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Bahaking Rama

UIN Alauddin Makassar, Indonesia

Author-ID : 685752

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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LEMBAGA PENDIDIKAN SEKOLAH DAN MADRASAH (Pembaharuan Metode dan Sistem Pendidikannya) Aminuddin Aminuddin; Bahaking Rama; Andi Achruh
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 1 No. 7 (2025): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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The existence of schools and madrasas has created a dichotomy between "religious" science and "general" science. Schools are perceived as "educational institutions that organize general science education", organized and managed by the Ministry of National Education. Meanwhile, madrasas are perceived as "institutions that organize religious education" organized and managed by the Ministry of Religion. From these two schools, the perception emerged that schools managed by the National Education Office were perceived as "public", non-religious, or "secular" schools, but advanced, foremost, and modern. Meanwhile, schools managed by the Ministry of Religion are perceived as "religious" and religious schools, but are left behind, closed to the progress of science and technology, and traditional. Maybe that perception is not entirely correct, and also not entirely wrong. On the one hand, there are schools managed by the National Education Office which are still underdeveloped, traditional and slum; and on the other hand, there are modern, international standard, and advanced Islamic schools. This dichotomy still cannot be eliminated, but it needs to be mediated and converged, so that religion and science and technology are taught, mastered, and applied by every student. The level of the concept of dichotomy will lead to educational dulaism at the practical level which in turn will lead to a decline in educational outcomes. It is important to note that what is needed now in efforts to improve the quality of formal education is to improve the quality of the system. In this case, what is meant by a system is a set of educational plans, processes and evaluations that are built on Islamic values.

PERKEMBANGAN PENDIDIKAN ISLAM DI AWAL KALIMANTAN Muh. Yusuf; Bahaking Rama; Andi Achruh
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 1 No. 8 (2023): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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Islam entered Kalimantan in the 5th century AD by peaceful means brought by preachers from Java. Sunan Bonang and Sunan Giri have students in Kalimantan, Sulawesi and Maluku. Sunan Giri's composition is called Kalam Muyang, while Sunan Bonang's composition is called Sumur Serumbung. According to Helius Syamsuddin in his book Islam and Resistance in South and Center Kalimantan in The Nineteenth and Early Twentieth Centuries. Explains that Islam entered South Kalimantan from Java in the 16th century, when the Sultan of Demak helped Prince Banjar, Prince Samudera, to face Prince Temenggung in the battle for the royal throne, in return, Prince Samudra agreed to embrace Islam. In several sources that the authors obtained, the Islamic education efforts pursued by Syekh Muhammad Arsyad Al-Banjari can be classified into three, namely the Cadre of Ulama, Community Teaching and the Establishment of Madrasas. 3. Sheikh Muhammad Arsyad Al-Banjari is a pioneer of teaching Islamic law in South Kalimantan. He had studied Islamic religious sciences in Mecca. Upon returning to his hometown, the first thing he did was to open a place of recitation (a kind of Islamic boarding school) called Dalam Pagar. Islam is spread in almost all areas of West Kalimantan, not only in the coastal areas but also in the interior areas of West Kalimantan. Basically, in West Kalimantan, the majority of the population is Malay, who are synonymous with Islam and generally live on the coasts of rivers or beaches, making Islam easy to be accepted by the community and spreading widely to inland areas. The factors are as follows, through marriage, trade, through preaching, through power and through the arts

SEJARAH PERKEMBANGAN PENDIDIKAN ISLAM MASA AWAL DI MALUKU Muhammad Syafril Sunusi; Bahaking Rama; Andi Achruh
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 1 No. 8 (2023): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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The arrival of Islam in Maluku and North Maluku took place at almost the same time. However, the process of institutionalizing Islam in governmental life has only materialized in the following decades or perhaps hundreds of years. The arrival of Islam in Maluku is part of recording the traces of a new civilization that entered Maluku, at least it can be traced through the records of travelers. But the controversy over the accuracy of the data, the traveler determines in his travel notes in Maluku in the 7th century, while the local Maluku people in the 8th century. Of course also according to the graph in the history of the Maluku region the touch of Islam in Maluku in the 14th century. This confusion will become valuable data in conducting in-depth research on the traces of Islam in Maluku by collecting primary and secondary data within the framework of reconstructing the entry of Islam in Maluku. Apart from that, the dispora spread of Islam in Maluku, the trade medium was the initial contact for the entry of Islam in Maluku. Arab traders, Gujarat Persians who traveled in search of spices in Maluku became the beginning of the entry of Islam in Maluku

“WALI SONGO” PERINTIS PENDIDIKAN ISLAM DI INDONESIA(Masa Awal Perkembangan Islam di Jawa) Asgar Marzuki; Bahaking Rama; Mukjizah Mukhtar Lutfi
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 1 No. 9 (2023): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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Da'i is a symbol of proclaiming and carrying Islamic teachings, sincerely and selflessly for the efforts of li'ilai Kalimatillah (to elevate the word of Allah). Moving around the world with wealth and self without asking for wages, as a manifestation of the verses of the Koran, Q.S. as-Shaff/61:11 "You believe in Allah and His Messenger and strive in the way of Allah with your wealth and your soul, it is better for you if you know". It is proof that sincerity in the struggle is maintained when holding fast to this verse, as a limitation and rule in spreading dinul haq. To add insight into the perspective which states that Islam was brought by Gujarat traders and as proof that they are Da'i illallah (not traders) who bring their wealth and themselves in the struggle, do not beg and ask for payment, then when their supplies run out, they sell the treasures they brought as supplies with the barter trading system, at that time was the easiest and most common way to do it, because cross-border currency exchange instruments had not yet been implemented. "Wali Songo" is a title that has been assigned to nine Preachers who have been pioneers of Islamic education in Indonesia. The historicity of the growth and development of Islamic education, especially on the island of Java, is marked by the existence of Islamic educational institutions initiated by "Wali Songo" and given the name pesantren, as the center of Islamic educational activity. In all its manifestations, pesantren with the characteristics attached to these institutions, have varied forms with the characteristics, patterns and nuances of each wisdom. Islamic education has a substantial and functional relationship, namely it has become a vehicle for ongoing Islamic educational activities since its inception, which functions as an instrument for the inculcation of Islamic beliefs and doctrines. The growth of pesantren institutions as Islamic educational institutions in Java has taken place gradually, starting from the very simple pesantren model to the highest level which in its development has contributed to the civilization of life and has even overseen all forms of change and development in Bhinneka Tunggal Ika, with various pluralism, cultures , culture and language of the unitary state of the Republic of Indonesia which respect each other in diversity and glorify in civilization. "Wali Songo" has succeeded in responding with wisdom to diversity, present politely and peacefully without engaging in conflict and violence, writing a golden ink history of love and Islamic peace, as teachings, sharia and guidance to the essence of happiness Rahmatan lil 'Aalamiin

PERKEMBANGAN PENDIDIKAN ISLAM MASA AWAL HINGGA LAHIRNYA KERAJAAN ISLAM DI ACEH, LEMBAGA, DAN TOKOHNYA Martono La Moane; Bahaking Rama; Andi Achruh
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 1 No. 10 (2023): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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The development of early Islamic education in Aceh, initially formed a Muslim community and then entered the royal palace and succeeded in forming early Islamic kingdoms, such as the kingdoms of Peureulek, Samudera Pasai, to the Kingdom of Aceh Darussalam. Islamic educational institutions are centered on villages and mosques, so that the plurality of Islamic education is through, meunasah, pekarangan, dayah, and jamiah. The concept of Islamic education at that time focused on the study of the yellow books, which were then adjusted to the level of Islamic education. Dayah scholars, in this case have an important role in Islamic education, such as Hamzah Fansuri, Samsuddin as-Sumatrani, Nuruddin ar- Raniri, and Abdur Rauf Singkel. In addition, Islamic boarding schools are not only centers of Islamic education, but also form individuals who are able to play a role in development, strongholds from colonial powers, and centers of community learning.

PENDIDIKAN ISLAM DI INDONESIA PADA ZAMAN PENJAJAHAN BELANDA DAN JEPANG Subandi Subandi; Bahaking Rama; Andi Achruh
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 1 No. 11 (2024): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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Islamic education during the Dutch and Japanese occupation, that Islamic education during the Dutch colonial period in Indonesia, the Dutch colonial government severely limited the activities of madrasas and teachers who taught at madrasas. They do that because they are afraid of the Muslim Ummah which has started to develop. Meanwhile, when Japan was in power, Islamic education was slightly freer than during the Dutch colonial era. However, Japan, with its mission, required teachers to learn Japanese in giving lessons and changing Dutch to Indonesian, including requiring respect for the Tenno (Emperor). This is what the Islamic leaders did not accept, so they were eventually arrested.

ORGANISASI SOSIAL KEAGAMAAN: PERSYARIKATAN MUHAMMADIYAH, TOKOH, DAN KEGIATANNYA DI BIDANG PENDIDIKAN Suhartini Khalik; Bahaking Rama; Andi Achruh
JURNAL PENDIDIKAN DAN KEGURUAN Vol. 1 No. 11 (2024): Jurnal Pendidikan dan Keguruan
Publisher : CV. ADIBA AISHA AMIRA

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This research aims to describe the religious organization of Persyarikatan Muhammadiyah, its leaders, and its activities in the field of education. This research utilizes qualitative methods. The data analysis technique employed is literature review. The research data is obtained from relevant readings related to the research topic. The research process involves collecting various sources of study such as journals, books, newspapers or magazines, and internet articles that are relevant to this research. After studying and examining these sources, conclusions are drawn from the research. The results of the research indicate that Muhammadiyah has made significant contributions to education in the country, as evidenced by its role in the field of education from before the independence era until the present. This can be seen from the numerous educational institutions established by Muhammadiyah, ranging from primary education to higher education.

The Conception of Patuntung as the Root of Tradition in the Education of the Ammatoa Kajang Indigenous Community Afriandi; Bahaking Rama; Siti Syamsudduha; Susmihara
KASTA : Jurnal Ilmu Sosial, Agama, Budaya dan Terapan Vol. 6 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kasta.v6i1.2798

This manuscript serves as a template to assist authors in writing the Globalization and modernization have reshaped the value systems and educational practices of indigenous communities, including the Ammatoa Kajang community in South Sulawesi, Indonesia. In this context, education is not merely a formal process but a culturally embedded practice rooted in indigenous belief systems. This study aims to analyze Patuntung-based education as a foundation of indigenous learning, focusing on its epistemological, pedagogical, and axiological dimensions, as well as its role in responding to social change. This research employed a qualitative ethnographic approach, using participant observation, in-depth interviews, and document analysis, analyzed through an interactive model. The findings reveal that Patuntung functions as an indigenous educational framework that structures knowledge construction, value internalization, and social behavior. Its values are transmitted through Pasang ri Kajang in a cyclical process of cultural reproduction. Furthermore, the study identifies a hybrid educational system in which traditional and formal education coexist without eroding cultural identity. This study contributes to the anthropology of education by proposing Patuntung-based education as a conceptual model of indigenous learning that is holistic, adaptive, and sustainable.

Analisis Kritis Pendidikan Sekuler dalam Konteks Pendidikan Modern Ahsan Taqwim; Wahyuni; Bahaking Rama; Ferdinan
Al-Zayn: Jurnal Ilmu Sosial, Hukum & Politik Vol 4 No 2 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/alz.v4i2.4823

Pendidikan modern ditandai oleh dominasi paradigma sekuler yang memisahkan ranah ilmu dan nilai dari agama, sementara filsafat pendidikan Islam menekankan kesatuan ilmu dan wahyu. Analisis kritis terhadap pendidikan sekuler dalam konteks pendidikan modern masih jarang dilakukan secara sistematis dari perspektif filsafat pendidikan Islam. Artikel ini bertujuan menganalisis secara kritis pendidikan sekuler dalam konteks pendidikan modern serta mendiskusikan implikasinya bagi pendidikan Islam. Penelitian menggunakan pendekatan kualitatif dengan metode analisis konseptual dan studi literatur. Sumber data berupa karya-karya primer dan sekunder tentang pendidikan sekuler, pendidikan modern, dan filsafat pendidikan Islam. Data dianalisis melalui interpretasi kritis, komparasi konsep, dan refleksi filosofis. Analisis menunjukkan bahwa pendidikan sekuler dalam konteks modern memiliki karakteristik pemisahan institusional agama dan negara, penekanan pada rasionalitas instrumental, serta orientasi pada pasar kerja. Dari perspektif filsafat pendidikan Islam, hal ini menimbulkan tantangan terhadap integrasi nilai dan ilmu serta terhadap pembentukan karakter yang berlandaskan wahyu. Di sisi lain, terdapat peluang untuk mengembangkan respons konstruktif melalui pendidikan Islam yang kritis dan kontekstual. Pendidikan sekuler dalam konteks pendidikan modern perlu dipahami secara kritis; filsafat pendidikan Islam menawarkan kerangka normatif dan epistemologis untuk menilai dan merespons dinamika tersebut. Implikasinya, pengembangan kurikulum dan kebijakan pendidikan perlu mempertimbangkan dialektika antara tuntutan modernitas dan visi pendidikan Islam.

PROSES PERKEMBANGAN ISLAM DI NUSANTARA, TEORI MASUKNYA DAN PUSAT PENDIDIKAN ISLAM MASA AWAL DI ASIA TENGGARA Kusnadi Kusnadi; Bahaking Rama; Muhammad Rusydi Rasyid
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 1 No. 1 (2022): Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Publisher : CV. ADIBA ASIHA AMIRA

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Since the arrival of Islam in this region, Islamic education has been practiced in the archipelago. Islamic education begins with interpersonal and collective interactions between preachers (educators) and their students. After the Muslim community was formed somewhere, they started to build educational centers. The mosque not only functions as a place of worship but also as a place of education. The mosque is the leading Islamic educational institution in Southeast Asia, side by side with the houses where the scholars or preachers live. Meunasah emerged as the forerunner of educational institutions in Aceh, then followed by dayah

Co-Authors A, Arifuddin A. Amiruddin A. Marjuni AA Sudharmawan, AA Abd. Haris Abd. Rahim Razaq Abdul Aziz Abdul Gani Abdul Halim Abdul Kadir Abdul Pandi Abdurahman Abdurrahman Abdurrahim Supardi Usman Abdurrahman Abdurrahman Abdurrahman Abdurrahman Abubakar Abubakar Achruh, Andi Adji Saputra Adji Saputra Cendana AFRIANDI Agil Husain Abdullah Agil Husain Abdullah Agustang Ahsan Taqwim Aiman Abu Khair Aisyah Aisyah Aisyah Aisyah Aji, Arif Pramana Aji, Wahyu Al Azhar Al Azhar Al Husnul Khatimah Alam, Nur Alamsyah Alfiyyah Nurhidayah Aminuddin Aminuddin Amirah Mawardi, Amirah Amiruddin, A. Amri Usa Andi Achruh Andi Achruh Andi Arbaina Fariza Andi Eki Dwi Wahyuni Andi Eki Dwi Wahyuni Anita Anita Anita Anita Arif, Arif Aji Arifuddin Siraj Arifuddin Siraj Arifuddin Siraj Arifuddin Siraj Aripuddin Arsyad, Mujahid Arsyad, Mujahid Mallombasi Asgar Marzuki Asgar Marzuki Aulia Rezkyana Agus Awalia, Anggi Ria Baehaqi Baharuddin Baharuddin Bakri, Muhammad Ali Bakri, Naharuddin Budihartono Budihartono Candra Swandi Candra Swandi Danial Rahman Danial Rahman Darmanto, Lutfi Duriani Duriani Dwi Cahya Oktavianto Dwi Cahya Oktianto Dwi Cahya Oktianto Fahira, Jihan Fahmi Jalaluddin Faisal Rifqi Fathul khair fatima azzahra Ferdinan Ferdinan Ferdinan Ferdinan Ferdinan Ferdinan, Ferdinan firman Firman Firman Fitri, Ummu Nurul Getteng, Abd. Rahman Haeruddin Haeruddin Haeruddin Haeruddin Hamdia Sayyadi Hamnar, Nur Rahmin Hamriani, Selvi Hanan Ka-Do Handrihadi, Ayub Harlinda Hasta, Muharrida Hermawansyah Hermawansyah Hijrawati Sehu Hudayani, Fiqrah Humairah, Andi Eliyah Husyin Saputra Ifriani Abdul Salam Ifriani Ifriani Ifriani, Ifriani Ilham Imam Sanusi Irma Suryani Syamsuddin Jamaluddin H Jamaluddin Jamaluddin Jeprianto Jeprianto Jihan Fahira Jumadi Jumadi Junarti Junarti Juniarti Iryani K, Khaerunnisa Kamal Karmala Karmala Karmala Karmala, Karmala Karsani, Karsani Kasban, Muhammad Zain Kasiono Khalik, Suhartini Kodina, Elce Yohana Kusnadi Umar La Adu Leni Puspitasari Lestari, Laili Tri Lutfi, M M. Ilham Muchtar M. Kasim M., Ratna Mahyaya Nur Mappigau, Ernawaty Margiono Margiono Margiono Margiono, Margiono Marjuni, H. Marni Basir Martono La Moane Maryam Maryam Masruraini Masruraini Mei, Reski Miro, Abbas Baco Misran Misran MISYKAT MALIK IBRAHIM Moch Natsir Mahmud Muchtar, Achmad Dahlan Muh Rusydi Rasyid Muh Yahdi Muh. Arsyad Muh. Darwis Muh. Farhi Muh. Kharisman Muh. Nasir Muh. Niamur Ridho Muh. Yusuf Muhamad Herman Muhamad Nuril Huda Muhammad Aminullah, Muhammad Muhammad Azmi Muhammad Hakil Muhammad Ilham Muhammad Ilham Muhammad Rusdi Rasyid Muhammad Rusdi Rasyid Muhammad Rusdi Rasyid Muhammad Rusdi Rasyid Muhammad Rusydi Rasyid Muhammad Rusydi Rasyid Muhammad Rusydi Rasyid Muhammad Shabir U Muhammad Syafril Sunusi Muhammad Taufiqul Hidayat Muhammad Yahdi Muhammad Yahdi Muhammad Yahdi, Muhammad Muhammad Zain Muhammad Zain Kasban Muhammad Zain, Muhammad Muhsin Mujahid Arsyad Mujahid Mallombasi Arsyad Mukjizah Mukhtar Lutfi Mukjizah Mukjizah Muliadi Muliadi Muliadi Muljono Damopolii Munawira, Siti Munir Munir, Munir Musdalifah Muslim Muslimin, Abdul Aziz Muslimin, Rika Rahayu Mustopa, Ahmad Ali Muzakki, Muhammad Muzakkir Nabila Indana Nasrallah Nasrallah Nasrul Nurdin Nawir, M. Syukri Nur Fitrah Julianti Patta Nur Rahmin Hamnar Nur, Zulfikah Nurchalis Aziz Nurdin, Nasrul Nurfadilah Hariandani Nurfadillah Apriliah Nurfadillah Nurfadillah Nurfadillah Nurfadillah Nurkhalishah Nurliana Nurliana Nurliana NURLIANA NURLIANA Nurman Said Nurmiani Nurul Hasanah Nurul Hasanah Nurul Istiqamah Ishaq Nurul Magfirah Nurul Mawaddah Nurul Rofika Nurwahida Ahmad Nurwahida Ahmad Nuscholis Azis Oktaviana, Wahidah Pahero, Usman Pajarianto, Hadi Pelani, Herman Puspa Sari Rachman, Wa Sree Galuatry Rahma Ashari Hamzah Rahmad Nur Hidayat Rahmat Justan Rahmat Justan Rahmat Nur Hidayat Rahmawati Ramli Ramli Ramli, Rahmawati Ramlianto Rasdiana Rasdiana Rasihun Ratna M. Razak, Abd. Rahim Razaq, Abd. Rahim Reski Amalia Reski Mei Revalina Almusawa Rezki Auliyah Syukri Rezki Siti Hajar Rieka Kartika Aulia Rahkmat Rijal, Tabhan Syamsu Risda Risda Rizki Ayu Amaliah Junaidi Rofia Masrifah Rosdiana Rubi Awalia Rusli Malli, Rusli Rusmin B, Muhammad S, Ramlah S, Sartika S, Siti Munawira s, syamsuddin Saiyed Mahmuddin Assaqqaf Salam, Ifriani Abdul Saleh, Syamsuddhuha Saleh, Syamsudduha Salito Samsuriadi, Samsuriadi Sari, Lilis Permata Sattu Alang Selfina Selfina Selfina, Selfina Selvi Hamriani Shabir U, Muhammad Siraj, Arifuddin Siti Munawira Siti Munawira S Siti Nurpaida Siti Rumaisha Sitti Muthmainnah Sitti Muthmainnah Sitti Muthmainnah SRI LESTARI Sri Mulyani Sry Nur Intan St Syamsudduha St. Radyah Bintang A St. Rosmi Subandi Subandi Suciyati, Nirwana Sudarni Sudarni Sumalo, Kadir Suriyati ., Suriyati Suriyati Suriyati Suryani, Aisyah Susdiyanto, Susdiyanto Susmihara Syahruddin Syamsiar, Syamsiar Syamsuddin Syamsuddin Syamsuddin Syamsuddin Syamsudhuha Saleh Tang, Ambo Tiara Putri Aziza Titi Mildawati Trye Sunarti H Tuti, Hastuti Ulfa, Aina Mardhiyah Ulfiani Rahman Usman Usman, Abdurrahim Supardi Vera, Andi Ana Wa Ode Rohis Zauman Wahida Octaviana Wahida Octaviana Wahidah Oktaviana Wahyuddin Naro Wahyuddin Naro, Wahyuddin Wahyun, Wahyun WAHYUNI Wasania, Wasania Wasitah, Wasitah Witasari Y, Yulianti Yahdi, Muh. Zhalfa Luthfi Fauza Zikriadi Zuhdiah, Zuhdiah ZUL KIFLI, ZUL Zulqarnain Tajuddin ‘Aima, Nur

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