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All Journal al-Afkar, Journal For Islamic Studies Jurnal Ilmu Pendidikan Dasar Indonesia Al-Ijtima: Jurnal Pengabdian Kepada Masyarakat Communication and Information Journal Jurnal Media Akademik (JMA) Mimbar Kampus: Jurnal Pendidikan dan Agama Islam Dinika: Academic Journal of Islamic Studies.
Khuriyah
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Religion Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Pelatihan Dan Pendampingan Penanganan Anak Berkebutuhan Khusus Pada Guru Di Madrasah Ibtidaiyah Inklusif Hakiman; Khuriyah; Choiriyah, Siti Choiriyah
Al-Ijtimā': Jurnal Pengabdian Kepada Masyarakat Vol 4 No 1 (2023): Oktober
Publisher : Lembaga Penelitian, Publikasi Ilmiah dan Pengabdian kepada Masyarakat (LP3M)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53515/aijpkm.v4i1.86

Abstract

Pelatihan dan pendampingan penanganan anak berkebutuhan khusus (ABK) pada guru pendamping khusus (GPK) dan guru kelas (GK) di madrasah ibtidaiyah inklusif di wilayah Sukoharjo Jawa Tengah bertujuan untuk memberikan penguatan komptensi guru dalam menangani anak berkebutuhan khusus (ABK). Metode yang digunakan adalah Asset-based Community Development atau ABCD, meliputi: penggalian kekuatan dan potensi masyarakat, analisis terhadap kemampuan masyarakat, membangun hubungan atau kaitan kegiatan, dan pemantauan serta evaluasi. Adapun langkahnya adalah discovery (menemukan), dream (impian/tujuan), design (merancang), define (menentukan) dan destiny (lakukan/tindakan). Hasil dari pelatihan adalah memberikan penguatan bagaimana cara menangani anak berkebutuhan khusus baik dalam merancang pembelajaran berdiferensiasi maupun memberikan penanganan di luar pembelajaran. Pendampingan yang diberikan secara periodik memberikan penguatan kompetensi guru pendamping khusus, guru kelas dan orangtua siswa anak berkebutuhan khusus (ABK) dalam memberikan layanan berkualitas bagi anak berkebutuhan khusus.
The Role of Adiwiyata School Stakeholders in Fostering Students' Caring Attitudes towards the Environment at MI Negeri 5 Sukoharjo Siti Isnaini; Khuriyah
al-Afkar, Journal For Islamic Studies Vol. 7 No. 3 (2024)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v7i3.1285

Abstract

An environmental care should not only be done in the school, but also outside the school’s environment also. Students have an important role for the school, if they take action by looking after their school’s environment well, the school will be clean and comfortable. By looking after the school’s environment, it is a part of environmental care. To form this environmental care, one of the things that can be done is by joining the Green School program. The Green School program has many positive purposes for the students, one of them is to grow the student’s environmental care on their environment.The purpose of this research are to determine the Green School’s plan in growing the environmental care on the 6th grade students at MI Negeri 5 Sukoharjo in their environment,  to determine the Green School’s implementation in growing the environmental care on the 6th grade students at MI Negeri 5 Sukoharjo in their environment, to determine the evaluation of Green School Program in growing the environmental care on the 6th grade students at MI Negeri 5 Sukoharjo in their environment. As a result, (1) the plan of MI Negeri 5 Sukoharjo as the Green School in growing the environmental care to their student’s surrounding has two environmental-based formed programs. The programs are environmental cadre and The Clean Friday. (2) the implementation of MI Negeri 5 Sukoharjo in growing the student’s environmental care on their surroundings is by putting an environmental cadre in every class which their tasks will be different based on the cadre’s kind. On Friday, students are obliged to follow the Clean Friday program by cooperate in cleaning their school’s environment. (3) the evaluation of MI Negeri 5 Sukoharjo in growing the student’s environmental care to their environment by using attitude assessment. There are 3 attitude assessments, they are discipline assessment, cooperate, and environmental care.
Dowry and Panaik Money from an Islamic View (Case Study of Makassar Bugis Community Marriages in Asmat Regency, South Papua) Ayu Pramudia Kusuma Wardani; Khuriyah
al-Afkar, Journal For Islamic Studies Vol. 7 No. 3 (2024)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v7i3.1295

Abstract

This study aims to explain the views of Islamic law on dowry in marriages of the Bugis Makasar community in Asmat Regency, South Papua, the views of Islamic law on Money panaik in marriages of the Bugis Makasar community in Asmat Regency, South Papua, and the views of the Bugis Makasar community on the implementation of dowry and Money panaik in marriage. Within the Makasar Bugis ethnic group, several cultural groups and ancestral traditions are still practiced today. Including those carried out at wedding ceremonies. Before someone can get married, it is mandatory in Bugis society to give “Uang Panai” to the woman's family. In Bugis society, it is as if the bride's money determines whether a marriage will take place, and if it is not fulfilled then the marriage can be postponed or cancelled. Even though in the Islamic perspective it mandates the concept of "dowry", the Bugis community also considers panai money as an important requirement that must be fulfilled by the groom. In this case, every individual in society has their own perception of panai money, so its position in Bugis society becomes very important. In the Makassar Bugis community who live in Asmat Regency, South Papua, in fact it has a big impact on women, when men give panai money to women, after marriage, men feel they have a lot of power in their daily lives. day. This can be proven by the fact that men feel that they are kings, they don't want to work, and only stay at home. Meanwhile, wives who work earn a living to meet their living needs. This research uses a qualitative approach method by conducting observations and interviews with samples that we have determined and reviewing several sources of information from documents that support this theory and research so that it can run as it should. And coupled with library research, what is meant by library research is carried out to obtain data from several scientific works related to panai money'. The research results show that: First, in Islamic law a dowry is a gift from a man to the woman he marries, which then becomes the wife's full property. A person is free to determine the form and amount desired because in Islamic law there is no provision or limit on the dowry, but it is Sunnah that the dowry be adjusted to the ability of the man (future husband). In fact, in Islam it is recommended not to burden the prospective husband or the man in terms of dowry giving. Second, in Islamic law there are no provisions governing the amount or limits of panaik money. However, the law is mubah (permissible) and is left to the traditions of the local community in accordance with the mutual agreement of both parties. Third, the Makasar Bugis Community in Asmat Regency, South Papua can understand that Panaik money is one of the pre-requisites that must be implemented by the prospective groom. If this is not done, then it is very likely that the application will be rejected because Panaik money is one of the social status and pride of the prospective bride if her Panaik money is high, however, considering the development and understanding of the Makasar Bugis community who live in Asmat Regency, South Papua, currently there is little experience The shift depends on the agreement of both parties (future husband and wife).This article contributes to the view of Islamic law regarding dowry in marriages of the Bugis Makasar community in Asmat Regency, South Papua, the view of Islamic law regarding Panaik money in marriages of the Bugis Makasar community in Asmat Regency, South Papua.
Modern Thought of Islamic Religious Education According to Mahmud Yunus Ria Putranti Arwitaningsih; Khuriyah
al-Afkar, Journal For Islamic Studies Vol. 8 No. 1 (2025)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v8i1.1025

Abstract

This article aims to examine and explain the movement of Mahmud Yunus' thoughts on Islamic education. Mahmud Yunus is an Islamic education reformer from Minangkabau. Through his position in the Ministry of Religious Affairs, he advocated and fought for the inclusion of religious education subjects into the national curriculum and supported the implementation of religious education in public schools and the establishment of the National Islamic University (PTAIN). Mahmud Yunus' reform movement in Indonesia is an interesting study that needs to be studied in the context of contemporary Indonesian figures and Mahmud Yunus' perspective on Islamic education and its relation to modern education. The type of research in this study is library research and the data comes from some primary and secondary literature related to Mahmud Yunus' thoughts and their relevance to modern education. This research focuses more on Mahmud Yunus' attention and commitment to the improvement and development of Islamic education which can be seen further in some of his thoughts, among others, in terms of Islamic education, goals, curriculum, teaching methods of educators and institutions of Islamic education institutions.
KONSEP KURIKULUM MADRASAH, SEKOLAH, DAN PESANTREN DI INDONESIA Muhammad Galih Kusuma; Fu’ad Zaky Musthofa; Khuriyah
Jurnal Media Akademik (JMA) Vol. 2 No. 11 (2024): JURNAL MEDIA AKADEMIK Edisi November
Publisher : PT. Media Akademik Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62281/v2i11.899

Abstract

Kurikulum madrasah, pesantren, dan sekolah umum memiliki karakterisitk masing-masing yang mencerminkan tujuan yang ingin dicapainya oleh ketiga institusi pendidikan tersebut. Metode penelitian yang digunakan dalam penelitian ini adalah studi literatur dimana pendekatan ini bertujuan untuk menelaah dan mengkaji berbagai sumber literatur yang relevan terkait Konsep kurikulum Pesantren, Madrasah, dan Sekolah. ketiga kurikulum ini saling melengkapi dalam menciptakan lingkungan belajar yang holistik. Meskipun memiliki fokus dan pendekatan yang berbeda, tujuan akhir mereka tetap sama: membentuk individu yang tidak hanya cerdas secara akademis, tetapi juga memiliki integritas dan kepribadian yang kuat. Hal ini mencerminkan pentingnya pendidikan yang seimbang antara pengetahuan, keterampilan, dan nilai-nilai moral sebagai bekal untuk menghadapi tantangan di dunia yang terus berubah.
PENDEKATAN LITERATUR DALAM ANALISIS PENDIDIKAN AGAMA ISLAM PADA KURIKULUM MERDEKA PERSPEKTIF KEBIJAKAN DAN IMPLEMENTASI Ila Jannah; Salim Chayati; Khuriyah
Jurnal Media Akademik (JMA) Vol. 2 No. 11 (2024): JURNAL MEDIA AKADEMIK Edisi November
Publisher : PT. Media Akademik Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62281/v2i11.960

Abstract

Penelitian ini bertujuan untuk menganalisis Pendidikan Agama Islam (PAI) dalam Kurikulum Merdeka dengan menggunakan pendekatan literatur. PAI memiliki peran strategis dalam membangun karakter siswa melalui pengintegrasian nilai-nilai agama dalam pembelajaran yang holistik. Dengan merujuk pada dokumen resmi, jurnal ilmiah, serta buku terkait, penelitian ini mengeksplorasi capaian pembelajaran (CP), materi, dan evaluasi PAI di berbagai jenjang pendidikan. CP dirancang untuk mendorong pemahaman agama yang mendalam, pengembangan karakter Islami, dan kemandirian siswa dalam menginternalisasi nilai-nilai Islam. Materi pembelajaran mencakup elemen Al-Qur'an, Hadis, Akidah, Akhlak, Fikih, dan Sejarah Islam, yang dirancang secara tematik sesuai kebutuhan siswa di tiap jenjang. Hasil penelitian menunjukkan bahwa Kurikulum Merdeka memberikan fleksibilitas bagi siswa untuk belajar secara mandiri dan reflektif, sehingga mampu mengaitkan ajaran agama dengan tantangan sosial-kultural kontemporer. Evaluasi pembelajaran dilakukan secara holistik melalui metode tes tertulis, praktik ibadah, proyek berbasis masalah, dan observasi perilaku, yang membantu memastikan siswa tidak hanya memahami ajaran agama tetapi juga mengamalkannya dalam kehidupan nyata. Namun, implementasi Kurikulum Merdeka menghadapi tantangan, seperti keterbatasan sumber daya di sekolah tertentu dan kebutuhan pelatihan bagi guru untuk mengadopsi metode pembelajaran berbasis proyek. Secara keseluruhan, PAI dalam Kurikulum Merdeka berpotensi mencetak generasi Islami yang tidak hanya cerdas secara intelektual tetapi juga memiliki moralitas yang kokoh. Penelitian ini merekomendasikan peningkatan pelatihan guru, dukungan infrastruktur pendidikan, dan pengembangan penelitian empiris untuk memastikan efektivitas implementasi Kurikulum Merdeka dalam meningkatkan kualitas pendidikan agama di Indonesia.
Desain Pengembangan Kurikulum Pendidikan Agama Islam Berpusat pada Bahan Ajar dan Peserta Didik Qorimah; Muhammad Fathan Rizkiyyan; Khuriyah
Comit: Communication, Information and Technology Journal Vol. 3 No. 1 (2025): Comit: Communication and Information Journal
Publisher : IAI Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/comit.v3i1.5985

Abstract

Islamic Religious Education is one education that has fairly important role in forming individuals into good people through the provision several spiritual values, formation morals, and character. The purpose writing is to analyze characteristics, structure and implementation as well advantages and disadvantages Islamic religious education curriculum that is centered on teaching materials and students. Writing method is to use qualitative type. Rresults and conclusions obtained (1) Characteristics use Islamic Religious Education curriculum that is centered on teaching materials, including, learning approach used uses the discovery or inquiry approach, students are encouraged to understand related to basic structure and logic, etc. While characteristics use Islamic Religious Education curriculum that is centered on students students as active learning subjects and application of constructivism theory; (2) Structure and implementation Islamic Religious Education curriculum is centered on teaching materials, feasibility studies, compiling initial concepts for curriculum planning, developing plans, conducting curriculum trials, implementing curriculum, conducting assessments, and implementing improvements. While structure and implementation Islamic religious education curriculum is centered students, namely including formulating objectives, determining curriculum content, selecting activities, and formulating evaluations; (3) There are advantages and disadvantages to each use Islamic religious education curriculum development design centered on teaching materials and students.
Implementasi Kurikulum Sekolah Dasar Berbasis Islam Terpadu Fadhilah, Pratama Ananda Ayu Nur; Nursahid; Khuriyah
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 3 No 1 (2023): DESEMBER
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v3i1.994

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan implementasi kurikulum berbasis islam terpadu di Sekolah Dasar. Metode penelitian merupakan sebuah penelitian studi kasus. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Partisipan penelitian ini adalah guru di SDIT Nur Hidayah Surakarta. Teknik analisis data menggunakan triangulasi. Hasil penelitian ini menunjukkan bahwa pengembangan kurikulum pada sekolah dasar islam terpadu diinternalisasikan pada setiap proses pembelajaran dilakukan melalui perencanaan, pelaksanaan, dan evaluasi.
Inclusive Madrasas in Central Java Indonesia: Culture, Policy, and Practices Hakiman; Khuriyah; Siti Choiriyah
DINIKA : Academic Journal of Islamic Studies Vol. 7 No. 2 (2022)
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/dinika.v7i2.6327

Abstract

This study aims to explore the implementation of inclusive education in inclusive madrasas, particularly madrasah ibtidaiyah, in Central Java, Indonesia. Four inclusive madrasas were involved, namely: Madrasah Ibtidaiyah Muhammadiyah Kartasuro Sukoharjo, Madrasah Ibtidaiyah Keji Ungaran Semarang Regency, Madrasah Ibtidaiyah Ma'arif Sidomulyo, and Madrasah Ibtidaiyah Salafiyah Kebumen. As qualitative research, several techniques were employed to collect data, including observation, interviews, forum group discussion, and documentation. The interviews with policy makers, school principals, vice principals, teachers, and inclusive education teams were carried out. This article argues that inclusive schools are implemented based on the three pillars, namely culture, policy, and practices. An inclusive school culture is manifested in the provision of inclusive education services. The inclusive policies are manifested in the vision, mission, and featured programs supported by the capacity development for the treatment of children with disabilities. The practices of inclusive education in madrasas entail the identification and assessment of children with disabilities, as well as the adaptation and accommodation of the curriculum. The inclusive instruction is equipped with individual learning program plans, integrated and modified methods, media, and assessment.
Perkembangan Kurikulum Pendidikan Agama Islam di Indonesia: Studi Literatur pada Era Kolonial Hingga Era Reformasi Azzahra Sabrina Hanifa; Yaniz Naura Naviana Haryadi; Khuriyah
Mimbar Kampus: Jurnal Pendidikan dan Agama Islam Vol. 23 No. 3 (2024): Mimbar Kampus: Jurnal Pendidikan dan Agama Islam
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/mk.v23i3.5355

Abstract

This research aims to describe the development of the Islamic Religious Education curriculum in Indonesia starting from the Dutch-Japanese colonial pre-independence period, the old order period, the new order period, the reformation period to the independent learning curriculum. The research in this article was carried out using the library research method. The type of research used by researchers is qualitative research. The results of this research show that the Islamic Religious Education (PAI) curriculum has always developed following the times, starting from the pre-independence era characterized by a colonial-style education system, the old order curriculum consisting of the 1947 curriculum, the 1952 curriculum and the 1964 curriculum, the new order curriculum. consisting of the 1968 curriculum, 1975 curriculum, 1984 curriculum, 1994 curriculum, reform period education curriculum consisting of KBK (2006), KTSP (2006), 2013 curriculum and the independent learning curriculum where each curriculum has its own characteristics in its implementation.
Co-Authors Ayu Pramudia Kusuma Wardani Azzahra Sabrina Hanifa Choiriyah, Siti Choiriyah Fadhilah, Pratama Ananda Ayu Nur Fu’ad Zaky Musthofa Hakiman Ila Jannah Muhammad Fathan Rizkiyyan Muhammad Galih Kusuma Nursahid Qorimah Ria Putranti Arwitaningsih Salim Chayati Siti Choiriyah Siti Isnaini Yaniz Naura Naviana Haryadi