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Ta`Limuna : Jurnal Pendidikan Islam
Published by STAI Ma'had Aly Al-Hikam Malang
ISSN : 20852975     EISSN : 26229889     DOI : -
Core Subject : Education,
Education
TA`LIMUNA Journal of Islamic Education ISSN 2622-9889 (Print) and ISSN 2085-2975 (Online) is a journal published twice a year by STAI Ma’had Aly Al Hikam Malang. This journal emphasizes aspects related to Islamic Education, with special reference to applied research in Islamic education that can be focused on the components of learning including curriculum, methods, models, psychology, thought and several issues of Islamic education and its problems.
Arjuna Subject : -
Articles 296 Documents
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KURIKULUM PENDIDIKAN DASAR TERINTEGRASI BUDAYA MADURA MELALUI IMPLEMENTASI MODEL PEMBELAJARAN KEPARIWISATAAN: Integrated Basic Education Curriculum of Madurese Culture through the Implementation of Tourism Learning Models Nilamsari Damayanti Fajrin; Ustwatur Rosyidah Kusnindah; Agung Setyawan
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 14 No. 2 (2025): SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/7ym6gn49

Abstract

Basic education in Indonesia faces crucial challenges in balancing national standards with contextual needs and preserving local identity. Madurese culture is one of the learning resources that can be integrated into the elementary school curriculum because students need to be introduced to their identity as part of a social or ethnic community. This scientific article examines the potential for integrating Madurese culture into the elementary school curriculum as an effort to strengthen students' character and preserve cultural heritage. This research adopts a qualitative approach with a library method or literature study to apply a tourism-based learning model that can integrate Madurese local culture. Data were collected through internet searches for relevant and reliable journal articles, as well as sources from reference books related to the topic. Core values of Madurese culture, such as piety, kinship ethics (Bung-Sabung Rosok), work resilience (Ta'tako' Mate, Tape Tako'kalaparan), morality (Bhupa' Bhebu' Guru Rato), and adherence to norms and ethics (Andhap Asor), were identified as the main foundations. The proposed integration model emphasizes a contextual approach through the implementation of a tourism-based learning model that is adapted to class levels and geographical conditions. Pendidikan dasar di Indonesia menghadapi tantangan krusial dalam menyeimbangkan standar nasional dengan kebutuhan kontekstual dan pelestarian identitas lokal. Budaya Madura merupakan salah satu sumber belajar yang dapat diintegrasikan ke dalam kurikulum jenjang pendidikan dasar, karena peserta didik perlu dikenalkan dengan identitasnya sebagai bagian dari komunitas sosial atau suku bangsa. Artikel ilmiah ini mengkaji integrasi budaya Madura ke dalam kurikulum pendidikan dasar sebagai upaya memperkuat karakter peserta didik dan melestarikan warisan budaya. Penelitian ini mengadopsi pendekatan kualitatif dan studi pustaka untuk mengaplikasikan model pembelajaran berbasis kepariwisataan yang dapat mengintegrasikan budaya Madura. Data dikumpulkan melalui pencarian di internet pada artikel-artikel jurnal yang relevan dan terpercaya, serta bersumber dari buku-buku referensi yang terkait dengan topik riset. Temuan artikel adalah nilai-nilai inti budaya Madura, seperti ketakwaan, etika kekerabatan (Bung-Sabung Rosok), ketangguhan kerja (Ta'tako' Mate, Tape Tako'kalaparan), moralitas (Bhupa' Bhebu' Guru Rato), serta ketaatan terhadap norma dan etika (Andhap Asor), diidentifikasi sebagai fondasi utama. Model integrasi yang diusulkan adalah pendekatan kontekstual melalui implementasi model pembelajaran berbasis kepariwisataan yang disesuaikan dengan tingkat kelas dan kondisi geografis. Kata Kunci : Budaya Madura; Kurikulum; Pendidikan Dasar; Pendidikan Karakter; Pembelajaran Kepariwisataan.
NILAI-NILAI PENDIDIKAN AKHLAK DALAM KISAH UWAIS AL-QARNI PERSPEKTIF SHAHIH MUSLIM NOMOR 2542: Values of Moral Education in the Story of Uwais al-Qarni from the Perspective of Sahih Muslim Number 2542 Atho’illah; Johan Indrus Tofaynuddin
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 14 No. 2 (2025): SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/awm9sx87

Abstract

The issue of moral education remains a priority. This is especially true when we consider the current decline in the morals of Muslims, such as the disharmony between children and parents. To address this issue, this article aims to examine the values of moral education in the story of Uwais al-Qarni in Sahih Muslim Hadith Number 2542. In Islamic education, the story method has been proven to stimulate individuals to improve their moral character. This article is written using a qualitative approach and literature study. The data sources are Hadith books and other literature relevant to the theme of the article. This article shows that the story of Uwais is not just a classic spiritual narrative, but a reflective mirror that offers profound relevance to contemporary Islamic education. The moral values of Uwais that can be emulated by the younger generation of Muslims include: birrul walidain, patience, gratitude, zuhud, wara', and qana'ah. Persoalan pendidikan akhlak masih menjadi isu yang harus diutamakan. Terlebih jika melihat kemerosotan akhlak umat muslim saat ini, seperti disharmoni anak dan orang tua. Untuk menanggulangi persoalan tersebut, artikel ini bertujuan menelaah nilai-nilai pendidikan akhlak dalam kisah Uwais al-Qarni dalam Hadis Shahih Muslim Nomor 2542. Dalam pendidikan Islam, metode kisah terbukti dapat memberikan stimulasi kepada seseorang untuk meningkatkan kualitas akhlaknya. Artikel ini disusun dengan pendekatan kualitatif dan jenis studi pustaka. Sumber data berupa kitab Hadis dan literatur lain yang relevan dengan tema artikel. Artikel ini menunjukkan bahwa kisah Uwais bukan sekedar narasi spiritual klasik, melainkan sebuah cermin reflektif yang menawarkan relevansi mendalam terhadap pendidikan Islam kontemporer. Nilai-nilai akhlak Uwais yang dapat diteladani oleh generasi muda muslim antara lain: birrul walidain, sabar, syukur, zuhud, wara’ dan qana’ah. Kata Kunci :  Nilai-Nilai Pendidikan; Pendidikan Akhlak; Shahih Muslim; Uwais Al-Qarni.
MEMBANGUN PARADIGMA PENDIDIKAN AGAMA ISLAM YANG INKLUSIF DAN MODERAT DALAM KONTEKS TUNAGRAHITA: Building an Inclusive and Moderate Islamic Education Paradigm in the Context of Tunagrahita Yuan Remanita; Aqilul Fathoni, Irgi; Junaris, Imam
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 14 No. 2 (2025): SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/vfrfyg02

Abstract

Islamic Education plays an important role in instilling character, morals, and spiritual values in students, including children with special needs in special schools. For students with intellectual disabilities, Islamic Religious Education material, which tends to be abstract, is often difficult to understand. Hence, teachers need to apply learning strategies that are simpler, more concrete, and appropriate to their abilities. This study used a qualitative approach with a case study method at the SLB Negeri Campurdarat. Data were collected through interviews, observations, and documentation involving Islamic education teachers, classroom teachers, the principal, students, and parents. The results showed that teachers adapted the material to make it easier to understand, used multisensory methods, and instilled tolerance through role modeling, social habits, and daily practices. The obstacles that arise include students' cognitive limitations, lack of supporting facilities, and lack parental involvement. This study is still limited to one location, so the findings cannot be generalized and do not describe long-term developments. These findings encourage the need for policy support in the form of special Islamic education modules for students with special needs and teacher training to integrate the values of religious moderation. Pendidikan Agama Islam berperan penting dalam menanamkan karakter, akhlak, dan nilai spiritual peserta didik, termasuk pada anak berkebutuhan khusus di sekolah luar biasa. Bagi siswa tunagrahita, materi PAI yang cenderung abstrak sering sulit dipahami, sehingga guru perlu menerapkan strategi pembelajaran yang lebih sederhana, konkret, dan sesuai dengan kemampuan mereka. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus di SLB Negeri Campurdarat. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi yang melibatkan guru PAI, guru kelas, kepala sekolah, siswa, serta orang tua. Hasil penelitian menunjukkan bahwa guru menyesuaikan materi agar lebih mudah dipahami, menggunakan metode multisensori, serta menanamkan sikap toleransi melalui keteladanan, pembiasaan sosial, dan praktik sehari-hari. Kendala yang muncul antara lain keterbatasan kognitif siswa, minimnya sarana pendukung, dan kurangnya keterlibatan orang tua. Penelitian ini masih terbatas pada satu lokasi sehingga temuan belum bisa digeneralisasi, dan belum menggambarkan perkembangan jangka panjang. Temuan ini mendorong perlunya dukungan kebijakan berupa modul PAI khusus bagi siswa berkebutuhan khusus serta pelatihan guru untuk mengintegrasikan nilai moderasi beragama. Kata Kunci : Inklusif; Moderat; Paradigma; Pendidikan Agama Islam; Tunagrahita.
ANALISIS STANDAR PEMBIAYAAN DALAM MENINGKATKAN MUTU PENDIDIKAN DI SMAN 1 KLARI KARAWANG: Analysis of Standard Financing in Improving Education Quality at SMAN 1 Klari Karawang Fadilah Nur Zikriyah; Dimo Aditia Nugroho; Fathiyah Azahra; Hinggil Permana
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 14 No. 2 (2025): SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/ynbd5n76

Abstract

This article aims to analyze the implementation of education financing at SMAN 1 Klari Karawang from a legal perspective and strategies for improving education quality through effective and efficient financing. It uses a qualitative approach and case study method with data collection techniques such as observation, interviews, and documentation. The results of the study show that the management of financing at SMAN 1 Klari is in accordance with the law, particularly Government Regulation No. 57 of 2021 and Minister of Education, Culture, Research, and Technology Regulation No. 18 of 2023. The evidence is that the Education Unit Operational Assistance (BOSP) funds are managed transparently through ARKAS (School Activity and Budget Plan Application), although various obstacles are still encountered, such as delays in fund distribution and budget constraints. Meanwhile, to improve the quality of education through funding standards, SMAN 1 Klari implements strategies for efficient use of internal assets, maintains the effectiveness of programs even though their quality is not optimal, and involves voluntary support from parents and the community. In conclusion, SMAN 1 Klari has implemented the principles of transparency, accountability, and participation in the management of education costs, which has ultimately become the key to improving the quality of education at the school. Artikel ini bertujuan menganalisis implementasi pembiayaan pendidikan di SMAN 1 Klari Karawang dari perspektif perundang-undangan serta strategi peningkatan mutu pendidikan melalui efektivitas dan efisiensi pembiayaan. Menggunakan pendekatan kualitatif dan jenis studi kasus dengan teknik pengumpulan data berupa observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan pengelolaan pembiayaan di SMAN 1 Klari sesuai dengan perundang-undangan, khususnya PP Nomor 57 Tahun 2021 dan Permendikbudristek Nomor 18 Tahun 2023. Buktinya adalah dana Bantuan Operasional Satuan Pendidikan (BOSP) dikelola secara transparan melalui ARKAS (Aplikasi Rencana Kegiatan dan Anggaran Sekolah), meskipun masih dijumpai berbagai kendala seperti keterlambatan penyaluran dana dan keterbatasan anggaran. Sedangkan untuk meningkatkan kualitas pendidikan melalui standar pembiayaan, SMAN 1 Klari menerapkan strategi efisiensi penggunaan aset internal, menjaga efektivitas program meski kualitasnya tidak maksimal, serta melibatkan dukungan sukarela dari orang tua dan masyarakat. Kesimpulannya, SMAN 1 Klari telah menerapkan prinsip transparan, akuntabel, dan partisipatif dalam pengelolaan biaya pendidikan, hingga akhirnya menjadi kunci peningkatan mutu pendidikan di sekolah tersebut.  Kata Kunci : Pendidikan; Peningkatan Mutu; Sekolah Menengah Atas; Standar Pembiayaan.
PEMIKIRAN TAUHID DALAM PEMIKIRAN TASAWUF FALSAFI DAN SUNNI: Tawhid Thought in Falsafi and Sunni Sufism Dinda Putri Somantri; Achmad Junaedi Sitika
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 14 No. 2 (2025): SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/41xj7k62

Abstract

Sufism represents a central dimension of Islam that emphasizes spiritual purification and closeness to Allah SWT through the attainment of pure monotheism (tauhid). Throughout Islamic intellectual history, Sufism has developed into various streams, notably falsafi (philosophical) Sufism and Sunni Sufism, each offering distinct approaches to understanding tauhid. This study aims to describe the characteristics of both streams and to analyze their differences in interpreting tauhid from philosophical and normative perspectives. This research employs a library-based qualitative approach by examining relevant books, journal articles, and contemporary scholarly works. The findings indicate that philosophical Sufism explains tauhid through metaphysical and mystical concepts such as fana’-baqa’, hulul, ittihad, and wahdat al-wujud. In contrast, Sunni Sufism emphasizes the purification of tauhid through adherence to the Qur’an and Hadith, moral cultivation, spiritual discipline, and the balance between shari‘ah and haqiqah. Both streams contribute to enriching the Islamic understanding of tauhid, though each through distinct methods and emphases. Tasawuf merupakan dimensi penting dalam Islam yang menekankan penyucian jiwa serta upaya mendekatkan diri kepada Allah SWT melalui penghayatan tauhid yang murni. Sepanjang sejarah, tasawuf berkembang dalam berbagai corak, di antaranya Tasawuf Falsafi dan Tasawuf Sunni yang memiliki pendekatan berbeda dalam memahami tauhid. Penelitian ini bertujuan mendeskripsikan karakteristik kedua corak tasawuf tersebut dan menjelaskan perbedaannya dalam memaknai tauhid, baik secara filosofis maupun normatif. Metode yang digunakan adalah studi kepustakaan dengan menganalisis buku, artikel jurnal dan penelitian yang relevan. Hasil penelitian menunjukkan bahwa Tasawuf Falsafi memahami tauhid melalui pendekatan filosofis-mistis dengan konsep seperti fana’-baqa’, hulul, ittihad dan wahdat al-wujud. Sementara Tasawuf Sunni menekankan pemurnian tauhid berdasarkan Al-Qur’an dan Hadis melalui praktik akhlak, penyucian jiwa, serta keseimbangan syariat dan hakikat. Kedua corak tasawuf tersebut sama-sama berkontribusi dalam memperkaya pemahaman tauhid, namun melalui jalur dan penekanan yang berbeda.
IMPLEMENTATION OF MAQASID AL-SHARI’AH AS A PREVENTIVE MEASURE AGAINST CRIMINAL ABUSE IN ISLAMIC BOARDING SCHOOLS (CASE STUDY IN MALANG): Implementasi Maqasid al-Syari’ah sebagai Upaya Pencegahan Kekerasan di Pesantren (Studi Kasus di Malang) Miftahudin Azmi
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 14 No. 2 (2025): SEPTEMBER
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/rxcjee43

Abstract

Criminal acts of abuse are increasingly widespread and sadly this has occurred in educational institutions which are supposed to be places where ethics and science are taught. The Abuse even took place in Islamic boarding schools. This Phenomenon is not in line with the goals of Islamic boarding schools which prioritize morals, because Islamic boarding schools are one of the oldest educational institutions in Indonesia and are taught by Kyai who have noble knowledge and ethics. Persecution of students occurred in Islamic boarding scholls in Malang, at 2022 there were abuses in different Islamic boarding schools. This article provides alternatives for preventing and resolving abuse from a Maqasid al-Shari’ah perspective. This article includes empirical research using qualitative methods in the form of describing the data researched and analyzed and presented in the form of descrptive text. The research results show that abuse in Islamic boarding schools occurs due to intimidation and seniority, and the monitoring mechanism for students is not optimal. This practice of intimidation goes against the law and religious goals, while the perpetrators take advantage of power relations and distort religious narratives to carry out the persecution. Understanding the goals of religion (Maqasid al-Shari’ah) is an important instrument for minimizing violence in the form of persecution. A person may (even must) resist bullying and persecution in any form. Tindak pidana penganiayaan semakin marak dan mirisnya pernah terjadi di lembaga pendidikan yang semestinya merupakan tempat mengajarkan etika dan ilmu pengetahuan. Bahkan penganiayaan berlangsung di pesantren. Fenomena ini tidak sejalan dengan tujuan pesantren yang mengedepankan akhlak, sebab pesantren merupakan salah satu lembaga pendidikan tertua di Indonesia dan diasuh oleh Kyai yang mempunyai ilmu dan etika yang luhur. Penelitian ini bertujuan untuk mengetahui penyebab penganiayaan terhadap santri yang tinggal di pesantren Kabupaten Malang. Sebab dalam rentang waktu 3 tahun, terdapat 5 kasus penganiayaan terhadap santri di pesantren Kabupaten Malang. Artikel ini memberi alternatif pencegahan dan penyelesaian penganiayaan dengan perspektif Maqasid al-Syariah. Artikel ini termasuk penelitian empiris dengan metode kualitatif berupa memaparkan data yang diteliti dan dianalisis, serta disajikan dalam bentuk teks deskriptif. Hasil penelitian menunjukkan bahwa penganiayaan di pesantren terjadi karena intimidasi dan senioritas, kemudian mekanisme pengawasan terhadap santri tidak optimal. Praktik intimidasi tersebut berlawanan Undang-Undang dan tujuan beragama, sementara pelaku memanfaatkan relasi kuasa dan menyelewengkan narasi agama untuk penganiayaan yang dilakukan. Pemahaman terhadap tujuan beragama (Maqasid al-Syariah) adalah instrumen penting guna meminimalisasi kekerasan dalam wujud pdana penganiayaan. Seseorang boleh (bahkan wajib) melawan perundungan dan persekusi dalam wujud apapun. Keywords: Islamic Boarding School; Maqasid al-Shari’ah; Persecution.
PENDIDIKAN KARAKTER BERBASIS KEARIFAN LOKAL: Character Edication Based on Local Wisdom Nur’aini; Syamsul Aripin
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/xg1dee38

Abstract

Character education is an essential part of sustainable national development. Local wisdom, as part of the nation's culture, embodies noble values that shape future generations' character. This article examines integrating local wisdom values into character education within the national education system. Using a qualitative approach and literature review, it was found that values such as Gotong Royong (Javanese, Sundanese), Siri' na Pacce (South Sulawesi), Adat Basandi Syarak, Syarak Basandi Kitabullah (West Sumatra), Pela Gandong (Maluku), Tepa Selira (East Nusa Tenggara), and Tri Hita Karana (Bali) can be incorporated into the curriculum. These values help shape traits such as Cooperation, Care, Empathy, Deliberation, Brotherhood, Tolerance, and Forbearance. Integrating local wisdom requires collaboration among families, schools, and communities. Educators, policymakers, and community leaders are urged to collaborate on a national curriculum based on local wisdom. By doing so, Indonesia can equip its future generations for the challenges of the global and digital era. Pendidikan karakter merupakan bagian esensial pembangunan bangsa yang berkelanjutan. Sebagai bagian budaya bangsa, kearifan lokal menyimpan nilai-nilai luhur yang dapat dijadikan dasar dalam pembentukan karakter generasi bangsa. Artikel ini bertujuan mengkaji integrasi nilai-nilai kearifan lokal ke dalam pendidikan karakter dalam sistem pendidikan nasional. Dengan pendekatan kualitatif dan jenis studi pustaka, ditemukan bahwa nilai-nilai kearifan lokal seperti Gotong Royong (Jawa, Sunda), Siri' na Pacce (Sulawesi Selatan), Adat Basandi Syarak, Syarak Basandi Kitabullah (Sumatera Barat), Pela Gandong (Maluku), Tepa Selira (Nusa Tenggara Timur) hingga Tri Hita Karana (Bali), dapat diintegrasikan ke dalam kurikulum pendidikan nasional untuk membentuk karakter terpuji seperti Kerjasama, Kepedulian, Empati, Musyawarah, Persaudaraan, Tenggang Rasa dan Toleransi. Namun, integrasi nilai-nilai kearifan lokal ke dalam kurikulum nasional, membutuhkan kolaborasi antara komponen keluarga, sekolah dan masyarakat. Implikasi artikel adalah rekomendasi penyusunan kurikulum nasional berbasis kearifan lokal secara kontekstual, agar mampu menjawab tantangan pendidikan karakter di era global dan digital. Kata Kunci : Budaya Bangsa; Kearifan Lokal; Kurikulum Merdeka; Kurikulum Nasional; Pendidikan Karakter.
INTEGRASI TEKNOLOGI PENDIDIKAN DALAM KURIKULUM PENDIDIKAN AGAMA ISLAM: Integration Of Educational Technology In The Islamic Religious Education Curriculum Khoirul Anas Abror; Ary Asyari
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/f8jnmg11

Abstract

article aims to examine the integration of educational technology into the Islamic Religious Education (IRE) curriculum through a qualitative literature review. Data were obtained from various sources, such as academic articles and books, which were retrieved online. Content analysis was used to identify the concept of educational technology integration within the PAI curriculum. The findings indicate that technology serves not only as an innovation in learning but also as a means to reinforce Islamic spiritual values in the digital age. Through the Humanistic–Religious Constructivism paradigm, PAI functions not merely as an instrument for transferring dogma or knowledge but as a catalyst for digital spiritual transformation through dialogic, reflective, and contextual learning. To support digital integration in the PAI curriculum, teachers need to be equipped with technological, pedagogical, and spiritual-reflective skills. Artikel ini bertujuan mengkaji integrasi teknologi pendidikan ke dalam kurikulum Pendidikan Agama Islam (PAI) melalui pendekatan kualitatif dan jenis studi literatur. Data diperoleh dari berbagai sumber seperti artikel ilmiah dan buku yang ditelusuri secara daring. Teknik analisis isi digunakan mengidentifikasi konsep integrasi teknologi pendidikan dalam kurikulum PAI. Hasil kajian menunjukkan bahwa teknologi tidak hanya berfungsi sebagai inovasi pembelajaran, tetapi juga sebagai sarana untuk memperkuat nilai-nilai spiritual Islam di era digital. Dengan paradigma Humanistic–Religious Constructivism, PAI tidak hanya berfungsi sebagai instrumen transfer dogma atau ilmu, melainkan transformasi spiritual digital melalui pembelajaran yang dialogis, reflektif, dan kontekstual. Untuk mendukung integrasi digital dalam kurikulum PAI, maka para guru perlu dibekali keterampilan teknologi, pedagogik dan spiritual-reflektif. Kata Kunci : Integrasi Teknologi; Kurikulum PAI; Pendidikan Agama Islam; Teknologi Pendidikan.
KURIKULUM KULLIYATUL MU’ALLIMIN AL-ISLAMIYAH (KMI) GONTOR SEBAGAI MODEL INOVASI KURIKULUM DI TENGAH ARUS MODERNISASI PENDIDIKAN: The Curriculum of Kulliyatul Mu’allimin Al-Islamiyah (KMI) Gontor as a Model of Curriculum Innovation Amidst the Trend Toward the Modernization of Education Mardiyah; Najwa Sajida El Yunusi; Nasruddin
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/2097k645

Abstract

This article aims to explore curriculum innovation amid the trend of educational modernization based on the curriculum of Kulliyatul Mu’allimin Al-Islamiyah (KMI) at the Gontor Islamic Boarding School in Ponorogo, East Java. The method employed is a historical approach (historiography) through a literature review. The primary data source is a book by Kiai Dr. A. Syukri Zarkasyi titled Gontor and the Renewal of Pesantren Education. Secondary data sources come from various relevant references. The data is then analyzed and described to form an innovative curriculum concept. From the time Indonesia was still in a state of chaos before independence, up to the post-independence era today, the Gontor Islamic Boarding School has participated in revitalizing the Educational Renaissance in Indonesia through the innovation of the KMI curriculum, whose graduation certificates were recognized by Egypt, Malaysia, and Pakistan before being officially recognized by the Indonesian government. Artikel ini bertujuan mengembangkan inovasi kurikulum di tengah arus modernisasi pendidikan berdasarkan Kurikukum Kulliyatul Mu’allimin Al-Islamiyah (KMI) Pesantren Gontor Ponorogo Jawa Timur. Metode yang digunakan adalah pendekatan sejarah (historiografi) melalui studi pustaka. Sumber data primernya adalah buku karya Kiai Dr. A. Syukri Zarkasyi yang berjudul Gontor dan Pembaruan Pendidikan Pesantren. Sumber data sekundernya dari berbagai referensi yang relevan. Lalu data dianalisis dan dideskripsikan menjadi konsep kurikulum inovatif. Sejak Indonesia masih dalam kondisi carut-marut sebelum masa kemerdekaan, hingga pasca kemerdekaan saat ini, Pesantren Gontor telah berpartisipasi dalam menyemarakkan Kebangkitan Pendidikan di Indonesia melalui inovasi kurikulum KMI yang ijazah lulusnya diakui oleh negara Mesir, Malaysia dan Pakistan, sebelum diakui secara resmi oleh negara Indonesia.  Kata Kunci : KMI Gontor; Kurikulum; Modernisasi; Pesantren.
LEGITIMASI DAN KEBERLANJUTAN SANAD ILMU TAHFIZH AL-QUR'AN PADA PONDOK PESANTREN DAR 'ALI AL-BANJARY BANJARMASIN: Legitimacy and Sustainability of the Chain of Knowledge in Quranic Tahfidh at Dar 'Ali Al-Banjary Islamic Boarding School Banjarmasin Ghina Sofia Mahfuzah; Nuril Huda
TA'LIMUNA: Jurnal Pendidikan Islam Vol. 15 No. 1 (2026): MARET
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/rvk02v24

Abstract

The phenomenon of rapid growth in Al-Qur'an memorization institutions raises concerns about the strength of their knowledge transmission chains as a guarantee of academic legitimacy. This study examines the sanad (knowledge transmission chain) possessed by the leadership of Pondok Pesantren Al-Qur'an Dar 'Ali Al-Banjary in Banjarmasin and explores the factors supporting its continuity. Using a qualitative approach with data collected through observation, interviews, and documentation, the research focuses on the sanad maintained by the leaders of the institution. The findings indicate that the sanad is authentically linked to the Prophet Muhammad through trusted teachers, thus considered mu'tabar (valid) within the scholarly community. Key factors supporting the sanad’s continuity include educational background, awareness of its importance, and institutional responsibility in tahfizh education. These results affirm that sanad is fundamental in preserving the authenticity and quality of Al-Qur'an memorization education. Strengthening the sanad is recommended to maintain the academic quality and legitimacy of tahfizh institutions. Fenomena pendirian lembaga tahfizh Al-Qur'an berkembang pesat, namun belum semua lembaga memiliki sanad ilmu yang kuat sebagai jaminan legitimasi keilmuan. Penelitian ini bertujuan mengkaji jaringan sanad ilmu tahfizh yang dimiliki pimpinan Pondok Pesantren Al-Qur'an Dar 'Ali Al-Banjary Banjarmasin serta faktor pendukung keberlanjutan sanad tersebut. Metode penelitian menggunakan pendekatan kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Subjek penelitian adalah pimpinan pesantren, sedangkan objeknya adalah sanad ilmu tahfizh yang dimiliki. Hasil penelitian mengungkapkan bahwa sanad ilmu pimpinan lembaga tersebut bersambung secara sah hingga Rasulullah SAW melalui guru-guru terpercaya, sehingga sanad tersebut dapat dinilai mu'tabar (valid). Faktor pendukung utama keberlangsungan sanad meliputi latar belakang pendidikan, kesadaran akan pentingnya sanad, dan tanggung jawab institusional dalam pengajaran tahfizh. Temuan ini menguatkan bahwa sanad ilmu adalah aspek fundamental dalam menjaga keautentikan dan kualitas pendidikan tahfizh Al-Qur'an. Rekomendasi penelitian adalah pentingnya penguatan sanad dalam pengembangan lembaga tahfizh untuk mempertahankan kualitas keilmuan dan legitimasi institusional. Kata Kunci : Pondok Pesantren; Sanad Ilmu; Tahfizh Al-Qur’an.

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