Articles
<![CDATA[The Holistic Education Concept According to KH Imam Zarkasyi ]]>
<![CDATA[Asroriah, Fatimatul]]>;
<![CDATA[Hanafi, Yusron]]>;
<![CDATA[Machmud Putra, Errizal]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 9 No 2 (2023): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v9i2.5926
<![CDATA[Holistic education has become a primary focus in the world of education, with an emphasis on comprehensive personal development. One of the education figures who has implemented this concept effectively is KH Imam Zarkasyi, a prominent leader of Islamic boarding schools in Indonesia. This research aims to explore the holistic education concept applied by KH Imam Zarkasyi and its implications in the context of modern education. The research method used is literature review and content analysis of primary and secondary sources related to Imam Zarkasyi's holistic education concept. From the analysis, it is found that KH Imam Zarkasyi's holistic education concept encompasses a comprehensive approach that integrates academic, spiritual, social, and physical aspects in education. This approach also emphasizes integrated learning inside and outside the classroom, balanced personal development, the crucial role of Kiai as leaders and role models, and the involvement of parents and communities in supporting holistic education. The conclusion of this research is that KH Imam Zarkasyi's holistic education concept has high relevance in the context of modern education, as it focuses on comprehensive personal development and the integration of various aspects of life in the educational process. The practical implication is the need for a more holistic and effective educational approach in creating a learning environment that stimulates comprehensive development for students. Thus, KH Imam Zarkasyi's holistic education concept can serve as inspiration and guidance for efforts to enhance the quality]]>
<![CDATA[The Ideal Education Concept According to Ibn Khaldun's Thought: Relevance and Application in the Modern Era ]]>
<![CDATA[Nur Hasanah, Muwahidah]]>;
<![CDATA[Asroriah, Fatimatul]]>;
<![CDATA[Chasanah, Umi]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v10i1.5931
<![CDATA[This study aims to explore the concept of ideal education according to Ibn Khaldun's thought as outlined in his book Muqaddimah, and to analyze its relevance and potential implementation in the context of modern education, particularly in Indonesia. Through a qualitative literature review method, this study identifies and examines the main aspects of Ibn Khaldun's educational thought, including educational objectives, teaching methods, curriculum, the role of teachers, and the learning environment. The findings indicate that Ibn Khaldun has a holistic and comprehensive view of education that emphasizes the balance between intellectual, moral, and spiritual development. The relevance of his ideas to modern education is reflected in various contemporary approaches, such as interactive learning and integrative curricula. The study also reveals that many of Ibn Khaldun's educational principles can be adapted to the Indonesian education system to enhance the quality and effectiveness of learning. The conclusion of this research underscores the importance of integrating historical values relevant to modern educational needs to create a more holistic and inclusive education system. Recommendations are provided for further research focusing on the practical implementation of Ibn Khaldun's educational concepts in various educational contexts.]]>
<![CDATA[The Concept of Learning in the Qur'an: A Study of Tafsir Quran Karim by Mahmud Yunus ]]>
<![CDATA[Bermi, Wibawati]]>;
<![CDATA[Asroriah, Fatimatul]]>;
<![CDATA[Shodiq, Imam]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v10i2.5950
<![CDATA[The concept of learning in the Qur'an holds significant relevance in shaping a holistic educational system that focuses not only on cognitive aspects but also on spiritual and moral dimensions. This study aims to analyze the concept of learning embedded in the Qur'an based on Tafsir Quran Karim by Mahmud Yunus. Utilizing a library research method, this research delves deeply into the tafsir to identify the learning principles proposed by Mahmud Yunus. The findings reveal that Mahmud Yunus emphasizes three main principles in learning: dialogical, gradual (tadarruj), and exemplary-based (uswah hasanah). These methods align with modern educational approaches, such as competency-based and interactive learning. Furthermore, this study identifies the relevance of these concepts to contemporary education, particularly in the context of character and moral development for students. The implications of this research include the necessity of integrating Qur'anic values into formal and non-formal education systems. However, its limitation lies in its focus on a single tafsir work, opening opportunities for comparative studies with other tafsir in future research. The originality of this research lies in its in-depth exploration of Tafsir Quran Karim by Mahmud Yunus within the educational context, a topic rarely discussed comprehensively. This study adds value to the development of Qur'an-based learning systems relevant to the challenges of globalization.]]>
<![CDATA[The Holistic Education Concept According to KH Imam Zarkasyi ]]>
<![CDATA[Asroriah, Fatimatul]]>;
<![CDATA[Hanafi, Yusron]]>;
<![CDATA[Machmud Putra, Errizal]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 9 No 2 (2023): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v9i2.5926
<![CDATA[Holistic education has become a primary focus in the world of education, with an emphasis on comprehensive personal development. One of the education figures who has implemented this concept effectively is KH Imam Zarkasyi, a prominent leader of Islamic boarding schools in Indonesia. This research aims to explore the holistic education concept applied by KH Imam Zarkasyi and its implications in the context of modern education. The research method used is literature review and content analysis of primary and secondary sources related to Imam Zarkasyi's holistic education concept. From the analysis, it is found that KH Imam Zarkasyi's holistic education concept encompasses a comprehensive approach that integrates academic, spiritual, social, and physical aspects in education. This approach also emphasizes integrated learning inside and outside the classroom, balanced personal development, the crucial role of Kiai as leaders and role models, and the involvement of parents and communities in supporting holistic education. The conclusion of this research is that KH Imam Zarkasyi's holistic education concept has high relevance in the context of modern education, as it focuses on comprehensive personal development and the integration of various aspects of life in the educational process. The practical implication is the need for a more holistic and effective educational approach in creating a learning environment that stimulates comprehensive development for students. Thus, KH Imam Zarkasyi's holistic education concept can serve as inspiration and guidance for efforts to enhance the quality]]>
<![CDATA[The Ideal Education Concept According to Ibn Khaldun's Thought: Relevance and Application in the Modern Era ]]>
<![CDATA[Nur Hasanah, Muwahidah]]>;
<![CDATA[Asroriah, Fatimatul]]>;
<![CDATA[Chasanah, Umi]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 1 (2024): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v10i1.5931
<![CDATA[This study aims to explore the concept of ideal education according to Ibn Khaldun's thought as outlined in his book Muqaddimah, and to analyze its relevance and potential implementation in the context of modern education, particularly in Indonesia. Through a qualitative literature review method, this study identifies and examines the main aspects of Ibn Khaldun's educational thought, including educational objectives, teaching methods, curriculum, the role of teachers, and the learning environment. The findings indicate that Ibn Khaldun has a holistic and comprehensive view of education that emphasizes the balance between intellectual, moral, and spiritual development. The relevance of his ideas to modern education is reflected in various contemporary approaches, such as interactive learning and integrative curricula. The study also reveals that many of Ibn Khaldun's educational principles can be adapted to the Indonesian education system to enhance the quality and effectiveness of learning. The conclusion of this research underscores the importance of integrating historical values relevant to modern educational needs to create a more holistic and inclusive education system. Recommendations are provided for further research focusing on the practical implementation of Ibn Khaldun's educational concepts in various educational contexts.]]>
<![CDATA[The Concept of Learning in the Qur'an: A Study of Tafsir Quran Karim by Mahmud Yunus ]]>
<![CDATA[Bermi, Wibawati]]>;
<![CDATA[Asroriah, Fatimatul]]>;
<![CDATA[Shodiq, Imam]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 10 No 2 (2024): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v10i2.5950
<![CDATA[The concept of learning in the Qur'an holds significant relevance in shaping a holistic educational system that focuses not only on cognitive aspects but also on spiritual and moral dimensions. This study aims to analyze the concept of learning embedded in the Qur'an based on Tafsir Quran Karim by Mahmud Yunus. Utilizing a library research method, this research delves deeply into the tafsir to identify the learning principles proposed by Mahmud Yunus. The findings reveal that Mahmud Yunus emphasizes three main principles in learning: dialogical, gradual (tadarruj), and exemplary-based (uswah hasanah). These methods align with modern educational approaches, such as competency-based and interactive learning. Furthermore, this study identifies the relevance of these concepts to contemporary education, particularly in the context of character and moral development for students. The implications of this research include the necessity of integrating Qur'anic values into formal and non-formal education systems. However, its limitation lies in its focus on a single tafsir work, opening opportunities for comparative studies with other tafsir in future research. The originality of this research lies in its in-depth exploration of Tafsir Quran Karim by Mahmud Yunus within the educational context, a topic rarely discussed comprehensively. This study adds value to the development of Qur'an-based learning systems relevant to the challenges of globalization.]]>
<![CDATA[Strengthening Islamic Character Education in the Perspective of the Merdeka Curriculum ]]>
<![CDATA[Darmanto, Darmanto]]>;
<![CDATA[Asroriah, Fatimatul]]>;
<![CDATA[Istiqomah, Istiqomah]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 11 No 1 (2025): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v11i1.6202
<![CDATA[The character crisis among today’s young generation has become a serious concern in the field of education, particularly within Islamic education. The Merdeka Curriculum, as the latest educational policy in Indonesia, offers flexibility and a value-based approach that is considered promising for strengthening Islamic character education in schools. This study aims to explore and analyze the relationship between the Merdeka Curriculum and the reinforcement of Islamic character education, both conceptually and in practical implementation. This research employs a qualitative approach using the library research method. Data were collected through literature reviews of books, scientific journals, policy documents, and educational practice reports relevant to the topic. The analysis was conducted descriptively and analytically by linking Islamic educational theory with national curriculum policies. The findings indicate that the Merdeka Curriculum contains characteristics that support the internalization of Islamic values, such as differentiated learning, character-strengthening projects through the Pancasila Student Profile, and contextual space for religious values in the learning process. Best practices observed in Islamic-based schools show that teacher role modeling, religious routines, and parental collaboration play essential roles in shaping students' Islamic character. This study concludes that the Merdeka Curriculum provides a strategic opportunity to revitalize Islamic educational values holistically and in line with contemporary educational challenges.]]>
<![CDATA[Strengthening Islamic Character Education in the Perspective of the Merdeka Curriculum ]]>
<![CDATA[Darmanto, Darmanto]]>;
<![CDATA[Asroriah, Fatimatul]]>;
<![CDATA[Istiqomah, Istiqomah]]>
<![CDATA[ Al-Lubab : Jurnal Penelitian Pendidikan dan Keagamaan Islam Vol 11 No 1 (2025): Al-Lubab ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Sekolah Tinggi Ilmu Tarbiyah Muhammadiyah Tempurrejo Ngawi ]]>
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DOI: 10.19120/al-lubab.v11i1.6202
<![CDATA[The character crisis among today’s young generation has become a serious concern in the field of education, particularly within Islamic education. The Merdeka Curriculum, as the latest educational policy in Indonesia, offers flexibility and a value-based approach that is considered promising for strengthening Islamic character education in schools. This study aims to explore and analyze the relationship between the Merdeka Curriculum and the reinforcement of Islamic character education, both conceptually and in practical implementation. This research employs a qualitative approach using the library research method. Data were collected through literature reviews of books, scientific journals, policy documents, and educational practice reports relevant to the topic. The analysis was conducted descriptively and analytically by linking Islamic educational theory with national curriculum policies. The findings indicate that the Merdeka Curriculum contains characteristics that support the internalization of Islamic values, such as differentiated learning, character-strengthening projects through the Pancasila Student Profile, and contextual space for religious values in the learning process. Best practices observed in Islamic-based schools show that teacher role modeling, religious routines, and parental collaboration play essential roles in shaping students' Islamic character. This study concludes that the Merdeka Curriculum provides a strategic opportunity to revitalize Islamic educational values holistically and in line with contemporary educational challenges.]]>
<![CDATA[MANAJEMEN KEPALA SEKOLAH DALAM MENINGKATKAN PROFESIONALISME GURU DI SMP MUHAMMADIYAH 3 NGAWI ]]>
<![CDATA[Asroriah, Fatimatul]]>;
<![CDATA[Reynaldi, Aldi Arya Febrian]]>
<![CDATA[ JOURNAL J-MPI : JURNAL MANAJEMEN PENDIDIKAN, PENELITIAN DAN KAJIAN KEISLAMAN Vol. 1 No. 1 (2021): JOURNAL J-MPI: JURNAL MANAJEMEN PENDIDIKAN, PENELITIAN DAN KAJIAN KEISLAMAN ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) STIT Muhammadiyah Tempurejo, Ngawi, Jawa Timur ]]>
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<![CDATA[Success in education can be measured from various aspects. Starting from the quality of students, the quality of educators, the atmosphere of the school environment, to the school administration system, and teacher professionals. However, the main factor that most influences the dynamics of education in schools is the management of the principal who is responsible for the running of an education. Based on this, the purpose of this study is to find out: 1) Principal Management at SMP Muhammadiyah 3 Ngawi, 2) Teacher professionalism at SMP Muhammadiyah 3 Ngawi, 3) Principal management in improving teacher professionalism at SMP Muhammadiyah 3 Ngawi. This study uses a descriptive qualitative approach. While the data collection techniques using interviews, observation and documentation. The data analysis process uses interactive analysis and checks the validity of the data by using observation and triangulation persistence. The results of this study were obtained, namely: (1) the principal as a leader has a fairly good ability to improve teacher professional competence, both in terms of educating and procedures for developing abilities and other matters related to education. (2) Teachers of SMP Muhammadyah 3 Ngawi are sufficient to have mature and developed personalities as seen from the success of teachers in delivering learning to students, teachers who are able to develop syllabus and learning systems, as well as monitoring and supervision on a regular and ongoing basis. (3) Principal management in improving teacher professionalism at SMP Muhammadiyah 3 Ngawi, namely: Principals provide guidance to teachers so that the quality of quality education becomes a benchmark for development in education.]]>
<![CDATA[ENKULTURASI DISIPLIN DALAM MENINGKATKAN NILAI PENDIDIKAN KARAKTER RELIGIUS DI MI PSM GEDORO ]]>
<![CDATA[Asroriah, Fatimatul]]>
<![CDATA[ Jurnal Al-Ilmu: Jurnal Penelitian dan Pendidikan Madrasah Ibtidaiyah Vol. 1 No. 2 (2021): JURNAL AL-ILMU: Pendidikan Guru Madrasah Ibtidaiyah ]]>
Publisher : <![CDATA[LPPM STIT Muhammadiyah Tempurejo Ngawi ]]>
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<![CDATA[Discipline enculturation can be defined as a process of introducing norms or values that apply based on an awareness of the importance of values and the importance of regulations and prohibitions of guidance towards improvement through the influence of implementation. This study aims to find out how to cultivate discipline and its impact on the regius values in MI PSM GEDRO. In this study, the researcher used a qualitative-analytic approach with the focus of the study being the enculturation of disciplines in inculcating the religious character values of MI PSM Gedoro students. The data analysis technique uses four stages, namely: data collection, data condensation, data presentation, and verification/conclusion. Discipline culture (discipline enculturation) and religious character values are two characters and attitudes that influence and perfect each other in the process of their formation. In other words, religious character will not be formed perfectly without discipline, and vice versa. Thus, the enculturation of discipline greatly affects the increase in the value of the religious character of the students of MI PSM Gedoro, which with the cultivation of discipline in the school environment, some religious character values can be embedded in students, especially students of MI PSM Gedoro]]>
