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All Journal Jurnal Pendidikan Indonesia (Japendi) Jurnal Pendidikan Islam
Kusumajati, Cahya
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Comparative Analysis of Educational Policies and Systems: A Case Study of Egyptian and Indonesian Higher Educations Kusumajati, Cahya
Jurnal Pendidikan Islam Vol 14 No 2 (2024): November
Publisher : Research Departement of Darullughah Wadda'wah International Islamic University Bangil, Pasuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38073/jpi.v14i2.1748

Abstract

Egypt and Indonesia are two countries with the development of Islamic civilization in the region, apart from that they are also synonymous with the lives of their religious communities. The existence of an advanced civilization is caused by good education. With education, society and civilization will develop. One of the signs that Egypt has become a center of civilization is because of the many scientific councils and universities that have developed there, such as Al-Azhar University. Meanwhile, Indonesia shows that there are many Islamic universities scattered around. The aim of this research is to analyze the comparison of higher educational policies and systems in Egypt and Indonesia which are implemented in this modern era. The method used is qualitative research, sample selection through snowball sampling, data collection through interviews, and data validity testing through data triangulation. The results of the research show that the educational policy at Al-Azhar University includes a mandatory Al-Qur'an memorization program for all students, as well as mandatory programs at Universitas Islam Indonesia (UII) or the Indonesian Islamic University, namely pesantren and taklim. The educational system at Al-Azhar University uses a method that focuses on lecturers, there are no class attendance lists, so students are free to study inside or outside the classroom. Meanwhile, at UII, learning focuses on lecturers and students so that class attendance is mandatory. This article contributes to comparing the educational policies and systems of Al-Azhar University and Universitas Islam Indonesia, and provides insights to improve the quality of education in Islamic universities.
Evaluasi Program Pembiasaan Shalat pada Anak Usia Dini Berdasarkan Model CIPP di TK ‘Aisyiyah Bunda ‘Aisyah Kusumajati, Cahya
Jurnal Pendidikan Indonesia Vol. 6 No. 3 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i3.7372

Abstract

In the reality of this modern era, many children entering adolescence stage do not know the procedures for performing prayers, and even many people still ignore the command to pray. Based on this phenomenon, there is a reason for the need to accustom children to prayer from an early age. This study aims to analyse the implementation, effectiveness, and factors hindering and supporting the smoothness in the implementation of the Early Childhood Prayer Habituation Program at ‘Aisyiyah Bunda ‘Aisyah Kindergarten. It used a qualitative approach through an evaluation research. The data obtained were through interviews, observations, and documentation, which were analysed by steps of reduction, presentation, and verification. Purposive sampling or snowball sampling was used for informant determination. The results of the study showed that first the implementation of the prayer habit program was divided into three stages: the planning stage carried out at the beginning of each new semester and written in the lesson plan every day, the implementation carried out in three flows: ablution, dhuha and dzuhur prayers in congregation, and ended with dhikr and praying together and evaluation carried out weekly via WhatsApp  and reported every semester through report cards. Second, the effectiveness of the prayer habit program was stated to be effective with a range of 70% -90% and third, the inhibiting factors were the conditioning of time and children, changing moods, introduction of the importance of prayer, and the large number of children was not comparable to the number of teachers and the supporting factors were the consistency of introducing prayer in class, teacher cooperation and positive support from parents. Fourth, the results of the CIPP evaluation on the program were stated to be good, indicating that the program must be continued.
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