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All Journal Journal Corner of Education, Linguistics, and Literature West Science Islamic Studies
Wahyudi, Sahidin
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Relevance of Islamic Education Concept Abdul Karim Amrullah's Perspective in the Contemporary Era Wahyudi, Sahidin; Fatoni, Ahmad
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 001 (2024): Special Issues
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i001.362

Abstract

The purpose of this study is to investigate the applicability of Abdul Karim Amrullah's conception of Islamic education in the modern day. Using a descriptive-qualitative methodology, this study examines a number of works that address the applicability of the idea of Islamic education from the viewpoint of Abdul Karim Amrullah in the modern period. The study's findings demonstrate that the curriculum or educational system put in place by Haji Rasul is still regarded as "ordinary" and masculine. According to multiple people the author spoke with, even Haji Rasul (HAMKA) "did not like" the curriculum and teaching strategies he employed at his Sumatra Thawalib school. At the local school where HAMKA first received his education, he thought he was having the most fun. He was quite constrained as a child, nevertheless, and did not feel as comfortable once his father moved him to Thawalib School in 1918. Therefore, rather than being overburdened with the stuff he had to memorize in class, tiny HAMKA decided to study in his own way, which involved spending more time in his teacher Zainuddin Labay el-Yunusy's library. But it is important to keep in mind that modern, more sophisticated education began with the Islamic education reform that Dr. H. Abdul Karim Amrullah, also known as Haji Rasul, initiated at the turn of the 20th century.
Credit System Based Learning Management in Serving Highly Intelligent Students in Madrasas Fatoni, Ahmad; Wahyudi, Sahidin
Journal Corner of Education, Linguistics, and Literature Vol. 4 No. 001 (2024): Special Issues
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/jcell.v4i001.363

Abstract

This research aims to examine Credit System-Based Learning Management in Serving Highly Intelligent Students in Madrasas. This research method uses research and development methods and has the aim of improving Madrasah institutions. The average number of credits taken each semester is 40 credits. The research results show that the SKS based curriculum preparation model is used for students with fast learning characteristics, who require activities to compress material to find important material. Therefore, due to the use of credit-based curriculum in smart classes, there is an additional need to reduce the size of the curriculum. The SKS-based curriculum preparation model takes five steps. First, the number of lesson hours for all subjects throughout the year at Madrasah Aliyah is calculated. Then, the value of the package conversion to credits is divided by two, and then the conversion results, which are credit hours, are distributed throughout the semester. After that, each semester the number of credits that will be given from the beginning of the semester to the end of the semester is calculated. Once found, the total number of credits for each semester is divided by the number of study days (six days a week). If it has been found, it is ready to be held according to the demands for the number of credits charged in each subject.
Transformation of Madrasah Learning Methods: Adapting Modern Pedagogies within the Context of Islamic Educational Tradition Sugianto, Sugianto; Sahrodin, Sahrodin; Wahyudi, Sahidin; Hidayat, Rahmad; Utama, Esen Pramudya
West Science Islamic Studies Vol. 3 No. 04 (2025): West Science Islamic Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsiss.v3i04.2362

Abstract

This study examines the transformation of teaching methods in Islamic schools (madrasahs) by integrating traditional approaches emphasizing classical text instruction and memorization with modern technological tools. The research is motivated by the need to align madrasah education with the digital era while preserving the Islamic values that form the institution’s core identity. Employing a qualitative case study design, the study explores the experiences of teachers, principals, students, and education administrators. Data were collected through interviews, classroom observations, and document analysis, and subsequently analyzed thematically using triangulation to ensure validity and reliability. Findings indicate that the incorporation of multimedia resources, e-learning platforms, and digital applications enhances students’ engagement and comprehension of Islamic subjects while promoting active participation in the learning process. Nevertheless, challenges such as limited digital infrastructure and teachers’ readiness to use technology remain significant barriers. The results support the constructivist perspectives of Piaget and Vygotsky, as well as Garrison et al.’s Community of Inquiry framework, all of which emphasize interaction and collaboration as central to effective learning. Practically, the study suggests greater investment in digital infrastructure, continuous professional development for teachers, and the design of integrated curricula that harmonize modern knowledge with Islamic values. These insights are expected to inform policymakers and educational practitioners in optimizing hybrid learning models within madrasah settings.
Co-Authors Ahmad Fatoni ESEN PRAMUDYA UTAMA, ESEN PRAMUDYA Sahrodin, Sahrodin Sugianto Sugianto