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All Journal Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Journal of Indonesian Progressive Education Ananda: Jurnal Pendidikan Anak dan Remaja
Eva Sri Rohani
STAI Al-Furqan Makassar
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Madrasah Head's Strategy in Developing Radhiatul Adawiyah Mangga Tiga Makassar Madrasah Aliyah Eva Sri Rohani; Muh. Natsir; Fita Dewi Yuniar; Rosika Indri Karadona
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 5 No. 1 (2025)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v5i1.185

Abstract

This research focuses on the Strategy of the Head of Madrasah Aliyah Radhiatul Adawiyah Mangga Tiga Makassar. This research aims to: (1) To analyze the strategy of the head of madrasah in the development of Madrasah Aliyah Radhiatul Adawiyah Mangga Tiga Makassar, (2) To identify the supporting and inhibiting factors in the development of Madrasah Aliyah Radhiatul Adawiyah Mangga Tiga Makassar. The problem formulations are: (1) What is the strategy of the Head of Madrasah in the Development of Madrasah Aliyah Radhiatul Adawiyah Mangga Tiga Makassar? (2) What are the Supporting and Inhibiting Factors in the Development of Madrasah Aliyah Radhiatul Adawiyah Mangga Tiga Makassar? Can the head of madrasah's strategy develop the madrasah in accordance with the arrangements made by the head of madrasah or the madrasah itself? This research uses a qualitative approach, and the approach used is a case study approach that only focuses on the madrasah. Data collection was carried out using observation, interview, and documentation methods. The collected data is then processed through data reduction, data presentation, and conclusion drawing. From the research results, it can be concluded that. The results showed that the head of madrasah implemented several main strategies, namely: (1) formulating the vision and mission of the madrasah in a participatory manner; (2) improving the quality of teachers through routine training and internal coaching; (3) improving facilities and infrastructure gradually according to needs; (4) building partnerships with the community, madrasah committee, and external institutions; (5) as well as instilling a religious culture and discipline in all madrasah members. These strategies have proven effective in the development of Madrasah Aliyah Radhiatul Adawiyah Mangga Tiga Makassar.
Islamic Religious Education for Family and Community Eva Sri Rohani; Wahyuni Wahyuni; Nuramin Nurdin; Julkarnain Julkarnain; Muhammad Tang; Juhasdi Susono
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 5 No. 3 (2025)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v5i3.285

Abstract

This article discusses the relationship between Islamic Religious Education (PAI) and Education, which cannot be separated from family, school, and community life. Education aims to teach humans to possess knowledge and skills accompanied by faith and piety toward Allah SWT, so that they will utilize the knowledge and skills they have for the good of society, the environment, and their nation. This research uses the library research method. Library research aims to understand, analyze, and evaluate concepts and theories relevant to the discussed topic, namely the role of Islamic religious education in families and communities. The study results show that Islamic religious education within the family and community, particularly in shaping social, moral, and spiritual values. Islamic religious education in the family environment plays a crucial role in forming the foundations of children's morals and spirituality from an early age, while religious education in the community functions as a reinforcement of social and moral values that support a harmonious community life based on Islamic principles. All this time, Islamic Religious Education (PAI) seems to be solely focused on educational issues, whereas an educator today faces different challenges. Challenges that are much greater than yesterday, so an Islamic Religious Education (PAI) educator must have a broad perspective. One of the most important challenges is the one affecting the Islamic economic system in this nation. Where practices of usury, embezzlement, fraud, and secularization are still heavily carried out by the Muslims themselves. This is the heavy task of PAI to form an Islamic society that will be able to create a family and community system that is Islamic and dignified in its Islam. Therefore, this writing attempts to offer answers to the skepticism and pessimism toward PAI. One of the discussions is related to the role of PAI in the family and society among Muslims.
Multireligious Culture for Developing Tolerance Character at Elementary School Eva Sri Rohani; Muh Natsir; Fita Dewi Yuniar
Ananda: Jurnal Pendidikan Anak dan Remaja Vol. 2 No. 1 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/ajpar.v2i1.96

Abstract

The research titled "Multireligious Culture for the Development of Tolerance Character at SD Negeri Kasihan Yogyakarta" is based on the idealism of the school as a safe space that facilitates interfaith interactions. However, the reality shows instances of bullying against Catholic students, the marginalization of Hindu students, and the feeling of being marginalized among non-Muslim teachers due to the lack of multireligious interaction. This condition encourages the school to initiate a multireligious culture as a strategy to strengthen the character of tolerance. This study uses a descriptive qualitative approach to describe the implementation of a multireligious culture, the profile of the school's tolerance character, and its contribution to the development of student tolerance. Data were collected thru observation, documentation, and in-depth interviews with informants selected thru purposive sampling, including the principal, teachers, and students of Islamic, Catholic, and Hindu faiths. Data analysis was conducted thru reduction, presentation, and conclusion drawing, with validity testing using source and technique triangulation. The research results show that: 1) multireligious culture is understood as a system of values, beliefs, and social practices based on three layers of culture (basic assumptions, adopted values, and artifacts) that emphasize harmony and non-discrimination; 2) the character of tolerance is reflected thru six indicators: recognition of differences, mutual respect, freedom of belief, coexistence, self-control, and justice; 3) the contribution of multireligious culture to the development of the character of tolerance occurs systematically thru three layers of culture. First, artifacts in the form of symbols of love and joint activities among followers of different religions; second, the values upheld, namely mutual respect, harmony, and justice, are instilled thru vision & mission, regulations, and exemplary behavior; third, the underlying assumptions of the school community are the belief that diverse religions are a natural reality and the belief that human relationships are inclusive, egalitarian, and collaborative.
Critical Study of the Meaning of Modernity in Education Muh. Natsir; Eva Sri Rohani; St Hajrawati; Ismail Usman; Muchlas Khotomi; Suhartina Suhartina; M. Yunus
Journal of Indonesian Progressive Education Vol. 3 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i2.223

Abstract

This study critically examines the meaning of modernity in education, with particular emphasis on the perspective of Islamic education. It aims to analyze the concept of educational modernization, explore the historical background of modernization in Islamic education, identify its key ideas and principles, and examine its implementation in light of educational values, especially Islamic values. Modernity in education is characterized by the rapid advancement of science, technology, and social transformation, which significantly influence educational systems and learning practices. While these developments provide opportunities to improve the quality, effectiveness, and accessibility of education, they also raise challenges in preserving moral values, cultural identity, and character development. Therefore, a critical understanding of modernity is essential to ensure that educational progress is not solely driven by technological advancement but also remains aligned with the fundamental goals of education. This study employed a library research method by reviewing relevant books, scholarly articles, and other academic literature. The findings indicate that educational modernization should be understood as a process of renewal that enhances educational quality and responsiveness to contemporary demands. However, its implementation must be balanced with ethical, spiritual, and character-based values to prevent scientific and technological progress from overshadowing the broader educational mission. The study concludes that modernity should be viewed as an adaptive educational paradigm that integrates innovation with humanitarian, moral, and religious principles, particularly within the framework of Islamic education. Such an approach is expected to foster competent, ethical, and socially responsible individuals capable of addressing the challenges of an increasingly dynamic global society.
Co-Authors Fita Dewi Yuniar Ismail Usman Juhasdi Susono Julkarnain Julkarnain M. Yunus Muchlas Khotomi Muh Natsir Muh. Natsir Muhammad Tang Nuramin Nurdin Rosika Indri Karadona St Hajrawati Suhartina Suhartina Wahyuni Wahyuni