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All Journal EDUKASIA Jurnal Al-Tadzkiyyah International Journal Ihya' 'Ulum al-Din Tafaqquh: Jurnal Penelitian Dan Kajian Keislaman Muaddib : Studi Kependidikan dan Keislaman EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Edukasi Islami: Jurnal Pendidikan Islam Zawiyah: Jurnal Pemikiran Islam IJoASER (International Journal on Advanced Science, Education, and Religion) Tunas Siliwangi : Jurnal Program Studi Pendidikan Guru PAUD STKIP Siliwangi Bandung SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Rayah Al Islam : Jurnal Ilmu Islam Jurnal DinamikA Nusantara: Jurnal Pendidikan Indonesia Jurnal Al-Qiyam Jurnal Tana Mana Jurnal Pendidikan Islam Journal of Islamic Education Eduslamic: Jurnal Pendidikan Islam dan Keagamaan SHAF: JURNAL SEJARAH, PEMIKIRAN DAN TASAWUF Indonesian Journal of Interdisciplinary Islamic Studies (IJIIS) Abdurrauf Journal of Islamic Studies RECOMS JURNAL PENELITIAN DAN PENGABDIAN Tahdzib Al-Akhlaq Jurnal Pendidikan Islam Jurnal Seumubeuet Halaqa: Journal of Islamic Education Mustaneer : Journal of Islamic Thought and Civilization SiRad: Pelita Wawasan
Maragustam Siregar, Maragustam
FITK UIN Sunan Kalijaga Yogyakarta
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Character Education Based on Javanese Cultural Values in Madrasah Aliyah Al Islam Surakarta, MAN 2 Semarang, and Madrasah Aliyah Al Manshur Popongan Murjito, Joko; Siregar, Maragustam; Mulyo, Mufrod Teguh
EDUKASIA Vol 17, No 2 (2022): EDUKASIA
Publisher : Program Studi Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/edukasia.v17i2.14575

Abstract

This study aims to analyze the importance of character education based on Javanese cultural values and the implementation of character education construction based on Javanese cultural values. The objects of this research were Madrasah Aliyah Al Islam Surakarta, MAN 2 Semarang, and Madrasah Aliyah Al Manshur Popongan. In its implementation, qualitative research was used with phenomenological and naturalistic approaches. Data collection techniques were through observation, interviews, and documentation. The discussion in this article leads to the conclusion that Javanese culture is vital since it can be used as a medium and means of forming students' character, containing the fundamental beliefs and knowledge sources in harmony with Islamic teachings. The implementation process is through the construction of approaches, values, methods, media, strategies, and evaluations reflected in the 2013 curriculum and Central Java Regional Regulation Number 9 of 2012, which are integrated into every subject, extracurricular activities, school culture, habituation and exemplary, and school regulations.
Modernization of Islam and Language Education in the Society 5.0 Era in the Perspective of Harun Nasution Mahmudah, Mahmudah; Siregar, Maragustam; Putra, Wahyu Hanafi
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol 5 No 3 (2023): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v5i3.3455

Abstract

This study aims to describe the thoughts of modernizing Islamic and language education in the Era Society; 5.0 Harun Nasution's perspective. This research is qualitative with a literature study approach. The research data is in the form of thoughts on the modernization of Islamic education in Indonesia from the perspective of Harun Nasution. Sources of data were obtained from several books by Harun Nasution. Data collection techniques with documentation. While data analysis with data reduction, data presentation, and conclusion. The research results show that first, the modernization of Islamic education is a historical necessity, and its movement can be initiated in Islamic universities. Second, to strengthen the contribution of Harun Nasution's thought in modernizing Islamic education, he recommended two major agendas of change, namely academic tradition and institutional transformation. In the academic tradition, he emphasizes curriculum changes that are more dynamic and futuristic, as well as a philosophical and critical methodology of Islamic studies. Islamic and language education curriculum to always be dynamic and futuristic in welcoming the Era of Society 5.0. Meanwhile, the intended institutional transformation is the change from IAIN to UIN. Harun Nasution's big agenda for modernizing Islamic education is considered strategic to lead Muslims to become modern and rational human beings without leaving faith and Islam.
Konsep Pemikiran Ibnu Sina dan Relevansinya Terhadap Pendidikan Islam Kontemporer Siddiq, Sayid Munadi; Siregar, Maragustam
Rayah Al-Islam Vol 8 No 3 (2024): Rayah Al Islam Agustus 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat, Sekolah Tinggi Ilmu Bahasa Arab Ar Raayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37274/rais.v8i3.967

Abstract

Pendidikan islam menjadikan ulama ulama islam sebagai sumber referensi dalam merumuskan sistem pendidikan islam. Tulisan ini bertujuan untuk membahas konsep pemikiran ibnu sina dan relevansinya dengan pendidikan islam kontemporer. Tipe Penelitian ini adalah jenis penelitian kualitatif yang bersifat studi literatur, data dikumpulkan dari literatur yang ada kemudian dianalisis dengan model miles dan huberman. Hasil penelitian ini menunjukkan bahwa Ibnu sina sebagai ulama yang produktif dalam berbagai lapangan ilmu pengetahuan, seperti filsafat, kedokteran, kenegaraan, perbintangan, pasti, musik, bahasa, ukur, ketuhanan dan sebagainya memiliki konsep pendidikan dengan membagi jiwa kepada tiga yaitu jiwa tumbuhan, binatang dan manusia. Setiap jiwa merepresentasikan kemampuan manusia dibidang pendidikan dan hal ini relevan dengan apa yang dirumuskan oleh pemerintah indonesia. Yaitu dengan memberi pendidikan akhlaq kepada anak usia dini dilanjutkan dengan pembelajaran Al Quran bagi anak usia sekolah dasar dan dilanjutkan dengan memberi keluangan bagi anak usia 14 tahun keatas untuk memilih jurusan sesuai minat dan bakatnya. Islamic education makes Islamic scholars as a reference source in formulating an Islamic education system. This article aims to discuss the concept of Ibn Sina's thought and its relevance to contemporary Islamic education. This type of research is a type of qualitative research that is a literature study, data is collected from existing literature and then analyzed using the Miles and Huberman model. The results of this research show that Ibn Sina, as a productive scholar in various fields of science, such as philosophy, medicine, statehood, astrology, mathematics, language, measurement, divinity and so on, had an educational concept by dividing the soul into three, namely the soul of plants and animals. and humans. Each soul represents human ability in the field of education and this is relevant to what is formulated by the Indonesian government. Namely by providing moral education to young children, followed by learning the Koran for elementary school age children and continuing by providing opportunities for children aged 14 years and over to choose majors according to their interests
OMAR MOHAMMAD ASY-SYAIBANI THOUGHT (RELIGIOUS-RATIONAL) THINKING ABOUT ISLAMIC EDUCATION Wiliani; Siregar, Maragustam
Jurnal Eduslamic Vol 2 No 1 (2024): Eduslamic: Jurnal Pendidikan Islam dan Keagamaan
Publisher : Yayasan Haiah Nusratul Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/jed.v2i1.254

Abstract

This article explores the progressive style in Islamic education and the philosophy of education introduced by Omar Mohammad at-Toumy Ash-Shibani. The author uses a qualitative literature research method with the main source of the book Falsafatu at-Tarbiyah al-Islamiyah by Omar at-Toumy. The results of this article include concepts in the philosophy of Islamic education that accommodate the characteristics of progressivism, including balance, simplicity, and adaptation to the demands of the times. Omar Ash-Shibani emphasizes the importance of justice, equality, and a practical approach to teaching. The philosophy of Islamic education that is dynamic and based on religious values reflects Omar Ash-Shibani's great contribution to the development of Islamic education. In digging deeper into Omar Ash-Shibani's thoughts on Islamic education that combines religious and rational aspects, we use qualitative literature research methods. The main source used is the book Falsafatu at-Tarbiyah al-Islamiyah by Omar at-Toumy.
The Ideology of Contemporary Islamic Education: Foundations of Thought at 3 Islamic Educational Institutions in Yogyakarta Sodiq, Ali; Siregar, Maragustam; Maksudin, Maksudin; Shaleh, Shaleh
Jurnal Pendidikan Islam Vol. 11 No. 1 (2022)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2022.111.41-50

Abstract

Purpose – This study aims to discuss the ideological form of contemporary Islamic education in Indonesia. This study investigates the phenomenology of three Yogyakarta school institutions. Design/methods/approach – This is a qualitative study with a phenomenological pedagogical approach. This study focuses on three Islamic educational institutions in the Special Region of Yogyakarta: Madrasah Aliyah Unggulan (MAU) Al-Imdad Bantul Yogyakarta, Madrasah Mu’allimin Muhammadiyah (M3) Yogyakarta, and SMAIT Abu Bakar Yogyakarta. Purposive sampling and snowball techniques were used to select the informants. Findings – This study found that Al-Imdad Superior Madrasah Aliyah was an educational advancement from Nadlotul Ulama. The educational ideology of the Al-Imdad Superior Aliyah Madrasah is conservative-religious. Madrasah Mu’allimin Muhammadiyah is a Muhammadiyah cadre school with a fundamental conservatism ideology. SMAIT Abu Bakar has a fundamentalist-conservative ideology and a formalistic-revivalist religious attitude. Research implications/limitations – This study only looks at the ideological perspectives of Islamic educational institutions. The results of this study can be used to make recommendations to policymakers, particularly the Ministry of Religion of the Republic of Indonesia, in determining the direction of future development of Islamic educational institutions. However, this study only looks at the aspect of thinking. Further research can concentrate on the managerial aspects of each Islamic educational institution. Practical implications – The results of this study shed light on the various characteristics of Islamic educational institutions in Indonesia. In theory, this research has implications for developing an Islamic thought map regarding existing Islamic educational institutions. This study also provides insight into Indonesia’s ideological diversity of Islamic educational institutions.
Imam Ghazali's Educational Philosophy and Its Relevance to Scocial Science Learning In Primary School Waseso, Hendri Purbo; Siregar, Maragustam; Sekarinasih, Anggitiyas
EDU-RELIGIA : Jurnal Keagamaan dan Pembelajarannya Vol 7 No 1 (2024): Edu-Religia : Jurnal Keagamaan dan Pembelajarannya
Publisher : Program Pascasarjana Pendidikan Islam Universitas Islam Darul Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edu-religia.v7i1.6897

Abstract

This article aims to reveal the relevance of Imam Ghazali's educational philosophy to elementary/MI social studies learning. Through a literature study using documentation techniques as a collecting technique, the findings are (1) Imam Ghazali's educational philosophy focuses on the final goal of humans, namely the afterlife with worldly media. Apart from that, the key concept that must be understood is that teachers have a heavy responsibility towards students because they are not only responsible for student learning outcomes but also for students' morals, morals and character; (2) SD/MI social studies learning has more contextual characteristics so that the learning process prioritizes direct experience gained by students; (3) the relevance of Imam Ghazali's educational philosophy to elementary/MI social studies learning can be done through the interconnection integration method without dichotomizing its epistemological aspects into the two poles of religious knowledge and general science; and (4) there are two ways to connect Imam Ghazali's educational philosophy and SD/MI social studies learning, namely making Imam Ghazali's spirit or perspective on education the content of social studies learning in elementary/MI indirectly or as a hidden curriculum and reconceptualizing elementary/MI social studies learning MI which is in accordance with Imam Ghazali's views on education.
Konsep Peserta Didik Dalam Pemikiran Abdul Wahid Hasyim Haq, Samsul; Siregar, Maragustam
Shaf: Jurnal Sejarah, Pemikiran dan Tasawuf Vol. 2 No. 1 (2024): SHAF: JURNAL SEJARAH, PEMIKIRAN DAN TASAWUF
Publisher : Yayasan Haiah Nusratul Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59548/js.v2i1.264

Abstract

This research aims to explore the concept of learners, the values and principles underlying the concept of learners and the role of learners in the educational process in the thought of Abdul Wahid Hasyim. This research is a library research using a descriptive qualitative approach with documentation data collection techniques and data analysis using Milles and Huberman analysis techniques. The concept of learners thought Abdul Wahid Hasyim: 1) Individuals have unique potential and should be developed holistically including intellectual, moral, spiritual, and social aspects. 2) The importance of education as a means to prepare students to become responsible individuals and contribute positively to society. 3) Teaching Islamic values as a moral and spiritual foundation for education as an integral part of the learning process. 4) The importance of equality in education, regardless of social or economic background, has the same right to gain access and benefit from education. The values of the concept of learners thought Abdul Wahid Hasyim: 1) Humanity and Justice, 2) Character Building and Morality, 3) Independence and Responsibility, 4) Religion and Spirituality, and 5) Creativity and Innovation. The role of learners: 1) Active Subject in Learning, 2) Development of Individual Potential, 3) Responsibility in Learning, 4) Character and Personality Building, and 5) Collaborative Teacher-Learner Relationship. The relevance of Abdul Wahid Hasyim's concept of learners in the context of modern education: 1) Holistic Approach in Education, 2) Active Involvement of Learners in Learning, 3) Character and Morality Building, 4) Equality in Access and Educational Opportunities and 5) Development of Creativity and Innovation.
Muhammad Quthub's Thought and Its Relevance to Contemporary Islamic Education Lidinilah , Izul Haq; Siregar, Maragustam
Abdurrauf Journal of Islamic Studies Vol. 3 No. 3 (2024): Abdurrauf Journal of Islamic Studies
Publisher : Sekolah Tinggi Agama Islam Syekh Abdur Rauf Aceh Singkil, Aceh, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58824/arjis.v3i3.141

Abstract

The abstract should be clear, concise, and descriptive. This Muhammad Quthub is an educational figure in the Islamic world, through his ideas and views he has made a major contribution to the science of Islamic education. He said that education is an effort to make a complete human being, namely education that is able to combine mind and heart, spiritual and physical.  This article then wants to explain in more depth the views of Muhammad Qutub and their relevance to contemporary Islamic education today. It will be interesting to see whether Islamic education today is in line with his thoughts or whether it really needs to be evaluated. Furthermore, this research uses a qualitative type of library research, namely by taking sources from published books and journals.  The results of this research show that Islamic education is currently relevant to Muhammad Quthub's views, including the meaning of education, educational goals, educators and educational curriculum [Muhammad Quthub merupakan tokoh pendidikan dunia Islam, lewat gagasan dan pandangannya memberikan kontribsi besar dalam keilmuan pendidikan Islam, ia mengatakan bahwa pendidikan adalah upaya untuk menjadikan manusia seutuhnya, yaitu pendidikan yang mampu memadukan antara akal dan hati, rohani dan jasmani.  Tulisan ini kemudian ingin menjelaskan lebih dalam tentang pandangan-pandangan Muhammad Qutub dan relevansinya terhadap pendidikan Islam Kontemporer saat ini, akan menjadi menarik ketika apakah pendidikan Islam dewasa ini sejalan dengan pemikirannya atau memang perlu dievaluasi. Selanjutnya, penelitian ini menggunakan jenis kualitatif yang bersifat kepustakaan (library research) yaitu dengan mengambil sumber-sumber buku maupun jurnal yang sudah terbit. Analisis Data yang digunakan adalah adalah analisis isi (content analysis) yaitu penelitian yang bersifat pembahasan mendalam terhadap isi suatu informasi tertulis. Adapun hasil penelitian ini bahwa pendidikan Islam sekarang ini relavan dengan pandangan Muhammad Quthub diantaranya makna Pendidikan, tujuan pendidikan, Pendidik, dan  Kuikulum Pendidikan]
Instilling the Values of Sholeh Darat Character Education Huda, Muhammad Habib Zainul; Siregar, Maragustam
International Journal on Advanced Science, Education, and Religion Vol 7 No 4 (2024): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v7i4.726

Abstract

Character education values ​​are currently very much needed by students. The goal is none other than to be able to imitate the success of the previous Sholeh people. Therefore, this study will analyze the Character Education Values ​​taught by Sholeh Darat. The primary reference in this article is the Book of Faidhur Rahman by Sholeh Darat, and is also assisted by various scientific works that are in accordance with the theme. This type of research is Library Research with a Descriptive Analysis Character Study approach. The theory that the author uses is Julia Kristeva's Intertextuality. The purpose of this study is to understand the thoughts of a figure and what is applied from those thoughts. The results of this study are:1).The Characteristics of Sholeh Darat's Thoughts are Nationalist and Traditionalist Islamic. 2). The values ​​of character education instilled by Sholeh Darat are: Innovative, Multitalented, Optimistic, Humble, Honest, Compassionate, and Solidarity.
Instilling the Values of Sholeh Darat Character Education Huda, Muhammad Habib Zainul; Siregar, Maragustam
International Journal on Advanced Science, Education, and Religion Vol 7 No 4 (2024): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v7i4.726

Abstract

Character education values ​​are currently very much needed by students. The goal is none other than to be able to imitate the success of the previous Sholeh people. Therefore, this study will analyze the Character Education Values ​​taught by Sholeh Darat. The primary reference in this article is the Book of Faidhur Rahman by Sholeh Darat, and is also assisted by various scientific works that are in accordance with the theme. This type of research is Library Research with a Descriptive Analysis Character Study approach. The theory that the author uses is Julia Kristeva's Intertextuality. The purpose of this study is to understand the thoughts of a figure and what is applied from those thoughts. The results of this study are:1).The Characteristics of Sholeh Darat's Thoughts are Nationalist and Traditionalist Islamic. 2). The values ​​of character education instilled by Sholeh Darat are: Innovative, Multitalented, Optimistic, Humble, Honest, Compassionate, and Solidarity.
Co-Authors A. Dardiri Hasyim Al Karimah, Nur Rizqiyah Alfurqon, Muhamad Hadli Dian Andesta Bujuri Dian Permana, Dian Dongoran, Rosita Firdaus Firmansyah Haq, Samsul Hasyim, A Dardiri HENDRI PURBO WASESO, HENDRI PURBO Huda, Muhammad Habib Zainul Ichsan, Sayed Muhammad Imam Machali Iswan Fadlin Kusmayadi, Yudi Leliy Kholida, Leliy Lidinilah , Izul Haq Mahbub, Ali Mahmudah Mahmudah Maksudin . Moh. Rasyid Ridho Mulyo, Mufrod Teguh Murjito, Joko Nofianti, Rita Partono Partono Putra, Wahyu Hanafi Ritonga, Nur’ainun Riyanto Riyanto Sabana, Rendi SALSABILA, YULIA RAKHMA Sarmiati, Eni Sekarinasih, Anggitiyas Sembodo Ardi Widodo Shaleh, Shaleh Shofiyah, Nida Siddiq, Sayid Munadi Sodiq, Ali Sya'bana, Azka Triwidiyastuti, Triwidiyastuti Wiliani Yunita Yunita Zahra, Dwi Noviatul