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Pelaksanaan Pendidikan Agama di SMA Katolik Soverdi Kabupaten Badung Bali Mulyani Mudis Taruna
Analisa: Journal of Social Science and Religion Vol 17, No 2 (2010): Analisa Journal of Social Science and Religion
Publisher : Balai Penelitian dan Pengembangan Agama Semarang

This research was conducted at SMA Catholic Soverdi under umbrella ofCatholic foundation in Badung district Bali Province. Focuses of this study are,implementation of religious education was seen from the aspects of curriculumimplementation, influencing factors of curriculum implementation. Thisis a qualitative research. Finding of the research depicts that developmentof the religious education’s curriculum uses curriculum set by ministry ofeducation. This affects in developing of atmosphere of religious life at school.Substantially, implementation of curriculum on religious education areable to provide services for students, namely giving religious education fitwith students’ religion, and the teacher’s religion is the same as student’s religion.DI SMA KATOLIK SOVERDI KABUPATEN BADUNG BALIKeywords : Relegius education, curiculum

Standardization of Mastery Kitab Kuning in Nurul Hakim Islamic Boarding School West Nusa Tenggara Mulyani Mudis Taruna
Analisa: Journal of Social Science and Religion Vol 19, No 1 (2012): Analisa Volume 19, No.01 Januari-Juni 2012
Publisher : Balai Penelitian dan Pengembangan Agama Semarang

The focus of this research is the standardization of mastery “kitab kuning” in the Salaf Boarding School “Nurul Hakim” West Nusa Tenggara. The specific study was conducted at Darul Hikmah Li Ma’had Aly Al Fiqh wa Al-Da’wah. The findings of the research showed that the jargon “al-mukhafadlat ‘ala al-qadim ash-shalih wa al-akhdzu bi al-jadid al-ash- lah” or sticking to the old traditions and opening it up to contemporary phenomena inspired boarding school to follow the development of increasingly complex and global challenges. Ma’had ‘Aly Darul Hikmah Li Al Fiqh wa Al-Da’wah still refers to “kitab kuning” as the standard control by mahasantri. Benchmarking was based on the evaluation conducted each year by MPK-OS and set by the Majlis Kiai. Orientation for the determination was in accordance with the “kitab kuning” or study program taught in the Ma’had. The evaluation model which was developed in Ma’had ‘Aly was not different from the evaluation model which was developed at public universities, namely the evaluation of mid-semester and final semester. Another evaluation was an evaluation of each chapter in each study on the “Kitab Kuning” with sorogan model it was implemented in salaf pesantren students. Nev- ertheless, the standardization of control of the “Kitab Kuning” was in the hand of boarding school authorities as a part of developed formal education program.

Contribution Of Madrasah In Enhancing Curiculum 2013 (A Study On The Readiness Of Madrasah In Implementing Of Curiculum 2013 In Central Java) Mulyani Mudis Taruna
Analisa: Journal of Social Science and Religion Vol 22, No 1 (2015): Analisa Journal of Social Science and Religion
Publisher : Balai Penelitian dan Pengembangan Agama Semarang

This study aimed to describe the implementation of Curriculum 2013 in Madrasa tsanawiyah (MTs). The preparation includes readiness head MTs, the readiness of teachers, as well as enabling and inhibiting factors in the implementation of Curriculum 2013 MTs. The subjects of this study were MTs in Central Java. This study used a qualitative method with the following results; (1) generally head MTs and subject teachers at the school has been able to implement the K-13, both from the aspect of the facility and in the course of learning in the classroom. (2) supporting factor in the implementation of the curriculum in 2013 at MTs, including the existence of a workshop K-13 by the schools and by the working group of Madrasah (KKM), while inhibiting factor in the implementation of the curriculum in 2013 was the absence of mentoring supervisor madrassas and no handbook of teachers and learners, especially on the subjects of religious education.

Kompetensi Guru Pendidikan Agama Islam Mulyani Mudis Taruna
Analisa: Journal of Social Science and Religion Vol 18, No 2 (2011): Analisa Volume XVIII No 02 Juli Desember 2011
Publisher : Balai Penelitian dan Pengembangan Agama Semarang

Kajian dampak sertifikasi guru terhadap kompetensi perlu terus dilakukan, termasuk kajian terhadap guru mata pelajaran PAI (Pendidikan Agama Islam) di Madrasah Tsanawiah. Salah satu tujuan dari penelitian ini adalah untuk mengetahui perbedaan kompetensi guru PAI MTs yang berstatus tersertifikasi dan guru PAI MTs yang belum tersertifikasi. Metode penelitian ini menggunakan pendekatan kuantitatif dengan analisis Anova dua jalur. Populasi dalam penelitian ini adalah seluruh guru PAI MTs negeri dan swasta di Kabupaten Banjar Kalimantan Selatan. Sampel dalam penelitian ini dipilih secara random dengan teknik strata berjumlah 60 orang guru PAI dan untuk sampel siswa sebanyak 120. Salah satu hasil enelitian adalah diketahui terdapat perbedaan kompetensi guru PAI yang tersertifikasi dan kompetensi guru PAI yang belum tersertifikasi. Hasil analisis lanjut diketahui bahwa kompetensi guru PAI yang belum tersertifikasi lebih baik daripada kompetensi guru PAI yang sudah tersertifikasi

Pelaksanaan Pendidikan Agama Pada SD-LB B Sidakarya Kota Denpasar Mulyani Mudis Taruna
Analisa: Journal of Social Science and Religion Vol 17, No 1 (2010): Analisa Journal of Social Science and Religion
Publisher : Balai Penelitian dan Pengembangan Agama Semarang

The Research on the Implementation of Religious Education was conductedat the SD Luar Biasa Part B (SD-LB B) Sidakarya Denpasar, Bali Province. Theresults of this study indicate that the religious education implementation at theSD-LB B Sidakarya is still less attention. It can be seen from the teaching materials that still use the public school textbook and there is no RPP or specialized reference books for SD-LB B, religious teachers concerns to a religion teacher. The supporting factors in the process of learning is good spirit for student availability of classrooms, school infrastructure and the location is not far from the student environment. The problem Inhibiting in the learning rocess is the lack of teaching tools, no specific reference books for deaf and dumb there isnt good attantion for religioous teaching is still not getting the attention of the series.

Cultivating Character in The Digital Age: Umar Ibn Ahmad Bārājā's Moral Education Framework for Society 5.0 Muntakhib, Ahmad; Mustolehudin, Mustolehudin; Taruna, Mulyani Mudis; Dahri, Harpandi
Analisa: Journal of Social Science and Religion Vol 9, No 1 (2024): Analisa: Journal of Social Science and Religion
Publisher : Balai Penelitian dan Pengembangan Agama Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18784/analisa.v9i1.1993

The era of society 5.0 provides new challenges for Islamic education, especially in moral education. One of the scholars who has great attention to moral education is Umar Ibn Ahmad Bārajā. This study seeks to describe and analyze the thoughts of Umar Ibn Ahmad Bārajā in the books Akhlaq li al-Banin and Akhlak li al-Banat on moral education which is very interesting to be projected in the era of society 5.0. The focus raised is how moral education from the perspective of Umar Ibn Ahmad Bārajā, the values contained in moral education and Umar Ibn Ahmad Bārajā's moral education strategy in the era of Society 5.0. This research is a qualitative study with a research focus on the thoughts of Umar Ibn Ahmad Bārajā in the books Akhlaq li al-Banin and Akhlak li al-Banat. This thought is analyzed by content analysis and then projected in the era of Society 5.0. There are three research findings. First, good morals must begin to be built in education carried out by families that are strengthened by educational institutions. Second, the values instilled are respecting and honoring both parents, teachers, all elders, Honest in speaking, Tawadlu', Patience, Not avoiding each other, Not quarreling, and Not raising your voice when talking or laughing. Third, the use of gender-based names, habits, homework and role modeling.

MANAJEMEN PENDIDIKAN MAâ€™HAD â€˜ALY DI LINGKUNGAN PONDOK PESANTREN Kasus Maâ€™had Aly Hasyim Asyâ€™ari Tebuireng, Jombang Mulyani Mudis Taruna
EDUKASI: Jurnal Penelitian Pendidikan Agama dan Keagamaan EDUKASI | VOLUME 11, NOMOR 2, AGUSTUS 2013
Publisher : Badan Litbang dan Diklat Kementerian Agama RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32729/edukasi.v11i2.437

Judul penelitian ini adalah Implementasi Pendidikan Maâ€™had â€˜Aly Hasyim Asyâ€™ari di Pondok Pesantren Tebuireng Jombang. Pendekatan yang digunakan dalam penelitian adalah pendekatan kualitatif. Hasil penelitian adalah 1) Maâ€™had â€˜Aly Hasyim Asyâ€™ari menekankan pada kitab-kitab klasik dan berorientasi pada lahirnya generasi penerus Islam yang khairu ummah, tafaqquh fiad-diin, 2) Model penyelenggaraan pendidikan Maâ€™had â€˜Aly Hasyim Asyâ€™ari adalah perpaduan antara pendidikan pondok pesantren salafiyah dan perguruan tinggi, 3) Faktor pendukung dalam implementasi Pendidikan di Maâ€™had â€˜Aly Hasyim Asyâ€™ari antara lain; interaksi di kelas maupun di luar kelas menggunakan bahasa Arab, tenaga pengajar 80% lebih berasal dari alumni Timur Tengah yang berkompeten, materi kuliah dirujuk dari kitab-kitab klasik, rata-rata mahasantri memiliki latarbelakang pendidikan yang hampir sama, yaitu pondok pesantren salafiyah, dan adanya beasiswa bagi seluruh Mahasantri. Adapun faktor penghambat antara lain 1) status legal formal yang masih diperjuangkan, sehingga mahasantri harus mengikuti kuliah di IKAHA untuk memperoleh ijazah formal, 2) karena masih harus mengikuti kuliah di IKAHA, maka beban SKS dan mata kuliah yang harus ditempuh mahasantri terlalu berat., dan 3) mengingat di IKAHA memiliki jurusan Tarbiyah dan Syariâ€™ah, maka tidak sedikit mahasantri mengambil jurusan tarbiyah sehingga konsekuensinya dalam menyusun risalah mengikuti jurusan di IKAHA yang tidak linier dengan jurusan di Maâ€™had â€˜Aly yang mengembangkan fiqh-ushul fiqih.Â This paper describes the education implementation of Maâ€™had â€˜Aly Hasyim in Tebuireng boarding school, Jombang. This study uses a qualitative approach. The results are 1) Maâ€™had â€˜Aly Hasyim emphasizes the classics and is oriented to the birth of the next generation of Islam ummah khairu, tafaqquh Fi ad-deen 2) education of Maâ€™hadâ€™ Aly Hasyim Asy â€˜ ari is a blend of educational boarding school and salafiyah college experiences 3) the supporting factors in the implementation of education in Maâ€™had â€˜Aly Hasyim, among others are interaction inside and outside the classroom using Arabic, the fact that teaching staff are 80% alumni of the Middle East, the fact that lectures are based upon classic Islamic books, the fact that the students have a similar educational background, and scholarships that are provided for all students. There are inhibiting factors such as 1) claiming formal legal status in advance so Islamic boarding school students may attend college in IKAHA to obtain formal certification, 2) due to the regulations in IKAHA, many credits and courses must be taken by the students and 3) due to the possession of IKAHA in Tarbiyah and Shariah majors, many students prefer choosing tarbiyah which consequently results a non-linier major with Maâ€™had â€˜Aly-usul fiqh in IKAHA while studying and developing fiqh-ushul fiqh.

Education Model for Children with Special Needs in Ainul Yakin Islamic Boarding Schools Gunung Kidul, Yogyakarta Muntakhib, Ahmad; Taruna, Mulyani Mudis; Wahab, Wahab
TA'DIBUNA: Jurnal Pendidikan Agama Islam Vol 6, No 2 (2023): Educational Issues
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jpai.6.2.185-203

Children with special needs require special treatment in developing their potential, but parents and educational institutions, including Islamic boarding schools, are not aware of it. This special treatment requires an educational model that can provide comprehensive services to children with special needs. Therefore, the educational model applied by educational institutions will determine the success of education. The accuracy of parents and Islamic boarding schools in understanding children, especially children with special needs, is the main key in determining curriculum and educational model developed. One of the Islamic boarding schools that maintains and develops the potential of children with special needs is the Ainul Yakin Islamic Boarding School. This boarding school tries to develop the potentials of children with special needs appropriately and efficiently. This paper seeks to reveal and understand why the Ainul Yakin Islamic boarding school manages students from children with special needs?, How does Islamic boarding school classify students from children with special needs? This research is a qualitative research with a case study approach. Collecting research data by means of documentation, observation, and in-depth interviews. The research data were analyzed using the Miles and Hubberman model. This study shows that the Ainul Yakin Islamic boarding school views children with special needs as special pearls and. Second, Islamic boarding schools classify students into three groups, namely independent students, assisted students, and self-help students. Third, the education model in Islamic boarding schools is a practical-applicative education model, namely by students, from students and for students with the main activity is prayer.

Digital learning models: experience of online learning during the pandemic Muzayanah, Umi; Maknun, Moch Lukluil; Sa'ad, Faidus; Mustolehudin, Mustolehudin; Taruna, Mulyani Mudis
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.30032

During the global pandemic of COVID-19, the learning model has been “forced” to transition from conventional to distance learning. At the beginning of its implementation, digital-based learning received many complaints from teachers, parents, and students. Gradually, they can adapt to distance learning that utilizes many digital devices. Through quantitative and qualitative research approaches, this paper aims to describe the online learning model in schools and Islamic boarding school (pesantren) based on their experience during COVID-19. From these studies, several digital-based learning models can be identified. First, social media-based learning. Social media-based learning is carried out by optimizing the use of WhatsApp as the main media in learning. Second, learning through virtual classrooms, which is face-to-face learning between teachers and students in a digital space. Third, education platform-based learning, where the learning process is conducted through internal school or government platforms. Fourth is blended learning, which is learning partly online and offline. This fourth lesson aims to accommodate the learning needs of students or teachers who have obstacles such as signal difficulties and weak economies. The findings contribute to the availability of references for digital learning models that can be applied in the future.

Challenges and Opportunities in Early Childhood Religious and Moral Education: A Perspective from the Evaluation of Logical Models Istiyani, Dwi; Wibowo, A.M; Taruna, Mulyani Mudis; Rahmawati, Titik; Atmanto, Nugroho Eko
Nazhruna: Jurnal Pendidikan Islam Vol 7 No 2 (2024): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v7i2.4843

This study is an evaluation that aims to analyze the development of religious and moral values aspects of early childhood. The method used is a qualitative method, where data are collected through in-depth discussions with a logical model evaluation analysis in early childhood religious and moral values (NAM) development programs. The results of the study found three important things, namely first, so far value-based learning for early childhood is done through understanding religious symbols, daily routine worship practices, and daily prayers, while moral strengthening is done through fairy tales containing good values. Understanding and strengthening religious moral values in early childhood is implemented variably according to the needs of each school. This study also identified some weaknesses in the cultivation of religious and moral values in early childhood, namely routine activities that can obscure children's understanding and children's lack of enthusiasm due to mistakes in approaches that are not adapted to psychological development. Variations in teaching methods that are not appropriate for children's psychology can cause a distorted understanding of religious and moral values to become shallow. A holistic and diverse approach that takes into account the needs and characteristics of each child is needed to ensure that the cultivation of religious and moral values is effective and sustainable.

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