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All Journal Jurnal Studi Islam Al-Hayat: Journal of Islamic Education
Erlan Muliadi
Unknown Affiliation
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Physics Social Sciences Other

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UU No. 16 Tahun 2001 tentang Yayasan; Telaah Kebijakan Pendidikan Dasar dan Menengah Terkait Eksistensi Madrasah Swasta dan Yayasan Erlan Muliadi; Ulyan Nasri
Fikroh: (Jurnal Studi Islam) Vol. 7 No. 2 (2023): Desember: Fikroh Jurnal Studi Islam
Publisher : Institut Agama Islam Hamzanwadi Pancor

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Abstract

This research investigates the impact of Law No. 16 of 2001 on foundations in the context of primary and secondary education, particularly its influence on private madrasahs in Indonesia. The law establishes the legal framework for foundations, which play a pivotal role in shaping the country's education system. Employing a library research approach, this study gathers, analyzes, and synthesizes data from diverse literature sources, legal regulations, and prior research. The study underscores several critical aspects. First, it delves into the legal framework provided by Law No. 16 of 2001 for foundation establishment and operation, which is vital as many private madrasahs and educational institutions operate under the aegis of foundations. This framework encompasses prerequisites for founding, organizational structure, financial management, and governance. Second, it examines the impact of the law on private madrasahs' existence, funding, and oversight, addressing whether it has catalyzed their growth or posed unique challenges to them. Third, the research explores the contributions of foundations not only to private madrasahs but also to various primary and secondary educational institutions, focusing on their role in enhancing educational access and quality. Lastly, it identifies the obstacles and challenges faced by foundations and private madrasahs in implementing Law No. 16 of 2001, including financial issues, educator qualifications, and oversight. This research promises to provide a comprehensive understanding of Law No. 16 of 2001's role in the context of primary and secondary education in Indonesia, serving as a foundation for policy enhancements.
Islamic Educational Values ​​in the Patuq Tradition:a Local Culture of Kuta Village, Central Lombok Erlan Muliadi; Abdul Haris Rasyidi; Ulyan Nasri
Al-Hayat: Journal of Islamic Education Vol. 8 No. 3 (2024): Al-Hayat: Journal of Islamic Education
Publisher : LETIGES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i3.694

Abstract

This study examines the values ​​of Islamic religious education in a tradition called Patuq which is carried out after the death ceremony. With a qualitative approach and case study type, this research was conducted. Data were obtained from primary sources in the form of community leaders and family members, while supporting data were obtained from experts who are familiar with Lombok culture and religious institutions. The data collection used observation, interview and documentation techniques. While the analysis used the Miles and Huberman model. For data validity, triangulation of sources and methods was used. The results of this study show the values ​​of Islamic education in the Patuq tradition including; Shadaqah values, cooperation and solidarity, respect for the deceased, holiness and purity. The moral lessons that can be learned from this tradition are Patience, Obedience, Togetherness, Gratitude, Simplicity, and Self-Control. Each of these values ​​contributes to the development of character and spiritual understanding of the community, in line with broader Islamic teachings. Research on the Patuq tradition highlights the integration of social and cultural values ​​in Islamic education. This approach emphasizes cooperation, community involvement, and the importance of charitable practices. By connecting religious teachings with local customs, educators can strengthen students’ cultural and religious identities while promoting empathy and social responsibility. This approach encourages collaborative learning, deepens understanding of the afterlife, and instills values ​​of cleanliness and purity, as well as fostering well-rounded individuals who embody Islamic ethics in their interactions.
Co-Authors Abdul Haris Rasyidi