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Edukasia Islamika
Published by Institut Agama Islam Negeri Pekalongan
ISSN : 2548723X     EISSN : 25485822     DOI : -
Core Subject : Education,
Education
Jurnal Edukasia Islamika (JEI) ISSN Print: 2548-723X; Online: 2548-5822 (Berdasarkan SK No. 0005.25485822/JI.3.1/SK.ISSN/2016.12 - 13 Desember 2016) adalah jurnal berkala ilmiah yang diterbitkan oleh Fakultas Tarbiyah dan Ilmu Keguruan IAIN Pekalongan. Jurnal ini berisi kajian tentang isu-isu aktual dan kontemporer yang berkaitan dengan wacana ilmu pendidikan Islam baik di tingkat dasar, menengah maupun perguruan tinggi. Jurnal Edukasia Islamika (JEI) merupakan kelanjutan dan pengganti nama dari Jurnal Forum Tarbiyah STAIN Pekalongan.
Arjuna Subject : -
Articles 192 Documents
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Akal Bertingkat Ibnu Sina dan Taksonomi Bloom dalam Pendidikan Islam Perspektif Neurosains Kharisma Noor Latifatul Mahmudah; Suyadi Suyadi
Edukasia Islamika Volume 5, Number 1 2020, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v5i1.2432

Abstract

Penelitian ini bertujuan untuk menganalisis konsep akal bertingkat Ibnu Sina dan korelasinya dengan Taksonomi Bloom dalam pendidikan Islam perspektif neurosains. Pendekatan penelitian ini adalah kualitatif jenis kepustakaan (library research). Sumber data penelitian ini adalah literature di bidang pendidikan Islam khususnya akal bertingkat Ibnu Sina, Taksonomi Bloom, dan neurosains. Pengumpulan data dilakukan dengan menelusuri referensi terkait, baik secara manual maupun digital. Teknik analisis data dilakukan dengan menggunakan analisis isi (content analysis), baik pada reduksi data, penyajian data, hingga menjadi kontruksi konsep baru yang utuh dan fresh. Temuan ini berbeda karena terdapat interdisipliner ilmu antara pendidikan Islam dan neurosains serta korelasi akal bertingkat Ibnu Sina dengan Taksonomi Bloom. Hierarki akal Ibnu Sina mengajarkan tahapan berpikir dari yang empiris, teoretis, filosofis hingga metafisis atau dari rasional hingga suprarasional. Sedangkan Taksonomi Bloom berisi level-level berpikir dari yang rendah menuju yang tinggi pada level empiris hingga teoretis dan filosofis. Oleh karena itu, akal bertingkat Ibnu Sina dapat menjadi tawaran alternatif baru taksonomi pembelajaran pendidikan Islam yang yang lebih potensial dan relevan dengan kinerja otak dalam neurosains.
The Response of the Participation Rate to Public Islamic Universities: Empirical Evidence from Central Java, Indonesia M. Sugeng Sholehuddin; Moh. Nurul Huda; Miftah Mucharomah
Edukasia Islamika Volume 5, Number 2 2020, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v5i2.2445

Abstract

The current study aims to investigate the participation rate of people in Central Java, Indonesia to public Islamic universities in the period of 2015-2017, i.e. perceptions, factor analysis, and public interest. Grounded in mixed methods, data were collected through questionnaires, interviews, and documentation. A total of 24,903 parents of prospective students situated in the areas of three public Islamic universities in Central Java became the research population. Proportionate random sampling was undertaken to yield 268 research participants. Study findings promote that firstly, the participation rate of people in Central Java to the government-funded Islamic universities reached 16.9 in 2016, 66.6 in 2017, and 67.3 in 2018 for percentages. Secondly, the average public perception rate to the public universities under the supervision of the Ministry of Religious Affairs was reported at the good criterion well with a score of 22.9. The majority of people demonstrated a positive view of the harmony of science and religious studies. Afterward, the average internal and external factors influence interest in the admission of the Islamic universities with an average score of 69.7 at the good enough level. Lastly, the public interest of Central Java in the universities achieved a score of 35.5 at the quite high criterion. This study also demonstrates that the public Islamic university's services have provided excellent infrastructure, teaching staff, and student academic services. Nonetheless, various improvements are required, e.g. information technology and improvement of quality graduates to compete with other public universities.
Bahasa Inggris Moh Slamet Untung
Edukasia Islamika Volume 5, Number 1 2020, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v5i1.2533

Abstract

This study tries to describe the policy implemented by the Japanese fascist military authority toward pesantren education during their occupation in Indonesia. The research problem is how the policies used by the Japanese fascist military authority towards pesantren during their occupation in Indonesia before the independence of Indonesia. Primary data sources of this study include some works examining the policies of the Japanese fascist military authority towards pesantren education. Various scientific papers on Japanese colonization in Indonesia are used as secondary data sources of this study. This study uses historical approach and library research method focusing on the policies of the Japanese fascist military authority towards pesantren education. The collected data then were analyzed by using content analysis. This study exposes that the Japanese government provide more freedom for pesantren education than the Dutch colonial to develop themselves without any affection from the Japanese government. It could be seen from a fact that when pesantren were about to develop their basic potential as an educational institution teaching anti-colonial attitudes, Japanese government immediately acted repressively. They always monitored the kiai as well as all pesantren’s activities.
Construction of the Qur’anic Values as the Basis for Islamic Education Development: A Study of Abdullah Saeed’s Thought Moh. Muslih
Edukasia Islamika Volume 5, Number 2 2020, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v5i2.2534

Abstract

The present study aims to elucidate the construction of the values of the Qur’an ​​as the basis for the Islamic education development based on Abdullah Saeed’s thought. The concept of a hierarchy of values initiated by Abdullah Saeed is a continuation of Rahman’s general principles, proposing a new way of looking at the ethico-legal verses in the Qur’an, so that this concept is very pivotal in contemporary Qur’anic studies. Framed in a library research with a content analysis, this study constructed a basic framework from the values ​​of the Qur’an. Abdullah Saeed’s book entitled “Interpreting the Qur’an: Towards a Contemporary Approach” became the primary source in obtaining the data. Study findings reveal that the construction of the Qur’anic values comprises obligatory, fundamental, protective, implementation, and instructional values. The construction ​​can be adopted as the basis for Islamic education development regarding the institution, courses, values ​​and culture. This study also demonstrates that Qur’anic values-based Islamic education is completely projected to produce qualified and competitive human resources in the globalized age.
IMPLEMENTASI PENDIDIKAN ISLAM BERBASIS INTEGRASI ILMU AGAMA, SAINS DAN TEKNOLOGI PADA MAN INSAN CENDEKIA Muhlisin Muhlisin; Mohammad Syaifuddin
Edukasia Islamika Volume 5, Number 1 2020, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v5i1.2559

Abstract

Islamic educational institutions are encouraged to implement the model of integrated Islamic education in recent years. They are supposed to integrate Islamic studies, science and technology. The present study aims to reveal the reasons why MAN IC Pekalongan implement an integrated Islamic education model, describe the implementation of students’ activities programs based on science integration, describe the implementation of curriculum development based on science integration, describe the learning implementation based on the integration of Islamic studies, science and technology. Grounded in qualitative approach, data were garnered through interview, observation, and documentation. Data were analyzed through reduction, display, and data verification. The study findings expose that: first, the reasons of integrating Islamic studies, science and technology is to reach the vision of the school which aims to be excellent both on academic and non-academic areas which then be able to improve the quality of madrasah as an integrative Islamic education institution. Second, the students’ activity program used is the model of Separated Integration System (SIS). Third, the curriculum development program used is the model of Integrated Tree Curriculum (ITC). Fourth, the learning implementation uses the model of Integrating Verb (IV), Interdisciplinary Dialogic Integration (IDI), Instrumentalist Justification Integration (IJI), and reflective technique.
Reflection of Ki Hajar Dewantara’s Character Education Philosophy on Independent Learning Muhammad Hufron; Mahfud Juanedi
Edukasia Islamika Vol. 6 No. 2 (2021): Volume 6, Number 2 2021, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v6i2.2625

Abstract

The character education carried by Ki Hajar Dewantara plays a role in preparing the nation's children to build and preserve the nation's identity that is characterized and cultured. The purpose of this study was to reflect on the thinking of Ki Hajar Dewantara's character education in the global era. The method used was qualitative with a philosophical approach. The research type was through an intellectual biographical. The analytical technique used was philosophical interpretative. Reflections on Ki Hajar Dewantara's philosophy of character education are relevant to be applied in the education curriculum in Indonesia, especially on the independent learning perspective in the digital literacy era. Ki Hajar Dewantara's character education emphasizes humanist values, based on reconstruction and nationalist spirit. Reflections on Ki Hajar Dewantara's character education have five basic aspects of character namely: smart, excellence, soft-skill, perfect, and global character education. Ki Hajar Dewantara's character education is relevant in the context of education in post-reformation Indonesia seen from the relevance of religiosity, ethical, social, cultural, and universality. Ki Hajar Dewantara's character education also helps to minimize various national multidimensional crises, namely: religious, moral, model, orientation, and social crisis solutions.
Predicting Students’ Academic Achievement on the Patterns of Tahfidz al-Qur’an Programs in Public Universities Mutimmatul Faidah
Edukasia Islamika Volume 5, Number 2 2020, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v5i2.2682

Abstract

The present study reports student activities of tahfidz al-Qur’an at a public university in East Java, Indonesia, explores obstacles in enacting tahfidz programs, and examines the relationship between tahfidz activities and academic achievement. Grounded in mixed-methods, a qualitative approach was undertaken to describe patterns of tahfidz activities and problems, whereas the quantitative one was employed to measure the relationship between tahfidz activities and academic achievement. 25 students of tahfidz programs in four faculties volunteered to participate in the study. Data were collected through interviews and academic achievement documents. Study findings expose that there were three types of tahfidz students with numerous activity patterns, i.e. giving additional memorization, muraja’ah, and memorizing fluency using talaqqi-musyafahah and tasmi’-muraja’ah methods. Another result portrays that tahfidz students’ problems relied on time management, the lack of meeting intensity between students and their ustadz/teachers, the unsupported atmosphere, and the memorization method that did not optimize multiple intelligence. This study also reveals the fact that the tahfidz activities and academic achievement had a significant correlation (p < .01). It indicates that if the activities of tahfidz al-Qur’an encouraged, the student’s learning achievement would leverage as well.
Exploring Impact of Quality Accreditation on Students’ Interests in Islamic Higher Education Agus Yudiawan
Edukasia Islamika Volume 5, Number 2 2020, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v5i2.2805

Abstract

This study aims to map and analyze students’ interests before and after study program accreditation, the effect of accreditation grade, and attempt to increase the value of accreditation. This study employed a mixed-methods approach with a sample of 218 participants for quantitative data and ten informants for qualitative data. The data were collected by using interviews, focus group discussion, observation, and questionnaires. To analyze the data, triangulation is performed to display the frequency distribution, and simple regression analysis is also carried out to find the data related to the effect of the accreditation. Study results expose that firstly, there was a significant improvement in the students’ interest after study program accreditation with an average of 87.5%. Secondly, the accreditation grade gave a positive and significant effect on students’ interest in choosing study programs at a public Islamic university in West Papua, Indonesia. Lastly, there were several endeavors taken into account to increase accreditation score, i.e. synergizing an integrated internal quality assurance system, having an acceleration program for students’ length of study, digitizing students’ admission system, enhancing digital-based learning models, and increasing lecturers’ competence in academic writing, community service, and publication. The present study suggests that the quality of study program accreditation should be a pivotal concern in organizing Islamic higher education.
Negative Theology Construction in Islamic Education System: An Analytical Study Umiarso Umiarso
Edukasia Islamika Volume 5, Number 2 2020, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v5i2.2991

Abstract

This study focuses on the construction of the negative concept of divinity (theology) developed in the educational system such as madrasas or pesantren. Therefore, the aim of this study is to analyze the construction of negative theology in the Islamic education system developed in madrasas or pesantren in Malang, East Java, Indonesia. To critically discuss the issue, this study used a qualitative approach with phenomenological research design and Miles and Huberman’s framework in analyzing the data. Study findings expose that negative theological discourse denoted an arena for the prophetization of divine values ​​whose style of expression was apophatic. Apparently, it constructs its theological knowledge as well as “rejects” the knowledge construction with the logic of negation and paradox. The implications for the Islamic education system are the framework of educational objectives is oriented to aspects of humanity and divinity; or the profane and transcendental dimension. It indicates that negative theology contributes to novel insights into the axiology of Islamic education.
Adopting Michael Fullan’s Framework to Illuminate Islamic Education Teachers’ Struggles for the Enactment of Government-Prescribed Curriculum Zainal Abidin; Nani Endri Santi; Latifah Hanum
Edukasia Islamika Volume 5, Number 2 2020, Edukasia Islamika: Jurnal Pendidikan Islam
Publisher : Faculty of Education and Teacher Training, Institut Agama Islam Negeri Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/jei.v5i2.3164

Abstract

The present study aims to elucidate the struggles of Islamic education teachers for the enactment of the 2013 Curriculum, the national curriculum, in Aceh, Indonesia adopting Michael Fullan’s framework. Grounded in a case study approach, data were garnered through in-depth interviews situated in senior secondary schools. Twelve urban and rural Islamic education teachers were recruited to participate in this case study. The study was conducted in six regencies. Study findings demonstrate that urban Islamic education teachers applied the objectives, materials, methods, and learning assessments in accordance with the government-prescribed curriculum. Rural Islamic education teachers did not receive sufficient facilities to enact the national curriculum. This study exposes that Fullan’s framework could be adapted to illuminate the best practice and understanding of Islamic education teachers in implementing the national curriculum, i.e.: building leadership communication, creating a conducive atmosphere and overcoming emerging problems, organizing teacher discussion forums, determining professional goals, building the capacity of educators, strengthening positive evaluation, and strengthening financial management. The study also indicates that support from the school and government is pivotal to require for Islamic education teachers to guarantee the quality of education in supporting the enactment of the government-mandated curriculum. Curriculum development, therefore, needs to be communicated to Islamic education teachers regarding the sustainable development of teacher competencies, e.g. organizing seminars, workshops, and developing learning materials.

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