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All Journal Terampil : Jurnal Pendidikan dan Pembelajaran Dasar Humanistika : Jurnal Keislaman Aplikasia: Jurnal Aplikasi Ilmu-Ilmu Agama DIMAR: Jurnal Pendidikan Islam Fitrah: Journal of Islamic Education Berkala Ilmiah Pendidikan At- Ta'lim : Jurnal Pendidikan Jurnal Wahana Literasi Pendidikan
Syaifur Rohman
Sekolah Tinggi Ilmu Tarbiyah AL Mubarok Bandar Mataram
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Desain Kurikulum Pendidikan Islam: Sebuah Kajian Literatur Rohman, Syaifur; Bima Fandi Asy’arie; Bunayar, Bunayar
DIMAR: Jurnal Pendidikan Islam Vol. 5 No. 2 (2024): DIMAR: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al Mubarok Bandar Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58577/dimar.v5i02.193

Abstract

Abstract: In facing the challenges of contemporary times, relevant curriculum design in Islamic education is very important. Where students can gain a deeper understanding of Islamic teachings that are appropriate to the context of the times through a proper curriculum. The established curriculum can help students deal with various problems, technological developments, morals, spirituality, etc. Therefore, curriculum design in accordance with Islamic education is very important to ensure that education provides values ​​that are beneficial for student development and meet the demands of the times. This research is to describe (1) basic curriculum concepts, (2) the basis for curriculum design, and (3) components of curriculum design in Islamic education. This research uses a type of library research approach. Literature is obtained from various sources, books, scientific journals, and similar publications using online databases such as “Google Scholar,” and “ScienceDirect.” As for the discussion in this article, First, the basic concepts of the curriculum include: “definition, form and role, steps and principles, orientation and function.” Second, the curriculum design basis, which includes: “philosophical, psychological, sociological, scientific and technological (IPTEK) foundations,” Third, components of curriculum design in Islamic education, which include: “educational objectives, teaching materials or learning material content, learning strategies, learning evaluation.”
Penerapan Pendekatan Sistem Pembelajaran dalam Organisasi Pendidikan Islam Khabib, M Aliful; Risdiyanto, Heri; Rambas, Jaya Dwi; Romlah, Romlah; Arifin, Zainal; Rohman, Syaifur
DIMAR: Jurnal Pendidikan Islam Vol. 6 No. 1 (2024): DIMAR: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Al Mubarok Bandar Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58577/dimar.v6i1.318

Abstract

This study aims to describe the implementation of a system approach in Islamic educational organizations. The research is qualitative in nature, employing a literature review methodology to address identified gaps in integrating Islamic values into educational practices. Previous research has often overlooked the comprehensive alignment between curriculum, educators, and technology in Islamic education. This study addresses this gap by analyzing primary sources and other relevant literature to understand how a system approach can harmonize these components. Data collection involved critical analysis of written documents and content analysis techniques to derive meaningful insights. Findings reveal that the system approach in Islamic education provides a robust framework for embedding Islamic values across all educational aspects. By integrating Islamic principles into the curriculum, balancing worldly and spiritual knowledge through tawhid, and implementing character development programs, the approach seeks to cultivate learners who excel both intellectually and morally. The results indicate significant potential for improving educational outcomes, including increased coherence between educational components and the enhancement of moral and ethical standards among students. Practical implications emphasize the need for adequate training for educators, investment in technological infrastructure, and policy support to overcome barriers like resource limitations and resistance to change. In conclusion, this study contributes to the understanding of systemic methods in Islamic education, offering actionable insights for policymakers and educators to foster an environment where Islamic values and modern educational demands coexist seamlessly. The findings highlight the approach’s role in shaping individuals who are well-prepared to navigate contemporary challenges while upholding Islamic ethics and principles.
Madrasah Ibtidaiyah Dari Masa Ke Masa: (Kajian Historis Tentang Madrasah Ibtidaiyah) Syaifur Rohman
At- Ta'lim : Jurnal Pendidikan Vol. 2 No. 2 (2016): June
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

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Abstract

Embryos derived from religious education schools, which then evolved into the madrassa. Pesantren is the oldest religious educational institutions in Indonesia and is still showing its existence as one of the places to print the future generations who qualified in the field of religion. Do not want to fall behind in the field of further education schools and founded the madrassa as a container to complement the existing shortage of cargo lessons dipesantren. Madrasah can be a bridge between schools and formal schools are both located on two different poles. As the formal educational institutions madrasah carrying high ideals to prepare a generation that is not only intellectually clever but also capable of being the generation that ‘alim other words madrassa want to print a generation of intellectuals who’ alim. But unfortunately the trip madrasah into formal education institutions that ideal is not as smooth hopes and ideals of the beginning of the founding father. Problems began to emerge from the curriculum, lack of management until the status of madrassas in the Act. Besides the development paradigm that the madrasas are second-class schools triggered the public interest against the lack of education in madrasas. Starting in 1946 until now madrasas have undergone various phases in the Act. But the real contribution madrasas began to be recognized society, so that they begin to look madrasah as a place of education for their children. As proof that more and more madrasas that have quality similar or even better than formal schooling in general.
MEMBANGUN BUDAYA MEMBACA PADA ANAK MELALUI PROGRAM GERAKAN LITERASI SEKOLAH ROHMAN, SYAIFUR
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 4 No 1 (2017): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v4i1.2118

Abstract

Setiap anak dilahirkan untuk menjadi jenius, namun setelah mereka masuk sekolah hanya sebagian kecil dari mereka yang mendapatkan predikat jenius. Hal ini disebabkan modal utama dalam pembelajaran di negara ini adalah anak harus mampu membaca, menulis dan berhitung, padahal perkembangan tiga hal ini antara satu anak dengan yang lain berbeda-beda. Ada anak yang tumbuh dengan cepat kemampuan berbahasa serta minat membacanya ada pula yang lambat. Semua itu dipicu oleh beberapa faktor, mulai dari keluarga, sekolah hingga masyarakat. Indonesia masih mempunyai tugas besar dalam dunia pendidikan terutama untuk mendongkrak minat baca masyarakat untuk itu pemerintah dalam hal ini adalah menteri pendidikan mengambil langkah nyata untuk memperkuat pendidikan karakter melalui kegiatan literasi sekolah. Kebijakan ini merupakan wujud nyata langkah pemerintah yang menyadari bahwasannya membaca adalah kunci untuk membentuk karakter yang baik, semakin banyak membaca maka semakin luas cara pandang seseorang begitu pula sebaliknya. Pemerintah melalui GLS atau Gerakan Literasi Sekolah mewajibkan setiap anak untuk membaca 15 menit di awal setiap kegiatan pembelajaran, kegiatan ini diharapkan menjadi kebiasaan lalu membudaya dalam diri setiap anak.Dalam pembelajaran abad 21 setiap anak diharapkan mempunyai pemikiran yang kritis, kreatif, inovatif dalam proses pembelajaran yang kooperatif dan kolaboratif. Untuk itu sudah menjadi tugas setiap guru untuk mengarahkan dan membimbing mereka. Namun sayangnya banyak anak ketika masuk di sekolah dasar yang belum memiliki kemampuan membaca padahal mereka sudah diharapkan mampu memahami bacaan. Pertanyaannya, bagaimana mungkin mereka mampu memahami ketika membaca saja mereka belum mampu?. Maka disini akan kami paparkan teori serta implementasi teori tentang menumbuhkan minat baca pada anak serta kendala-kendala yang sering dihadapi dalam pembelajaran bahasa pada anak. Keyword : minat baca anak, GLS (Gerakan Literasi Sekolah) 
A Contextual Artificial Intelligence Ecosystem Framework for STIT Bustanul Ulum: A Multisite Comparative Study of the Zawia University and Badakhshan University Andrianto, Dedi; Rohman, Syaifur; Sari, Siska Difita
Berkala Ilmiah Pendidikan Vol. 5 No. 3 (2025): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v5i3.1802

Abstract

The rapid diffusion of artificial intelligence (AI) in higher education presents significant governance challenges, particularly in institutions operating within distinct ethical and cultural contexts. However, existing AI governance models remain largely technocratic and insufficiently responsive to local institutional realities. This study aims to develop a contextually grounded and policy-relevant Artificial Intelligence Ecosystem Framework tailored to Islamic higher education institutions. Employing a qualitative multisite comparative design, the research was conducted at STIT Bustanul Ulum (Indonesia), the Zawia University (Libya), and Badakhshan University (Afghanistan). Data were collected through semi-structured interviews, institutional observations, and document analysis, and were analyzed using cross-case thematic comparison. The findings reveal that effective AI adoption is not determined solely by technological capacity but by coordinated institutional readiness across five interdependent dimensions: digital infrastructure, human resource competence, adaptive institutional policy, ethical orientation, and collaborative sustainability networks. The study further demonstrates that within Islamic higher education, ethical and religious values function as internal regulatory mechanisms that promote responsible AI governance rather than inhibit innovation. The proposed AI Ecosystem Framework offers a holistic governance model that integrates technological advancement with contextual, ethical, and institutional considerations, contributing both theoretically to AI governance discourse and practically to policy development in faith-based higher education settings.
Inovasi Guru PAI Dalam Mengembangkan Media Pembelajaran Agama Islam di SDN 2 Varia Agung Juwita Pradina Aprillia; Syaifur Rohman
Jurnal Wahana Literasi Pendidikan Vol 1 No 1 (2026): Januari
Publisher : CV. Lentera Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58472/jwlp.v1i1.346

Abstract

This study aims to describe the innovations of Islamic Education (PAI) teachers in developing learning media at SDN 2 Varia Agung. The background of this study is that conventional PAI learning methods are still being used, which are less attractive to students and do not encourage their participation. This study uses a descriptive qualitative approach with data collection techniques through observation, interviews, and documentation. The results show that PAI teachers at SDN 2 Varia Agung have developed various innovative learning media, such as interactive videos, Islamic applications, digital quizzes, character cards, worship posters, and educational games. These innovations have been proven to increase students' motivation to learn, their understanding of the material, and their religious values. Supporting factors for innovation include school support, student enthusiasm for learning, and the availability of basic learning facilities. The obstacles encountered were limited technological resources and teachers' ability to operate digital media. In conclusion, the learning media innovations implemented by PAI teachers at SDN 2 Varia Agung had a positive impact on the effectiveness of learning and the development of students' religious character.
Co-Authors Bima Fandi Asy’arie Bunayar, Bunayar Dedi Andrianto Juwita Pradina Aprillia Khabib, M Aliful M Choirul Muzaini Rambas, Jaya Dwi Risdiyanto, Heri Romlah Sari, Siska Difita Zainal Arifin