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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Al-Hayat: Journal of Islamic Education Journal of Educational Research and Practice
Laila, ST. Noer Farida
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Curriculum Changes in Indonesia: Implementation and its Challenges in Religious Institutions Laila, ST. Noer Farida; Mufarokah, Anissatul; Anwar, Heru Saiful; Mudhofar, Alwi
Journal of Educational Research and Practice Vol. 3 No. 1 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i1.266

Abstract

The rapid transformation of Indonesia's national curriculum from content-based to competency-based frameworks reflects broader global educational trends aimed at fostering interdisciplinary skills and adaptability. However, this transition presents unique challenges for pesantren-based madrasahs, traditional Islamic educational institutions that balance religious education with national academic standards. This study addresses the gap in research on how madrasahs respond to national curriculum changes, focusing on the implementation and challenges faced by Madrasah Tsanawiyah and Madrasah Aliyah Pondok Pesantren Al-Mawaddah in Ponorogo. Adopting a qualitative case study approach, data were collected through in-depth interviews, observations, and document analysis. Key informants were purposively selected. They included religious leaders (kyai), teachers, alums, and students. Data analysis followed an interactive model consisting of three stages: data condensation, data display, and conclusion drawing and verification. The findings reveal that while madrasahs implement the national curriculum incrementally, aligning it with traditional Islamic education, they face significant challenges, including increased learning loads, overlapping materials, limited teaching hours, and the dual burden of meeting both national and pesantren-specific evaluation standards. These challenges highlight the tension between maintaining traditional values and adapting to modern educational demands. The study underscores the importance of collaborative policymaking in developing flexible curriculum frameworks and targeted teacher training programs, enabling educators to navigate these complexities. By fostering a process-oriented curriculum that integrates Islamic and general education, pesantren-based madrasahs can better equip graduates with modern competencies while preserving their unique cultural and spiritual identity
Reconstructing Ta’dib Philosophy: A Theoretical Framework for Modern Islamic Boarding School System Anwar, Heru Saiful; Zarkasyi, Hamid Fahmy; Muslih, Mohammad; Laila, St. Noer Farida
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 1 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i1.6915

Abstract

This study explores the philosophy of Ta’dib as the foundational framework for the Islamic education system, emphasizing moral and character development alongside intellectual growth. This research employed a literature review method by analyzing classical and contemporary sources to explore key Islamic educational concepts' meanings, implications, and differences, including tarbiyah, ta’lim, and Ta’dib. Through a comprehensive examination of relevant books, journal articles, and scholarly works, the study identified Ta’dib as a holistic concept emphasizing moral and character development in Islamic education. The findings reveal that Ta’dib extends beyond formal education by cultivating individuals with noble morals, ethical conduct, and a deep understanding of Islamic values. Unlike tarbiyah and ta’lim, which focus on knowledge transfer and spiritual development, Ta’dib serves as a comprehensive moral compass for shaping character and guiding behavior. The study highlights the relevance of Ta’dib in addressing contemporary educational challenges, particularly in nurturing ethical leadership and fostering community cohesion. Quranic schools embody Ta’dib-based education and are exemplary models of integrating character formation with Islamic teachings. This research concludes that the philosophy of Ta’dib provides a sustainable and effective framework for Islamic education. It recommends that educational institutions adopt Ta’dib-centered curricula to address students' moral, spiritual, and intellectual needs, ensuring they become responsible individuals who embody Islamic principles daily.
Transformation Model of History Learning in Increasing Student Competency Laila, ST. Noer Farida; Anwar, Heru Syaiful
Al-Hayat: Journal of Islamic Education Vol 8 No 1 (2024): Al-Hayat: Journal of Islamic Education
Publisher : Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v8i1.500

Abstract

Since Islamic boarding school-based madrasas maintain books as a source of history learning, teachers face serious challenges, form students' critical and chronological thinking skills through book study. This encourages a transformation of history learning, which has been taking place traditionally. This study aims to explore and describe book-based history teaching and learning to improve student competence. This research is qualitative, using a case study type. Data collection techniques use interviews, observation and documentation. Data is analyzed using relevant theories or previous research findings. Data validity is carried out by extending observations. This study found that book-based history learning was transformed by formulating personal-social goals without ignoring transformative goals, emphasizing a chronological approach in education, and developing CRI (Constructed Response Items) model evaluation questions. Book-based learning activities are different from using modern textbooks. Teachers' creative and innovative efforts are needed to realise learning objectives in madrasas through book learning. Apart from mastering the content, the national curriculum is also directed at developing critical, creative, communicative, collaborative and literacy skills.
Co-Authors Anissatul Mufarokah Anwar, Heru Syaiful Hamid Fahmy Zarkasyi Heru Saiful Anwar Mohammad Muslih Mudhofar, Alwi