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All Journal Edukasi Jurnal Theologia Al-Tahrir: Jurnal Pemikiran Islam ADDIN Analisa MIQOT: Jurnal Ilmu-ilmu Keislaman Wahana Akademika: Jurnal Studi Islam dan Sosial TA'DIBUNA: Jurnal Pendidikan Agama Islam QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Risâlah, Jurnal Pendidikan dan Studi Islam MODELING: Jurnal Program Studi PGMI al-Afkar, Journal For Islamic Studies Journal on Education JURNAL MANAJEMEN PENDIDIKAN ISLAM AL-IDARAH JURNAL ANSIRU PAI : Jurnal Pengembangan Profesi Guru Pendidikan Agama Islam Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam Manarul Qur'an: Jurnal Ilmiah Studi Islam AL-ADABIYA: Jurnal Kebudayaan dan Keagamaan Jurnal Scientia Wahana Akademika: Jurnal Studi Islam dan Sosial ADDIN MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan INOVATIF: Jurnal Penelitian Pendidikan, Agama, dan Kebudayaan YASIN: Jurnal Pendidikan dan Sosial Budaya ALSYS : Jurnal Keislaman dan Ilmu Pendidikan ANWARUL: Jurnal Pendidikan dan Dakwah MASALIQ: Jurnal Pendidikan dan Sains ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Analisa: Journal of Social Science and Religion AHKAM : Jurnal Hukum Islam dan Humaniora TOFEDU: The Future of Education Journal Solo International Collaboration and Publication of Social Sciences and Humanities Ta'dib Journal of Innovative and Creativity Jurnal Budi Pekerti Agama Islam TARBIYAH: Jurnal Pendidikan Agama Islam Jurnal Ilmu Ekonomi, Pendidikan dan Teknik (IDENTIK) Tahdzib Al-Akhlaq Jurnal Pendidikan Islam Al I'tibar Jurnal Pendidikan Islam
Rustam Ibrahim
Universitas Islam Negeri Raden Mas Said Surakarta
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Analysis Of Islamic Education Values In Punakawan Puppet Characters Khusnul Ariyanto; Rustam Ibrahim
Jurnal Scientia Vol. 13 No. 04 (2024): Education and Sosial science, September-December 2024
Publisher : Sean Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58471/scientia.v13i04.2625

Abstract

The use of wayang as a learning medium is carried out through storytelling activities. Please note that wayang here is not in a physical sense, but in a non-physical form. The teacher simply tells puppet stories that contain good values and teaches the characters of the puppet characters for students to emulate, for example the story about Yudistira, the eldest brother of the Pandavas, who was wise, responsible and had the spirit of a leader. Through this wayang story, students can learn various wayang characters that are appropriate to those that are not worthy of being emulated while also cultivating knowledge about Indonesian cultural treasures. The focus of this research is 1) How the characters of the Punakawan wayang are in wayang 2) How to analyze the values of Islamic education in the characters of the Punakawan wayang. This research uses qualitative research with the type of literature review research or often called library research. So in collecting data using primary data sources and secondary data. Data collection techniques use Desktop Research, Documentation Study. Meanwhile, the analysis technique is carried out by means of discussion material based on a literature review of works, whether in the form of books or other readings related to this writing. Punakawan puppets consist of semar, gareng, petruk, bagong. Whereas from respectively figure the have character individually. Semar have character in wayang, namely: respected by friends and foes alike, Semar is a respected figure, but remains humble, not arrogant, honest and still loves others. Gareng has a character in wayang: a person who is not good at talking, what he says is sometimes awry but he is very funny and ridiculous. Petruk has a character in wayang: mischievous and intelligent, sweet-faced with a smile that dances to the heart, good at talking, very funny, likes to insinuate untruths with his jokes. Bagong has deep character wayang: likes to joke when facing very serious problems, sassy, likes to act stupid, very funny.
Modernisasi Lembaga Pendidikan Islam Di Indonesia Menurut Munawir Syadzali Rakhmad Zubair; Rustam Ibrahim
Risâlah Jurnal Pendidikan dan Studi Islam Vol. 10 No. 4 (2024)
Publisher : Fakultas Agama Islam Universitas Wiralodra Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/jurnal_risalah.v10i4.1189

Abstract

Artikel ini membahas tentang wacana pembaharuan dalam meningkatkan dan memajukan sistem pendidikan dalam konteks modernisasi lembaga pendidikan islam di Indonesia. Pemikiran Munawir Syadzali belakangan menjadi sorotan publik oleh sebab gagasannya dalam pengembangan sistem di Madrasah. Munawir Syadzali menawarkan program khusus bagi lembaga madrasah sebagai suatu upaya dan alternatif untuk menyiapkan generasi unggul serta menyelesaikan problem kelangkaan ulama dan pakar pendidikan agama Islam di Indonesia. Madrasah sebagai lembaga yang berada di bawah naungan Kementerian Agama Indonesia didorong untuk terus tampil lebih modern baik pada fisik dan akademiknya. Sistem yang dibangun juga mengalami pengembangan mulai dari proses pembelajarannya, tenaga pendidik, dan kurikulum pendidikannya yang bercirikhas Islam. Tercatat bahwa dengan hadirnya program khusus pada Madrasah Aliyah khususnya telah membawa para lulusannya menjadi sarjana, master, bahkan doctor di berbagai disiplin ilmu dan perguruan tinggi di Indonesia maupun di luar negeri. Melalui artikel ini diharapkan bahwa MAPK harus diperhatikan kembali agar tujuan pengembangannya menjadikan model madrasah yang baik dalam tafaqquh fid-din sebagai misi utamanya.
Scientific Integration of Perspectives M. Amin Abdullah (Integrative-Interconnective Approach) Nisa A-Zahro Jauzaa’; Rustam Ibrahim
al-Afkar, Journal For Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i1.1023

Abstract

The dichotomy between general science and religious science still occurs, claims of truth about certain Islamic thoughts cause scientific development in the Islamic world to become weak. The ideas of Islamic thinkers in Indonesia include M. Amin Abdullah, with scientific spider web theory with an integrative-interconnective approach. This research aims to determine the integrative-interconnective approach to M thinking. Amen Abdullah. The method used is literature, qualitative-descriptive. With integration-interconnection, the idea promoted is the progress of the Islamic study paradigm from normal science (level Islamic Doctrines), to revolutionary science (level Islamic Studies). The theory initiated by Amin Abdullah is “spider webs” UIN integration-interconnection science which illustrates theoanthroposntric-integralistic spider web relationships.
Sistem Among Ki Hajar Dewantara dan Relevansinya dengan Pendidikan Islam Lilik Fajar Anshor; Rustam Ibrahim
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.7394

Abstract

Education is a fundamental aspect in character building and the progress of a nation. In Indonesia, discourse on education cannot be separated from the thoughts of Ki Hajar Dewantara, who is known as the Father of National Education. One of his greatest contributions is the Among System, an educational approach that emphasizes freedom, independence, and humanistic guidance. Ki Hajar Dewantara's Among System was born as a response to the colonial education system that tended to ignore the cultural values ​​and character of the Indonesian nation. This Among System, by Ki Hajar Dewantara, is associated with character education carried out with the principles of asih, asah, and asuh. Furthermore, this system is related to the motto Ing Ngarso Sung Tulodho, Ing Madya Mangun Karsa, Tut Wuri Handayani. On the other hand, Islamic education has become an integral part of the Indonesian national education system. In this context, it is interesting to examine how Ki Hajar Dewantara's Among System can synergize with the principles of Islamic education. The relevance between the Among System and Islamic education is important to study considering that both have similar goals, namely to form humans who are noble, independent, and useful to society. Integration of local wisdom values, as contained in the Among System, with Islamic education can produce a more contextual and effective education model in shaping students' characters. Based on this background, this paper will examine the Ki Hajar Dewantara Among System and its relevance to Islamic education. This study is expected to contribute to the development of an integrative education system, which combines local wisdom, Islamic values, and the demands of modern education in Indonesia.
Implementation of the Madrasah Assistance Program in Facing Higher Education Entrance Selection at Madrasah Aliyah Negeri 1 Surakarta Wahyu Nur Hidayat; Rustam Ibrahim; Indah Nurhidayati
Solo International Collaboration and Publication of Social Sciences and Humanities Vol. 3 No. 02 (2025): Main Theme: Revitalizing Local Wisdom and Cultural Identity in Strengthening G
Publisher : Walidem Institute and Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61455/sicopus.v3i02.342

Abstract

Objective: Analyze the implementation of the Madrasah Service and Assistance Program in facing university entrance selection at MAN 1 Surakarta, as well as identify its supporting and inhibiting factors. Theoretical framework: Refers to the theory of educational services, career guidance, and educational management to understand the role of institutions in preparing students for higher education. Literature review: This may include a study of educational service strategies, the role of madrasas in academic and career guidance, and effective practices in college selection preparation. Method: A descriptive qualitative approach with interview, observation, and documentation techniques. Data analysis is carried out through stages: collection, reduction, presentation, and conclusion. Results: The program runs effectively through three main aspects: information services, academic mentoring, and administrative assistance. Supporting factors: commitment of management, BK teachers, and parents. Inhibiting factors: limited time and academic load. The program increases student readiness and confidence, as evidenced by the increasing number of students admitted to college.  Implications: This program can be a model for other madrassas in increasing the readiness and competitiveness of graduates in college selection. Novelty: Offers a systematic integrated madrasah service model, combining information, academics, and administration in supporting the success of students entering college.
MENGGALI HAKIKAT KURIKULUM PENDIDIKAN ISLAM DALAM KONTEKS FILOSOFIS, PRAKTIS, DAN KEHIDUPAN KONTEMPORER Imro’atus Sholikhah; Rustam Ibrahim; Hanifah Muslimah; Dina Setiana Pratiwi; Ki Awang Pijar Pembayun
Tarbiyah: Jurnal Pendidikan Agama Islam Vol. 5 No. 1 (2025): TARBIYAH: Jurnal Pendidikan Agama Islam
Publisher : IAI Al Muhammad Cepu

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pendidikan Islam memiliki peran penting dalam membentuk individu yang seimbang antara pengetahuan ilmiah dan nilai-nilai agama. Penelitian ini bertujuan untuk mengkaji hakikat, landasan, prinsip, struktur, dan implementasi kurikulum pendidikan Islam dalam konteks kekinian. Penelitian ini menggunakan pendekatan kualitatif dengan metode penelitian kepustakaan (library research), di mana data dikumpulkan dari berbagai sumber tertulis seperti buku, jurnal ilmiah, dan dokumen resmi. Analisis data dilakukan melalui teknik analisis isi (content analysis) untuk memperoleh pemahaman yang mendalam dan sistematis. Hasil penelitian menunjukkan bahwa kurikulum pendidikan Islam memiliki landasan filosofis yang kuat, berorientasi pada integrasi ilmu agama dan ilmu umum, serta dirancang secara holistik melalui pendekatan kognitif, afektif, dan psikomotorik. Implementasi kurikulum ini menghadapi tantangan, terutama dalam hal pemahaman pendidik terhadap nilai-nilai dan karakter Islam. Hasil penelitian ini diharapkan dapat memberikan kontribusi dalam pengembangan kurikulum pendidikan Islam yang relevan dan aplikatif sesuai dengan kebutuhan zaman.
Hakekat Lembaga Pendidikan Islam Ibrahim, Rustam; Sukarno, Sesarian Nur Khoiriyah; Marhenisaputri, Intan; Rahmadani, Eka
Jurnal Ilmu Ekonomi, Pendidikan dan Teknik Vol. 2 No. 3 (2025): IDENTIK - Mei
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/identik.v2i3.443

Abstract

Islamic education is a systematic effort aimed at developing the potential of human resources based on Islamic values. The essence of Islamic education includes the formation of character, morals, and intellectual and spiritual development in order to form a complete individual (insan kamil). The definition of Islamic education according to Islamic figures reflects a diversity of approaches, from the formation of personality to guidance for living in society. The basis of Islamic education involves the Qur'an, Sunnah, and the thoughts of scholars, with the aim of guiding humans to obey Allah and live in society well. Islamic educational institutions are divided into formal and nonformal, with formal institutions such as Islamic boarding schools, madrasas, and Islamic universities playing a role in the development of religion and science. The function of Islamic education includes the formation of a moral personality, the development of emotional intelligence, and the instillation of social and spiritual values. Thus, Islamic education has a strategic role in facing the challenges of modernization and globalization, while forming a generation that is not only intelligent but also has noble morals. The urgency of Islamic education, especially in early childhood, is very important to form a character that is in accordance with religious teachings, so this education must be carried out continuously throughout life.
PENANAMAN NILAI-NILAI PENDIDIKAN AKHLAK SEBAGAI UPAYA PREVENTIF TINDAKAN BULLYING DI BOARDING SCHOOL Suci, Mutiara Nurani; Ibrahim, Rustam
Tahdzib Al-Akhlaq: Jurnal Pendidikan Islam Vol 6 No 2 (2023): Tahdzib Al-Akhlaq: Jurnal Pendidikan Islam
Publisher : Program Studi Pendidikan Agama Islam Fakultas Agama Islam Universitas Islam As-Syafi'iyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/tahdzib.v6i2.3176

Abstract

The rise of bullying that occurs among students in Indonesia shows that currently education in Indonesia is experiencing a problem of moral decadence. To prevent further deterioration of morals in students, it is necessary to instill moral education values in students in all educational institutions, including students taking boarding school programs. By using a qualitative method approach, this research aims to find out how to instill moral education values to prevent bullying behavior in dormitories and find out what the strategies are. The results of the research show that instilling moral education values to prevent bullying behavior is carried out through an integrated boarding program between providing theory and direct practice using five strategies, namely the exemplary method, the habituation method, the advice method, the attention and supervision method and the punishment method.
The Islamic Educational Philosophy of KH. Hasyim Asy'ari: Its Relevance and Implementation in the Context of Contemporary Education Istiqomah, Istiqomah; Rosyada, Fahmushofa; Ibrahim, Rustam
The Future of Education Journal Vol 4 No 6 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i6.582

Abstract

Education and Islam are closely intertwined as the foundation for shaping both worldly and spiritual life. The absence of character values, particularly morality, has led to a moral crisis in modern society. In this context, Islamic Religious Education (PAI) plays a crucial role as moral and ethical guidance, with significant contributions from Islamic figures such as KH. Hasyim Asy’ari, the founder of Nahdlatul Ulama and a reformer of Islamic education in Indonesia. This study aims to analyze KH. Hasyim Asy’ari's educational thoughts in shaping students' character and to examine their relevance to the moral and educational challenges in the era of globalization. Using a library research method with a qualitative approach, this research finds that KH. Hasyim Asy’ari's educational philosophy emphasizes a balance between religious and general knowledge, the cultivation of noble character, effective teaching methods, the role of teachers as mentors, and the importance of an educational environment rooted in Islamic values. These principles remain relevant in the digital era to address moral challenges such as intolerance and corruption while fostering a generation with strong character. In conclusion, KH. Hasyim Asy’ari's educational thoughts offer a solid foundation for Islamic education based on morality, making them a vital guide in modern education to tackle global challenges and ensure future generations possess noble character.
The Islamic Education According to Muhammad Natsir Ukhrowi, Muhammad Zaim; Muhibbin, Much. Ihsaanul; Ibrahim, Rustam
The Future of Education Journal Vol 4 No 6 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i6.710

Abstract

Islamic education plays a crucial role in improving the quality of human resources. Ideally, Islamic education functions to prepare high-quality human resources, focusing on both mastery of knowledge and the practice of religious teachings. Therefore, Islamic education must be integral, harmonious, and universal so that humans can fulfill their duties as khalifah (steward) and servants of Allah. This educational concept was advocated by Muhammad Natsir during the late colonial period in the Netherlands. One of the perspectives Natsir used to integrate education was by establishing integrative Islamic educational institutions (Pendis), which combined religious education with general education, preventing a divide between the two. At that time, religious education was heavily influenced by traditionalist Islam, while colonial government education and modernist Muslims emphasized worldly knowledge and skills. The goal of Islamic education as envisioned by Mohammad Natsir was to shape individuals who are faithful, pious, ethical, advanced, and independent, possessing high spiritual resilience and the ability to adapt to the dynamics of societal development. Moreover, the purpose of human life is to attain happiness both in this world and the hereafter, which can only be fully achieved by both. Islamic education is inseparable from human life.
Co-Authors 'Ainy, Mustachsana Qurrotu Abraham Zakky Zulhazmi Ainul Luthfia Al Firda Akbar Yusgiantara Assi, Muhammad Hamid Azharudin Adnan Firdaus Chayati, Salim Chusniyah, Atin Dina Setiana Pratiwi Fuad Hasyim Gunagraha, Shindid Gunarsih, Asma'I Hanifa, Azzahra Sabrina Hanifah Muslimah Hasanah, Nur Iddha Imro’atus Sholikhah Indah Nurhidayati Islachiyatul Asyrofiyah istiqomah istiqomah Khasanah, Mita Nur Khusnul Ariyanto Ki Awang Pijar Pembayun Kusuma Wardani, Ayu Pramudia Lilik Fajar Anshor Lilis Fatimah Luluk Muzayyanah Marhenisaputri, Intan Moh Ashif Fuadi Mufrod Teguh Mulyo Muhammad Munadi Muhammad Nur Kholis Muhibbin, Much. Ihsaanul Naviana Haryadi, Yaniz Naura Ngatiman Ngatiman Nia Daniati Arum Kusumastuti Nisa A-Zahro Jauzaa’ Noor Alwiyah Nur Hidayat, Wahyu Qorimah Qorimah Rahmadani, Eka Rakhmad Zubair Risal Apriono Rosyada, Fahmushofa Siti Basiroh, Siti Siti Choiriyah Slamet Ariyanto Sri Wahyuni Suci, Mutiara Nurani Sukarno, Sesarian Nur Khoiriyah Syafi’i, Ahmad Tsani, Luthfi Badrus Ukhrowi, Muhammad Zaim Uromo, Ahmad Imam Wiwin Sunarni Zainal Abidin