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Istawa: Jurnal Pendidikan Islam

istawa
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Published by Universitas Muhammadiyah Ponorogo

ISSN : 25025732 EISSN : 25410970 DOI : -

Core Subject : Humanities, Education, Art,

Arts Humanities Languange, Linguistic, Communication & Media

ISTAWA: Jurnal Pendidikan Islam (IJPI) [Journal of Islamic Education] is an International Education Journal published by Postgraduate Universitas Muhammadiyah Ponorogo, Indonesia. The journal publishes empirically grounded and multidisciplinary work on Islamic Education and its related issues: spanning the history, quranic studies, exegesis, tradition, education, curriculum, politics, sufism, etc. It is a peer-reviewed journal of Education. The journal is published twice a year.

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Articles 157 Documents

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Strategi Pendidikan Unggul Berbasis Organisasi di Pimpinan Daerah Ikatan Pelajar Muhammadiyah Ponorogo Sri Wahyuni; Nuraini Nuraini; Nurul Abidin
ISTAWA Vol 3, No 2 (2018): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

An organization-based superior education strategy is certainly very different from the formal education strategy in general. An organization-based superior education strategy is not limited by space and time. Education can be done anywhere, anytime, and how things are. So PD IPM Ponorogo seeks to maximize the superior education strategy to cadre its members so that later they can become the next generation of the nation that is useful for themselves, the community, and the nation. The purpose of this study is 1) To find out the forms of superior education, 2) To find out the organization-based superior education strategy and, 3) To understand the supporting and inhibiting factors of superior education based strategies organization in the Regional Leadership of the Muhammadiyah Ponorogo Student Association. This research approach is a qualitative approach, with a type of case study research. Data collection techniques through interviews, observation, and documentation. The results showed that the Regional Leaders of the Muhammadiyah Ponorogo Student Association had and implemented several types of education strategies namely holding positive activities, cooperating with other parties, cooperating with AUM or the institutions needed, introducing and getting used to reading books, introducing culture literacy, balancing physical and spiritual health, building an organization with family, sharing with friends, approaching members, and identifying opportunities.

Sistem Kepemimpinan Islami: Instrumen Inti Pengambil Keputusan pada Lembaga Pendidikan Islam Afiful Ikhwan
ISTAWA Vol 3, No 2 (2018): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Educational supervision, better known as education supervision, has a basic concept that is interconnected. Supervision that aims to improve the performance of educators and other school employees by providing good direction and guidance as well as input on good and professional methods or methods of education. The school administration business serves, assists and fulfills together to utilize resources, both personal and material, effectively and efficiently to support the achievement of the goal of education in schools optimally.

Mandatory Application of Diniyah Madrasah (Basic Islamic Studies) at Formal Schools: Regional Government Policy Studies Arif Wahyudi; Mohd Aderi Che Noh
ISTAWA Vol 4, No 1 (2019): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

The lack of Islamic Religious Education in Blitar Regency, this phenomenon has led to the innovation of Islamic Education in Blitar district through the application of the Mandatory Madrasa Diniyah (Madin) Program in all formal junior high, high school and vocational level institutions as intracurricular. The aim of the study was to examine how the application of Islamic Education innovations and to find out how the implementation of Islamic Education innovation through the Diniyah Madrasah Mandatory program in formal institutions applied in Blitar district. The results of the study show its application by means of the district's national education institutions together with the Madin Education and Development Institution giving debriefing to selected teachers to prepare Madin's learning in formal institutions. For the ninth grade students will get a Madin certificate as a graduation requirement as well as a requirement to proceed to the next level and form a teaching and learning activity Madin in a formal institution with a combination of placement test methods, peer tutor method (study group students who are coordinated by their own friends), and drill methods (how to learn by repeating the material many times).Minimnya Pendidikan Agama Islam di wilayah Kabupaten Blitar, fenomena ini memunculkan adanya inovasi Pendidikan Agama Islam di kabupaten Blitar melalui penerapan Program Wajib Madrasah Diniyah (Madin) diseluruh lembaga formal tingkat SMP, SMA, SMK sebagai intrakurikuler. Tujuan penelitian untuk mengkaji bagaimana penerapan inovasi Pendidikan Agama Islam dan untuk mengetahui bagaimana penerapan inovasi Pendidikan Agama Islam melalui program Wajib Madrasah Diniyah di lembaga formal yang diterapkan di kabupaten blitar. Hasil penelitian menunjukan penerapannya dengan cara lembaga pendidikan nasional kabupaten bersama dengan Lembaga Pendidikan dan Pengembangan Madin (LPP Madin) memberikan pembekalan kepada guru terpilih guna mempersiapkan pembelajaran Madin di lembaga formal. Bagi siswa-siswi kelas sembilan akan mendapatkan sertifikat Madin sebagai syarat kelulusan sekaligus sebagai persyaratan untuk melanjutkan ke jenjang berikutnya dan bentuk KBM (Kegiatan Belajar Mengajar) Madin di lembaga formal dengan kombinasi metode Placement Test (Tes penempatan kemampuan), metode Tutor Sebaya (kelompok belajar siswa yang di koordinatori oleh temannya sendiri), dan metode Drill (cara belajar dengan mengulang materi sampai berkali-kali).

Application of Analysis of Strengths, Weaknesses, Opportunities, and Threats in Islamic Education Institutions Ava Swastika Fahriana; Miftachul Huda
ISTAWA Vol 4, No 1 (2019): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

SWOT analysis (Strengths, Weaknesses, Opportunities, and Threats) is carried out by educational institutions to assess the strengths and weaknesses of the institution before setting goals and outlining achievement goals, which is a logical consequence that must be taken by educational institutions to operate smoothly. Strength and weakness tests are internal audits of how effective the institution's performance is. While opportunities and threats concentrate on the external context or environment in which an institution operates. The SWOT analysis aims to find essential aspects of things such as strengths, weaknesses, opportunities, threats. The purpose of this test is to maximize power, minimize weaknesses, reduce risks and build opportunities. Recognizing strengths, weaknesses, opportunities, threats and continuing to reflect is a step towards advancing for Islamic educational institutions. Analisis SWOT (Strengths, Weaknesses, Opprtunities, and Threats) dilakukan oleh lembaga pendidikan untuk mengkaji kekuatan dan kelemahan pada lembaga tersebut sebelum menentukan tujuan dan menggariskan tindakan pencapaian tujuan, yang merupakan konsekuensi logis yang perlu ditempuh lembaga pendidikan agar supaya lancar di dalam operasionalnya. Uji kekuatan dan kelemahan pada dasarnya merupakan audit internal tentang seberapa efektif performa institusi. Sementara peluang dan ancaman berkonsentrasi pada konteks eksternal atau lingkungan tempat sebuah isntitusi beroperasi. Analisis SWOT bertujuan untuk menemukan aspek-aspek penting dari hal-hal kekuatan, kelemahan, peluang, ancaman. Tujuan pengujian ini adalah untuk memaksimalkan kekuatan, meminimalkan kelemahan, mereduksi ancaman dan membangun peluang. Mengenali kekuatan, kelemahan, peluang, ancaman dan terus melakukan refleksi adalah sebuah langkah bersar untuk menuju kemajuan bagi lembaga pendidikan Islam.

Reward And Punishment In Islamic Education Mustofa, Ali; Istikomah, Rohmah; Ma’mun, Muhammad Aman
ISTAWA Vol 4, No 1 (2019): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

ABSTRACT: Nowdays, there are a lot of many things in the societythat leads to pro and contra issues. For example, violence in the education. This is agains to child protection laws in Indonesia. In the Islamic education, hitting a child is allowed. It based on hadith of our Prophet Muhammad SAW. Of course, this action has to follow the rule and it has educational purpose. This study aims to know how reward and punishment applied based on the Islamic educational’s point of view. Another aims is toknow the relevation of reward and punishment in education mistake is allowed but it has to pay attention to the way how to hit the child in the appropriate way. A child is allowed to be hitting only with a light hit and it aims to give him/her a reminder about his/her mistake. This action agains to the child protection laws in Indonesia since no violence in education. In other hand, a teacher has a right and an obligation to be obeyed. In the laws, it mentioned that a teacher has a right to give the student sanctions only in the one condition: it based on code of educators’ ethics.

Development of Teacher Position in Islamic Education Institutions: Teachers as Professional Educators Imam Muhayat
ISTAWA Vol 4, No 1 (2019): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Coaching is an effort, action, and activities that are carried out efficiently and effectively to obtain better results. While growth is a thing (state) grows; progress (progress etc.). So that guidance on the growth of positions of teachers can be defined as efforts, actions, and activities carried out efficiently and effectively to obtain better results. In this case, a professional job, it would be wise to discuss one-word teacher, position, and licensed as a keyword that can be used as a professional position.Thus this text will discuss in detail the formation of teacher positions in Islamic educational institutions.Pembinaan merupakan usaha, tindakan, dan kegiatan yang dilakukan secara efisien dan efektif untuk memperoleh hasil yg lebih baik. Sedangkan pertumbuhan adalah hal (keadaan) tumbuh; perkembangan (kemajuan dsb). Sehingga pembinaan terhadap pertumbuhan jabatan guru dapat didefinisikan sebagai usaha, tindakan, dan kegiatan yang dilakukan secara efisien dan efektif untuk memperoleh hasil yg lebih baik dalam pertumbuhan atau perkembangan jabatan guru. Dalam hal ini guru sebagai jabatan professional, alangkah bijaknya jika dibahas satu-persatu pengertian dari kata guru, jabatan, dan profesional sebagai kata kunci yang dapat memberikan gambaran tentang apa yang dimaksud dengan guru sebagai jabatan profesional tersebut.Dengan demikian naskah ini akan membahas secara detail perihal pembinaan jabatan guru di lembaga pendidikan Islam.

Inconsistency of Curriculum of Education in Indonesia Wawan Kusnawan
ISTAWA Vol 4, No 1 (2019): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

The life of the nation has not shown maximum results. Therefore the generation that was produced experienced a decline in adab, morality, and nationalism. This causes much juvenile delinquency such as students against teachers, fights between students, free sex (free sex), drug use, etc. This shows that education in Indonesia is problematic. The solution, there must be an integrated system in the components contained in the teaching and learning process. This unified system includes an intra or extra curriculum, in this text will be discussed further and in detail.Kehidupan bangsa belum menunjukkan hasil yang maksimal. Karenanya generasi yang dihasilkan mengalami kemerosotan adab, moral dan nasionalisme. Hal tersebut menyebabkan banyaknya terjadi kenakalan remaja seperti murid melawan guru, perkelahian antar pelajar, pergaulan bebas (free sex), penggunaan narkoba, dsb. Ini menunjukan bahwa pendidikan di Indonesia bermasalah. Solusi, harus adanya sistem integrated dalam komponen-komponen yang termuat dalam proses belajar mengajar. Sistem integrated ini meliputi kurikulum intra ataupun ekstra, dalam naskah ini akan dibahas lebih lanjut dan detail.

Teachings of Violence in Education: Review of War Material on Islamic Cultural History Subjects at the Elementary Level Muhamad Tisna Nugraha
ISTAWA Vol 4, No 2 (2019): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Education is one of the instruments considered the most effective in preparing students before entering real life. Education is also considered as a vehicle that can solve social problems, instilling religious and humanitarian values. For this reason, in school, there is no place for material that presents violent content and or material that contains radical notions. However, the existence of several articles about warfare in the subjects of the History of Islamic Culture (SKI), causing anxiety that gave birth to the idea to replace the material content, because it was feared could foster fanaticism and religious intolerance. This paper departs from library research (library research) using a qualitative approach. Library research referred to in this paper is a study that makes library materials as the primary source of research. Also, in this paper observation and documentation techniques are also used which are processed using qualitative analysis to find out the teachings of violence in education on war material in the subjects of the history of Islamic culture at the elementary level. Based on the results of the study it can be seen that no teachings or content contain violence, radicalism, fanaticism and religious intolerance in the material of warfare in the subject of Islamic Cultural History at the primary level. The proportion of SKI subjects turned out to only have 2 hours (JP) in 1 week or equal to 4.65% of the total 43 JP learning loads in the curriculum structure of Madrasah Ibtidaiyah (MI) in grades 4, 5 and 6. Whereas in grade 3, the proportion of SKI subjects is slightly higher by 0.35% or reaches 5% of the total 40 JP study load in one week in the MI curriculum structure. Pendidikan merupakan salah satu instrumen yang dianggap paling ampuh dalam mempersiapkan peserta didik sebelum memasuki kehidupan nyata. Pendidikan juga dianggap sebagai wahana yang dapat memecahkan masalah-masalah sosial, menanamkan nilai-nilai keberagamaan dan kemanusiaan. Untuk itu, dalam pendidikan tidak ada tempat bagi materi-materi yang menyajikan konten-konten kekerasan dan atau materi yang berisi paham-paham radikalisme. Namun adanya sejumlah materi tentang peperangan di mata pelajaran Sejarah kebudayaan Islam (SKI), menimbulkan kegelisahan yang melahirkan gagasan untuk mengganti muatan materi tersebut, karena dikhawatirkan dapat menumbuhkan sikap fanatisme dan intoleransi beragama. Tulisan ini berangkat dari studi kepustakaan (library research) dengan menggunakan metode pendekatan kualitatif. Penelitian pustaka yang dimaksud dalam tulisan ini adalah suatu penelitian yang menjadikan bahan pustaka sebagai sumber utama penelitianya. Selain itu, dalam tulisan ini juga digunakan teknik observasi dan dokumentasi yang diolah dengan menggunakan analisa kualitatif dengan tujuan untuk mengetahuai ajaran kekerasan dalam pendidikan pada materi peperangan di mata pelajaran sejarah kebudayaan Islam tingkat dasar. Berdasarkan hasil penelitian dapat diketahui bahwa tidak ada ajaran atau muatan yang berisi kekerasan, radikalisme, fanatisme dan intoleransi beragama pada materi peperangan di mata pelajaran Sejarah Kebudayaan Islam tingkat dasar. Bahkan, proporsi mata pelajaran SKI ternyata hanya memilki bobot 2 jam pelajaran (JP) dalam 1 minggu atau setara dengan 4,65% dari total 43 JP beban belajar dalam struktur kurikulum Madrasah Ibtidaiyah (MI) di kelas 4, 5 dan 6. Sedangkan di kelas 3, proporsi mata pelajaran SKI sedikit lebih tinggi 0,35% atau mencapai angka 5% dari total 40 JP beban belajar dalam satu minggu di struktur kurikulum MI.

Mosque Institutions in Malaysia: what is the concept of the lyrics? Mohd Aderi Che Noh; Ismail Jaafar
ISTAWA Vol 4, No 2 (2019): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

This article comprises discussions related to the concept of the Mosque in Malaysia, as far as conforming to the idea of rahmatan lilalamin, which is the primary basis of the Prophet Muhammad SAW. Contrary to the concept of rahmatan lilalamin then came Rahmah Mosque, which is concerned with the unification and peace of the universal ummah. This also repels a narrow understanding of the function of the mosque. In this paper, the author discusses the challenge of establishing a mosque institution that conforms to the concept of rahmatan lilalamin to expose readers to fend off all the extreme views of mosque functions. At the end of the writing, it is reiterated that the role of the mosque should be in line with the concept of lilalalmin's grace. This is based on the management, supervision, infrastructure facilities and mosque environment that can create the love of one's fellow Muslims and have a different society.Artikel ini terdiri dari diskusi yang berkaitan dengan konsep Masjid di Malaysia, sejauh sesuai dengan gagasan rahlatan lilalamin, yang merupakan dasar utama Nabi Muhammad SAW. Bertentangan dengan konsep rahmatan lilalamin kemudian muncul Masjid Rahmah, yang berkaitan dengan penyatuan dan kedamaian ummah universal. Ini juga mengusir pemahaman sempit tentang fungsi masjid. Dalam makalah ini, penulis membahas tantangan mendirikan lembaga masjid yang sesuai dengan konsep rahmatan lilalamin untuk mengekspos pembaca untuk menangkis semua pandangan ekstrem fungsi masjid. Di akhir tulisan, ditegaskan kembali bahwa peran masjid harus sejalan dengan konsep rahmat lilalalmin. Ini didasarkan pada manajemen, pengawasan, fasilitas infrastruktur dan lingkungan masjid yang dapat menciptakan kecintaan sesama Muslim dan memiliki masyarakat yang berbeda.

Political Policy Analysis of the National Education Budget In Islamic Education Studies Firman Mansir
ISTAWA Vol 4, No 2 (2019): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

This research reviews about national education budget in the study of Islamic education policy. The federal education budget is part of the political education policy in Indonesia. The politic of education budget can be realized through systems made in a country. Government policy regarding education budget allocation of 20% is by the mandate of the 1945 constitution as included in the Draft State Revenue and Expenditure Budget (RAPBN). It is explained explicitly in the Statute of National Education System No.20 Year 2003 in article 49. This policy also becomes a lantern which can ease the economic burden of the poor to send their children to school because they have received funding from the government. However, the realization of the budget education of 20% may not be disbursed according to the benchmark percentage. Besides, there is Islamic education which has its institution in managing educational practices. This research was qualitative by collecting literature data from various primary and secondary references. Politic in education budget can make people more eager if all policy can protect other educational components, especially in the realm of Islamic education.Penelitian ini mengulas tentang anggaran pendidikan nasional dalam studi kebijakan pendidikan Islam. Anggaran pendidikan federal adalah bagian dari kebijakan pendidikan politik di Indonesia. Politik anggaran pendidikan dapat diwujudkan melalui sistem yang dibuat di suatu negara. Kebijakan pemerintah tentang alokasi anggaran pendidikan sebesar 20% adalah dengan mandat UUD 1945 sebagaimana tercantum dalam Rancangan Anggaran Pendapatan dan Belanja Negara (RAPBN). Hal ini dijelaskan secara eksplisit dalam Undang-Undang Sistem Pendidikan Nasional No.20 Tahun 2003 dalam pasal 49. Kebijakan ini juga menjadi lentera yang dapat meringankan beban ekonomi orang miskin untuk menyekolahkan anak-anak mereka karena mereka telah menerima dana dari pemerintah. Namun, realisasi anggaran pendidikan 20% tidak dapat dicairkan sesuai dengan persentase patokan. Selain itu, ada pendidikan Islam yang memiliki institusi dalam mengelola praktik pendidikan. Penelitian ini adalah kualitatif dengan mengumpulkan data literatur dari berbagai referensi primer dan sekunder. Politik dalam anggaran pendidikan dapat membuat orang lebih bersemangat jika semua kebijakan dapat melindungi komponen pendidikan lainnya, terutama di bidang pendidikan Islam.

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Rochmat Aldy Purnomo

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Rochmat Aldy Purnomo

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purnomo@umpo.ac.id

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Journal Mail Official
istawa@umpo.ac.id

Editorial Address
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Location
Kab. ponorogo,

Jawa timur

INDONESIA