng struggled against the Dutch colonialism and Japanese occupation. Using a historical approach, this article reveals that traditionalist scholars in both institutions had a significant role in the independence movement, even though Islam is minority in India and majority in Indonesia. They fostered anti-colonial attitudes against the invaders in order to defend their homeland and fight for their country’s independence.]]>
<![CDATA[Projecting the Mobility of School Teachers of Islamic Subject From Indonesia to Malaysia, Brunei Darussalam, and Thailand in the Era of Asean Free Market ]]>
<![CDATA[Achmad Zaini]]>;
<![CDATA[Ali Mas’ud]]>;
<![CDATA[Ah Zakki Fuad]]>
<![CDATA[ Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) Vol. 9 No. 2 (2021): December 2021 ]]>
Publisher : <![CDATA[UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/jpai.2021.9.2.119-138
<![CDATA[This article deals with mapping of teacher’s competence for Islamic religious subject in facing ASEAN Economic Community. Since the free market has launched in 2015, ASEAN countries will transform to be a region in which goods, services, skilled workers and capital can move freely. It means that all skilled workers, including teachers of Islamic subjects, have the same access to get a good job suitable with their competence in ASEAN countries. To prepare such skilled workers, it is very important to understand and to map the competences standard of Islamic religious teacher set up by Islamic education institutions (schools) in ASEAN countries.We conclude that there are at least two basic competences and five additional competences required. Two basic competences are mastery of Islamic teachings (theology and law) and good command in Arabic, both written and spoken (muhadathah). While five additional competences are mastering local languages (Malay and Thai); English; writing and reading Malay-Arabic script (Arab-Jawi);performing Islamic rituals with a special reference to Shafi‘i’s school of thought; and computer literacy. To compete and to fulfill the demand of the above competences, it is needed to make sure that the implementation of the curriculum of Islamic Education Department in the Faculty of Islamic Education in Indonesian Islamic higher education has been going well, and to adopt as well as to change it as long as in line with the competences needed.]]>
<![CDATA[MODERNIZING ISLAMIC EDUCATION IN THE MOST POPULATED MUSLIM WORLD ]]>
<![CDATA[Achmad Zaini]]>
<![CDATA[ JOURNAL OF INDONESIAN ISLAM Vol 16, No 1 (2022) ]]>
Publisher : <![CDATA[State Islamic University (UIN) of Sunan Ampel Surabaya ]]>
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DOI: 10.15642/JIIS.2022.16.1.175-196
<![CDATA[This paper discusses the homegrown endeavors in the most populated Muslim world to modernize Islamic education therein. It focuses on how the modernization of Islamic education comes out of efforts by the so-called traditional Muslim scholars in particular in reforming Islamic education. As a locus of analysis, it deals comparatively with two largest Muslim populations, one in South Asia and another in Southeast Asia. The former is represented by India, and the latter is by Indonesia. This article argues that the traditional Muslim scholars have contributed significantly to the modernization of Islamic education in their own country respectively. It further argues that their position as traditional `ulama’ does not hinder their progressive role in reforming their respective Islamic institutions. They apply schooling system, adopting “secular” sciences for the curriculum and implementing teaching-learning methods like their reformist colleges and schools established by either the British or the Dutch colonialists. It goes on to say that the traditional `ulama’ both in South and Southeast Asia have a pivotal position in reforming Islamic education in such a way that rewriting needs to be undertaken in a more proportional way towards the discussion of Islamic education reform in both countries.]]>
<![CDATA[Moderasi Beragama : Analisis Kebijakan dan Strategi Penguatan di Kementerian Agama Republik Indonesia ]]>
<![CDATA[Rofiqi Rofiqi]]>;
<![CDATA[Mohammad Firdaus]]>;
<![CDATA[Mohamad Salik]]>;
<![CDATA[Achmad Zaini]]>
<![CDATA[ Ulumuna: Jurnal Studi Keilsman Vol 9 No 1 (2023) ]]>
Publisher : <![CDATA[LP2M IAI Miftahul Ulum Pamekasan ]]>
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DOI: 10.36420/ju.v9i1.6544
<![CDATA[Religious moderation is currently a very interesting discussion, not only among academics but also among the public. The emergence of the phenomenon of intolerance and radicalism certainly becomes asbabun nuzul from moderation so the Ministry of Religion of the Republic of Indonesia feels the need to make religious moderation a policy focus. This paper aims to reveal policy analysis and strategies for strengthening religious moderation in the context of education in Indonesia. The research method used is qualitative with the type of library research using the note-taking technique. The results of this study indicate that the policy of strengthening religious moderation is contained in the 2020-2024 RPJMN which promotes strengthening religious moderation through 5 (five) strategies to strengthen religious moderation including; religious broadcasting, education system, management of houses of worship, management of public spaces, and Islamic boarding schools. However, the focus and findings in this study lead to the implementation of the education system in Islamic Higher Education, in which houses of religious moderation are formed at State Islamic Universities in Indonesia.]]>
<![CDATA[Pesantren and the Human Development Index in Indonesia Post Law Number 18 of 2019 ]]>
<![CDATA[M Faishal Khoirurrijal]]>;
<![CDATA[Abdul Rahim Karim]]>;
<![CDATA[Achmad Zaini]]>;
<![CDATA[Mohamad Salik]]>
<![CDATA[ Santri: Journal of Pesantren and Fiqh Sosial Vol 4 No 1 (2023): June 2023 ]]>
Publisher : <![CDATA[The Institute of Research and Service Community IPMAFA Pati ]]>
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DOI: 10.35878/santri.v4i1.697
<![CDATA[This research intends to determine the extent to which the potential of pesantren is based on the mandate contained in Law no. 18 in 2019 about Pesantren in an effort to increase the Human Development Index (IPM) in Indonesia. This research is qualitative research using a literature study approach in the data collection process, both primary and secondary. The primary data in the form of the Pesantren Law was then analyzed in terms of the Human Development Index indicators with the assistance of several secondary sources such as journal articles, web articles, and books. The results of this research indicate that Pesantren has the potential in efforts to increase the Human Development Index (HDI) in Indonesia through two dimensions: 1) Pesantren have the potential to increase the Knowledge dimension (Expected School Length and Average School Length) in its function as an educational institution through the provision of formal education Pesantrens in the form of the Satuan Pendidikan Muadalah (SPM), Pendidikan Diniyah Formal (PDF), and Ma'had Aly; 2) Pesantren have the potential to increase the dimension of a Decent Standard of Living through their function in community empowerment with various training programs and economic empowerment and entrepreneurship.]]>
<![CDATA[AUSTRALIAN SCHOLARSHIP ON INDONESIAN ISLAM: A Socio-historical Overview ]]>
<![CDATA[Hilmy, Masdar]]>;
<![CDATA[Zaini, Achmad]]>;
<![CDATA[Syafaq, Hammis]]>
<![CDATA[ JOURNAL OF INDONESIAN ISLAM Vol 18, No 2 (2024) ]]>
Publisher : <![CDATA[State Islamic University (UIN) of Sunan Ampel Surabaya ]]>
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DOI: 10.15642/JIIS.2024.18.2.508-531
<![CDATA[This article analyzes the extent to which Australian scholarship portrays the reality of Indonesian Islam from a socio-historical perspective. This article argues that there is no such thing as interest-free in the process of knowledge production in Indonesian Islam studies. The production of knowledge on Indonesian Islam made by Australian scholars in Australian universities are inextricably linked to political and economic interests of the country. This article found out that academic production among Australian scholars is directed by the vision of the country in order to protect Australia and all Australian citizens both politically and economically. In addition, the academic production is designed to make a stable relationship between Indonesia and Australia. For Australia, the existence of Indonesia does matter as its major forefront in facing external threats such as military invasion, asylum seekers as well as immigrants. The stability of relationship will lead to the creation of economic prosperity among Australian citizens in general.]]>
<![CDATA[Menuju Kebijakan Pendidikan Satu Atap: Kritik atas Dualisme dan Dikotomi Pendidikan di Indonesia ]]>
<![CDATA[Siti Khoiriyah]]>;
<![CDATA[Amiruddin Amiruddin]]>;
<![CDATA[Mohammad Salik]]>;
<![CDATA[Achmad Zaini]]>
<![CDATA[ Intelektual: Jurnal Pendidikan dan Studi Keislaman Vol. 13 No. 1 (2023): Intelektual: Jurnal Pendidikan dan Studi Keislaman, April 2023 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Tribakti Lirboyo Kediri ]]>
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DOI: 10.33367/ji.v13i1.3523
<![CDATA[Politics and two-roof education policies in the regulation of Indonesia's national education system still need to improve at the level of implementation. Several two-roof education policies tend to be contradictory, such as the instructions and technical implementation of Graduate Competency Standards (SKL) at every level of education and subjects, the qualifications for the distance to the establishment of educational institutions, and regulations on accepting new students. This article aims to examine the rules and policies of two-roof education critically. The method used in this research was a literature study. There were three results of the critical analysis of this research. First, there was no policy regulation on the Graduate Competency Standard (SKL) measurement scale, so a policy regulation is needed on the SKL measuring instrument. Second, there were no more general and humanist current regulations and policies regarding the qualifications for the distance to the establishment of educational institutions, so a policy for the distance for the establishment of schools and madrasahs is needed that is in line with the needs and goals of national education. Third, review the technical implementation of accepting new students.]]>
<![CDATA[Paradigm of educational modernization Nurcholish Madjid perspective and relevance to the merdeka belajar concept ]]>
<![CDATA[Abdurrohim]]>;
<![CDATA[Mohammad Sholeh]]>;
<![CDATA[Ahmad Zakki Fuad]]>;
<![CDATA[Achmad Zaini]]>
<![CDATA[ ATTARBIYAH: Journal of Islamic Culture and Education Vol. 9 No. 1 (2024): Attarbiyah: Journal of Islamic Culture and Education ]]>
Publisher : <![CDATA[UIN Salatiga ]]>
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DOI: 10.18326/attarbiyah.v9i1.29-41
<![CDATA[The aim of this research is to analyze the development of Islamic education through the newly launched concept of "Merdeka Belajar" from the perspective of Nurcholish Madjid's thoughts. This research employs a library research approach with in-depth descriptive analysis. The findings reveal that the achievements of educational reform in Indonesia through "Merdeka Belajar" have both relevance and gaps when compared to Nurcholish Madjid's perspective on educational modernization in three areas: First, the relevance of the conception of values and development principles in the three dimensions of cognitive, affective, and psychomotor learning through a student-oriented learning approach. Second, the gaps in the practical implementation of "Merdeka Belajar," are: 1) the concept of "Merdeka Belajar" tends to be autonomous concerning the administration of education at educational units, creating opportunities for changes in educational direction; and 2) the aspect of educational equality, which remains uneven to this day. Therefore, these findings can serve as representative evaluation material for stakeholders and policymakers regarding the development of education in Indonesia, particularly in the context of Islamic education]]>
