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Kontribusi KH. Abdul Wahid Hasyim Dalam Dunia Pendidikan Mulyanto Abdulloh Khoir; Aulia Arsinta; Ikke Fitriana Nugrahini
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 3 (2024): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/rtfw9h80

Education is a fundamental aspect in advancing a country, including religious education which plays a significant role in forming the character of individuals and society. This article discusses the thoughts and contributions of KH. Abdul Wahid Hasyim in developing the Islamic education curriculum in Indonesia. KH. Abdul Wahid Hasyim, a prominent cleric, succeeded in combining religious education and general education in Islamic boarding schools, making him a pioneer of modern education in Islamic boarding schools. He introduced the classical system, speech courses, and foreign languages such as Dutch and English. The emphasis on inclusivity, tolerance, and lifelong education are characteristic of his thinking. This research uses qualitative methods with observation techniques and literature data collection. The research results show that KH. Abdul Wahid Hasyim is very relevant to today's education, especially in character formation, tolerance and inclusiveness. His contributions include developing a curriculum based on religious values, character building, and promoting the values of tolerance. KH's thoughts. Abdul Wahid Hasyim provides valuable insights for the development of an education system that is holistic and relevant to the demands of the times. Abstrak Pendidikan merupakan aspek fundamental dalam memajukan suatu negara, termasuk di dalamnya pendidikan agama yang memainkan peran signifikan dalam pembentukan karakter individu dan masyarakat. Artikel ini membahas pemikiran dan kontribusi KH. Abdul Wahid Hasyim dalam pengembangan kurikulum pendidikan Islam di Indonesia. KH. Abdul Wahid Hasyim, seorang ulama terkemuka, berhasil memadukan pendidikan agama dan pendidikan umum dalam pesantren, menjadikannya perintis pendidikan modern di pesantren. Beliau memperkenalkan sistem klasikal, kursus pidato, serta bahasa asing seperti Belanda dan Inggris. Penekanan pada inklusivitas, toleransi, serta pendidikan seumur hidup merupakan ciri khas pemikirannya. Penelitian ini menggunakan metode kualitatif dengan teknik observasi dan pengumpulan data literatur. Hasil penelitian menunjukkan bahwa pemikiran KH. Abdul Wahid Hasyim sangat relevan dengan pendidikan masa kini, terutama dalam pembentukan karakter toleransi, dan inklusivitas. Kontribusi beliau mencakup pengembangan kurikulum yang berlandaskan nilai-nilai agama, pembentukan karakter, dan promosi nilai-nilai toleransi. Pemikiran KH. Abdul Wahid Hasyim memberikan pandangan berharga bagi pengembangan sistem pendidikan yang holistik dan relevan dengan tuntutan zaman.

Islam dan Sain: Telaah Terhadap Islamisasi Ilmu Pengetahuan dan Pengilmuan Islam Kasori; Ikke Fitriana Nugrahini; Aulia Arsinta
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 3 (2024): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/mn1ja674

This article discusses the Relations of Islam and Science by examining the Islamization of Science Syed Muhammad al-Naquib al-Attas, Kuntowijoyo Islamic Studies and the Paradigm of Interconnection Integration-Transintegration of Science Amin Abdullah. The method used in this research is descriptive-qualitative method, and is included in the literature research. The process of collecting data in this study is by observing, in the sense of tracking various references that have relevance regarding the focus of the study, both from books, articles, and so on that function to support these data. The data analysis technique used in this research is the content analysis method. From the studies conducted, it can be seen that First, there are two similarities between the Islamization of science, Islamic scholarship and the trans-integration of knowledge, namely both being an Islamic response to the development of science and both rejecting secularism. Second, the difference between the Islamization of knowledge, Islamic scholarship and the transtegration of knowledge lies in the emphasis and details of the key concepts. The Islamization of science places more emphasis on Islam, Islamic scholarship places more emphasis on science, while the integration of interconnections tends to be more balanced in seeing the relationship between Islam and science. Third, the difference between the Islamization of knowledge, Islamic scholarship and the transtegration of knowledge occurs because of differences in background between the three. The Islamization of knowledge was initiated by people who were traumatized by colonialism, while Islamic scholarship and the transtegration of knowledge were not. Abstrak Artikel ini membahas tentang Relasi Islam dan Sains dengan mengkaji Islamisasi Sains Syed Muhammad al-Naquib al-Attas, Kajian Islam Kuntowijoyo dan Paradigma Integrasi Interkoneksi— Transintegrasi Sains Amin Abdullah. Metode yang digunakan dalam penelitian ini adalah metode deskriptif-kualitatif, dan termasuk dalam penelitian kepustakaan. Proses pengumpulan data dalam penelitian ini adalah dengan cara observasi, dalam arti menelusuri berbagai referensi yang mempunyai relevansi mengenai fokus penelitian, baik dari buku, artikel, dan lain sebagainya yang berfungsi untuk mendukung data tersebut. Teknik analisis data yang digunakan dalam penelitian ini adalah metode analisis isi. Dari kajian yang dilakukan terlihat bahwa Pertama, terdapat dua kesamaan antara Islamisasi ilmu pengetahuan, keilmuan Islam dan transintegrasi ilmu pengetahuan, yaitu keduanya merupakan respon Islam terhadap perkembangan ilmu pengetahuan dan sama-sama menolak sekularisme. Kedua, perbedaan Islamisasi ilmu, keilmuan Islam, dan transintegrasi ilmu terletak pada penekanan dan rincian konsep-konsep kuncinya. Islamisasi ilmu pengetahuan lebih menekankan pada Islam, keilmuan Islam lebih menekankan pada ilmu pengetahuan, sedangkan integrasi interkoneksi cenderung lebih seimbang dalam melihat hubungan antara Islam dan ilmu pengetahuan. Ketiga, perbedaan Islamisasi ilmu, keilmuan Islam, dan transintegrasi ilmu terjadi karena perbedaan latar belakang ketiganya. Islamisasi ilmu pengetahuan diprakarsai oleh masyarakat yang trauma dengan kolonialisme, sedangkan keilmuan Islam dan transintegrasi ilmu pengetahuan tidak.

Jaringan Ilmu Nusantara-Timur Tengah Dan Peran Pesantren Dalam Jaringan-Nya Muhammad Isa Anshori; Ikke Fitriana Nugrahini; Aulia Arsinta
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 1 No. 3 (2024): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/xwz2pq04

The intellectual network between the Indonesian Archipelago and the Middle East has existed since the early centuries of Islam and has played an important role in the development of Islamic scholarship in the Southeast Asian region. This study aims to examine the dynamics of the scientific relationship between Indonesian and Middle Eastern scholars and to trace the contribution of Islamic boarding schools as traditional Islamic educational institutions in building and strengthening this network. Using a qualitative approach and literature study of manuscripts, biographies of scholars, and classical works, this study found that Islamic boarding schools have a strategic role as centers for the transmission of knowledge, preservers of scientific traditions, and liaisons between local students and centers of knowledge in the Middle East, such as Mecca, Medina, and Cairo. Through the departure of students to the Middle East and the arrival of scholars to the Indonesian Archipelago, there was an exchange of ideas, teaching methods, and the development of contextual Islamic thought. The role of Islamic boarding schools in this network is not only limited to the educational aspect, but also forms a strong, moderate, and traditional local Islamic identity. This finding emphasizes the importance of Islamic boarding schools in maintaining the continuity of global Islamic knowledge while maintaining local wisdom within the framework of Islamic civilization. Abstrak Jaringan intelektual antara Nusantara dan Timur Tengah telah berlangsung sejak abad-abad awal kedatangan Islam dan memainkan peran penting dalam perkembangan keilmuan Islam di kawasan Asia Tenggara. Penelitian ini bertujuan untuk mengkaji dinamika hubungan keilmuan antara ulama Nusantara dan Timur Tengah serta menelusuri kontribusi pesantren sebagai institusi pendidikan Islam tradisional dalam membangun dan memperkuat jaringan tersebut. Dengan pendekatan kualitatif dan studi pustaka terhadap manuskrip, biografi ulama, serta karya-karya klasik, penelitian ini menemukan bahwa pesantren memiliki peran strategis sebagai pusat transmisi ilmu, pelestari tradisi keilmuan, dan penghubung antara pelajar lokal dengan pusat-pusat ilmu di Timur Tengah, seperti Mekkah, Madinah, dan Kairo. Melalui keberangkatan santri ke Timur Tengah dan kedatangan ulama ke Nusantara, terjadi pertukaran ide, metode pengajaran, serta pengembangan pemikiran keislaman yang kontekstual. Peran pesantren dalam jaringan ini tidak hanya terbatas pada aspek pendidikan, tetapi juga membentuk identitas keislaman lokal yang kuat, moderat, dan berakar pada tradisi. Temuan ini menegaskan pentingnya pesantren dalam mempertahankan kesinambungan keilmuan Islam global sekaligus merawat kearifan lokal dalam bingkai peradaban Islam.

Pengaruh Penerapan P5 dan Minat Baca terhadap Literasi Siswa dalam Pembelajaran PAI SMAN Kerjo Kabupaten Karanganyar Ikke Fitriana Nugrahini
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 2 No. 4 (2025): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/ngx9h934

Abstract SMAN Kerjo is a high school that plays a crucial role in shaping students' character and academic abilities through education based on Pancasila values. This school is not only oriented towards academic achievement but also has a vision to produce a generation with high integrity, both morally and socially. Pancasila values serve as the primary foundation for all educational activities, so that students are guided to become intelligent individuals with noble character and able to contribute positively to society. One of the challenges SMAN Kerjo faces is the diversity of student backgrounds. Differences in family, social, and cultural environments significantly influence their reading interest and literacy skills. A strong reading interest is closely related to students' ability to understand, analyze, and internalize the values taught, including in Islamic Religious Education (PAI). Therefore, further exploration is needed to determine how the implementation of the Pancasila Student Profile Strengthening Project (P5) can synergize with students' reading interest to improve their literacy skills. The results of the study indicate that the implementation of P5 positively contributes to the development of critical, collaborative, and caring attitudes in students. Meanwhile, a high level of reading interest has been shown to strengthen literacy skills, particularly in understanding religious texts and the Islamic values contained in Islamic Religious Education (PAI). Thus, the synergy between the implementation of P5 and increased reading interest can produce students who not only excel academically but also possess in-depth religious literacy and character traits consistent with the values of Pancasila. Abstrak SMAN Kerjo merupakan salah satu sekolah menengah atas yang berperan penting dalam membentuk karakter dan kemampuan akademik siswa melalui pendidikan yang berbasis pada nilai-nilai Pancasila. Sekolah ini tidak hanya berorientasi pada pencapaian akademis, tetapi juga memiliki visi untuk mencetak generasi yang berintegritas tinggi, baik secara moral maupun sosial. Nilai-nilai Pancasila dijadikan landasan utama dalam seluruh aktivitas pendidikan, sehingga siswa diarahkan untuk menjadi pribadi yang cerdas, berakhlak mulia, dan mampu berkontribusi positif bagi masyarakat. Salah satu tantangan yang dihadapi SMAN Kerjo adalah keragaman latar belakang siswa. Perbedaan lingkungan keluarga, sosial, dan budaya membawa pengaruh signifikan terhadap minat baca serta kemampuan literasi mereka. Padahal, minat baca yang baik sangat erat kaitannya dengan kemampuan siswa dalam memahami, menganalisis, dan menginternalisasi nilai-nilai yang diajarkan, termasuk dalam mata pelajaran Pendidikan Agama Islam (PAI). Oleh karena itu, perlu dilakukan eksplorasi lebih lanjut mengenai bagaimana penerapan Projek Penguatan Profil Pelajar Pancasila (P5) dapat bersinergi dengan minat baca siswa untuk meningkatkan kemampuan literasi mereka. Hasil penelitian menunjukkan bahwa penerapan P5 memberikan kontribusi positif terhadap pembentukan sikap kritis, kolaboratif, dan peduli pada siswa. Sementara itu, tingkat minat baca yang tinggi terbukti mampu memperkuat kemampuan literasi, khususnya dalam memahami teks-teks keagamaan dan nilai-nilai Islam yang terkandung dalam PAI. Dengan demikian, sinergi antara penerapan P5 dan peningkatan minat baca mampu menciptakan siswa yang tidak hanya unggul secara akademis, tetapi juga memiliki literasi keagamaan yang mendalam serta karakter yang sesuai dengan nilai-nilai Pancasila.

Konsep Ketuhanan Agama Agama, Toleransi Dan Pluralisme Agama Sriyono Fauzi; Aulia Arsinta; Ikke Fitriana Nugrahini
AL-Ikhtiar : Jurnal Studi Islam Vol. 1 No. 3 (2024): Islamic Studies
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar

In the era of increasingly widespread globalization, intercultural interactions and religious diversity have become inevitable realities in the social dynamics of world society. This paper examines three main concepts, namely divinity, religious tolerance, and religious pluralism, and their application in the context of increasingly complex religious diversity. The concept of divinity in various religions reflects a panorama of diverse views of the Divine, from monotheism in Islam, Christianity and Judaism, to polytheism in Hinduism. Religious tolerance, which reflects an attitude of respect for diversity of beliefs, faces various challenges such as religious extremism and prejudice. Religious pluralism, which emphasizes the value and truth of various beliefs, is important in interreligious dialogue and interfaith cooperation. Through literature-based qualitative research, this paper identifies strategies to promote tolerance and respect for diversity of beliefs, as well as overcome barriers to realizing an inclusive and harmonious society. The research results show that a deep understanding of different concepts of divinity, promotion of religious tolerance, and respect for religious pluralism are key to building a peaceful and diverse global society. Abstrak Pada era globalisasi yang semakin meluas, interaksi antarbudaya dan keberagaman agama telah menjadi realitas yang tak terelakkan dalam dinamika sosial masyarakat dunia. Makalah ini mengkaji tiga konsep utama, yaitu ketuhanan, toleransi agama, dan pluralisme agama, serta implikasinya dalam konteks keberagaman agama yang semakin kompleks. Konsep ketuhanan dalam berbagai agama mencerminkan panorama keberagaman pandangan akan yang Ilahi, dari monoteisme dalam Islam, Kristen, dan Yahudi, hingga politeisme dalam Hinduisme. Toleransi agama, yang mencerminkan sikap menghargai keberagaman keyakinan, menghadapi berbagai tantangan seperti ekstremisme agama dan prasangka. Pluralisme agama, yang menekankan nilai dan kebenaran berbagai keyakinan, penting dalam dialog antaragama dan kerjasama lintas agama. Melalui penelitian kualitatif berbasis literatur, makalah ini mengidentifikasi strategi untuk mempromosikan toleransi dan penghargaan terhadap keragaman keyakinan, serta mengatasi hambatan-hambatan dalam mewujudkan masyarakat yang inklusif dan harmonis. Hasil penelitian menunjukkan bahwa pemahaman mendalam tentang perbedaan konsep ketuhanan, promosi toleransi agama, dan penghargaan terhadap pluralisme agama adalah kunci dalam membangun masyarakat global yang damai dan beragam.

PENDIDIKAN DENGAN KEBIJAKAN NASIONAL Sukari; Ikke Fitriana Nugrahini; Salma Navi’ati Kholisa Dewi; Ahmad Suparno Basri
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 3 No. 3 (2025): Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/1hdezz13

National Education Standards are minimum criteria regarding the education system in all jurisdictions of the Unitary State of the Republic of Indonesia. The policy on National Education Standards is contained in Government Regulation No. 19 of 2005. This regulation is an elaboration of Law Number 20 of 2003 concerning the National Education System. And along with the implementation of the 2013 curriculum, the policy changed to Government Regulation Number 32 of 2013 concerning Amendments to Government Regulation Number 19 of 2005 concerning National Education Standards. The National Education Standards contain 8 minimum criteria which include: graduate competency standards, content standards, process standards, teacher and education personnel standards, facilities and infrastructure standards, management standards, financing standards, education assessment standards.

PENGERTIAN PENGUKURAN EVALUASI DAN ASSESMEN SERTA TUJUAN DAN FUNGSI EVALUASI PEMBELAJARAN Achmad Rasyid Ridha; Ikke Fitriana Nugrahini; Iftitah Amin Suryani
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 3 No. 3 (2025): Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/ej16mk67

Improving the quality of the assessment system is one of the initiatives aimed at improving education standards. A strong learning framework will produce high-quality education, encourage educators to develop effective teaching strategies, and inspire students to engage in their learning more effectively. Measurement, assessment, assessment and evaluation each have a different scope and focus. The method in this research is a literature study used to analyze the literature relevant to the research topic. This research does so by analyzing literature related to the concepts of measurement, evaluation and assessment in Islamic Religious Education. The scope of assessment is shorter and usually only limited to one element, such as student achievement, student activeness and so on. In addition, assessments are conducted and used by individuals involved or part of the system concerned. Evaluation is broader and covers all components of the system, such as the education system, curriculum and learning. This can be done by internal and external evaluation. Basically, student learning outcomes consist of three domains: cognitive, affective and psychomotor. It is expected that teachers can develop these areas well in every lesson. Evaluation activities are carried out to determine the development of these three areas.

KONSEP ADMINISTRASI PENDIDIKAN Meti Fatimah; Ikke Fitriana Nugrahini; Nur Ali Rahmatullah
INOVASI : Jurnal Ilmiah Pengembangan Pendidikan Vol. 3 No. 3 (2025): Inovasi: Jurnal Ilmiah Pengembangan Pendidikan
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/6qj7j449

The entire set of actions taken to achieve a goal-from organizing to managing everything-is called administration. Exercises such as taking notes, writing letters, and other comparative exercises are undeniably referred to as administration. Every business, office, and organization has an arrangement framework because of this. Where professionals referred to as administrators or administrative staff carry out these responsibilities. The writing of this paper uses a concentration of writing on strategies with the method of gathering information through literature studies obtained from books, and articles in diaries related to the topic and discussion. The term "educational administration" can be used to describe the never-ending process that involves determining and implementing various strategies to provide efficient and effective education. Therefore, "the process of overseeing the acquisition, management, and evaluation of educational materials in educational institutions" is referred to as "educational administration". The phrase "instructional organization" alludes to the most common way of planning substitutes to perform various tasks to fulfill the instructional mission of the ongoing vital drive. The term "educational administration" comes from the combination of the words "administration" and "education", which are the two words that make up educational administration. In other words, educational administration is used in the field of education to enable the achievement of educational goals. This is the main purpose of educational administration.

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