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All Journal Ta'allum: Jurnal Pendidikan Islam Muaddib : Studi Kependidikan dan Keislaman Tawazun: Jurnal Pendidikan Islam Living Islam: Journal of Islamic Discourses MANAGERIA: Jurnal Manajemen Pendidikan Islam Nusantara: Jurnal Pendidikan Indonesia At-Tarbawi: Jurnal Kajian Kependidikan Islam Ta'dib Ta'allum: Jurnal Pendidikan Islam
Afiq Fikri Almas
Universitas PGRI Semarang, Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Praktik Kebijakan Pendidikan Islam Indonesia dari Era Pra Kolonial hingga Kurikulum 2013 Almas, Afiq Fikri
Ta'allum: Jurnal Pendidikan Islam Vol 6 No 1 (2018)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/taalum.2018.6.1.175-196

Abstract

This article is intended to reveal the basic theory of educational policy. The practice of Islamic education in Indonesia from its development to its policy implementation has also become a basic study of this article. This research includes literature research using laws, books, articles, and journals related to the Indonesian Islamic education policy and its implementation from the pre-colonial era to the Curriculum 2013 as a source of data. A theoretical study approach to a policy using an existing phenomena. The results of this study is indicating that the policy of Indonesian Islamic education has experienced a significant development in every era, although the implementation of the policy there are still many problems in several lines. The development and change of Islamic education policies have a positive impact every year, so that Indonesian Islamic education is more global and comprehensive and felt by all Indonesian citizens. Indonesian Islamic education has been developing every time until the curriculum 2013 with additional hours of lessons, but this great policy should need to be evaluated and accompanied by the development of professional educator resources. Because the development of material policies must be supported by human resources to advance the Indonesian Islamic education.
Multiculturalism: Its Implementation in Islamic Education Khabibah, Siti; Almas, Afiq Fikri; Irbathy, Shafa Alistiana; Kolis, Nur
MUADDIB Jurnal Kependidikan dan Keislaman Vol 14 No 1 (2024)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/muaddib.v14i1.10019

Abstract

The main purpose of multicultural education is to provide equal opportunities for male and female students to succeed in their education regardless of differences in race, ethnicity, ethnicity, religion, social class, and culture of origin as well as being applied in an educational model that opposes forms of racism and all forms of discrimination in schools and society by accepting and affirming the pluralism and diversity of students. This research tried to explore traditions, habitus, and ideology and the implementation of multiculturalism values articulated in the form of curriculum and teaching, vision, and social life in institutions. With field research data collected and tested for its validity in confirmability, transferability, dependability, and data triangulation, it was found that multicultural education was implemented by inserting multiculturalism values into the learning curriculum with the dimensions of content integration, knowledge construction, prejudice reduction, equitable pedagogy, and empowering school culture and social structure. Multicultural education is attached to the curriculum and learning strategies, including in every interaction between school members. This type of multicultural education in critical education is reflective. It becomes the basis for action for change in Indonesian society which develops democratic principles in real action in the school community. It reflects unity in diversity. This research is expected to contribute to describing a multicultural education model that strengthens the diversity of differences and accommodates them for improving the quality of Indonesian human education.
Sosiologi Pendidikan Michel Foucault: Kritik dan Dialog antara Ideologis dengan Praksis Pendidikan Almas, Afiq Fikri
Nusantara: Jurnal Pendidikan Indonesia Vol. 4 No. 2 (2024)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/njpi.2024.v4i2-4

Abstract

Purpose – This research aims to discuss Michel Foucault's sociology concept of education theory and criticize the dialogue between ideology and educational practice based on several of Foucault's works. This is because Foucault rejects the concept of power that is negative. And he proposed the concept of power-knowledge which underlines that there is no power without knowledge, and vice versa. Foucault also observed the shift from monarchical power to disciplinary power in modern society, which is reflected in educational practices and needs to be addressed.Method – The research methodology approach was conducted through a literature review of Foucault's works and relevant sociological theories.Findings – The research results explain that Foucault emphasizes the importance of the relationship between power, knowledge, discipline, and punishment in the context of education. In the context of education, the practice of power is reflected in standardization, selection, and punishment systems. Foucault criticizes standardization and selection practices that can create social inequality and identifies more internalized forms of punishment such as educational punishment. However, he proposed a critique of the use of power and control in education that ignores aspects of students' individuality and critical consciousness. Research Implications – Thus, this research can provide benefits to academics and educational practitioners to understand and apply Foucault's concepts in the context of education. It is useful to encourage critical and reflective thinking towards existing educational practices and explore new ways to achieve more inclusive and humanizing educational goals. Foucault also introduced the concept of the Panopticon that can be applied in education, where schools will become efficient places of surveillance for teachers against students.
Co-Authors Dicky Artanto Imam Machali Misbah Ulmunir Misbah Ulmunir, Misbah Nur Kolis, Nur Shafa Alistiana Irbathy Siti Khabibah Subiyantoro