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All Journal TARBIYA : Journal Education in Muslim Society Jurnal Dimensi Pendidikan dan Pembelajaran Journal of Integrated Elementary Education Ensiklopedia: Jurnal Pendidikan dan Inovasi Pembelajaran Saburai Jurnal Konseling Pendidikan Islam
Bahrissalim Bahrissalim, Bahrissalim
Universitas Islam Negeri Syarif Hidayatullah Jakarta
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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INTEGRASI KEILMUAN DALAM PENGEMBANGAN KURIKULUM DI UIN SE-INDONESIA: Evaluasi Penerapan Integrasi Keilmuan UIN dalam Kurikulum dan Proses Pembelajaran Nurlena Rifai; Fauzan Fauzan; Bahrissalim Bahrissalim
TARBIYA: Journal of Education in Muslim Society TARBIYA: Journal of Education in Muslim Society | Vol. 1 No. 1 Juni 2014
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v1i1.1108

Abstract

Abstract: This research is based on the reasoning that transformation of IAIN to UIN can not release the expectation to do the integration of science and shake off dichotomy both Islam and science. The dichotomous of Islam and science appear in cosequence of the differences at the level of ontological, epistemological and axiological in religious sciences (Islam) and general sciences. In response to preliminary research and findings with respect to science integration in UIN, researchers assume to do comprehensive research to find out at analyzing the implementation of the integration of science in UIN throughout Indonesia, especially in the context of curriculum design and the learning process. DOI: 10.15408/tjems.v1i1.1108
CURRICULUM ANALYSIS TEACHER PROFESSIONAL EDUCATION PROGRAM (PPG) OF ISLAMIC EDUCATION IN INDONESIA Fauzan Fauzan; Bahrissalim Bahrissalim
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 4 NO. 2 DECEMBER 2017
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v4i2.6400

Abstract

 Abstract The existence of Professional Teacher Education program (PPG) becomes a demand after the Law of Teachers and Lecturers (UU G-D) requires professional teachers to have an educator certificates. Professional education contains practical activities of applying academic educational ability in professional activities of teachers in schools along with systematic supervision mechanisms and in a relatively adequate time (at least one year or two semesters). The substance of the Teacher Professional program curriculum rests on the accommodation of teachers' competence, pedagogic, professional, personal, and social. The demands of the teacher's competence spawned several offers of learning expenses that became a person's reinforcement to become a professional teacher, whether related to the content of teaching materials or the strengthening of teaching skills. The structure of the PPG program curriculum contains workshops on learning tool development, teaching exercises through micro teaching- learning, peer learning, and field experience programs (PPL), and pedagogy enrichment programs. Abstrak Keberadaan Program Profesi Guru (PPG) menjadi tuntutan setelah UU G-D mempersyaratkan guru profesional memiliki sertifikat pendidik. Pendidikan profesi berisi kegiatan praktik menerapkan kemampuan akademik kependidikan dalam kegiatan profesional guru di sekolah disertai mekanisme pembimbingan dan supervisi yang sistematis dan dalam waktu yang relatif memadai (sekurang-kurangnya satu tahun atau dua semester). Substansi kurikulum Program Profesi Guru (PPG) bersandar pada akomodasi tuntutan kompetensi guru, yakni pedagogik, professional, personal, dan  sosial. Tuntutan kompetensi guru tersebut melahirkan beberapa tawaran beban belajar yang menjadi penguat seseorang menjadi guru professional, apakah terkait dengan konten  materi ajar atau penguatan teaching skill. Struktur kurikulum program PPG berisi lokakarya pengembangan perangkat pembelajaran, latihan mengajar melalui pembelajaran mikro, pembelajaran pada teman sejawat, dan program pengalaman lapangan (PPL), dan program pengayaan bidang studi dan/atau pedagogi. How to Cite : Fauzan., Bahrissalim. (2017). Curriculum Analysis Teacher Professional Education Program (PPG) of Islamic Education in Indonesia. TARBIYA: Journal of Education in Muslim Society, 4(2), 148-161. doi:10.15408/tjems.v4i2.6400. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i2.6400
Learning Strategy for Islamic Religious Education (PAI) During the Pandemic (Case Study: SMP Negeri 1 Kembangbahu Lamongan) Abdul Rahmat Jailani; Bahrissalim Bahrissalim
Ensiklopedia: Jurnal Pendidikan dan Inovasi Pembelajaran Saburai Vol 3, No 01 (2023): ENSIKLOPEDIA: Jurnal Pendidikan dan Inovasi Pembelajaran
Publisher : Universitas Sang Bumi Ruwa Jurai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24967/esp.v3i01.2097

Abstract

The impact of the Covid-19 pandemic has affected the education system in Indonesia. This of course changes the method of face-to-face learning to distance learning (DL). This study aims to 1) find out the learning strategies of class VII PAI teachers during the Covid 19 pandemic at SMPN 1 Kembangbahu Lamongan; and 2) Knowing the obstacles and solutions faced by teachers in implementing PAI learning strategies for class VII during the Covid 19 pandemic at SMPN 1 Kembangbahu Lamongan. This study uses a descriptive qualitative approach. The subjects of the study were two class VII Islamic Religious Education subject teachers. Data collection techniques: observation, interviews and documentation. The data validation technique uses triangulation techniques. Data analysis techniques are data reduction, data display and conclusion drawing/verification. The results of the study showed that the learning strategy used by teachers was carried out using a distance learning (DL) strategy. Starting from half the number of classes that attend school, then replaced with each grade every week. In addition, there is maximum effort from PAI teachers in carrying out good learning, one of which is by making videos or audio-visual based learning. Google form is also used as a support for technology-based learning and also the application of active learning carried out in schools such as problem solving, and so on. Existing constraints include: 1). insufficient internet quota 2) misuse of internet quota 3) lack of device facilities 4) implementation of different learning methods between online and offline.
Value Based Education to Develop Attitude of Inclusive Adiba, Lu'lu'a Farah; Zahruddin, Zahruddin; Bahrissalim, Bahrissalim
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 11: Special Issue No. 1 (2023)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v11i1.8258

Abstract

Education is ultimately a humanizing experience. There-fore it can’t be separated from social activities. The school as a facilitator has to be safe and proper for all of the students' needs. The educator has the responsibility to make the students learn by creating the supporting environment. One of the important values in social activities is about being inclusive. Students with different interests or backgrounds usually had few friends. This case is extremely important because it will affect student’s habits in the future. They might feel inferior in the communities. In this case value based education has an important role. It was needed for the foundation as the establishment of a student inclusivism attitude. By the values acknowledged, students can understand more about acceptance and tolerance for any diversity that might happen at school. This research aims to describe the value based education to develop the inclusivism attitude. This study used a library research approach with content analysis technique to display the data. As a result, value based education can be used as a preventive action for misbehaving exclusivism. The values that had been taught help students to develop an inclusive and open attitude toward a variety of multicultural thoughts including the different interests.
Character-Based Digital Curriculum and Learning: A Case Study in Madrasah Ibtidaiyah and Elementary Schools Kulsum, Umi; Bahrissalim, Bahrissalim; Khadijah, Siti; Fauzan, Fauzan; Arifin, Fatkhul
Journal of Integrated Elementary Education Vol. 4 No. 2 (2024): September 2024
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v4i2.23024

Abstract

This study examines the curriculum and learning processes implemented at Madrasah Ibtidaiyah Pembangunan and Pembangunan Islamic Elementary School, focusing on integrating character values. Utilizing a qualitative research methodology, the investigation collects data through in-depth interviews, direct observations of classroom activities, and analyses of relevant documents, all aimed at gaining a deeper understanding of the educational practices at these institutions. The findings indicate that both Madrasah Ibtidaiyah Pembangunan and Bina Insani Elementary School exhibit distinctive learning characteristics that set them apart from other Islamic educational institutions. The academic policies at these schools have successfully embraced digital learning models that are closely aligned with character education. This approach effectively fosters essential character values among students, including a heightened sense of responsibility and a strong discipline regarding the appropriate use of information technology. The results suggest that the integration of digital learning with character education can substantially enhance the overall development of students within Islamic educational environments.
CURRICULUM ANALYSIS TEACHER PROFESSIONAL EDUCATION PROGRAM (PPG) OF ISLAMIC EDUCATION IN INDONESIA Fauzan, Fauzan; Bahrissalim, Bahrissalim
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 4 NO. 2 DECEMBER 2017
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v4i2.6400

Abstract

 Abstract The existence of Professional Teacher Education program (PPG) becomes a demand after the Law of Teachers and Lecturers (UU G-D) requires professional teachers to have an educator certificates. Professional education contains practical activities of applying academic educational ability in professional activities of teachers in schools along with systematic supervision mechanisms and in a relatively adequate time (at least one year or two semesters). The substance of the Teacher Professional program curriculum rests on the accommodation of teachers' competence, pedagogic, professional, personal, and social. The demands of the teacher's competence spawned several offers of learning expenses that became a person's reinforcement to become a professional teacher, whether related to the content of teaching materials or the strengthening of teaching skills. The structure of the PPG program curriculum contains workshops on learning tool development, teaching exercises through micro teaching- learning, peer learning, and field experience programs (PPL), and pedagogy enrichment programs. Abstrak Keberadaan Program Profesi Guru (PPG) menjadi tuntutan setelah UU G-D mempersyaratkan guru profesional memiliki sertifikat pendidik. Pendidikan profesi berisi kegiatan praktik menerapkan kemampuan akademik kependidikan dalam kegiatan profesional guru di sekolah disertai mekanisme pembimbingan dan supervisi yang sistematis dan dalam waktu yang relatif memadai (sekurang-kurangnya satu tahun atau dua semester). Substansi kurikulum Program Profesi Guru (PPG) bersandar pada akomodasi tuntutan kompetensi guru, yakni pedagogik, professional, personal, dan  sosial. Tuntutan kompetensi guru tersebut melahirkan beberapa tawaran beban belajar yang menjadi penguat seseorang menjadi guru professional, apakah terkait dengan konten  materi ajar atau penguatan teaching skill. Struktur kurikulum program PPG berisi lokakarya pengembangan perangkat pembelajaran, latihan mengajar melalui pembelajaran mikro, pembelajaran pada teman sejawat, dan program pengalaman lapangan (PPL), dan program pengayaan bidang studi dan/atau pedagogi. How to Cite : Fauzan., Bahrissalim. (2017). Curriculum Analysis Teacher Professional Education Program (PPG) of Islamic Education in Indonesia. TARBIYA: Journal of Education in Muslim Society, 4(2), 148-161. doi:10.15408/tjems.v4i2.6400. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i2.6400
Character-Based Digital Curriculum and Learning: A Case Study in Madrasah Ibtidaiyah and Elementary Schools Kulsum, Umi; Bahrissalim, Bahrissalim; Khadijah, Siti; Fauzan, Fauzan; Arifin, Fatkhul
Journal of Integrated Elementary Education Vol. 4 No. 2 (2024): September 2024
Publisher : Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jieed.v4i2.23024

Abstract

This study examines the curriculum and learning processes implemented at Madrasah Ibtidaiyah Pembangunan and Pembangunan Islamic Elementary School, focusing on integrating character values. Utilizing a qualitative research methodology, the investigation collects data through in-depth interviews, direct observations of classroom activities, and analyses of relevant documents, all aimed at gaining a deeper understanding of the educational practices at these institutions. The findings indicate that both Madrasah Ibtidaiyah Pembangunan and Bina Insani Elementary School exhibit distinctive learning characteristics that set them apart from other Islamic educational institutions. The academic policies at these schools have successfully embraced digital learning models that are closely aligned with character education. This approach effectively fosters essential character values among students, including a heightened sense of responsibility and a strong discipline regarding the appropriate use of information technology. The results suggest that the integration of digital learning with character education can substantially enhance the overall development of students within Islamic educational environments.
CURRICULUM ANALYSIS TEACHER PROFESSIONAL EDUCATION PROGRAM (PPG) OF ISLAMIC EDUCATION IN INDONESIA Fauzan, Fauzan; Bahrissalim, Bahrissalim
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 4 NO. 2 DECEMBER 2017
Publisher : Faculty of Education and Teacher Training, UIN (State Islamic University) Syarif Hidayatul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v4i2.6400

Abstract

 Abstract The existence of Professional Teacher Education program (PPG) becomes a demand after the Law of Teachers and Lecturers (UU G-D) requires professional teachers to have an educator certificates. Professional education contains practical activities of applying academic educational ability in professional activities of teachers in schools along with systematic supervision mechanisms and in a relatively adequate time (at least one year or two semesters). The substance of the Teacher Professional program curriculum rests on the accommodation of teachers' competence, pedagogic, professional, personal, and social. The demands of the teacher's competence spawned several offers of learning expenses that became a person's reinforcement to become a professional teacher, whether related to the content of teaching materials or the strengthening of teaching skills. The structure of the PPG program curriculum contains workshops on learning tool development, teaching exercises through micro teaching- learning, peer learning, and field experience programs (PPL), and pedagogy enrichment programs. Abstrak Keberadaan Program Profesi Guru (PPG) menjadi tuntutan setelah UU G-D mempersyaratkan guru profesional memiliki sertifikat pendidik. Pendidikan profesi berisi kegiatan praktik menerapkan kemampuan akademik kependidikan dalam kegiatan profesional guru di sekolah disertai mekanisme pembimbingan dan supervisi yang sistematis dan dalam waktu yang relatif memadai (sekurang-kurangnya satu tahun atau dua semester). Substansi kurikulum Program Profesi Guru (PPG) bersandar pada akomodasi tuntutan kompetensi guru, yakni pedagogik, professional, personal, dan  sosial. Tuntutan kompetensi guru tersebut melahirkan beberapa tawaran beban belajar yang menjadi penguat seseorang menjadi guru professional, apakah terkait dengan konten  materi ajar atau penguatan teaching skill. Struktur kurikulum program PPG berisi lokakarya pengembangan perangkat pembelajaran, latihan mengajar melalui pembelajaran mikro, pembelajaran pada teman sejawat, dan program pengalaman lapangan (PPL), dan program pengayaan bidang studi dan/atau pedagogi. How to Cite : Fauzan., Bahrissalim. (2017). Curriculum Analysis Teacher Professional Education Program (PPG) of Islamic Education in Indonesia. TARBIYA: Journal of Education in Muslim Society, 4(2), 148-161. doi:10.15408/tjems.v4i2.6400. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v4i2.6400
Value Based Education to Develop Attitude of Inclusive Adiba, Lu'lu'a Farah; Zahruddin, Zahruddin; Bahrissalim, Bahrissalim
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 11: Special Issue No. 1 (2023)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v11i1.8258

Abstract

Education is ultimately a humanizing experience. There-fore it can’t be separated from social activities. The school as a facilitator has to be safe and proper for all of the students' needs. The educator has the responsibility to make the students learn by creating the supporting environment. One of the important values in social activities is about being inclusive. Students with different interests or backgrounds usually had few friends. This case is extremely important because it will affect student’s habits in the future. They might feel inferior in the communities. In this case value based education has an important role. It was needed for the foundation as the establishment of a student inclusivism attitude. By the values acknowledged, students can understand more about acceptance and tolerance for any diversity that might happen at school. This research aims to describe the value based education to develop the inclusivism attitude. This study used a library research approach with content analysis technique to display the data. As a result, value based education can be used as a preventive action for misbehaving exclusivism. The values that had been taught help students to develop an inclusive and open attitude toward a variety of multicultural thoughts including the different interests.
CURRICULUM DESIGN OF MU'ADALAH IN ISLAMIC BOARDING SCHOOLS: CASE STUDY AT ANNUR DARUNNAJAH ISLAMIC BOARDING SCHOOL 8 Nabila Putri Maulida; Bahrissalim Bahrissalim; Akhmad Sodiq
Jurnal Konseling Pendidikan Islam Vol. 7 No. 1 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i1.1289

Abstract

Islamic boarding School are Islamic educational institutions that play a strategic role in shaping the character, morality, and intellect of the Muslim generation. The development of the times and the demands of integration with the national education system have encouraged pesantren to develop a curriculum that is not only oriented towards mastery of religious knowledge, but also responsive to modern needs. This study analyzes the mu'adalah curriculum design at Islamic boarding School Annur Darunnajah 8, focusing on the aspects of planning, implementation, evaluation, and the impact of its application on improving the quality of pesantren education. The study uses a qualitative case study approach, with data obtained through observation, in-depth interviews, and documentation. The results show that the mu'adalah curriculum is designed independently through the integration of the national curriculum, the salafiyah Islamic boarding School tradition, and the Tarbiyatul Mu'allimin al Islamiyah (TMI) system. The implementation of intracurricular, co-curricular, and extracurricular activities is carried out in an integrated manner to achieve a balance between religious competence and general knowledge. Education based on classical Islamic texts is combined with the concepts of mu'adalah salafiyah and mu'allimin. Learning evaluation is carried out in stages by caregivers and teachers through an academic examination system and character assessment. The impact of implementing this curriculum includes flexibility in learning, strengthening Arabic and English language skills, shaping character and discipline, improving leadership and cooperation, developing skills through supporting activities, opportunities for further study abroad, and expanding national and international partnership networks. In addition, the character building of santri is strengthened through the internalization of the concept of “The 7 Habits of Highly Effective People.” The study concludes that the mu'adalah curriculum design in this Islamic boarding school is effective in improving the quality of education and producing graduates who are adaptive to the times.
Co-Authors Abdul Rahmat Jailani Adiba, Lu'lu'a Farah Akhmad Sodiq Fatkhul Arifin Fauzan . Fauzan, Fauzan Nabila Putri Maulida Nurlena Rifai Raden Mohamad Herdian Bhakti Siti Khadijah Zahruddin Zahruddin Zahruddin Zahruddin, Zahruddin