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All Journal Refleksi: Jurnal Filsafat dan Pemikiran Islam Didaktik : Jurnal Ilmiah PGSD STKIP Subang IJGIE (International Journal of Graduate of Islamic Education) Jurnal Kolaboratif Sains Bulletin of Pedagogical Research Al-MIKRAJ: Jurnal studi Islam dan Humaniora Jurnal Insan Pendidikan dan Sosial Humaniora TAUJIH: Jurnal Pendidikan Islam Simpati: Jurnal Penelitian Pendidikan dan Bahasa Alfihris: Jurnal Inspirasi Pendidikan QOSIM: Jurnal Pendidikan, Sosial & Humaniora Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial Jurnal Pengabdian Masyarakat dan Riset Pendidikan BEGIBUNG: Jurnal Penelitian Multidisiplin Mimbar Kampus: Jurnal Pendidikan dan Agama Islam PESHUM Jurnal Studi Al-Qur’an dan Tafsir (JSQT)
Komarudin Sassi
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Potret Sistem Pendidikan India Era Kontemporer: Tetap Solid Pada Kebijakan Ghandi Ali Sobri; Komarudin Sassi
ALFIHRIS : Jurnal Inspirasi Pendidikan Vol. 2 No. 1 (2024): Januari : Jurnal Inspirasi Pendidikan
Publisher : Sekolah Tinggi Ilmu Syariah Nurul Qarnain Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59246/alfihris.v2i1.687

Abstract

The education system in India itself is very advanced, where the first university in the world was in India with 1000 lecturers in the 6th and 7th centuries, and India itself has a library that is open 24 hours a day, which is very different for Indonesia. So you can study or read anytime in the library. For the learning process, there are also many classes outside the natural class. In fact, Islamic education in India, such as Madrasahs, developed by collaborating the Madrasah curriculum with the modern curriculum, so that many students study there. It is recorded that Muslim students do not study, but the majority of Hindu students study in madrasas. Even though it is called a madrasa, the local community considers it a good public school. Like the Orgram Madrasa, which is 125 km north of the state capital, Kolkata says its modern curriculum has made the institution increasingly popular among the majority Hindu community. “Most people think madrasas are places where students are only taught religion and have nothing to do with modern education. Teachers there say they have worked for years to change their minds. In India it is different from in Indonesia when children come out. .school / study at school .In India, the teacher does not go home immediately when the teacher comes home. However, the student's parents invite the teacher to stay/visit the student's parents. Providing additional lessons at students' homes. Teachers' families are well served by teachers who receive lessons by calling the teacher's home for additional lessons.
Perbandingan Pendidikan Indonesia dan Mesir Himya Sipitri; Ahmad Ikbal; Dwi Noviani; Komarudin Sassi
Jurnal Insan Pendidikan dan Sosial Humaniora Vol. 1 No. 4 (2023): November : Jurnal Insan Pendidikan dan Sosial Humaniora
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59581/jipsoshum-widyakarya.v1i4.1556

Abstract

This study describes the contemporary education system in the Republic of Egypt. Since the revolu-tionary era of 1952, Egypt has sought to expand access to education opportunities for the commu-nity as a prerequisite for the country's social and economic development. In this study, a literaturereview was conducted to obtain and describe Egyptian educational information based on references from various sources. The results show that Egypt has an education system with two parallel struc-tures, namely the secular structure and the religious structure of Al-Azhar. The secular structure isregulated by the ministry of education while the religious structure of Al-Azhar by the ministry of Al Azhar affairs or commonly referred to as the ministry of religion in other countries. In the de-scription of this article, it can be seen the similarities and differences between the education systemin Egypt compared to Indonesia. Each country's education system has advantages and disad-vantages, so the two countries can take each other's best practices to be adopted and taken intoconsideration in the development of the education system.
Analisis Komparasi Sistem Pendidikan Indonesia dan Finlandia Sundari Sundari; Komarudin Sassi
Simpati Vol. 2 No. 1 (2024): Januari: Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v2i1.520

Abstract

Education currently occupies a very important position in human development. The quality of the Finnish educational system is interesting to study because its success has been recognized worldwide. This study provides an overview of the comparison of the education systems of the countries of Indonesia and Finnish. The method used in this study is literature study. The results of the study show several differences, (1) Indonesia's educational system is colored by many competitions while Finnish puts forward the principle of equality; (2) Indonesia has a system of failing a grade and student ranking, Finnish has’nt failing a grade and ranking system; (3) Indonesia load learning every week +/- 40 hours, Finnish lessons +/- 30 hours per week; (4) Indonesia learns a lot in class, Finnish puts forward problem solving methods; (5) Indonesia assignments almost become a routine agenda every face to face, Finnish does not burden students with a lot of tasks, (6) Indonesia minimum teacher qualifications D4, Finnish minimum teacher qualifications S2 (Master), (7) Indonesian qualifications students enter basic education for at least 6 years (5.5 years accompanied by written recommendations from professional psychologists), Finnish qualifications for students entering basic education for at least 7 years.
Komparasi Sistem Pendidikan di Amerika Serikat dan Indonesia Budiman Akli; Komarudin Sassi; Dwi Noviani
Simpati Vol. 2 No. 1 (2024): Januari: Jurnal Penelitian Pendidikan dan Bahasa
Publisher : CV. Alim's Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/simpati.v2i1.521

Abstract

This research discusses the education system in the United States and at the end of the discussion a little comparison with the education system in Indonesia. Because of its focus, the discussion of this paper is more directed at the implementation of education systems and policies in the United States including; how the level of education in the United States, management, curriculum, learning evaluation, teacher quality, education funding and education quality assurance practices, which are applied in developing education. The approach used through the method used by the author in conducting this research is through descriptive qualitative methods by searching for various data from documents and literature in the form of; literature, articles, books, other supporting websites including podcasts and video interviews on YouTube that have been directly involved in education in the United States. It is assumed that since the United States declared independence from Great Britain on 4 July 1776, the form of government of the Federal Presidential Constitutional Republic and Liberal Democracy with three branches of government, namely, executive, legislative and judicial, has progressed in various aspects including in the aspect of education. In this context, of course, progress in various fields in Indonesia is far behind compared to the United States, especially in the field of education. From this analysis, it is not wrong if Indonesia continues to improve and take valuable lessons from the United States experience in the education system in this contemporary era.
Perbandingan Sistem Pendidikan Brunei Darussalam dan Indonesia Sakri, Sakri; Komarudin Sassi; Hoyriah, Ulfa
TAUJIH: Jurnal Pendidikan Islam Vol 6 No 01 (2024): Taujih: Jurnal Pendidikan Islam
Publisher : Program Studi Pendidikan Agama Islam IAIQI Al-Qur'an Al-Ittifaqiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53649/taujih.v6i01.663

Abstract

The progress of a country is certainly accompanied by progress in the world of education. The better the quality of education, the better the quality of the human resources it produces. On the other hand, if the quality of education is low, the human resources produced will also be low. The role of education in advancing a country is so important, various ways are needed to advance education. For a nation that wants to progress, education must be seen as inseparable from the role of a nation's progress. Of course, a nation's education has different educational conditions, both in terms of history, education system and policy. Two countries, namely the Unitary Republic of Indonesia and Brunei Darussalam as Islamic countries, always follow developments in educational issues in advancing a nation. In line with that, the education systems in Brunei Darussalam and Indonesia have many differences. If Indonesia wants to develop in terms of education, Indonesia must learn a lot from developed countries, one of which is Brunei Darussalam.
Perbandingan Sistem Pendidikan Turki Dan Indonesia Novita Sari; Komarudin Sassi
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 2 No. 1 (2024): Januari: Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v2i1.499

Abstract

This article discusses the comparison of education in two countries, namely Turkey and Indonesia, where the majority of the population is Muslim. As well as explaining the education system in elementary schools, middle schools and universities. Apart from that, this article examines education system policies, education management and education curriculum. These two countries have several similarities, each country implements a compulsory education policy and divides education levels into three levels. Another similarity is that students have a high interest in continuing their studies in foreign universities. The approach used by the author in conducting this research is a descriptive qualitative method by searching various data from documents and literature in the form of; literature, articles, books, journals, other supporting websites.
Sistem Pendidikan Di Negara China Fariha Fariha; Komarudin Sassi
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 2 No. 1 (2024): Januari: Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v2i1.500

Abstract

Education is a window of knowledge that is beneficial for everyone. High and low levels of education are very important to a country's economic growth. Importantly, take advantage of a country's competitiveness. Based on some evidence the country of China became one of the countries that had the best education in the world. China has a trans-centralized education system, meaning that it starts from the central, provincial, municipal, district level, and includes regional autonomous regions. Then education in China consists of four sectors (1) basc education, (2) technical & vacational education, (3) higher education, and (4) adult education. In addition to these four sectors there are also non-formal education, namely literacy education in order to eradicate illiteracy. The educational curriculum in China is more flexible with the needs of its students and the welfare of teachers being given more attention.
Mengulas Peran Imajinasi dalam Pencarian Kebenaran dan Keyakinan Perspektif Immanuel Kant dan Cornelius Castoriadis Dinar Indah Guniarti; Komarudin Sassi
Refleksi Jurnal Filsafat dan Pemikiran Islam Vol. 24 No. 1 (2024): Refleksi Jurnal Filsafat dan Pemikiran Islam
Publisher : UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/ref.v24i1.5832

Abstract

This research aims to examine the extent to which imagination plays a role in the search for truth and the formation of human beliefs, with a focus on the perspective of Immanuel Kant and Cornelius Castoriadis. Kant, within the framework of his critical philosophy, underscores the central role of imagination in shaping our aesthetic, moral and knowledge experiences. Imagination, for him, is the power of synthesis that connects empirical data with pure concepts of reason. Meanwhile, Castoriadis sees imagination as a creative force that underlies the formation of society and individual identity. Imagination, in Castoriadis's perspective, is the source of all social institutions, values and norms. This study will carry out an in-depth comparison between Kant's and Castoriadis' views regarding the role of imagination. It is hoped that this comparative analysis will reveal the points of contact and differences between the two philosophers, as well as provide a more nuanced understanding of the dynamics of imagination in human life. This research uses a conceptual analysis approach to analyze and compare the ideas of the two philosophers. In this way, it is hoped that it can contribute to philosophical studies regarding epistemology, especially regarding the formation of knowledge and reality. Apart from that, this study is also relevant to the study of social philosophy, because imagination has a central role in the formation of society and collective identity.
PENDIDIKAN DALAM BELENGGU KONFLIK: STRATEGI DAN KONDISI PENDIDIKAN DI REPUBLIK YAMAN Sudarto; Komarudin Sassi
BEGIBUNG: Jurnal Penelitian Multidisiplin Vol. 2 No. 5 (2024): Vol. 2 No. 5 (2024): BEGIBUNG: Jurnal Penelitian Multidisiplin, November 2024
Publisher : Berugak Baca

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62667/begibung.v2i5.163

Abstract

This research aims to understand the actual condition of the education sector in the Republic of Yemen, along with the strategies that have been prepared in the context of developing and improving the quality of education. The panorama that is being observed is not only a picture of Yemen which until now is still preoccupied by conflicts and political disputes. This paper is expected to be one of the scientific contributions for further research in related fields. The data in this paper was obtained using qualitative research methods by conducting literature studies from various sources. The data collected is presented as it is without providing any interpretation. From these various sources, some data was obtained from official documents. Although with the disclosure of the source of the document, statements or articles that are opinions are minimized so that scientific objectivity is maintained. Based on the studies that have been conducted, an important keyword has been found that covers development in all sectors (including education) in Yemen, namely the Yemen Strategic Vision 2025. Especially in the field of education, the Ministry of Education and Culture has prepared a set of plans and achievement parameters for a certain work period. This article is not proposed as a form of problem solving, but rather is intended as additional literature for a more comprehensive review.
Hasil Pencapaian Pendidikan Tinggi di Indonesia dalam Mendukung Suistanable Development Goals Abad 21: Results of Higher Education Achievements in Indonesia in Supporting the 21st Century Sustainable Development Goals Yitinah; Komarudin Sassi
Jurnal Kolaboratif Sains Vol. 7 No. 12: Desember 2024
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v7i12.6413

Abstract

Dalam konteks global, pendidikan tinggi memainkan peran yang sangat penting dalam mencapai Sustainable Development Goals (SDGs), yang ditetapkan oleh PBB sebagai agenda pembangunan berkelanjutan hingga tahun 2030. SDGs terdiri dari 17 tujuan yang mencakup berbagai aspek pembangunan sosial, ekonomi, dan lingkungan. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan campuran, yang menggabungkan metode kualitatif dan kuantitatif. Pemilihan pendekatan campuran ini didasarkan pada tujuan penelitian yang ingin menganalisis pencapaian pendidikan tinggi di Indonesia dalam mendukung Sustainable Development Goals (SDGs) serta mengidentifikasi faktor-faktor yang mempengaruhi pencapaian tersebut. Konteks global dan SDGs, data pencapaian SDGs terkait pendidikan, analisis kinerja institusi pendidikan tinggi, serta inovasi dan riset menunjukkan bahwa pendidikan tinggi memainkan peran krusial dalam mencapai SDGs, terutama dalam meningkatkan akses dan kualitas pendidikan untuk membangun masyarakat berkelanjutan.
Co-Authors Ahmad Ikbal Ali Sobri Arlis Karlina Budiman Akli Dinar Indah Guniarti Dwi Noviani Eva Sunarya Fariha Fariha Fedi Apriyadi Hasan Asy’ari Himya Sipitri Hoyriah, Ulfa Imam Makhrus Komarudin Lisa Anggraini M.Qusyairi Abror Muhammad Iqbal Latansa Novita Sari Nurul Aini Putri Deby Ramona Sakri, Sakri Sudarto Sundari Sundari Supriyadi Usman Muhammad Malah Usman Muhmmad Malah Virdatus Sholikhah Yadi, Supri Yitinah