Iseedu: Journal of Islamic Educational Thoughts and Practices
Iseedu: Journal of Islamic Educational Thoughts and Practices is to challenge exellence in professional education by promoting forward-research-finding scholar, progressive and innovative, to bridge the gap between education and professional practice to inspire and challenge tomorrow’s professional clinicians in supportive Islamic learning environment.
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<![CDATA[التبرع دور الوالدين ÙÙŠ تØسين ØÙظ القرآن للطالبات الص٠الثاني عشربمعهد أم سليم بكانباروا ]]>
<![CDATA[Latifah, Putri]]>;
<![CDATA[Inayati, Nurul Latifatul]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 4, No 2 (2020): November ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v4i2.14341
<![CDATA[الملخص: تهد٠هذه الدراسة إلى التعر٠على دور الوالدين ÙÙŠ تØسين ØÙظ أبنائهم للقرآن، وكي٠دورهم ÙÙŠ القيام بواجباتهم كالوالدين ÙÙŠ غرس Øب القرآن. وهذا النوع من البØØ« هو بØØ« نوعي. بعد أن يتم ترتيب جميع البيانات التي تم الØصول عليها بطريقة منظمة ومنهجية، Ùإن الخطوة التالية هي اتخاذ تØليل البيانات، باستخدام الطريقة الاستنتاجية الاستقرائية، أي ÙØص البيانات عن طريق التثليث أو مقارنة البيانات من مصادر الأدب مع Øقائق مختلÙØ© ÙÙŠ المجال، ثم يمكن استخلاص النتائج من البØØ« وكذلك الإجابة على صياغة مسألة البØØ«.           واستنادا إلى نتائج بØØ« خمسة الوالدين وخمسة الطالبات الص٠الثاني عشر ومشرÙةتØÙيظالقرآن، أن هناك بعض الوالدين الذين يجيدون القيام بأدوارهم، متØمسون جدا لتطوير ØÙظ الطÙÙ„ØŒ وأصبØوا عاملا مساعدا ÙÙŠ عملية تØÙيظ القرآن ولكن هناك أيضًا الوالدين يساهمون ÙÙŠ المهام من المعهدبدون مشاركة إضاÙية من الوالدين، يركز االوالدينعلى الØÙظ الذي تم استهداÙÙ‡.]]>
<![CDATA[GAGASAN PENDIDIKAN HUMANIS RELIGIUS ABDURRAHMAN MAS’UD ]]>
<![CDATA[Nastiti, Ayem]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 4, No 1 (2020): May ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v4i1.14329
<![CDATA[Abdurrahman Mas'ud is one of the figures who has several new ideas, one of which is developing religious humanist education as a criticism of traditional education that is taking place today. This idea is based on the problems of Islamic education in Indonesia which are still tinged with acts of violence against students. Data from the National Commission on Violence against Women for the past five years shows that 51 cases of violence have occurred in education in Indonesia. In detail, this study aims to describe the concept of religious humanist and religious humanist education according to Abdurrahman Mas'ud. This research is a type of library research with a biographical-qualitative approach. The data source of this research comes from the writings of the character directly, and as a support, it uses the writings of others that discuss the character. The results showed that the religious humanist concept of Abdurrahman Mas'ud, namely religious teachings that call on humans to do human things that are still based on religion as a form of carrying out the responsibility to God and also a responsibility to fellow humans. Meanwhile, religious humanist education is an educational process that provides opportunities for students to develop their abilities as social beings and religious beings who are guided by Islamic religious values to develop scientific abilities while remaining based on religious values.]]>
<![CDATA[تعليم الإملاء لترقية مهارة الكتابة ÙÙŠ مواد اللّغة العربيّة بمعهد تعمير الإسلام سوركرتا ]]>
<![CDATA[Purnama Sari, Rianty]]>;
<![CDATA[Inayati, Nurul Latifatul]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 2 (2019): NOVEMBER ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v3i2.12499
<![CDATA[ مهارة الكتابة هي نوعة واØدة من المهارات اللغوية التي تريد الذهاب إليها وتØقيقها ÙÙŠ تعليم اللغة العربية. أن تكون قادرة على تØقيق هذا الهد٠يتطلب درسًا مصممًا خصيصًا ليكون قادرًا على دعم مهارة الكتابة. واØد منهم هو درس الإملاء. معهد تعمير الإسلام سوركرتا هو المعهد الذي تنÙØ° درس الإملاء كمØاولة لترقية مهارة الكتابة لطالبات. الإملاء هو درس ÙÙŠ كتابة الØرو٠وÙقا لموقÙهم بشكل صØÙŠØ ÙÙŠ الكلمات لتجنب Øدوث أخطاء المعنى. يهد٠البØØ« إلى الوص٠عن عملية التعليم الإملاء ÙÙŠ معهد تعمير الإسلام سوركرتا Ùˆ التØديد عنالعوامل الداعمة والموانع على تعليم الإملاء لترقية مهارة الكتابة لدى طالبات.هذا البØØ« باستخدام منهج نوعي Ùˆ وتقريب Ùينومينولوجي. ويتضمن هذا البØØ« بØثًا ميدانيًا يتم إجراؤه ÙÙŠ معهد تعمير الإسلام سوركرتا مباشرة. بينما ÙÙŠ جمع البيانات، تستخدم المؤلÙØ© طريقة المقابلة والملاØظة والوثائق.واستخدامالتقريب Ùينومينولوجي. ويتم إجراء طريقة تØليل البيانات بطرق استنتاجية تخرج عن الأØداث الشائعة يتم تقليلها إلى أجزاء خاصة.استنادا إلى نتائج البØØ« الذي تم القيام به، يمكن استنتاج أن معهد تعمير الإسلام سوركرتا تطبيق الإملاء الإستماع الذي يهد٠إلى ترقية مهارة الكتابة ومهارة الاستماع لدى طالبات. الخطوات هي أن المدرّسة أعطى المواد المتعلقة بالنص الذي سيعطى, بعد ذلك قراءة النص (قصة) كلمة Ùكلمة باستخدام الطريقة المباشرة Ùˆ بعد ذلك طلب الطالبات كتابتها ÙÙŠ كتبهنّ.العوامل الداعمة على تعليم الإملاء من Øيث المعلمين يعني:Ø£) المدرّسة لديها القدرة على تلاوة الكلمات العربية بمخارج الØروÙ, ب) مراقبة ودراسة كتابات الطالبات بعناية, ج) عقد القطاع الخاص, د) إعطاء التقدير أو التØÙيز للمتعلمين. العوامل الموانع على تعليم الإملاء يعني: Ø£) ضع٠الطالبات من Øيث الكتابة التي هي أقل جيدة ويصعب قراءتها ولا تعطي Øركة.ب) الطالبات لا تزال من الصعب التمييز بين الØرو٠التي لديها صوت يشبه تقريبا, ج) مهارات الكتابة منخÙضة Ùˆ قوة الإرادة المنخÙضة أيضا, د) المدرّسات صعوبة ÙÙŠ العثور على نص الأوراق (القصة) التي لها صلة بالنظرية التي سيتم تدريسها]]>
<![CDATA[THE IMPLEMENTATION OF ISLAMIC RELIGIOUS EDUCATION AT PUBLIC SCHOOLS IN BANGKOK CITY ]]>
<![CDATA[Niyom, Wanchai]]>;
<![CDATA[Ali, Mohamad]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 4, No 2 (2020): November ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v4i2.14334
<![CDATA[The purpose of this research is to study and study the management of Islamic education in Bangkok and government schools as well as to formulate recommendations and implementation of Islamic education. The main contributors in this study consisted of 3 interviewees, school teachers Klong Nueng (Kaewnimit) and other government school teachers. Qualitative informants and sources are the head of PAI. And Islamic education teachers in many government schools in Bangkok have mixed research designs using exploratory design models. And content analysis for qualitative data. In the implementation of the Bangkok government school Islamic education curriculum, the overall picture is at a good level. And the implementation of Islamic education from the head of PAI and PAI teachers, there is no difference and work experience.    Suggestions and guidelines for the implementation of Islamic education in government schools in the metropolitan area of Bangkok 1) Preparation there must be coaching for the head of the academic field and PAI teachers in the field of recruitment of teachers who have immediately completed Islamic education teaching Islamic education 2) planning for curriculum implementation and implementation of all parties involved in the management of Islamic education. The curriculum must be planned and sustainable. So that the curriculum can be adjusted to the curriculum structure, both subject matter and study time 3) Implementing the implementation of the Islamic education curriculum the teacher must provide instruction. In accordance with the course structure Teaching integrated course content And using various techniques Use interesting materials Media for the teaching and learning process. ) Supervision, monitoring, and evaluation. Within the school, a supervisory committee should be appointed. Joint planning for the supervision of Islamic education. Set of supervision to summarize and report the results of supervision to related parties and the community. And let the agencies carry out their duties in the field of Islamic education to participate in monitoring the management of Islamic education in a sustainable manner]]>
<![CDATA[AN ALTERNATIVE MEDIA OF LEARNING ARABIC LANGUAGE ]]>
<![CDATA[Tri Nugroho, Bagas]]>;
<![CDATA[Inayati, Nurul Latifatul]]>;
<![CDATA[Azani, Mohammad Zakki]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 4, No 1 (2020): May ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v4i1.14316
<![CDATA[The Covid-19 pandemic has caused enormous changes in everyday life, including in the education sector. Efforts to prevent the transmission of Covid-19 are being carried out on a large scale, one of the efforts is to minimize physical contact with others and avoid crowds. This situation affects the process of teaching and learning activities in almost all schools in Indonesia. Normal learning that is usually carried out turns into distance-learning or learning online. Researchers chose Mts Muhammadiyah Waru as the research site because MTs Muhammadiyah Waru was a school that had just implemented full online learning after the pandemic. This study aims to describe the implementation of online learning and identify obstacles in the implementation of Arabic online learning at MTs Muhammadiyah Waru. This research includes field research with a qualitative approach. Data were collected through interviews, observation, and documentation. The data analysis used descriptive qualitative with inductive analysis techniques, which describes the facts obtained from the research site and then analyzed. The findings of the study showed that the implementation of Arabic learning online aims to achieve four competencies; namely to be master in writing, listening, reading, and speaking skills. Those competencies can be achieved successfully via a combination of Zoom and WhatsApp applications except for the speaking skill due to the time constraint. However, there are some obstacles in the implementation such as the readiness of the students to take part in the applications and also the disturbance that often occurs in the internet network.]]>
<![CDATA[PARENTS’ MOTIVATIONAL FACTORS FOR SENDING THEIR CHILDREN TO PRIVATE ISLAMIC SCHOOL ]]>
<![CDATA[Az Zahro, Firdianty Afifah]]>;
<![CDATA[Ariyanto, M. Darojat]]>;
<![CDATA[Azani, Mohammad Zakki]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 2 (2019): NOVEMBER ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v3i2.12495
<![CDATA[Children mostly receive their first education from their parents. In Islamic intellectual tradition, the most important part to be instilled first in man’s life is the teaching of religious beliefs, of morality (adab). When the children have to pursue further studies, their parents are playing important roles in the process of choosing educational institution for their children. In this paper discusses specifically on parents’ reasons for sending their children to Muhammadiyah Junior High School 4 of Surakarta Academic Year 2019/2020. This is a field study and using a descriptive quantitative approach by distributing closed questionnaires via Google form. The result shows that the parents really hope that their children are good in understanding general knowledge within Islamic educational framework. If the parents’ wishes can be successfully instilled into their children in the educational process and hope it can be successfully achieved, it means the vision and mission of the school are fulfilled accordingly. ]]>
<![CDATA[KONSEP PENDIDIKAN ISLAM INTEGRALISTIK: Studi Pemikiran Buya HAMKA dan Mohammad Natsir ]]>
<![CDATA[Utomo, Agung Wahyu]]>;
<![CDATA[Dartim, Dartim]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 4, No 2 (2020): November ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v4i2.14342
<![CDATA[This study aims to determine the thoughts of  Buya Hamka and Mohammad Natsir regarding integralistic Islamic education and to identify the similarities and differences in the thoughts of the two figures regarding integralistic Islamic education. This research is motivated by the development of Islamic education in Indonesia as well as the covid-19 pandemic. Therefore, the concept of integralistic Islamic education which combines worldly and ukhrawi elements becomes one of the solutions in the midst of educational change. Buya Hamka and Mohammad Natsir are national Islamic figures who lived at the same time but have different educational backgrounds.This type of research is a type of library research (library research). The research approach in this study uses historical and philosophical approaches and data analysis uses history and comparative analysis. The results of this study conclude that the concept of integralistic Islamic education thought according to Buya Hamka and Mohammad Natsir is guidance that combines ukhrawi elements (morals, spiritual, emotional) and worldly elements (intellect, body, skills) based on tawhid to complement human nature and lead humans to their original nature. Then the similarity of the two concepts is in the meaning, educational goals, students, and material that must cover the science of religion and the world. While the differences appear in the curriculum, educators, educational environment, and learning methods.]]>
<![CDATA[PERAN TEKNOLOGI INFORMASI DALAM PENDIDIKAN ISLAM DI TENGAH PANDEMI COVID-19 ]]>
<![CDATA[Pangestu, Wilis Hariani]]>;
<![CDATA[Abidin, Zaenal]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 4, No 1 (2020): May ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v4i1.14330
<![CDATA[Science and technology that has developed continuously bring changes in human life since the end of the 20th century. Humans must be able to master the times so that they can lead science and technology in the next century. Islam views science and science and technology as important. The era of the Islamic industrial revolution pays attention so that the advancement of educational technology is richer in knowledge. How did Muslims and Indonesia use information technology in education during the Covid-19 pandemicHis research is a qualitative research type of literature research. This type of data collection is a study of descriptive data analysis documents. The focus of research is the development of Islamic technology and the importance of communication technology in the technological era like today.The development of developing technology also helps and makes it easier for people to do their activities. One of the perceived conveniences is the ease of communicating and obtaining information online at a cost that is not too expensive. Since the emergence of the Covid-19 outbreak in Indonesia, learning in schools has stopped. During the Covid-19 pandemic, which advocates at home, the role of communication media is needed to continue learning]]>
<![CDATA[RECONSTRUCTION OF AL-ISLAM AND KEMUHAMMADIYAHAN IN M. AMIN ABDULLAH 'S VIEW ]]>
<![CDATA[Andhim, Muk]]>;
<![CDATA[Ali, Mohamad]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 3, No 2 (2019): NOVEMBER ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v3i2.12500
<![CDATA[The process of organizing Al-Islam and Kemuhammadiyahan (AIK) in Muhammadiyah colleges still leaves many problems, so that scientific reconstruction efforts are needed to be relevant to the demands of the times. The problem posed is how the reconstruction of scientific al-Islam and kemuhammadiyahan in the view of M. Amin Abdullah, and its implications for the practice of learning AIK in Muhammadiyah colleges. This research is a library research using the hermeneutic-philosophical approach. Whereas in analyzing data using data reduction steps, data display and drawing conclusions. The results of this study indicate that, AIK's scientific reconstruction in the view of M. Amin Abdullah has a pattern of reconstruction. He made the Theoantropocentric monotheistic ethics the basis of ontology, collective scientific epistemology, rationality-collaborative and comprehensive that combines religious texts, philosophy and the development of science-technology. Axiologically, it is oriented to the common good (common good) in the form of universal principles of humanity, justice and freedom. The implication, the aim of AIK is to form strong human beings in the aspects of spirituality (muttaqin), intellect (‘alim), and have a high social concern (muhsin). Teaching material includes cross disciplines and integrated approaches. Andragogy learning approaches and active learning learning methods. Evaluation of learning in the form of non-test in the form of portfolio and assignments.]]>
<![CDATA[MUSYRIF PARENTING STYLE IN INTEGRATED ISLAMIC HIGH SCHOOL NUR HIDAYAH DORMITORY ]]>
<![CDATA[Bahtiar, Luth Hafizh]]>;
<![CDATA[Jinan, Mutohharun]]>;
<![CDATA[Azani, Mohammad Zakki]]>
<![CDATA[ Iseedu: Journal of Islamic Educational Thoughts and Practices Vol 4, No 2 (2020): November ]]>
Publisher : <![CDATA[Muhammadiyah University Press ]]>
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DOI: 10.23917/iseedu.v4i2.14336
<![CDATA[Nur Hidayah integrated Islamic high school Surakarta is an educational institution that provides dormitories. Several years ago there were not as many students living as now. Nearly 80% of students live in guesthouses. This study aims to identify and examine the roles of supervisors (musyrif) on student achievement. This research is field research conducted by Integrated Islamic High School (SMA IT) Nur Hidayah Surakarta. This research is implementing interviews, observation, and documentation and then using a phenomenological and analytical approach. This study showed that this school tended to use democratic parenting. In educational institutions, no parenting style only uses one pattern, so in fact, educational institutions apply moderate parenting or combine all parenting patterns with a divided composition. The special role of the supervisor members (musyrif) at Nur Hidayah is to implement a home learning system. The special feature of this system allows students to be more intense to interact with the surrounding community. This system makes it possible for them to be prepared in real life. Given that intellectual intelligence is no longer the main thing, there must be a balance between social and emotional intelligence. Nur Hidayah's musyrif parenting provides opportunities and stimuli for students to be able to develop academic and non-academic abilities. Specific positive activities that exist in each type of Dormitory will support their development in learning such as taḥfiz, foreign language practice, and so on. Besides that, the composition of moderate parenting (combining three styles of parenting) that has been made in such a way will make fostering, supervision, learning, and education more effective and efficient.]]>
