Garuda - Garba Rujukan Digital

MOHAMAD DJAZMANâ€™S RELIGIOUS-BASED PROGRESSIVE EDUCATION MOVEMENT Ristianto, Eka Andy; Ali, Mohamad
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 2 (2018): November
Publisher : Muhammadiyah University Press

Mohamad Djazman is known as one of Muhammadiyah's active figures in the field of education. His concern for cadres and his humble, inspirational and progressive personality place him as a prominent figure among the cadres. only some literature has written or discussed its achievements or biographies. As a result, he is Jazman who is only known as the founder of UMS and IMM, without special recognition of other contributions. This study tries to explain the formulation of religious progressive education thought based on John Dewey's Progressive Education Theory and the prophetic religion of Mohammad Iqbal. The purpose of this study is to describe the progressive religious education developed by Mohamad Djazman. This research is classified as qualitative research in the form of library research using a philosophical-historical approach. The primary data source is the collection of Mohammad Djazman's writings in newspapers, magazines and books written during his lifetime. Sources of supporting data are other books that are relevant to the discussion and works written by other authors. The findings show that Mohamad Djazman's Progressive Religious Education concept is laying the foundation of progressive (charity) and religion (the Qur'an and Hadith) as the principle of progress so as to produce students who have scientific principles and scientific charity to answer the challenges of the times and spread Islam throughout the world.

SULTHAN AND IQRAâ€™-ISTIQRAâ€™ IN THE INTERNATIONALIZATION SPIRIT OF MUHAMMADIYAH EDUCATION Khaidir, Piet Hizbullah
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Muhammadiyah University Press

This paper discloses the urgency of the concepts of sulthan and iqra?-istiqra? in the revitalization and realization of Muhammadiyah education. This effort is in line with the notions proposed by KH. Ahmad Dahlan, namely: (i) comprehension of tawhid; (ii) modernization of Islamic teachings and traditions; (iii) revitalization of Islamic values and teachings; (iv) repetition of Islamic teachings and tradition; and (v) realization of Islamic teachings into enlightening legacy. The challenge faced by current education is: how to encourage and generate students with creativity and self-esteem as well as multiple intelligences and skills. Based on the Qur?an [55: 33], being creative and dignified is the self-preparation to possess sulthan, namely: (i) knowledge (conceptual and technical); (ii) leadership management; (iii) interpersonal communication skills. Furthermore, the Qur?an [13: 11] also reveals this self-preparation requires a change of mindset (??), as an effort to have a perfect sulthan in terms of character or mentality. The Qur?an [96: 1-5] reveals those who have sulthan are continuously performed iqra? (deductive reasoning) and istiqra? (inductive reasoning). It is accompanied by devotion to the truth and respect for the dignity of human. Such a mentality can be developed through knowledge and discipline integrity, being open-minded and humble, and self-control. It is discussed in this paper by using philosophical approach and Qur'anic studies, particularly on the relation between the verses and KH. Ahmad Dahlan?s notions in the context of Muhammadiyah education.

IMPLEMENTATION OF SMART (CERDAS) SCHOOL PROGRAM OF MUHAMMADIYAH DISASTER MANAGEMENT CENTER (MDMC): THE CASE STUDY OF THE SMP MUHAMMADIYAH 1 SURAKARTA 2017/2018 Istanto, Istanto; Ayiyah, Siti Nur
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 2 (2018): November
Publisher : Muhammadiyah University Press

CERDAS School is one of new programs implemented in school learning. This program is important and very useful to be implemented in schools considering its excellent orientation and output for students and teachers of Islamic Religious Education and Counseling Guidance. The purpose of the CERDAS School Program is that the schools will have knowledge, skills and policies to respond to the risks of natural disasters or human-induced disasters (bullying/violence at school) and becoming agent of peace and reconciliation. The program was implemented and delivered through learning and training that were set as game in each of material delivery. In learning, CERDAS school materials were inserted in Akhlaq subject and counseling guide, while the training was held to equip and train representatives of school peace. This research was of field research and data was collected by using observational data record, interview and documentation that can support the research study. The data was analyzed by using deductive model. Findings of the research indicated that 1) Implementation of CERDAS School Program of Muhammadiyah Disaster Management Center (MDMC) in SMP Muhammadiyah 1 Surakarta was quite successful in changing the way and attitude of learners to become agents of peace for themselves and others at the school. It was seen since the implementation of CERDAS School Program that learners with advantages were not showing arrogant attitude, but they can be humble. Likewise, those who had some inferiority were not feeling inferior with their shortcomings. In fact, the shortcoming was a whip to be more eager to appreciate God's blessings. With the CERDAS School Program, learners know how to make peace with themselves, barriers to the peace, and find a way to the peace. 2) Implementation of TANDUR method in Smart School Program of SMP Muhammadiyah 1 Surakarta can be conducted during Training of CERDAS School Representatives through Wisdom Word, introduction to and core of learning, model and practice and action. While, the TANDUR method was delivered duringschool hours in core of learning only.

LEARNING FROM THE SUCCESS OF CHARACTER EDUCATION MODEL IN MUHAMMADIYAH SCHOOLS: CASE STUDY SMP MUHAMMADIYAH PK KOTTABARAT SURAKARTA AND SMP BIRUL WALIDAIN MUHAMMADIYAH SRAGEN ali, Mohamad; Retna, Ana
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Muhammadiyah University Press

The essence of education is the inculcation and reinforcement of good characters instead of merely generating professionals. Various efforts have been made to strengthen the character of the nation. A series of regulations have been issued to promote the strengthening of national character, including Permendikbud No. 23 of 2017 on School Days and Perpres No. 87 of 2018 on Strengthening Character Education, due to the concern of the infiltration of hedonism and pragmatism. Schools become the primary institution to promote character strengthening movements. Nevertheless, the character education program in schools is deemed to be less optimal due to the implementation of partial and fragmented approaches. The success of the two Muhammadiyah schools, namely SMP Muhammadiyah PK Kottabarat Surakarta and SMP Birul Walidain Muhammadiyah Sragen, in carrying out character education with a holistic approach is examined and discussed as a reference for other schools.

INTERNATIONALIZATION OF TRANSFORMATIVE ISLAMIC EDUCATION: MOESLIM ABDURRAHMAN, TRANSFORMATIVE ISLAM AND MUHAMMADIYAH Khoirudin, Azaki; Eka Saputra, Sawaluddin
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 2 (2018): November
Publisher : Muhammadiyah University Press

This thesis examines the institutionalization of the transformative Islamic idea of Moeslim Abdurrahman in the field of Islamic education. by proposing the problem: How to construct Moeslim Abdurrahman?s transformative Islam and the thinking and to institutionalization of transformative Islam Moeslim Abdurrahman, Theis present study research is library research, hence all of this research activity is focused on studying books and literature that have relevance to the subject. Furthermore, This study uses a hermeneutic approach that is used to that is boldly and objectively interpreted frankly and objectively might be a symbol in the form of text in order to get a profound true understanding. The method of data analysis used is descriptive-analytic method, which that is to description regularly and meticulously analyze as carefully as possible, the data related to the idea of Moeslim Abdurrahman?s about transformative Islamic education by describing the points thoroughly, then analyzed and. Subsequently, then the author tries to give an interpretation of the idea thinking of the figure reviewed. The result of this research shows is the construction of transformative Islamic thought of Moeslim Abdurrahman departing from the transformative theology of reviving the message of God in religion ( in Islam) to predispose side by side the marginal, and at the same time, to the theology has revitalizeenlivened the spirit of transformative pedagogy (critical learning) with the influence of political mechanism by involving the community to interpret it critically., Furthermore, and the institutionalization of the idea of Islam transformative Islam (Knowledge) of Moeslim Abdurrahman (Person) in Islamic education (JIMM) is done through externalization, that later then experiencing objectification among the young Muhammadiyah youth children through after an the internalization process.

AL-â€˜ASHER SCHOOL: THE PHILOSOPHICAL OF K.H. AHMAD DAHLANâ€™S CHARACTER EDUCATION Khoirudin, Azaki; Anshori, Ari
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Muhammadiyah University Press

This article is a philosophical reflection of KH. Ahmad Dahlan educational practice. Based on the historical fact that KH. Ahmad Dahlan undertook the character education contained in Surah Al-'Ashr to his students for 7-9 months. This educational practice is manifested in the form of ?Pengajian Wal-'Ashri? for young women and ?Wal-'Ashri Cadre School? for male youth. This makes the spirit and ethos of al-'Ashr embedded in young men and women, thus creating a "theology of pious charity" (amal shaleh). The theology encourages the spirit of praxis and activism of Muhammadiyah followers to perform humanitarian work in the fields of education, health, social, economics, community empowerment, philanthropy and others later known as " al-Ma'un theology" and "Al-?Ashr theology ". Using the perspective of the philosophy of reconstructionist education of George Count and Bourdieu's sociology approach to social practice, it can be concluded that Muhammadiyah education gave birth to a religious-transformative character inspired by Surah Al-'Ashr.

SCHOOL LEADERSHIP LEADERSHIP IN DEVELOPING A LEADING PROGRAM IN SMA MTA SURAKARTA Nurmuslimah, Datik; Istanto, Istanto
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 2 (2018): November
Publisher : Muhammadiyah University Press

Principal Leadership is how school principals lead to be able to influence all school members to achieve quality schools. Principal leadership as a manager in developing special class programs at MTA Surakarta High School by doing planning, organizing, mobilizing, and monitoring. Whereas the style used by the Principal in developing special class programs is a collaborative style, a combination of visionary style and democratic style.The purpose of this study is to describe the principal's leadership in developing a Special Class Program in Surakarta MTA High School 2018/2019 Academic Year, describing the principal's leadership style in developing Special Class Programs in Surakarta MTA High School 2018/2019 Academic Year.This study took place in MTA Surakarta High School. Data collection techniques using interview methods, observation methods, and documentation methods. Data analysis was carried out through four stages, including: data collection, data reduction, data presentation, and conclusion. The data validity test uses data triangulation which is to re-inquire the main subject statement to the supporting source to find out whether it is true or not.The results of this study are (1) Principal leadership in MTA Surakarta High School as a manager especially in developing special class programs is to establish good cooperative relations with partner institutions, namely Tahfidz with teachers who are already hafidz, Arabic Language in collaboration with Ma'had Abu Bakr, and English in collaboration with IEC. The principal in collaboration with the curriculum divides the lesson schedule in the special class program with the format of half the number of students in the class taking regular lessons, half of them taking tahfidz lessons. The headmaster always invites discussion of teachers who teach special class programs for better development. The principal conducts meetings both jointly and individually in accordance with the necessary interests. The principal is always trying to follow all educational activities. The principal always gives motivation to teachers, staff / employees, and students. (2) Principal leadership style in developing special class programs using collaborative styles, namely the visionary style and democratic style. This means that principals provide motivation that is always associated with death, listen to all criticisms and suggestions from school members and stakeholders, respect the ideas and creativity of school people, always act decisively towards policies that have been made, always try to be fair to every problem.

IMPLEMENTATION OF CHARACTER EDUCATION PROGRAM IN ISLAMIC SMP AL AZHAR 21 SOLO BARU Hernani, Henni Putri; Inayati, Nurul Latifatul
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 2, No 1 (2018): MAY
Publisher : Muhammadiyah University Press

Character education is very important in building superior and strong human resources. Build the positive character are not just forming children into smart and good personalities, but also forming their characters in daily life practices that have an impact on the changing order of society and other people. Each school contributes to make a generation that has good character, both public and private schools that compete in developing the country through the world of education including the Al Azhar 21 Islamic Middle School Solo which has implemented a character education program since it was first established. Al Azhar 21 Islamic Junior High School Solo Baru is a superior private school, this school was only established in 2005 and until now has been able to compete and prove the quality of schools by winning various regional and national junior high school competitions. This school uses an integrated character education curriculum, and this school is a reference for comparative studies in character education. The formulation of the problem taken by the researcher is ?what is the implementation of the character education program and what are the supporting and inhibiting factors in implementing the character education program in Al Azhar 21 Islamic Junior High School Solo Baru. This Research aims to explain the implementation of character education programs at Al Azhar 21 Middle School and its supporting and inhibiting factors. In this study, researchers used a type of field research that was packaged in the form of a phenomenological qualitative research that is research conducted by visiting the research site to conduct direct observations. Data collection used is interview, observation and documentation, which then the data can be analyzed by the deductive method. Deductive method is a processing that starts from the theoretical foundation which is then adjusted to the data obtained in the field. Furthermore, conclusions are drawn with the deductive method of thinking that departs from the theory and then adjusted to the data. The results of the study can be concluded that the Al Azhar 21 Islamic Middle School has a work programm (proker) in implementing character education, which is a daily and annual program. This program aims to improve the religious quality of school residents. At Al Azhar 21 Solo Baru Islamic Middle School, there are five values of character education taught every day, namely religious observance, environmental love, responsibility, discipline and courage / confidence. Supporters in the implementation of character programs in Al Azhar are students who have strong criteria to be able enter the Al Azhar school, teachers who must have memorized the Al-Qur?an and are competent and professional in their work, and Al Azhar has an Islamic environment that allows students to learn comfortably. Constraints faced are family: lack of supervision from parents. Because most students who attend Al Azhar are elite people, so that the parents are too busy with their work, an than there is less time to supervise children at home. the influence of association from the environment outside the school due to technology, because the school has difficulty in supervising students when they are already outside school, with this problem the school also provides a solution with the Al Azhar hostel (asrama) for parents who wish their children have a good environment.

PARADIGM OF MUHAMMADIYAH CADRE EDUCATION: STUDY OF CADRE EDUCATION IN M. DIN SYAMSUDDINâ€™S LEADERSHIP (2005-2015) Suparmun, Arifah Cahyo Andini
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 1 (2019): MAY
Publisher : Muhammadiyah University Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseedu.v3i1.11545

Since its early establishment, Muhammadiyah situates cadres education as major and strategic programs and activities to prepare successors who area superior, competitive, and loyal as well as who have steadfast in the faith and tawhid. is an effort so as Muhammadiyah will be ready to face the challenges of the modern- world and the future. this present study aimed to describe the dynamics and style of cadre education of Muhammadiyah under the leadership of the Din Syamsuddin. Data collection techniques in this research are in-depth interviews, documentation, and triangulation. A qualitative research approach is used, specifically, descriptive-analytical methods, examine the natural objective conditions in which researchers serve as the key instrument. The data analyzed inductively.The results of this study indicate that the cadre education of Muhammadiyah in 2005-2015 is carried out continuously is through the revitalization of cadres and members of Muhammadiyah. It involves the establishment, development, improvement, and extensification of the core members. is achieved through the establishment of ideological formulations (the SPM 2007 and SPM 2015) as the response to the deterioration, of values, as well as identity, and self-confidence crisis in the levels of leadership, cadre, and community of Muhammadiyah. Nevertheless, 2005-2015, the movements became more progressive. This is evident from the development of cadre education of Muhammadiyah which system is more flexible, open-minded, independent, and innovative in line with scientific progress and social changes. In addition, other features also contribute to strengthening the synergy of Muhammadiyah cadres.

THE â€œTHIRD SPACEâ€ OF EDUCATION: HISTORY OF HIZBUL WATHAN MUHAMMADIYAH 1918-1949 Mu?arif, Mu?arif
Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 1 (2019): MAY
Publisher : Muhammadiyah University Press

As a product of social practice, the presence of Hizbul Wathan Muhammadiyah successfully fills the void between the dysfunction of formal education institutions and society. It is the contemplation of the input-output oriented paradigm of former colonial education. Some graduates suffer from reality faltering when they are directly involved in society. Hizbul Wathan Muhammadiyah exists as the antithesis of the contradictory structure between formal schools and society. It fills the ?third space? of education by serving as the intermediary to facilitate distinctive values, norms, and collective consciousness?which differ from the general Scout movement. The ideology of religious humanism, nationalism, and patriotism in Hizbul Wathan Muhammadiyah has moved beyond others

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota surakarta,

Jawa tengah

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email -

Phone -

Journal Mail Official -

Editorial Address -

Location Kota surakarta, Jawa tengah INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota surakarta,

Jawa tengah

INDONESIA