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Evaluation of Islamic Education in Tuna Grahita Students at The Extraordinary High School C (SMALB-C) Putera Asih Kediri Dariyanto; Alfin Husniyah; Ahsana Taqwiyan; Dariyanto Dariyanto
Educan : Jurnal Pendidikan Islam Vol. 7 No. 1 (2023): Evaluation of Islamic Education Learning
Publisher : Prodi Pendidikan Agama Islam, Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/educan.v7i1.9187

The government has committed to be providing educational services for its citizens who are born with various abnormalities through the provision of special education as a realization of UU No. 20 Tahun 2003 pasal 5 ayat (2). The writing of this article aims to explore further the reality of Islamic Religious Education (Pendidikan Agama Islam/PAI) implementation in special education institutions at the senior secondary level located at SMALB-C Putera Asih Kota Kediri. The approach used in this research is qualitative approach with case studies as the type of research. Meanwhile, the data in this study were collected through interviews, observation, and documentation.As for data analysis techniques, we adopt the Miles, Huberman, & Saldana model which includes data condensation, data display, and conclusions drawing. From the results of the research, it can be concluded that: 1) The planting of PAI in the classroom which is carried out through learning activities for mentally retarded students at SMALB-C Putera Asih Kota Kediri in general can be said to be good, considering that the implementation is in accordance with the prepared lesson plan. Meanwhile, the implementation of PAI outside the classroom, one of them is carried out through Dhuha prayers in congregation every day. 2) Evaluation of PAI for mentally retarded students at SMALB-C Putera Asih Kota Kediri can be said to have not run optimally, since the assessment still relies on the cognitive aspects only. Meanwhile, for the affective and psychomotor aspects, both have not been implemented properly.

Comparative Perspectives on Curriculum Development: The Societal and Natural Educational Theories of Ibn Khaldun and Jean-Jacques Rousseau Dariyanto; Dariyanto, Dariyanto; Pratama, Dio Septa
Journal of Educational Research and Practice Vol. 3 No. 3 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i3.403

This article examines the comparative perspective between Ibn Khaldun's social education theory and Jean-Jacques Rousseau's natural education theory, focusing on their implications for curriculum development. The background of this research stems from the fundamental differences in the thinking of these two figures, each offering a unique approach to the goals of education. Ibn Khaldun views education as a tool for maintaining social order and creating individuals who align with societal values. At the same time, Rousseau emphasizes individual freedom and the natural development of children within the educational process. This study aims to identify the similarities, differences, and relevance of both theories in the context of contemporary education. The methodology used in this research is a qualitative approach with a comparative analysis of the literature related to these two theories. The study finds that, despite their differing focuses, both contribute significantly to the development of a holistic curriculum that accommodates both societal needs and personal development of students. Ibn Khaldun emphasizes the importance of instilling social and religious values, whereas Rousseau emphasizes individual freedom and experiential learning. The theoretical contribution of this research lies in the integration of both approaches within educational thought, while its practical contribution is in its ability to provide insights to policymakers in designing a more balanced curriculum that is relevant to contemporary global challenges.

KARAKTER GURU ISLAM DAN BARAT (Analisis Komparatif Pemikiran Imam az-Zarnuji Dan John Dewey) Dariyanto; Dariyanto; Ibnu Soleh, Muhammad; Amaliya Majid, Fitri
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 4 No. 1 (2022): April
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/muaddib.v4i1.951

This research aims to conduct a comparative analysis of the character of teachers in Islam and the West through the thoughts of Imam az-Zarnuji and John Dewey. Imam az-Zarnuji was an Islamic scholar and educator who lived in the 12th century AD, while John Dewey was a Western philosopher and educator who lived in the early 20th century AD. These two figures have different views on education, but both have made significant contributions to the development of educational thought. This study adopts a descriptive-analytical approach to analyze Imam az-Zarnuji and John Dewey's views on teacher character in the context of Islamic and Western education. Through analysis of the texts by these two figures, we identify similarities and differences in their conceptions of the characteristics and role of a teacher. The research results show that Imam az-Zarnuji emphasized the importance of diversity in the characteristics of a teacher, including wisdom, patience and religious exemplification. Meanwhile, John Dewey emphasized the importance of direct experience and a scientific approach to teaching, as well as the role of the teacher as a facilitator of learning. From this analysis, it can be concluded that although there are differences in cultural context and thought, the concept of teacher character in Islam and the West has striking points of similarity, such as the importance of morality, wisdom, and dedication in teaching. However, practical approaches and learning methodologies may vary according to individual cultural and philosophical contexts. It is hoped that this study will provide deeper insight into the character of teachers in Islam and the West, as well as contribute to the development of cross-cultural and inter-religious education. In addition, this research also provides a foundation for a better understanding of the principles underlying educational practices in various global contexts

KARAKTER GURU ISLAM DAN BARAT (Analisis Komparatif Pemikiran Imam az-Zarnuji Dan John Dewey) Dariyanto; Dariyanto; Ibnu Soleh, Muhammad; Amaliya Majid, Fitri
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 4 No. 1 (2022): April
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/muaddib.v4i1.951

This research aims to conduct a comparative analysis of the character of teachers in Islam and the West through the thoughts of Imam az-Zarnuji and John Dewey. Imam az-Zarnuji was an Islamic scholar and educator who lived in the 12th century AD, while John Dewey was a Western philosopher and educator who lived in the early 20th century AD. These two figures have different views on education, but both have made significant contributions to the development of educational thought. This study adopts a descriptive-analytical approach to analyze Imam az-Zarnuji and John Dewey's views on teacher character in the context of Islamic and Western education. Through analysis of the texts by these two figures, we identify similarities and differences in their conceptions of the characteristics and role of a teacher. The research results show that Imam az-Zarnuji emphasized the importance of diversity in the characteristics of a teacher, including wisdom, patience and religious exemplification. Meanwhile, John Dewey emphasized the importance of direct experience and a scientific approach to teaching, as well as the role of the teacher as a facilitator of learning. From this analysis, it can be concluded that although there are differences in cultural context and thought, the concept of teacher character in Islam and the West has striking points of similarity, such as the importance of morality, wisdom, and dedication in teaching. However, practical approaches and learning methodologies may vary according to individual cultural and philosophical contexts. It is hoped that this study will provide deeper insight into the character of teachers in Islam and the West, as well as contribute to the development of cross-cultural and inter-religious education. In addition, this research also provides a foundation for a better understanding of the principles underlying educational practices in various global contexts

Evaluation of Islamic Education in Tuna Grahita Students at The Extraordinary High School C (SMALB-C) Putera Asih Kediri Dariyanto; Alfin Husniyah; Ahsana Taqwiyan; Dariyanto Dariyanto
Educan : Jurnal Pendidikan Islam Vol. 7 No. 1 (2023): Evaluation of Islamic Education Learning
Publisher : Prodi Pendidikan Agama Islam, Fakultas Tarbiyah, Universitas Darussalam Gontor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21111/educan.v7i1.9187

The government has committed to be providing educational services for its citizens who are born with various abnormalities through the provision of special education as a realization of UU No. 20 Tahun 2003 pasal 5 ayat (2). The writing of this article aims to explore further the reality of Islamic Religious Education (Pendidikan Agama Islam/PAI) implementation in special education institutions at the senior secondary level located at SMALB-C Putera Asih Kota Kediri. The approach used in this research is qualitative approach with case studies as the type of research. Meanwhile, the data in this study were collected through interviews, observation, and documentation.As for data analysis techniques, we adopt the Miles, Huberman, & Saldana model which includes data condensation, data display, and conclusions drawing. From the results of the research, it can be concluded that: 1) The planting of PAI in the classroom which is carried out through learning activities for mentally retarded students at SMALB-C Putera Asih Kota Kediri in general can be said to be good, considering that the implementation is in accordance with the prepared lesson plan. Meanwhile, the implementation of PAI outside the classroom, one of them is carried out through Dhuha prayers in congregation every day. 2) Evaluation of PAI for mentally retarded students at SMALB-C Putera Asih Kota Kediri can be said to have not run optimally, since the assessment still relies on the cognitive aspects only. Meanwhile, for the affective and psychomotor aspects, both have not been implemented properly.

Comparative Perspectives on Curriculum Development: The Societal and Natural Educational Theories of Ibn Khaldun and Jean-Jacques Rousseau Dariyanto; Dariyanto, Dariyanto; Pratama, Dio Septa
Journal of Educational Research and Practice Vol. 3 No. 3 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i3.403

This article examines the comparative perspective between Ibn Khaldun's social education theory and Jean-Jacques Rousseau's natural education theory, focusing on their implications for curriculum development. The background of this research stems from the fundamental differences in the thinking of these two figures, each offering a unique approach to the goals of education. Ibn Khaldun views education as a tool for maintaining social order and creating individuals who align with societal values. At the same time, Rousseau emphasizes individual freedom and the natural development of children within the educational process. This study aims to identify the similarities, differences, and relevance of both theories in the context of contemporary education. The methodology used in this research is a qualitative approach with a comparative analysis of the literature related to these two theories. The study finds that, despite their differing focuses, both contribute significantly to the development of a holistic curriculum that accommodates both societal needs and personal development of students. Ibn Khaldun emphasizes the importance of instilling social and religious values, whereas Rousseau emphasizes individual freedom and experiential learning. The theoretical contribution of this research lies in the integration of both approaches within educational thought, while its practical contribution is in its ability to provide insights to policymakers in designing a more balanced curriculum that is relevant to contemporary global challenges.

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