Articles
<![CDATA[Rasionalitas Epistemik dalam Pendidikan Islam dengan Perspektif Historis untuk Membangun Moderasi Beragama di Indonesia ]]>
<![CDATA[Aba Agil Aziz]]>;
<![CDATA[Ah. Zakki Fuad]]>;
<![CDATA[Ali Mas'ud]]>;
<![CDATA[Imam Walid Asrofuddin Ulil Huda]]>
<![CDATA[ Muslim Heritage Vol 8, No 1 (2023): Muslim Heritage: Jurnal Dialog Islam dengan Realitas ]]>
Publisher : <![CDATA[IAIN Ponorogo ]]>
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DOI: 10.21154/muslimheritage.v8i1.5846
<![CDATA[AbstractThis study aims to describe the history of education in Islam to serve as the basis for its epistemic framework. This study uses a literature study method with a qualitative approach. The sources used are books, articles that are relevant to the history of Islamic religious education, besides that, literature on epistemic rationality and religious moderation is also collected. How to obtain data in this study by reviewing the literature. The data analysis uses the concept given by Miles and Huberman. The results of this study are: 1) Historically the decline of Islamic education was due to the geopolitics of the destruction of the city of Baghdad so that the emergence of the western anti-colonial movement which resulted in radicalization to maintain power over religion. 2) Islamic education undergoes a transformation from the rationality of science through religious beliefs to the narrowing of knowledge and education in Islam for religious and political purposes. 3) Epistemic rationality is needed to revive Islamic education such as the golden age that uses rationality and empiricism in acquiring knowledge. 4) With an epistemic rationality approach based on the history of Islamic education, it can be used as an effort to form a moderate attitude in religion. AbstrakModerasi beragama kembali menjadi isu yang penting untuk dibahas, seiring dengan maraknya tindakan anarkis, radikalisme dan fanatisme mengatasnamakan agama yang dilakukan oleh oknum tertentu di waktu akhir ini. Oleh karena itu, perlu menilik sejarah pendidikan Islam pada masa keemasan untuk dijadikan pijakan kerangka epistemiknya. Penelitian ini menggunakan metode studi kepustakaan dengan pendekatan kualitatif. Sumber yang digunakan adalah buku, artikel yang relevan dengan sejarah pendidikan agama islam selain itu dikumpulkan juga literatur-literatur rasionalitas epistemik dan moderasi beragama. Cara memperoleh data pada penelitian ini dengan telaah literature. Adapun analisis data menggunakan konsep yang diberikan oleh Miles dan Huberman. Hasil penelitian ini berupa : 1) Tercatat historis kemunduran pendidikan islam disebabkan geopolitik hancurnya kota baghdad sehingga munculnya gerakan anti kolonial barat yang dampaknya radikalisasi untuk mempertahankan kekuasaan dengan atas agama. 2) Pendidikan islam mengalami transformasi dari rasionalitas ilmu pengetahuan melalui keyakinan agama berubah menjadi mempersempitnya ilmu pengetahuan dan pendidikan dalam Islam untuk tujuan agama dan politiknya. 3) Rasionalitas epistemik diperlukan untuk membangkitkan kembali pendidikan islam seperti masa keemasan yang menggunakan rasionalitas dan empirik dalam memperoleh pengetahuan. 4) Dengan pendekatan rasionalitas epistemik berdasar sejarah pendidikan islam bisa digunakan sebagai upaya pembentukan sikap moderat dalam beragama. ]]>
<![CDATA[Blended Literacy: Post-Pandemic Literacy Strategies at Integrated Madrasah Tsanawiyah ]]>
<![CDATA[Redite Kurniawan]]>;
<![CDATA[Muhammad Yunus Abu Bakar]]>;
<![CDATA[Ah. Zakki Fuad]]>
<![CDATA[ Indonesian Journal of Islamic Education Studies (IJIES) Vol. 6 No. 1 (2023): Indonesian Journal of Islamic Education Studies (IJIES) ]]>
Publisher : <![CDATA[Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri ]]>
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DOI: 10.33367/ijies.v6i1.3326
<![CDATA[Due to the post-pandemic, madrasahs need effective literacy strategies to cope with the challenges posed by the situation. While some madrasahs may have implemented these strategies, they may be constrained by common issues. This study aims to analyze blended literacy activities to improve the literacy program at Integrated Madrasah Tsanawiyah after the Covid-19 pandemic. This research used a qualitative approach with a case study type. Data were collected through observation, interviews, and documentation. The data was analyzed by organizing, reducing, and interpreting data. Based on the study results, it is evident that the blended literacy strategy used at Integrated Madrasah Tsanawiyah combines offline activities (print-based and face-to-face) and online activities (technology and internet-based) in student literacy activities, both within and outside the madrasah to improve the quality of madrasah literacy. This study can provide a framework for other madrasahs or educational institutions to develop their blended activities literacy programs, particularly during times of crisis when traditional teaching methods may not be feasible.]]>
<![CDATA[PROBLEMATIKA PEMBELAJARAN BAHASA ARAB DI INDONESIA ]]>
<![CDATA[Ah. Zakki Fuad]]>
<![CDATA[ EDU-KATA Vol 2 No 1 (2015): Februari 2015 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Darul `Ulum Lamongan ]]>
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<![CDATA[Eksistensi dan perkembangan bahasa Arab di Indonesia mengalami transformasi dari waktu ke waktu. Sejak Islam datang bersamaan dengan bahasa Arabsebagai bahasa kitab suci (al-Qur’an) dan bahasa ritual ibadah bagi umat Islam perkembangan bahasa Arab mengalami stagnasi, hal ini disebabkan banyakproblematika dalam proses pemahaman, perkembangan dan pembelajarannya. Problematika tersebut terbagi menjadi tiga aspek: Aspek politik, aspek sosiologis dan aspek metodologis. Problematika pembelajaran bahasa Arab bisa diselesaikan dengan cara merumuskan kebijakan yang berpihak terhadap perkembangan bahasa arab, mempelajari bahasa arab dengan pendekatan continuitas dan integratif serta meningkatkan sumberdaya manusia melalui pendidikan yang profesional sehingga dapat menemukan dan memilih metode yang tepat dalam mengajarkan bahasa Arab sesuai dengan kondisi dan kultur masyarakat Indonesia.]]>
<![CDATA[Modernisme Pendidikan Islam dalam Pemikiran Mahmud Yunus: Analisis dan Relevansinya dalam Peningkatan Mutu Pendidikan Islam Indonesia Era Society 5.0 ]]>
<![CDATA[Moh Asror]]>;
<![CDATA[M. Yunus Abu Bakar]]>;
<![CDATA[Ah. Zakki Fuad]]>
<![CDATA[ Jurnal Pendidikan Agama Islam Al-Thariqah Vol. 8 No. 1 (2023): Jurnal Pendidikan Agama Islam Al-Thariqah ]]>
Publisher : <![CDATA[UIR Press ]]>
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DOI: 10.25299/al-thariqah.2023.vol8(1).11693
<![CDATA[Penelitian ini bertujuan untuk mengkonstruk modernisme pendidikan Islam dalam pemikiran Mahmud Yunus dan relevansinya dalam peningkatan mutu pendidikan Islam Indonesia Era Society 5.0. Jenis penelitian ini adalah kualitatif dengan pendekatan analisis konsep. Sumber data berupa karya asli Mahmud Yunus yang berjudul Pokok-Pokok Pendidikan dan Pengajaran dan jurnal atau buku-buku yang relevan dan dianalisis dengan content analysis. Pemikiran modernis Mahmud Yunus bahwa tujuan pendidikan Islam mempersiapkan peserta didik mengerjakan amalan dunia dan akhirat sehingga tercipta kebahagiaan. Kurikulum harus terpadu mencakup agama dan pengetahuan umum serta mengintegrasikan dengan bahasa Arab. Metode pembelajaran harus efektif dan efisien memperhatikan psikologi anak berbasis penanaman moral. Guru mengembangkan ilmu, memperbaiki kehidupan masyarakat, teladan, dan orangtua terhadap siswa. Kelembagaan pendidikan Islam berpengaruh dalam membentuk karakter anak, yaitu: rumah, sekolah, dan lingkungan. Implikasi pemikiran Mahmud Yunus dalam peningkatan mutu pendidikan di Era Society 5.0 pada kolektifitas sistem pendidikan untuk menjamin kualitas input, proses, output, dan outcome sekolah. Penelitian ini merekomendasikan perlunya penerapan pemikiran Mahmud Yunus dalam pengembangan lembaga pendidikan Islam untuk meningkatkan mutu pendidikan Islam masa depan]]>
<![CDATA[Modern Pesantren Leadership Based on Internalisation of Pancajiwa ]]>
<![CDATA[Ririn Inayatul Mahfudhoh]]>;
<![CDATA[M. Yunus Abu Bakar]]>;
<![CDATA[Ah. Zakki Fuad]]>
<![CDATA[ Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol 8 No 1 (2023): Management of Islamic Education ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Institut Pesantren KH Abdul Chalim Mojokerto ]]>
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DOI: 10.31538/ndh.v8i1.3304
<![CDATA[This study aims to find out how the implementation of leadership in modern cottages, especially about the concept of Modern Pesantren according to KH. Imam Zarkasyi, the dynamics of leadership, and the internalization of pancajiwa in the framework of the regeneration carried out in the modern cottage of Darussalam Gontor. With literature studies using literary sources both primary and secondary, this study describes that according to KH. Imam Zarkasyi, the concept of Modern Pesantren has 3 aspects, namely first modern in the field of curriculum as the core of the educational process in pesantren, second modern in the field of pesantren management as a system that regulates the entire series of educational processes, and third modern in the tradition of pesantren where all components in pesantren must have the same goal. Then the leadership at Pondok Modern Darussalam Gontch was run by KH. Imam Zarkasyi is visionary and progressive because he is oriented towards the objectives of Pesantren education by prioritizing discipline and uswah Hashanah, this is one of which is realized by internalizing pancajiwa as a philosophy of Modern Pondok Darussalam Gontor Education through various activities both academic and non-academic. Finally, this research shows that the ideal pesantren leader is the one who is able to realize the goals of pesantren through the process and system of education in pesante, so that pesantren still exist and are able to prove themselves capable of becoming a reference institution in the future.]]>
<![CDATA[Fazlur Rahman's Concept Of Islamic Education And Its Relevance In The Modern Era ]]>
<![CDATA[Ayuningtias Yarun]]>;
<![CDATA[M. Yunus Abu Bakar]]>;
<![CDATA[Ah. Zakki Fuad]]>
<![CDATA[ Edukasi Islami : Jurnal Pendidikan Islam Vol 12, No 04 (2023): Edukasi Islami: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al Hidayah ]]>
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DOI: 10.30868/ei.v12i04.5107
<![CDATA[The concept of education that is relevant today uses an applicative contextual approach. Fazlur Rahman in understanding the Qur'an sees it in a historical context and tries to project it in a contemporary context. The purpose of this study is to find out the concept of fazlur Rahman education and its relevance in modern times. The research method used by library research uses historical and philosophical analysis of the concept of Fazlur Rahman Islamic Education. Fazlur Rahman, a Hanafi-born Muslim intellectual, was born in the traditional community. However, his thinking is not stuck in the tradition that he studied a lot of Western sciences. Rahman is an Islamic modernist and reformer of Muslim education who contributes by offering more emphasized development strategies in areas that are part of the education system itself, as well as integrating the two sciences, so that there is no disintegration in education and there is no gap between sciences due to the dichotomy of education. Monitoring Fazlur Rahman's concept of education can be concluded his school of thought is stuck on the religious rational.]]>
<![CDATA[Modern Pesantren Leadership Based on Internalisation of Pancajiwa ]]>
<![CDATA[Ririn Inayatul Mahfudhoh]]>;
<![CDATA[M. Yunus Abu Bakar]]>;
<![CDATA[Ah. Zakki Fuad]]>
<![CDATA[ Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol 8 No 1 (2023): Management of Islamic Education ]]>
Publisher : <![CDATA[Program Studi Manajemen Pendidikan Islam Institut Pesantren KH Abdul Chalim Mojokerto ]]>
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DOI: 10.31538/ndh.v8i1.3304
<![CDATA[This study aims to find out how the implementation of leadership in modern cottages, especially about the concept of Modern Pesantren according to KH. Imam Zarkasyi, the dynamics of leadership, and the internalization of pancajiwa in the framework of the regeneration carried out in the modern cottage of Darussalam Gontor. With literature studies using literary sources both primary and secondary, this study describes that according to KH. Imam Zarkasyi, the concept of Modern Pesantren has 3 aspects, namely first modern in the field of curriculum as the core of the educational process in pesantren, second modern in the field of pesantren management as a system that regulates the entire series of educational processes, and third modern in the tradition of pesantren where all components in pesantren must have the same goal. Then the leadership at Pondok Modern Darussalam Gontch was run by KH. Imam Zarkasyi is visionary and progressive because he is oriented towards the objectives of Pesantren education by prioritizing discipline and uswah Hashanah, this is one of which is realized by internalizing pancajiwa as a philosophy of Modern Pondok Darussalam Gontor Education through various activities both academic and non-academic. Finally, this research shows that the ideal pesantren leader is the one who is able to realize the goals of pesantren through the process and system of education in pesante, so that pesantren still exist and are able to prove themselves capable of becoming a reference institution in the future.]]>
<![CDATA[Fazlur Rahman's Concept Of Islamic Education And Its Relevance In The Modern Era ]]>
<![CDATA[Ayuningtias Yarun]]>;
<![CDATA[M. Yunus Abu Bakar]]>;
<![CDATA[Ah. Zakki Fuad]]>
<![CDATA[ Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 04 (2023): Edukasi Islami: Jurnal Pendidikan Islam ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al Hidayah ]]>
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DOI: 10.30868/ei.v12i04.5107
<![CDATA[The concept of education that is relevant today uses an applicative contextual approach. Fazlur Rahman in understanding the Qur'an sees it in a historical context and tries to project it in a contemporary context. The purpose of this study is to find out the concept of fazlur Rahman education and its relevance in modern times. The research method used by library research uses historical and philosophical analysis of the concept of Fazlur Rahman Islamic Education. Fazlur Rahman, a Hanafi-born Muslim intellectual, was born in the traditional community. However, his thinking is not stuck in the tradition that he studied a lot of Western sciences. Â Rahman is an Islamic modernist and reformer of Muslim education who contributes by offering more emphasized development strategies in areas that are part of the education system itself, as well as integrating the two sciences, so that there is no disintegration in education and there is no gap between sciences due to the dichotomy of education. Â Monitoring Fazlur Rahman's concept of education can be concluded his school of thought is stuck on the religious rational.]]>
<![CDATA[Integrasi Metode Pembelajaran PAI Berbasis Sorogan dan Discovery Learning di Siswa Sekolah Menengah Atas ]]>
<![CDATA[Yusril Fahmi]]>;
<![CDATA[Alaina Ahmad Wildan Saifullah]]>;
<![CDATA[Annisa Eka Ayu Cahya Ningrum]]>;
<![CDATA[Ali Uroidli]]>;
<![CDATA[Ah. Zakki Fuad]]>
<![CDATA[ Journal of Instructional and Development Researches Vol. 4 No. 3 (2024): June ]]>
Publisher : <![CDATA[Yayasan Indonesia Emerging Literacy Education ]]>
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DOI: 10.53621/jider.v4i3.310
<![CDATA[Upaya guru PAI dalam mengembangkan pembelajaran baik diluar dan didalam kelas sangatlah bervariasi, terutama dalam memaksimalkan media, digital dalam mendukung peningkatan pemahaman peserta didik. Urgensi penggunaan digital dalam pembelajaran merupakan hal yang sudah sewajarnya dimiliki oleh setiap guru, karena kemampuan guru dalam memanfaatkan digital dalam pembelajaran bisa membantu metode pembelajaran yang digunakan guru menjadi lebih bervariasi dan tidak monoton. Terutama di Sekolah Menengah Atas yang sudah sangat memaksimalkan media dalam pembelajarannya, tentunya metode sorogan dan discovery learning yang diterapkan tidak akan dapat berjalan bila tidak dibarengi oleh kemampuan guru dalam memanfaatkan media sebagai pembelajaran, disamping kemampuan guru dalam menguasai perangkat, media, dan penggunaan metode pembelajaran, guru juga harus memiliki konten dan materi yang berisi, agar kesemuanya mendukung dalam proses pembelajaran dan peningkatan pemahaman tidak hanya pada kognitif siswa, melainkan juga peningkatan afektif. Dalam penelitian kali ini, akan mengkaji lebih jauh tentang integrasi metode sorogan dan discovery learning di Sekolah Menengah Atas. Untuk penelitian masa depan sebaiknya difokuskan pada pengembangan modul dan konten digital yang lebih spesifik untuk masing-masing metode pembelajaran tersebut. Selain itu, analisis komparatif antara sekolah yang telah menerapkan teknologi digital dalam pembelajaran dengan sekolah yang belum, dapat memberikan wawasan lebih dalam mengenai dampak penggunaan media digital terhadap peningkatan pemahaman siswa baik dari aspek kognitif maupun afektif.]]>
<![CDATA[Blended Literacy: Post-Pandemic Literacy Strategies at Integrated Madrasah Tsanawiyah ]]>
<![CDATA[Redite Kurniawan]]>;
<![CDATA[Muhammad Yunus Abu Bakar]]>;
<![CDATA[Ah. Zakki Fuad]]>
<![CDATA[ Indonesian Journal of Islamic Education Studies (IJIES) Vol. 6 No. 1 (2023): Indonesian Journal of Islamic Education Studies (IJIES) ]]>
Publisher : <![CDATA[Faculty of Tarbiyah Universitas Islam Tribakti Lirboyo Kediri ]]>
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DOI: 10.33367/ijies.v6i1.3326
<![CDATA[Due to the post-pandemic, madrasahs need effective literacy strategies to cope with the challenges posed by the situation. While some madrasahs may have implemented these strategies, they may be constrained by common issues. This study aims to analyze blended literacy activities to improve the literacy program at Integrated Madrasah Tsanawiyah after the Covid-19 pandemic. This research used a qualitative approach with a case study type. Data were collected through observation, interviews, and documentation. The data was analyzed by organizing, reducing, and interpreting data. Based on the study results, it is evident that the blended literacy strategy used at Integrated Madrasah Tsanawiyah combines offline activities (print-based and face-to-face) and online activities (technology and internet-based) in student literacy activities, both within and outside the madrasah to improve the quality of madrasah literacy. This study can provide a framework for other madrasahs or educational institutions to develop their blended activities literacy programs, particularly during times of crisis when traditional teaching methods may not be feasible.]]>
